After presenting to my peers, the feedback received was insightful and helped me to further develop my intervention – improving the handouts appears to be a subject that many of us think about but struggle to find the time to do so.

One thing that stood out was how this work connects with differentiation. My peers mentioned that clearer, more informed handouts could allow students to work at different paces, which is the goal. Some students will complete their samples within the allocated workshop time, waiting on their peers to catch up, whilst others will need more time or space to process each step. Appropriate handouts can support both of those experiences without making anyone feel behind or rushed.

There were also suggestions around offering additional materials—like extra sewing packs or handouts with more complex techniques for students who want to practise or stretch themselves further. I love this idea, and can see how it would support both confidence and progression. It also gives students more autonomy to practise before moving onto their final garments, which ties in well with the aims of my intervention.

I appreciated the reminder to be mindful of inherited handouts—to approach with respect for the work that’s gone before. I want to build something collaborative, not just impose something new. Creating a shared handout template for technicians will be a great way to support the team in creating the updated handouts together, while keeping consistency for students.

There were also some practical concerns about time—how hidden and heavy the workload can be, especially over summer, where my main priority is focusing on preparing for the next academic year. Making even small changes takes time, and that time isn’t always available. During term time, students come first and I will put down other tasks if they need support. This work will most likely be done in quieter periods of term, and during the winter/spring/summer breaks. Hearing that from my peers has helped me to feel more confident in protecting space for the handout tasks.

One of my favourite suggestions was to add a welcome page to the handouts—something simple that reminds students who we are, who they can talk to for help, and that there’s more than one way to complete a sample, ending with the same finished look. It fits with the inclusive and student-centred approach I want this intervention to have.

My course leader also offered some thoughtful feedback. He reminded me that because I’ve got lived experience and industry practice, I might move too quickly or assume things are obvious within the workshop sessions. Just because I know how to do something doesn’t mean the students do – its my job to scaffold them and build their knowledge, whilst also building confidence, to ensure strong and confident final years, ready for industry. He encouraged me to keep co-creation at the centre of the project and make sure students are properly involved in shaping the materials. That’s something I’ve taken on board. I’m student centred – the intervention needs to work for them, not for me.

There was also a gentle warning around avoiding tokenistic work—about showing clearly why this intervention matters and how it can have a positive impact. His suggestion was to create a questionnaire, build a template based off their feedback, and then work with a focus group to discuss and improve. I also need to think about sustainability, and will not print off 70 handouts for each workshop each academic year. Instead, the updated handouts will be sent as a PDF via email the week before class, and I will laminate 5 copies to keep to hand for students who prefer an analogue copy.

Overall, the feedback has given me loads to think about, and has certainly shaped how the new template can look. I look forward to testing it with my students, using both my peers and course leader feedback, and my students feedback.