Design methodology is not often formally addressed in either the education of designers or by practicing designers. There is a danger that design methodology separates from and becomes irrelevant to design practice, a danger amplified by a move towards either design science or a full acceptance of the implications of a hermetical/rhiosomic interpretation of design methods. This paper argues that rather than promoting a true, accurate or even desirable design methodology, the debate can be redrawn and that design method and methodology can be separated and considered in different frames of reference. The design of design methodics (not looking for one methodology but a tool box of many methods can that can, in themselves, be designed) represents a significant re-contextualisation of the debates surrounding the position of design methodology in education. This paper argues that design methodology is essentially an unknowable, individual component and that design methods are thinking tools that can be explainable, modifiable and are portable between designers. These assertions have been applied to a series of workshops across a broad range of subjects and abilities with over 400 students in total at Brunel University, UWE, Glamorgan University and Gwent and Exeter Colleges of Art. This provocative process results very quickly in animated discussions with students about method and methodology. It offers an approach that accelerates the normal implicit communication of design methods now under threat with the pressure being placed on traditional studio education. RAE_import_type : Conference contribution RAE_uoa_type : LICA