Week 3

Monday 29th January

I met up with Lydia this morning to discuss what I had done last week and to fill her in on what needed to be done. At the end of the day on Thursday, I had spoken to one of the teachers Katie who has given us work to create a lesson for her year 10 textiles class. I gave this to Lydia so that we could get a kick start on it before going back into school tomorrow. I informed more of what needed to be done for the product design lesson which she said she would do tonight ready for the first lesson tomorrow.


In the morning, we sat in on presentations done by PGCE students. There was a small group of them who’s specialism’s ranged from Design & Technology, Computer & ICT and Art & Design. Their presentations were about their primary school placement and how they’d used that to learn from as they went into their secondary school placement. It was great to sit into some PGCE students presentations to see what it is they are doing within their placements as this will be a situation I will be in within a couple years time when I do my PGCE course. They all spoke about the different challenges they faced, with them going to a variety of primary schools, ranging from very small and merged classes to a large and affluent primary school with a lot of equipment. As it came to different schools with different levels of economic background, each student teacher was faced with different challenges however a theme throughout was a challenge of behaviour management. It was good to hear how they all overcame this and it was interesting to compare it my experience within the school where I am only observing rather than teaching.

After the presentations, we then had a discussion as a class about our experiences within the school. We all seemed to be having really different experiences which is great to hear and I enjoyed listening to what other people have been getting up to in different schools. A couple of the students seemed to have been given more responsibility with their schools, with one of them having actually taught a lot of classes and not observed many at all. We spoke about the positive and negative experiences we are having within our schools and with a few of the others explaining how much they are doing, it’s shown me that I definitely need to be more proactive within the school to be in more lessons and get a better experience. At the moment, we have a lot of work to be getting on with so I am learning a lot about lesson planning and the content taught within design & technology which I think is really helpful, but I’m not getting a huge amount of experience within classrooms – other than in the pupil trail and the year 11 lesson I observed.

Tuesday 30th January

Today, it was supposed to be all 3 of us in however, Lydia and Aviva were sent home as they did not have written proof they had DBS even though it had been cleared. This was frustrating as we were hoping to continue with more work today. I continued with starting to prepare for the textiles lesson and made sure everything was prepared for lesson 5 where I was going to be giving our product design lesson plan to Matt Wrigley to teach to his year 10’s. For the lesson I have the presentation, a print-out for the brief and a hand-out for the manufacturing systems. Unfortunately when it came to doing the lesson, we weren’t able to do it. Matt is away on a school trip today lessons 1-4 and tomorrow lessons 1-4 so understandably we need to adapt around his timetable and since he needs to be in the year 10 lesson to teach what we have done, we are limited on the amount of lessons we can teach in. Because of missing today’s lesson, it means that we won’t be able to teach the product design lesson. This is really frustrating since we had spent a lot of time on the lesson but we are not in school enough days of the week to be able to plan around all of the year 10 product design lessons.

Wednesday 31st January

Since we are unable to do the product design lesson anymore, I explained this to Lydia and Aviva so we started to discuss potential ideas of what to do instead. We are definitely going to be teaching a textiles lesson so we knew that we would be able to hit that criteria; so as well as this we thought it would be a good idea to do a presentation about our work to group of students that are thinking about student art & design are university. We will speak with Matt about the level of students he would like us to give it to but I think a presentation about the types of work we are creating at university, would be really beneficial to the students as it may help them with their ideas of what they want to do next after leaving school. Each of us could talk about our course, how we got there, the work we are creating and ideas of what we want to do next. This could also be a chance to offer advice if anyone is confused about what they want to do after leaving school. It’s a really scary time especially when you’re not sure what you want to do next and I know when I was in their situation I had no idea what I wanted to do after leaving school/college and I really benefitted from speaking to older people who had gone through what I was going through.

We were beginning to try and plan the textiles lesson but we’re getting quite confused as to how to teach it. The criteria Katie told us to teach was “CAD/CAM equipment for cutting templates accurately and continuously” and “cutting tools: round or band knives, automated die cutters for products of constant shapes, computer controlled cutting machines and laser cutters”. We had a conversation with Katie to help us with potential ideas of how to teach it. She was so helpful! She explained that in the lesson previous to when we’ll be teaching, they will be learning about manufacturing systems (which conveniently we’d learned about for the product design lesson) which leads itself really nicely into CAD/CAM as there are a lot of links. It’s a class of 12 year 10’s who are very much mixed ability with a few of them who are very much creative learners, so though their creative work is brilliant and their really enthusiastic about it, she said that she struggles to get them to focus on the theory. So this will definitely be a challenge for us to create a lesson that is engaging and that they want to learn the theory that is taught. She also explained how they love doing tasks rather than being talked about so it would be a good idea to create games within the lesson as this way they’ll be more interested in learning about the theory.

Katie has given us two lessons to teach this class and she was so understanding in making sure that we would have a strong body of work at the end of the two lessons; as well as this she ensured we knew what we needed to do and wasn’t struggling. This was really helpful as we all feel confident that we’re heading in the right direction. The plan for the two lessons is that within the first one we will focus on the teaching the theory. So at the start we will play a video as a starter to get the class engaged and then ask them questions afterwards. We will then move onto a 10/15 minute slide show where we will talk about CAD/CAM and the different equipment, getting them to fill in a table on each as we go along. After this, we will divide them group into groups of 4 and separate the class so that they can each rotate around playing games. There will be 3 types of games: the one with will be a series of flashcards where they will answer the questions on cutting tools; the second will be a series of design processes where they will need to put in the right order and the third will be a CAD/CAM Q&A game board where they will need to match the question with the right answer. At the end of the lesson, we will then have a plenary; a quick fire question/answer just to make sure they’ve understood the lesson. The second lesson, we will split the class into 3 groups again and get them to create a revision sheet each. Katie explained that she has given the class a space on the wall where they can create revision material to go back to when it comes to sitting their exam. We will give each group a topic and an iPad – provide them with potential resources to – and allow them to research about it and create a revision board. This would be a continuation of what they’d learned in the previous lesson and since it will be a creative task, it should get all the students involved. We should emphasise that they must design their boards and take pride in what they are doing. If they each spend time on creating this board together it will get them talking about the topic and hopefully help them remember it better. For us as well, this will help up with knowing if the students have understood the work and allow us to have the students create work that will definitely impact them with their exam.

Textile lessons: Tuesday 6th and Tuesday 8th February, lesson 4

Thursday 1st February

Today we continued with the textiles lesson ensuring that we had everything in place for the classes we were teaching next week. We continued with creating the materials and ensured we had everything in place for the first lesson. We had a presentation, video and 3 games. We have planned the 2nd lesson however we have put off creating the material and written lesson plan for it as we want to see how well the first lesson goes so we can plan the appropriate lesson.

Textile lesson material:

At the beginning of the lesson we will show a video that gives an introduction into CAD/CAM. We will then show a presentation about CAD/CAM, the different tools involved and the different cutting tools. After the presentation, we will split the class up and do the 3 games we have created: noughts and crosses (they have play against each other in teams as a noughts and crosses game where they have the get the answer right to be able to put their counter on that question); flash cards (test their knowledge on cutting tools) and textile design industry game (they have to put in order of manufacturing a garment). They will also we given a cutting tool hand out with the information on the different tools that they need to know about them.

Today was getting very frustrating as other than the lesson we had to plan, there was nothing else for us to do. We had asked to observe some lessons however the teachers were very busy and we felt that we were getting in the way. We decided to go over to the art block and we were able to observe a year 12 a-level art class. It was really interesting to see the amount of work being produced and the standard was genuinely so high. They were using a vast variety of materials to make work – including bleach with ink which I’d ever seen being used before – which was great to see so much experimenting during school. Not many of the students wanted to progress with art & design, only a few did, but that being said it was inspiring to see so many students take art so seriously even though it isn’t something they are going to continue with. It was refreshing being in the art studio to see so much creativity and passion in the work; I feel that this is something that is sometimes lacking in the design and technology department as it is such an academic subject as well as being creative.

Students work:


Week 2 – Teaching Art & Design

Monday 22nd January:

Lecture cancelled

Tuesday 23rd – Wednesday 24th January:

Lesson plan

Unfortunately, due to Lydia and Aviva not having their DBS checks they will not be able to come into the school until they have them done which means that I will be on my own on placement until they are able to come back to the school. With them not being around, I have decided to just crack on with the lesson plan objective we were given last week. Luckily, as a group we had already done the bulk of the lesson so it’s just a case of expanding it. I spoke to a teacher in the school who had set up the pupil trail and discussed how last Thursday went. He gave some suggestions on how to run the lesson and reminded me to remember what I had learned in the pupil trail to help lead my lesson. With that in mind, I began thinking of more engaging tasks to do within the lesson instead of giving the past papers as a task. After a further conversation with Matt about being experimental with allowing what materials to use and to really think of a task to engage the students in applying their knowledge, I think of a design workshop that could work. In my degree, I did a subject that was about designing a chair with a client brief in mind; my idea for the task is to do a very simplified version of this. So in relation to manufacturing systems, the idea of the task would be to design a piece of flat pack furniture to be ready for batch production. The idea of this is to think about the kind of furniture that would be put into batch production and design something that is cheap to make and the customer can assemble themselves. Lydia suggested having the task in groups as it’s something that people could find slightly difficult which is a great idea as it means that they can work together with their ideas and designs. This would as part of the first lesson and then come the second lesson, they will come in with finish designs and have the chance to recap and then make a prototype. This would be testing whether or not their design is realistic for batch manufacturing.

On Thursday I will have a discussion with Matt about the lesson and discuss any improvements.

On Wednesday, I had the chance to go into a year 11 textiles class where they were doing patterns ready for them to make a garment. The patterns were what they use to lay over the fabric so that they cut it correctly and can make the item of clothing. The class were making a range of clothing, from skirts to dresses and one person was making a pillow which was a lot different to the rest of the class. I had a chance to look at some of the class’s designs and what they were creating was really interesting and because of this not being my field of practice, I enjoyed learning about something slightly different. Helping in this class was a challenge because I was there to give the students support and help with their designs but I didn’t really know much about it myself. I enjoyed observing a class at GCSE level though as it’s interesting to see the level of practice they are taught before they become more specialist at higher education.

Thursday 25th January

Again Lydia and Aviva were unable to come in today, so I continued with what we were doing but on my own. During lunchtime, I went a sat with a few year 10 textile students who were working on their sketchbooks. They were really enthusiastic about their textile work and I enjoyed what they had to say about what they were doing. It was great to see a group of people so engaged in their creative work especially since they’re spending their lunchtimes on the work. I spoke to their textile teacher who expressed how they were a really creative group but struggled with the theory – it is this particular group of year 10s that we will be creating a lesson for and teaching them in a couple weeks time. She also expressed how they’re isn’t as much as a demand to study textiles which I think is a really shame. They’re having less people study it at GCSE and have stopped the A-level – students who are wanting to study textiles are taking product design instead but creating textile work. I think it’s brilliant that the school is still catering for those students who want to study textile rather than dismiss it altogether, however, I do think it’s a shame that people aren’t choosing to continue it past KS3. I also learned that the school are now getting students to choose their GCSE topics at the end of year 8 to better prepare them for their exams. I see this as a positive as it then relieves the pressure of them sitting their exams at the end of year 11 however, I feel that it also adds more pressure on students at a younger age. I remember when I was choosing my GCSE’s at the end of year 9, I felt a huge amount of pressure as I struggled to choose from topics I really enjoyed so I worry that by making children choose at such a young age, they may regret having not taken different topics which may effect them when it comes to choosing what to study at higher education.

At the end of the day, I had a chance to talk to Matt about when we were going to be teaching the product design lesson. I showed him what we had created so far which he said was fine and then he said it was spread out into 3 lessons – Tuesday 30th, Wednesday 31st and Thursday 8th. The idea of these lessons is that Matt will teach them to the class and we will be on hand to give help to the students with what their doing. The plan of each lesson was: first lesson, presentation = 30mins and task = 30 mins; lesson 2 will be spent doing the task and then lesson 3 will be finish off the task (30 mins) and then presentation of work and peer assessment for the last part of the lesson. He advised that we need to make a proper brief for the students to follow so that it’s more specific and they know exactly what to do. There should also be a success criteria which will be used to help mark the students work at the end of the task – the students will peer assess their work which means we can help show them whether or not they hit the brief or not. We will take photos throughout the lessons to show progression; we will also provide questions for them to answer at the start and end of the 3 lessons to show that they have learned what we have taught them.

Product design lesson:

Material: KS4 teaching criteria (what we were given to make the lesson); lesson plan; presentation (introduction in manufacturing systems and activities); task sheet (task to do over the 3 lessons); success criteria (what the students are going to learn/achieve) and manufacturing systems hand out (for the students to keep in their books for revision).


Week 1: Teaching Art & Design

Introduction into: “Teaching Art & Design”

Monday 15th January

On Monday, at Cyncoed campus, we discussed the module in more detail and were given information regarding safeguarding. This is an important aspect of working within a school and since we haven’t been in a position of authority within a school before, it’s important to learn the correct procedure should we be in a position where we hear of the potential risk of safety of a child. Later in the day, we underwent practice lessons where in groups we each taught a lesson to the rest of the class. In my group, we decided to teach a continuous line drawing lesson which we felt wasn’t a difficult task to teach though we were face with the challenge of having to deal with ‘disruptive students’ as they were told to act like loud children. I found this task a bit difficult purely because it was to a group of people our age and who we knew so I couldn’t take it totally seriously. However, at the end of the day I was looking forward to going into the school. I decided that I wanted to spend my placement in a design and technology department because I have already spent time in a school observing the art and design department so I wanted to try something else to see the contrast between the two subjects. I definitely want to become a teacher but I haven’t decided which area I want to teach since I can do either so I want to use this time in school to compare each department.


Cowbridge Comprehensive (secondary school)

Tuesday 16th – Wednesday 17th

The first day we were greeted by our mentor Matt who is a Design and Technology teacher. There is myself, Lydia (Textiles) and Aviva (Textiles) at this school. At the beginning of the day we had a tour of the design and technology department which I was really impressed by. The department consists of Food, Textiles and Resistant Materials with further subjects being taught at GCSE and A-level. The department has amazing facilities, a lot of what the university has, so it’s incredible seeing young designers exposed to that level of machinery. The school is really big with around 1500 students attending the school from 11-18 years old; the majority of the buildings are brand new having built new buildings a few years ago. It’s been really interesting so far coming back into a different school, it’s a completely new experience; especially when it’s been 4 years since leaving. I’m looking forward to spending the next 4 weeks here and learning a great deal about teaching and whether or not it’s the right career for me.

On the first day, Matt took us through the teaching module brief sent by the uni and explained what it was we were going to be doing. He gave us a sheet from the KS4 teaching syllabus and told us to begin planning for a lesson. The idea is that as a group we will create a lesson and give it to a teacher who will teach the class to a group of year 10 students. Throughout the day we began working on this and followed this task through to the Wednesday. We decided to pick through parts of the syllabus to teach, all under the heading of ‘manufacturing systems’. This is a very large part of the syllabus we were given with the criteria being: “the advantages/disadvantages of producing single one-off products”; advantages/disadvantages of producing products in limited quantity (batch production)” and “advantages/disadvantages of high volume, continuous production”. We’ve researched information on this and created a presentation on this information to deliver, we also created an activity based on the information. We used particular colours to help them remember the information and used a font that was clear to read. There is also a hand-out I created – for the students to keep for revision – that follows the same font and colour schemes so that it furthers the idea of students retaining the information. We have also been told to set a task based on the topic and the idea I have for this is to give them a pass paper question on the manufacturing systems. It isn’t the most fun task to do but since they are KS4 and prepping for the end of year exam, I feel that it would be useful to be given a previous exam question to test their knowledge so far and learn what a potential real-life question would be. With what has been done so far, I feel that would just about fill a lesson or maybe only be enough for half the lesson so I definitely think more content needs to be covered. We have been told that we have 2 lessons to teach this in so one could be for content and the other a practical applying their knowledge. I will now work to think of a practical task that can link to informing more about manufacturing systems.

Thursday 18th January

Pupil trail

Today we were each given a year 7’s timetable where we had to follow their lessons and observe each class they were in. This task was about going into completely different lessons, learning how each teacher controls and teaches the class and to also find out how different students respond to different teachers. I really enjoyed this day and going into different classes. Throughout the day I was with most of the same students and though they were mostly really well behaved, it was interesting to see how they reacted differently to different teachers/lessons. Each class followed a very similar routine with it being primarily teacher-less and a task was given each time new information was given. Considering they were year 7’s, a lot of the lessons filled a lot of content which they seemed to be responding well to. The art and English lessons had a lot of control over the class and all students seem full engaged in what they were doing; I did find that particularly with the art lesson, a lot of the fun was taken out of it and it was very technically bases; however students seemed to be engaged in what they were doing. The history lesson was an interesting one as though the lesson was well taught and students were responding well, it was a very disruptive group of children so there was lots of chatter and I noticed a few students weren’t keeping up with the pace of the class. It was interesting to see how the teacher dealt with it as though there was disruption throughout from students talking, she seemed to keep good control and maintain that they were completing tasks ahead. The last lesson was French which was my favourite throughout the day. I thought that the teacher was brilliant in ensuring that the children were engaged in the lesson and completing the tasks she lay out. It was difficult what they were learning and I learned afterwards from talking to the teacher at the end of the lesson that the syllabus they were now teaching year 7 is what they would have initially introduced in KS4. So though it was clearly a difficult syllabus they were being taught, everyone seemed to be keeping up with it and the teacher taught it in a really fun and engaging way. Walking around I noticed people at different abilities but the teacher ensured that they were getting extra attention/help which I thought was really great considering the class was big.

Overall, I learned that different teachers have their own unique style of teaching and that students can respond to the teachers differently. One thing that the teachers do have in common is that they are reluctant to give answers to students questions; so if the student asks a question they work for the student to answer the question themselves which I think is a really great skill to learn. Also another thing is that they didn’t just stand at the front of the class and feed information, they walked around and were really interactive with the students. I feel that this is particularly important and will definitely take this forward. I learned that it’s clearly very important to gain respect from the students but also to ensure that they maintain that respect. I felt that the pupil trail was really interesting and definitely beneficial in terms of help for planning our own lesson.

Lesson observation sheets: Pupil trail

Are You Sitting Comfortably?


Overall this has been an enjoyable but extremely stressful project. It has been a great opportunity to create something that I would never have created otherwise and to be able to learn how to use new equipment which I will definitely continue to use in my subject. Having said that, it’s also been a real challenge and I have felt very much out of my depth at a lot of points. I have never created any 3D of this scale so to have to create this chair without the help of my partner has been really difficult. It’s frustrating that I didn’t have the help of my partner in the 2 crucial weeks of making because he is an Artist Designer Maker so knows more about 3D work than I do so it would have been useful to have his help. I have relied on the help of tutors to be able to create the chair it is now and I have really learned a huge amount about 3D work that I never knew before.

Despite struggling throughout the making of this project, I have worked incredibly hard on this chair and I’m really happy with the outcome. I think you can see clearly where my inspiration has come from in the forms of my design and I have had a good response from the people around me in that they recognise the shapes it’s supposed to be. It was definitely great to hear that Fiaz liked the chair and would like to have it because it has made the project worth while. Having to create a chair for someone so important within the university has definitely added pressure to the project to create a good piece of work but it has clearly paid off. I’ve enjoyed having the opportunity to create an item for a client because I never done anything like that before so has been a good experience in that sense. I will be taking everything that I have learned within this project into my further projects in my subject; there are a lot of adaptable skills I can use within my practice as a graphic communicator.


Are You Sitting Comfortably?

Photographing the client

Along with the chair, I photographed my client with his chair. I had some great feedback from Fiaz for the chair. He really liked it, even the little prototype that I’d made and he would like to have both of them! It was brilliant feedback and made the hard work I’d put into creating the chair worth while. Both of the chairs are not ready in terms of finishing and need a lot more sanding until I’d be happy for someone to have them. Though I need to have a secondary material, I have taken the decision to not include one. Due to timescale and the fact that I am now doing this project on my own, there is no way I’d have enough time to finish the chairs and create a secondary object for them both. I want to focus on making sure both the chairs are at a point I happy for someone else to have.


I tried to get the write angle so that there was a right balance between the chair and the client. The chair is the main focus so I need to ensure that you could see it well. This was difficult between the chair was covered quite a bit but I did get a really good angle of the side of the chair.

For the poster, I wanted to illustrate the name of the chair to represent the hand craft element to the design. I also wanted to incorporate my skills as a graphic designer when designing the poster. I decided to call my chair ‘Teithiwr” which is Welsh for traveller; unfortunately by not having a secondary object I’m unable to show the incorporation of the different cultures idea so I thought that by calling it a Welsh name I could reinstate that element so that there is a slight link at least.


Are You Sitting Comfortably?

*my partner has not come in for the duration of designing and making of the final chair – I have not been able to communicate with him all week*

Making the Chair: 11/12 – 12/12

After resizing the chair on Illustrator, I then took it to be reprinted. The chair is a much better size now that it’s been recut, however there are still problems with it. Unfortunately there was a part of the file missing which meant that on the 2 of the side arms, there was any slots where the seat and bar go through. This meant that I needed to cut the holes myself. There was also a couple of pieces that I had missed when resizing; the leg for the front was made big on the length but not made wider on the width so meant that it doesn’t span across the width of the chair. This was easily resolved though because I just cut part of it of and then stuck it on the underneath of the chair. Another part was the leg that was being used for the books, I didn’t lengthen it so this part will need to be recut.

Towards the beginning of designing, I took the decision to double up a few of the parts of the chair to make it stronger. So for each of the sides of they chair were duplicate and so was the supporting bar at the back of the chair; because of this I needed to glue these parts together. As well of this, the front leg of the chair needed to be glue to the rest of the parts because it didn’t quite slot perfectly into it. I recut the back leg of the chair and had help with cutting the slots into the sides. I’d arrange to photograph my client with the chair on Wednesday 13th so I left the chair overnight with clamps all over it in ready for it to be photographed with on the Wednesday.

Secondary material: 13/12

Correcting everything that went wrong was a huge amount of work especially since I’ve had to do it on my own. I wanted to create books as much of one of the legs but I took the decision to scrap that idea due to timescale. I tried to create something for my secondary material; I tried to image transfer the welsh poem onto fabric to then use this as parts of the arm chair. The experiments weren’t successful so if I wanted to do this I’d need to try something else.

Personal Development Plan

Within the first term of Level 5 constellation, I have been in the study group, ‘Posthumanism Art & Design: Matter, Ecology and Ethics’. Over the weeks, we have been discussing a variety of different subjects in relation to human/non-human, objects and the ethics of design. This subject has enabled me to think further into my practice as a graphic designer in terms of the effects of what my practice can do and to think about it in relation to the wider world. In the first session we spoke about ‘what is air’; I found this session particularly interesting because it made me think further into the affects us humans are having on the world and how this can cause such a negative impact on the world around us. Within the session “Is what we make worth what it destroys?” I did question my ethics as a designer and it did make me see my practice in a negative light because we have such a strong impact on the world around us; in future I feel that it will push me in my practice to think about the wider impact my work may have on the world, rather than just focusing on the piece of work I am designing. It was this session that gave me my idea on what to write my essay on. In first year, I learned about posthumanism in relation to cyborgs, however this year, we spoke about posthumanism in a different context; I found this a really interesting concept and it was something I wanted to explore further. Since I was then at a point where I was questioning myself as a designer, I wanted to write my essay in relation to the cyborg graphic designer and the effect this is having on the wider word, to further explore the negative impact I could be creating. I felt that this was important because if I am able to notice the negatives within my practice, then I can move forward with this in mind to ensure that I do what I can to create a positive impact. Within my practice as a graphic designer, it can be easy to focus on the aesthetics of the design and how it will appeal to the human world, but through exploration in the study group and within my essay, I have realised that though this is important as it is such a crucial part of being a designer, it is also just as important to think about the impact that piece of design can have on the ecological/non-human world. This has been really important topic I have learned and I feel that having the impact of my design as a crucial thing to think about within my work, will make me a better designer and create more sustainable design. I have found this constellation study really interesting and I have been able to make links to my practice throughout which has been really helpful because last year I struggled to understand what I was learning in the constellation sessions, related to my practice. Though I struggled to make links last year, I have found the sessions this year particularly interesting because I have been able to make links in terms of what I studied last year in the study group “Things Can Be Otherwise” where we spoke about the cyborg-theory. Despite the fact that I have enjoyed exploring this topic, I have found it academically challenging and I feel that the texts I have been reading has pushed me into exploring something that I would have normally ignored. At the beginning of the year, I ensured that I was making improvements upon what I had struggled with in the first year. Last year, I found it really difficult to read the texts that was given so this year, I had that in mind when studying the texts as I wanted to make sure that I understood what was being discussed; as with last year, I spent a lot of the time in the sessions confused because I hadn’t given myself enough time to read the texts given. Reading long lengths of text is something that has always been a challenge for me so this is something that I am continually trying to get better at; as with essay writing, I feel that I still need to improve and work on my critique of writing but compared to my essay last year, I think that I have improved a lot. Moving forward into the rest of the year and third year, I am going to continually improve my writing and reading skills. Within this first term, I have realised the importance of reading academic texts and how it can have a positive impact on my practice. I did find writing the essay interesting but very difficult and challenging. Having not had to write that amount of words in an academic text before, it was definitely a challenge to produce the essay and initially it did take me a while to get into an thorough argument to write 4000 words on but I surprised myself in being able to do it and read the texts that I used to form my argument. Time management has been a really important factor in writing this essay and though I have improved from last year, it is still something that I can continually improve on. I have found within this constellation study, that looking at the ethics of design is something that I find really interesting because I can see a clear link to my practice and I feel that it can really shape my practice as a designer; it’s definitely a topic I want to explore further. Thinking into third when it comes to writing my dissertation, this could be a potential idea that I’d like to study; having said that, it’s still a really important topic that I should be thinking about anyway as a graphic designer.