Rich is a Lecturer Practitioner on the Primary Education Studies course at Anglia Ruskin University Peterborough. Utilising 25 years teaching experience in primary schools within my sessions; focusing upon curriculum subject knowledge, educational paradigms and teacher development, whilst remaining actively engaged with schools and pupils locally.
Rich has worked in primary schools of diverse areas and sizes in Cambridgeshire and the South West for over 25 years, leading every year group in Key Stage One and Two and holding several leadership roles which have developed my skills in safeguarding, strategic management, curriculum design and leadership. In addition, he has been a DfE Expert Reviewer for Phonics, KS1 and KS2 SATs, a Cambridgeshire County Moderator, Student Teacher Mentor and Curriculum Design Lead for Oak National Academy.
Rich completed a Master's in Education at the University of Cambridge in 2021, winning the Best Dissertation Award, and is currently pursuing a PhD in Education as a member of Gonville and Caius College, University of Cambridge. His Master's research examined critical thinking in primary design and technology; his PhD explores gendered pupil experiences in primary D&T, drawing on feminist poststructuralism. Rich serves as a peer reviewer for the Cambridge Education Research Journal (CERJ) and Design and Technology Education: An International Journal, and deliver courses across the country, in locations including Birmingham, Leeds and Durham.
Rich is a Fellow of the Chartered College of Teaching (FCCT), Fellow of the Higher Education Academy (FHEA), Fellow of the Royal Society of Arts (FRSA) and hold the National Professional Qualification for Headship (NPQH). He remain actively engaged with staff and pupils in Cambridgeshire schools and am passionate about the change that teachers can facilitate.
Primary education; cross-curricular links; early reading and phonics; assessment and moderation practice; gender; teacher professional learning; critical thinking in education.
Primary education; curriculum design; teacher education; design and technology in primary schools; gender; feminist poststructuralist theoretical perspectives.
Lecturer, School of Education, Anglia Ruskin University (2025–present)
Brown, R. (2026). Stories that build: Using children's literature to inspire authentic D&T learning. English 4-11
Brown, R., & Taylor, J. (2026). Strengthening transition: Developing an all-through design and technology curriculum. CLEAPSS Future Minds
Brown, R. (2024). Critical Thinking in Design and Technology. MESHGuides
Brown, R.(2023). Teacher perceptions of critical thinking skills within primary school design and technology. Design and Technology Education: An International Journal. DOI: 10.24377/DTEI|ARTICLE|1183
Brown, R. (2022). Teacher Perceptions of Critical Thinking Skills within Primary School Design and Technology. PATT39 Conference Proceedings
Brown, R. (2026). Stories That Build: Using Children's Literature to Inspire Authentic D&T Learning in Primary Schools. The Big D&T Meet, De Montfort University, Leicester, 10 July.
Brown, R., & Taylor, J. (2025). Transition between primary and secondary design and technology — an all through curriculum, the opportunities and challenges. DTTEG Symposium 2025
Brown, R. (2022). Teacher Perceptions of Critical Thinking Skills within Primary School Design and Technology. PATT39: PATT on the Edge, Technology, Innovation and Education