Between 2007 and 2010 I completed the Industrial and Product Design degree at IED, the Istituto Europeo di Design, in Milan. The course grounded everything I do now: design theory and history, materials and manufacturing processes, ergonomics, and hands-on model-making in the workshop.
What the degree covered
Three years of studio projects built the toolkit: sketching and concept development, technical drawing in AutoCAD, 3D modelling and rendering in Rhino and 3ds Max, presentation layout, and coursework masterclasses on design masters such as Philippe Starck.
DT & Science Technician | London | Oct 2017 – Aug 2020
1. Orchestrating Advanced Fabrication Labs
In this role, I was responsible for the operational readiness of high-end STEM laboratories, bridging the gap between design theory and hands-on manufacturing.
Predictive Maintenance: Managed the performance and safety checks of advanced workshop machinery, including Laser Cutters, CNC Routers, and 3D Printing Labs.
Digital-to-Physical Workflow: Supported students and teachers in mastering CAD/CAM processes using industry-standard tools like AutoCAD and Rhinoceros.
Safety Leadership: Served as a core member of the Academy’s Health and Safety Committee, conducting comprehensive annual audits across the entire campus.
2. Educational Innovation & Support
STEM Pedagogy
Designed and led technical demonstrations that made abstract scientific and engineering concepts tangible for thousands of students.
Resource Optimisation
Implemented a streamlined inventory collection and resource management system that improved the efficiency of technical setups by 20%.
Bridging Education & Technology
My work at St Matthew Academy laid the technical foundation for my future roles in high-fidelity product design and technical documentation.
In collaboration with the Senior Technician, I prepared and conducted Physics and Chemistry demonstrations—including Acceleration, Waves, and Distillation. These hands-on sessions aligned with AQA Required Practicals and helped students grasp complex concepts through real-world applications.
Health and safety in a Design & Technology department is not one document: it is a system of documents, each written for a different reader. During my time as DT technician at St Matthew Academy I maintained and extended that system for a four-room department spanning product design, food, textiles and art.
The Layers of a Safety System
The departmental policy: a 45-page document adapted from the D&T Association model policy and customized to St Matthew’s rooms, staff structure and equipment, the reference layer for inspectors and leadership.
Room-level risk assessments: full hazard audits per classroom, each one cataloguing the equipment, substances and activities of that space.
Classroom procedure posters: the same rules rewritten for students: bold, numbered, wall-mounted, and worded for a twelve-year-old reader.
Machine safety posters: per-machine instruction posters combining PPE signage, an embedded mini risk assessment and step-by-step rules.
Inspection schedules: a colour-coded weekly / monthly / termly checklist per room, turning maintenance into a routine rather than a reaction.
Forms and sign-outs: controlled-item signature forms for dangerous tools issued to students.
Student-facing rules for the Product Design classroom: the policy’s requirements rewritten at reading age.
Machine-Level Instructions
Each hazardous machine got its own wall poster: mandatory PPE, the embedded risk table (hazards, rating, who may be harmed, control measures, review date) and a numbered rule list a student can actually follow. The poster has to work at a glance, mid-task, with sawdust in the air.
Why It Matters as Communication
The same hazard existed in four formats: a clause in the policy for the HSE inspector, a row in the risk assessment for the head of department, a rule on the poster for the student, and a line on the inspection checklist for the technician. Keeping those four readings consistent, current and findable is the core discipline of technical communication, and it is what this work actually was.
By auditing and organizing the DT department’s inventory, I identified unused equipment and coordinated its sale—generating around £4,000 in revenue. This project not only freed up space but also funded new resources, demonstrating how strategic thinking can lead to tangible benefits.
Running DT Clubs has been one of the most exciting parts of my role. Last year, I led a 3D printing club, and this year I’m guiding KS3 students through a race car design challenge using various technologies and materials. The project ends with a thrilling competition day—an unforgettable experience for everyone involved.
I took full responsibility for reorganizing the Resistant Materials Prep Room and Product Design classroom. By categorizing tools and materials, introducing safety signage, and setting up a student exhibition area in the Technical Court, I transformed the space into a more functional and inspiring environment for learning and showcasing creativity.
To support Year 10 and 11 students in their final product development, I created a comprehensive production document template. It guided them through each stage—from concept to execution—and included sections for submitting resource requests. This tool not only improved project clarity but also encouraged independent thinking and planning.
At St Matthew Academy, I developed a systemized approach to KS3 Design & Technology projects that covered the entire academic year. This initiative helped teachers plan more efficiently and ensured students had consistent access to structured, engaging projects. It was a rewarding challenge to align resources, timelines, and learning outcomes into a cohesive framework.
