One hundred episodes. Six years. And one very familiar guest. For Episode 100 of the Bridge Building Podcast, Stephen Anderson returns to where it all began. Andrew Devoy was the podcast's very first guest in August 2020. Six years later, he's back to answer the same question Stephen asked him in that original conversation: What's happening at Marist College Ashgrove? The answer involves quite a lot of motorsport. Andrew shares how the College's go-kart program has developed since its beginnings in 2014. What started as an extracurricular activity has grown into an annual multi-school event, with the 2025 challenge involving eight schools, around 22 karts and 125 students. The conversation then moves into Formula High School and Marist's Certificate II Engineering Pathways program. Here, students work within a simulated workplace rather than a traditional classroom structure. They sign in, receive job cards and manufacture real components required for the Formula High School vehicle. Their work must meet required standards and pass quality control before they move onto their next job. The finished vehicle is then taken to Lakeside Park for a six-hour endurance event, where students experience the culmination of months of practical work, teamwork and preparation. Andrew and Stephen also discuss the importance of industry partnerships, sponsorship, teacher leadership and providing students with authentic experiences that give practical learning genuine meaning. For a milestone episode, it's a conversation that brings the Bridge Building Podcast back to its beginnings while demonstrating exactly why these stories are worth sharing.  

What if your next school STEM excursion involved New York, Washington, Disney and Kennedy Space Center? In Episode 99 of the Bridge Building Podcast, Stephen Anderson speaks with Shaun Lane from Hale School in Perth about an extraordinary international STEM experience his Technology department has developed for students. Every two years, the school takes a group of students to the United States for a bespoke STEM tour. The 2026 trip will see 32 students and four staff travel through New York, Washington, Orlando and Titusville over two weeks. Along the way, students explore aviation and space museums, the Smithsonian institutions, STEM programs at Disney and Universal, universities and, finally, Kennedy Space Center, where they undertake an immersive international program including astronaut training and simulated space missions. Shaun also shares some unforgettable moments from previous tours — including arriving in Orlando alongside a hurricane and, through some extraordinary timing, witnessing a SpaceX rocket launch and the boosters returning to Earth. But this episode isn't simply about an incredible school trip. Shaun explains how Hale moved away from an organised tour and began designing its own program. The teachers develop the itinerary themselves and then work with a travel company to manage flights, accommodation and other logistics. The conversation explores costs, free and low-cost STEM opportunities, working with universities, accessing educational programs at major attractions and how schools could build a smaller or less expensive version of the experience. For teachers who have ever wondered whether an ambitious international STEM experience is actually possible, this episode might have you asking a different question: Why couldn't we do it?  

If you've ever wondered whether your TAE is still current, whether you need to complete another Certificate IV, or what "industry currency" actually means, this episode is for you. Stephen Anderson is joined by Sarah Pavy, Head of Education at ReadCloudVET, to unpack some of the biggest misconceptions surrounding VET teaching in Australian schools. Sarah explains the recent changes to Australia's VET credential policy, clarifies which TAE qualifications remain valid, and discusses the difference between vocational competency, industry currency and VET currency. She also explains why maintaining current workplace knowledge is becoming increasingly important for teachers delivering vocational education. The conversation then shifts to ReadCloudVET's approach to supporting schools through tailored VET programs designed around local industries, employment opportunities and student interests, rather than relying on one-size-fits-all packages. Sarah explains how flexible assessment design, teacher support and responsive program development help schools deliver meaningful vocational pathways for students. Whether you're an experienced VET teacher, returning to the classroom, or considering delivering VET qualifications for the first time, this episode provides practical advice and valuable clarification on the latest requirements.  

In this special DATTA QLD Conference preview episode, Stephen Anderson speaks with Dr Anthony Franze from Griffith University about the changing relationship between artificial intelligence and design education. Anthony draws on his background in automotive design, product design, and user experience design to explore how AI tools are being integrated into university teaching and industry practice. The conversation focuses on the role of AI-assisted sketching tools such as Vizcom, which allow designers to build upon their own sketches rather than relying solely on text prompts. Anthony explains why maintaining authorship and creative ownership remains important while also embracing new technologies. The discussion also explores student attitudes towards AI, ethical considerations, sustainability concerns, and the importance of helping future designers develop the critical thinking skills needed to use these tools responsibly. This episode offers practical insights for teachers looking to understand where AI is heading and how it can be thoughtfully integrated into Design and Technology classrooms.  

The 2026 DATTA Queensland Conference brings together educators and industry experts who are helping shape the future of Design and Technologies education. In this episode, Stephen Anderson speaks with three conference presenters about their upcoming sessions and the practical ideas they will be sharing with teachers. Claire Rackley discusses how students can effectively communicate design thinking through stronger sketching, visual refinement and reduced reliance on written explanations. Her workshop focuses on helping teachers understand how students can demonstrate complex thinking within modern assessment constraints. Luciano Mesiti highlights the opportunities available for teachers to incorporate food and fibre contexts into Design and Technologies programs. Through curriculum-aligned resources and sustainability-focused activities, Luciano demonstrates how these topics can become engaging and meaningful learning experiences for students. Nathan Edwards explores how emerging technologies are reshaping trades and manufacturing careers. His session examines the changing relationship between humans and technology and what students need to know about the future workforce. Whether your interest is visual communication, sustainability, food and fibre, engineering, manufacturing, or workforce pathways, this episode offers valuable insights and ideas to take back to your classroom.  

In this special DATTA QLD Conference preview episode, Stephen Anderson speaks with three presenters exploring practical and research-informed approaches to Design and Technology education. First, Leighann Ness Wilson shares insights from her PhD research into Design and Technologies education and discusses how teachers can more confidently enact the Australian Curriculum through practical pedagogical frameworks aligned to processes and production skills. The conversation explores disciplinary capability, curriculum alignment, teacher confidence, and the importance of supporting both pre-service and practising teachers in the Design and Technologies space. The second conversation features Sarah Pavy, who explores student engagement in trades and design classrooms. Drawing on extensive experience working with vocational education and classroom engagement, Sarah discusses the unique opportunities these learning environments provide for students seeking more hands-on, applied, and authentic educational experiences. Finally, Dominique Falla from Griffith University discusses smarter curriculum design, AI-supported teaching workflows, and practical visual communication techniques for the design classroom. Dominique shares practical strategies for improving student sketching and ideation while also demonstrating how AI tools can support educators in curriculum planning, assessment design, and presentation development. This episode offers valuable ideas for teachers looking to strengthen engagement, improve classroom workflows, and support creativity and confidence in Design and Technology education.  

In this special DATTA QLD Conference preview episode, Stephen Anderson speaks with two presenters exploring innovative uses of artificial intelligence in Design and Technology education. First, Rashan Senanayake from Inspired Education Australia discusses the rapidly changing world of AI-assisted CAD and 3D modelling. The conversation explores how artificial intelligence is beginning to transform design workflows, prototyping, visualisation, and classroom practice. Rashan explains how emerging tools are allowing users to generate and manipulate 3D models using natural language prompts, while also highlighting the important conversations schools need to have around privacy, software ecosystems, and responsible implementation. The second conversation features Nicci Wheaton, who shares a fascinating AI-assisted game design project centred around bees and environmental sustainability. Students research the challenges facing bee populations before using structured AI prompts to help generate educational games that communicate these issues to the wider community. The project combines coding, sustainability education, AI prompting, research, and game design in a highly engaging classroom experience. This episode offers practical insights into the future of AI in education while also showcasing creative ways teachers are already using these technologies to support authentic and meaningful learning.  

In this special DATTA QLD Conference preview episode, Stephen Anderson speaks with two presenters exploring innovative approaches to Design and Technology education. First, Steph Piper from the University of Southern Queensland discusses gamified learning through the use of "skill trees" — visual templates inspired by video games that help learners map out and track their progress across a wide range of practical skills. The conversation explores maker education, 3D printing, electronics, laser cutting, and how visualising skill development can encourage both students and teachers to identify gaps, build confidence, and continue learning. The second conversation features Jacqui Niblett from UQ Ventures at the University of Queensland. Jacqui shares how storytelling and entrepreneurial pitching frameworks can help students communicate ideas more effectively. The discussion explores human-centred design, empathy, entrepreneurial mindset education, and how students can structure presentations that engage audiences and inspire action. This episode offers practical classroom ideas, creative approaches to learning, and valuable insights into the future of innovation-focused education.  

In this special DATTA QLD Conference preview episode, Stephen Anderson speaks with two presenters who are exploring powerful and innovative approaches to Design and Technology education. First, Nick Kelly from QUT discusses why design should be considered one of the most important subjects in school. The conversation explores creativity, critical thinking, collaboration, and the growing importance of design capability in a future shaped by artificial intelligence and automation. Nick argues that many of the so-called "21st century skills" schools aim to develop are fundamentally design skills, and that design education deserves a far more central place in modern schooling. The second conversation features Richard Neville from Babinda P–12 School, who shares a collaborative game design project connecting primary and secondary students. Students work together to design and build a multiplayer arcade-style game that requires players to cooperate in order to succeed. The project combines coding, systems thinking, collaborative problem solving, and iterative design while also encouraging students to work across year levels. This episode offers practical insights, big-picture thinking, and inspiring examples of what Design and Technology education can look like when creativity, collaboration, and authentic problem solving are placed at the centre of learning.  

What if you're already teaching design… but just don't realise it? In this episode, Stephen Anderson is joined by Dominique Falla from Griffith University's Queensland College of Art and Design to explore a powerful reframe for Design and Technology education. Dominique shares why design isn't about being "creative," but about structured problem solving—and why every teacher is already doing this every day in their classroom. The conversation explores the importance of studio-based learning, the role of hands-on experimentation, and why students need opportunities to tinker, test, and fail in order to truly understand design. A key takeaway is the shift from abstract design challenges to personally meaningful problems. Instead of asking students to solve generic tasks, Dominique encourages teachers to start with what genuinely frustrates students—because that's where real engagement and authentic design thinking begins. This episode is particularly valuable for teachers who feel out of their depth teaching design, especially those coming from trade or technical backgrounds. It offers reassurance, practical strategies, and a clear pathway to embedding design thinking more intentionally in the classroom.