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Design Technology & Engineering Resources

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Create, Experiment, Build, Question and Learn. I am a specialist Product and Graphic Design Teacher, specialising in the Iterative process of designing, prototyping and evaluating. With a particular focus on entrepreneurship and making, rooted in real-world contexts and challenges. My mission is to plan and deliver creative, fun and engaging lessons for KS3, 4 and 5, ages 11-18.

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Create, Experiment, Build, Question and Learn. I am a specialist Product and Graphic Design Teacher, specialising in the Iterative process of designing, prototyping and evaluating. With a particular focus on entrepreneurship and making, rooted in real-world contexts and challenges. My mission is to plan and deliver creative, fun and engaging lessons for KS3, 4 and 5, ages 11-18.
Micro House Design Unit
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Micro House Design Unit

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In this outstanding, creative scheme of work, students are given a brief to design and make a micro-house, the size of a shipping container to help solve the housing crisis in dense-urban areas. With practical, written and theory work closely related to the new 1-9 GCSE Design Technology Specification. The scheme is a full term (12 or 6 week) project though could be condensed or even further extended. The project teaches students CAD through the use of Sketchup and 2D Design. Components can be laser cut or all pieces can be cut by hand so the scheme is adaptable to allow for different teaching workshops. There is a Sketchup guide included. I used card when teaching but this could easily be superseded for a different material such as wood, MDF or foam board. This bundle includes engaging theory lessons linked to the Design Technology GCSE Specification and can be adapted to be taught at KS4 or KS5. Lessons include in order: ♦Introduction to housing crisis, factors and design solutions ♦Creating a mood/style board ♦Technical drawing- Orthographic ♦CAD- SketchUp ♦Optional CAD & CAM- 2D Design & Laser Cutting ♦Ergonomics & Anthropometrics Theory ♦Final making This unit/project is designed for a term (12-14 weeks) though can be extended or condensed by modifying the design process and portfolio accordingly. If you enjoyed this project/scheme of work. Please visit my shop where there are a range of creative and engaging design and engineering projects. ↠This file may be zipped. Once downloaded right click the file and select ‘extract all’ to open. ↞ ✎Please note I am a UK seller and unless otherwise stated the product uses standard English. This should not affect the use of this product in other countries. ✎ ♥ After using this product please leave a rating and comment. ♦ If there are any issues with the product please contact me (via the Ask a Question tab) before leaving feedback. © DesignandEngineering
Desk Tidy Product Design Unit
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Desk Tidy Product Design Unit

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This project acts as an excellent introduction to the workshop using digital CAD/CAM and/or physical woodworking processes to design, manufacture and package a functioning product Students are tasked with designing, creating and marketing their own wooden desk tidy for a high street retailer, that reflects a city of their choice. Project is planned for 1 term 12 - 14 lessons. Lessons: L1 - What is design? - Introduction to product design L2 - Why use different stuff for different stuff? - Material theory L3 - How do we draw a recongisable city - Initial sketches L4 - How can we put together bits of wood? - Introduction to joinery L5 - How can I draw something quickly in 3D? - Isometric drawing skills L6 - How can I make something without using any materials? - CAD modelling (SketchUp) L7+ - Why use different tools for different jobs? - Making and makers log L8 - What is graphic design? - Packaging This project has been planned for either physical production with traditional woodworking tools, or digital production with a laser cutter and CAD program. Both series of lessons have been separated for you and are provided. Included is a portfolio with templates/worksheets in line with the assessment criteria and aims of the IB program. This can be delivered digitally or printed physically. Also included are modeling examples, student examples, videos, and individual task worksheets. This unit/project is designed for a term (12-14 weeks) though can be extended or condensed by modifying the design process and portfolio accordingly. If you enjoyed this project/scheme of work. Please visit my shop where there is a range of creative and engaging design and engineering projects. – ↠This file may be zipped. Once downloaded right-click the file and select ‘extract all’ to open. ↞ ✎Please note I am a UK seller and unless otherwise stated the product uses standard English. This should not affect the use of this product in other countries. ✎ ♥ After using this product please leave a rating and comment. ♦ If there are any issues with the product please contact me (via the Ask a Question tab) before leaving feedback. © DesignandEngineering
Educational Game Design Scratch Unit
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Educational Game Design Scratch Unit

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This unit acts as fun and engaging introduction into coding, with** students using the Scratch language to create their own interactive educational game for primary year students. There is an accompanying portfolio for students to complete where they investigate, design then test/evaluate their programs. Statement of Enquiry: Scientific logic and systems can be used to create innovative and functional products. Unit covers: ♦ Introduction to coding: How does a computer understand instructions? ♦ Introduction into: storage - process - output: How can we create interactions? ♦ Debugging: How can we find and fix errors in code? ♦ Creating Sprites and backgrounds: How can we size and move things on screens? ♦ Program analysis: Why look at the work of others? ♦ Generating and evaluating design ideas: ♦ Loops: How can I simplify my code? ♦ What/if statements: How can code make it’s own decisions? ♦ Variables: How can we use storage to make our programs more interactive? ♦ Feedback: How do we measure the success of our program? Included are: Slide presentations for each lesson. Editable student portfolio. Additional lesson resources. Scratch how-to cards. Links to an online coding course. Student outcomes and examples. If you enjoyed this project/scheme of work please leave a review and visit my shop where there is a range of creative and engaging design and engineering projects. – ↠ Projects work in Powerpoint or Google slides. This file may be zipped. Once downloaded right-click the file and select ‘extract all’ to open. ↞ ✎Please note I am a UK seller and unless otherwise stated the product uses standard English. This should not affect the use of this product in other countries. ✎ ♥ After using this product please leave a rating and comment. ♦ If there are any issues with the product please contact me (via the Ask a Question tab) before leaving feedback.
Cardboard Up-cycling Product Design Unit
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Cardboard Up-cycling Product Design Unit

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**How can we give waste purpose and value? **In this project, students are given a brief from a TV manufacturer to design a household product out of cardboard waste. This design project is based on a real industry brief. A global contest that challenged contestants to design innovative new objects for the home that could be made by re-purposing cardboard TV packaging. Students evidence their design process in a 22 page digital portfolio (Powerpoint) in line with the four assessment criteria. Alternatively this can be printed or used as a template. Included are teacher and student examples. A unit plan is also included. Lessons cover: ♦ Introduction to cardboard waste and the circular economy - factors and innovative solutions to minimise waste). Why is cardboard waste a growing problem? ♦ Ideation using the SCAMPER technique. Initial sketches worksheet. ♦ Advanced sketching techniques: isometric drawing - Which advanced sketching techniques do designers use? Isometric resource sheets. ♦ Planning and constructing ideas- Would someone else be able to construct my idea? Shape nets resource sheets. ♦ Iterative Design and Prototyping - How and why do we prototype? 2D design and/or physical prototyping. Evaluating our designs. ♦ Creating a Guide - How would someone else construct my idea? This project does not require the use of specialist classrooms and cardboard could be substituted with paper and scissors if necessary. This project could also be set as remote learning. This unit/project is designed for a half-term (6-8 weeks) though can be extended or condensed by modifying the design process and portfolio accordingly. If you enjoyed this project/scheme of work please leave a review and visit my shop where there is a range of creative and engaging design and engineering projects. – ↠ Projects work in Powerpoint or Google slides. This file may be zipped. Once downloaded right-click the file and select ‘extract all’ to open. ↞ ✎Please note I am a UK seller and unless otherwise stated the product uses standard English. This should not affect the use of this product in other countries. ✎ ♥ After using this product please leave a rating and comment. ♦ If there are any issues with the product please contact me (via the Ask a Question tab) before leaving feedback.
Graphic Design Typography Advertising Unit
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Graphic Design Typography Advertising Unit

6 Resources
A series of Graphic design lessons, where students are introduced to graphic design, typography and advertising. 1 Students are introduced to graphic design, personification and anthropomorphism through various questioning activities and a Pixar based exercise. Students learn how brands use personifciation effectively in advertising (M & M’s and Kellogg’s) before creating their own Pixa research page, demonstrating an understanding of the key words learnt; in a visual way. 2 In this second lesson, students are introduced to graphic design and typography through various questioning activities and videos. They are introduced to the illustrator (Paul Thurlby) and shown how he personifies type for commercial gain; through products and advertising. This then leads to students creating their own artist research page, demonstrating an understanding of the key words learnt; in a visual way. 3 In this third lesson, students are tasked with personifying a letter, so that collectively the class can create a personified typeface. This typeface will then be used in later lessons to form the text for a piece of ‘positive advertising’. 4 In this fourth lesson, students are tasked with personifying type to form the text for a piece of ‘positive advertising’. This is in response to an industry style, client brief by the NHS for their ‘Change 4 Life’ campaign. This lesson could be extended over several lessons. 5 In this fifth lesson, students are tasked with designing a promotional piggy bank. This is in response to an industry style, client brief by Halifax encouraging people save with them. This lesson could be extended over several lessons. This scheme was designed for IB MY1 – If you enjoyed this project/scheme of work. Please visit my shop where there are a range of creative and engaging design and engineering projects. ↠This file may be zipped. Once downloaded right click the file and select ‘extract all’ to open. ↞ ✎Please note I am a UK seller and unless otherwise stated the product uses standard English. This should not affect the use of this product in other countries. ✎ ♥ After using this product please leave a rating and comment. ♦ If there are any issues with the product please contact me (via the Ask a Question tab) before leaving feedback. © DesignandEngineering
Remote Graphic Design Lesson Pack
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Remote Graphic Design Lesson Pack

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This is a collection of KS3 graphic design lessons that do not require the use of specialist equipment or computers. Allowing the work to be set remotely or to be taught in non-specialist classrooms. A series of Graphic design lessons, where students are introduced to graphic design, typography and advertising. Projects include: Brand Yourself Students design their own logo to brand themselves. Typography Students learn about personification in advertising and design their own typography and then posters in the style of the illustrator; Paul Thurlby. Typography Project: 1 Students are introduced to graphic design, personification and anthropomorphism through various questioning activities and a Pixar based exercise. Students learn how brands use personifciation effectively in advertising (M & M’s and Kellogg’s) before creating their own Pixa research page, demonstrating an understanding of the key words learnt; in a visual way. 2 In this second lesson, students are introduced to graphic design and typography through various questioning activities and videos. They are introduced to the illustrator (Paul Thurlby) and shown how he personifies type for commercial gain; through products and advertising. This then leads to students creating their own artist research page, demonstrating an understanding of the key words learnt; in a visual way. 3 In this third lesson, students are tasked with personifying a letter, so that collectively the class can create a personified typeface. This typeface will then be used in later lessons to form the text for a piece of ‘positive advertising’. 4 In this fourth lesson, students are tasked with personifying type to form the text for a piece of ‘positive advertising’. This is in response to an industry style, client brief by the NHS for their ‘Change 4 Life’ campaign. This lesson could be extended over several lessons. 5 In this fifth lesson, students are tasked with designing a promotional piggy bank. This is in response to an industry style, client brief by Halifax encouraging people save with them. This lesson could be extended over several lessons. This scheme was designed for KS3 but could also be used with KS4 students. Logo Design Project: 1 Students are introduced to logo design, their importance/significance, colour psychology, and the design process as a whole. Student then begin to sketch out their initial ideas for their own logo. Lesson consists of starter> class discussions> colour psychology (sorting) task> main task> plenary. 2 Students peer feedback on each others initial ideas and then continue to develop the design for their own logo. Lesson consists of starter> class discussions> peer feedback> main task> plenary. If you enjoyed this lesson, please see the other lessons of my ‘Brand Yourself’ graphics scheme. This scheme was designed for KS3 but could also be used with KS4 students.
Resource Management and Sustainable Production IB DP DT Topic 2
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Resource Management and Sustainable Production IB DP DT Topic 2

6 Resources
In this series of lessons, students gain an understanding of the topic 2 (Resource Management and Sustainable Production) theory content of the IB DP Design and Technology course. Lessons include objectives, keywords, engaging activities, videos and real-world examples that students can relate to. Lessons culminate in a task where students consolidate and apply the key theory that they have learnt so that they are prepared for any IB DP assessments. Lessons cover the entirety of what students need to learn for the topic and can be taught in any order. 2.1 Resources and reserves 2.2 Waste mitigation strategies 2.3 Energy utilization, storage and distribution 2.4 Clean technology 2.5 Green design 2.6 Eco design Lessons should ideally be taught in order. If you enjoyed this project/scheme of work. Please visit my shop where there is a range of creative and engaging design and engineering projects.
Phone Stand Design Unit
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Phone Stand Design Unit

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Statement of Enquiry: Designers find opportunities from markets and trends to influence the form and function of successful products. In this outstanding, creative scheme of work, students are given a brief to design a phone stand that benefits a particular user, retailer (client) and charity. Students research peoples interests (surveys, user persona) and apply this research to influence and justify the form and function of their own product. They make and evaluate various prototypes of their product whilst evidencing the design process throughout. Lessons include: The brief: what are we designing and who for? User research: How do we design with and not for users? Product analysis: How can we really understand a product? Summarising our research: Writing a design specification. Sketching: How do designers generate ideas? CAD (Sketchup): How can we prototype without the use of materials? Paper prototyping: What form will our product take? Card prototyping: Why make something more than once? Plastics theory: Are plastics fantastic? Laser cutting (optional): How can automation help with manufacturing? User testing: Why and how do we test products? Client evaluation: How will we market and sell our product? Project applies a practical understanding of factual, conceptual and debatable questions. The scheme is a full term (12 - 20 week) project though could be condensed or even further extended if necessary. Students can work within the full digital project portfolio provided or in sketchbooks. CAD work can be completed using Sketchup (free, cloud-based program). Laser cutting is optional as product can be prototyped by hand using digital or physical processes. Student and teacher examples included. This unit/project is designed for a term (12-14 weeks) though can be extended or condensed by modifying the design process and portfolio accordingly. If you enjoyed this project/scheme of work. Please visit my shop where there are a range of creative and engaging design and engineering projects. ↠This file may be zipped. Once downloaded right click the file and select ‘extract all’ to open. ↞ ✎Please note I am a UK seller and unless otherwise stated the product uses standard English. This should not affect the use of this product in other countries. ✎ ♥ After using this product please leave a rating and comment. ♦ If there are any issues with the product please contact me (via the Ask a Question tab) before leaving feedback. © DesignandEngineering
Graphic Design Typography Unit
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Graphic Design Typography Unit

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Statement of Enquiry: Designers adapt forms to communicate with and engage different audiences. In this outstanding, creative scheme of work, students are given different graphic design briefs for different clients. The scheme is a great, broad introduction to different aspects of graphic design. Briefs include: Poster using personified typography that encourages a healthy lifestyle. Logo and campaign. Book using personified typography to teach children the alphabet. Cereal packaging for adults and children (with summative portfolio). Lessons include: Introduction to graphic design. Personification and anthropomorphism. Typography. Personifying typography. Design briefs (poster and book). Logo and campaign. Summative mini project and portfolio (cereal packaging). With practical, written and theory work closely related to the IB philosophy and 4 Design objective strands. Project applies a practical understanding of factual, conceptual and debatable questions. The scheme is a full term (12 - 20 week) project though could be condensed or even further extended if necessary. Students can work within the full digital project portfolio provided or in sketchbooks. Graphic work can be completed on paper and/or on Canva (free, cloud-based program). Student and teacher examples included. This unit/project is designed for a term (12-14 weeks) though can be extended or condensed by modifying the design process and portfolio accordingly. If you enjoyed this project/scheme of work. Please visit my shop where there are a range of creative and engaging design and engineering projects. ↠This file may be zipped. Once downloaded right click the file and select ‘extract all’ to open. ↞ ✎Please note I am a UK seller and unless otherwise stated the product uses standard English. This should not affect the use of this product in other countries. ✎ ♥ After using this product please leave a rating and comment. ♦ If there are any issues with the product please contact me (via the Ask a Question tab) before leaving feedback. © DesignandEngineering
Redesign Your School Architecture Unit
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Redesign Your School Architecture Unit

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Together we can design more sustainable, inclusive and innovative schools. In this project, students are tasked with the global design challenge of re-designing schools so that they are more sustainable, inclusive and innovative. Using their own school as an example, students complete a portfolio, following the design process, to design, model and justify their solutions. Project covers: Introduction to the design brief. User Research Analysing other sustainable, innovative, and accessible school examples from around the world. Writing a design specification. Initial sketching. Refined sketching. CAD modelling. Final prototyping This project culminates in students re-designing their current school or designing a new school using free Google SketchUp software (free, Cloud-based, no installation needed). – If you enjoyed this project/scheme of work. Please visit my shop where there are a range of creative and engaging design and engineering projects. ↠This file may be zipped. Once downloaded right click the file and select ‘extract all’ to open. ↞ ✎Please note I am a UK seller and unless otherwise stated the product uses standard English. This should not affect the use of this product in other countries. ✎ ♥ After using this product please leave a rating and comment. ♦ If there are any issues with the product please contact me (via the Ask a Question tab) before leaving feedback. © DesignandEngineering
LEDC Light Product Design Unit
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LEDC Light Product Design Unit

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How can we design affordable, sustainable solutions that can help people in lower economically developed countries? In this project, students are given a brief from the UN to design a sustainable, solar light for people in developing economies, that have limited or no access to electricity. Statement of inquiry: Considering the interconnection of global infrastructures creates a more equal and sustainable future for our shared planet. Students are taught a range of creative, STEAM, and research skills using both digital and physical techniques, evidencing their design process through a 23-page digital portfolio (Powerpoint) in line with the four assessment criteria. Alternatively, this can be printed or used as a template. Included are extension tasks, as well as teacher and student examples. Lessons cover: ♦ Introduction to LEDCs and the environment - historical factors and innovative solutions to provide sustainable, affordable, off-grid energy sources. What are LEDCs? What might life be like without power? What are the alternatives? ♦ Product Analysis using the ACCESS FM technique. ♦ Ideation using the SCAMPER technique. ♦ Advanced sketching techniques: isometric drawing - Which advanced sketching techniques do designers use? Isometric resource sheets. ♦ CAD Prototyping - Sketchup (free online cloud-based program) ♦ Iterative Design and Prototyping - How and why do we prototype? 2D design and/or physical prototyping. Evaluating our designs. ♦ Making the circuit - Solar Panel, LED, Switch - How do we make working circuits using different components? ♦ Final Prototyping - TinkerCad (free online cloud-based program) ♦ Final Prototyping - 3D printing or Laser Cutting If you enjoyed this project/scheme of work please leave a review and visit my shop where there is a range of creative and engaging design and engineering projects. – ↠ Projects work in Powerpoint or Google slides. This file may be zipped. Once downloaded right-click the file and select ‘extract all’ to open. ↞ ✎Please note I am a UK seller and unless otherwise stated the product uses standard English. This should not affect the use of this product in other countries. ✎ ♥ After using this product please leave a rating and comment. ♦ If there are any issues with the product please contact me (via the Ask a Question tab) before leaving feedback.
Micro House Architecture Unit
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Micro House Architecture Unit

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Statement of Enquiry: We must think of affordable, sustainable and innovative solutions to adapt to the needs of growing urban populations. In this outstanding, creative scheme of work, students are given a brief to design and make a scale model of a micro-house, the size of a shipping container to help solve the housing crisis in dense-urban areas. With practical, written and theory work closely related to the IB philosophy and 4 Design objective strands. Project applies a practical understanding of factual, conceptual and debatable questions. The scheme is a full term (12 - 20 week) project though could be condensed or even further extended if necessary. Students can work within the full digital project portfolio provided or in sketchbooks. Components can be laser cut or by hand so the scheme is adaptable for different school set-ups. Final model has been made out of foamcore but other materials could be substituted e.g. cardboard, acrylic or MDF. IB Unit plan included. Student and teacher examples included. – Lessons include in order: ♦ Introduction to the problem. What is a housing crisis? ♦ Data. Factors and trends. What has led to this crisis? ♦ User Research. Why design around the needs of a user? ♦ Product Analysis. How do we really understand a product? ♦Technical drawing (Orthographic) ♦CAD- SketchUp (Sketch). How can we prototype without any materials? ♦Optional CAD & CAM- 2D Design & Laser Cutting ♦Ergonomics & Anthropometrics Theory ♦Final prototyping ♦Criteria D Summative Contextual Assessment Task - How could we market and sell our design (estate agent task)? This unit/project is designed for a term (12-14 weeks) though can be extended or condensed by modifying the design process and portfolio accordingly. If you enjoyed this project/scheme of work. Please visit my shop where there are a range of creative and engaging design and engineering projects. ↠This file may be zipped. Once downloaded right click the file and select ‘extract all’ to open. ↞ ✎Please note I am a UK seller and unless otherwise stated the product uses standard English. This should not affect the use of this product in other countries. ✎ ♥ After using this product please leave a rating and comment. ♦ If there are any issues with the product please contact me (via the Ask a Question tab) before leaving feedback. © DesignandEngineering
Smart Toothbrush Product Design Unit
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Smart Toothbrush Product Design Unit

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Pupils love being creative with this project which covers the entire design process of designing a physical smart toothbrush and an accompanying app, with the aim of encouraging and maintaining a healthy lifestyle. The project does not include any coding, rather it is focused on the design process, critical thinking and communicating ideas, culminating in a physical prototype and a clickable digital prototype of an app. SOI: Scientific and technical innovation can be made by connecting physical and digital products. Lessons are differentiated with strong cross-curricular (literacy) links that align with the international IB curriculum. The project requires very few resources and any apps used are free and cloud-based. The project can be adapted for different physical and/or digital learning spaces. Included is a digital portfolio which follows the four assessment objectives of the IB Design curriculum. The portfolio can be delivered digitally, printed or used as a guide. Student/teacher examples are also included. Lessons include: ♦ Ergonomics and Anthropometrics theory. ♦ Internet of Things theory. ♦ Understanding and writing a design brief. ♦ Writing a design specification for a particular user and client. ♦ User-centered design and user research methods. ♦ Ideation strategies. ♦ Sketching techniques: isometric, orthographic. ♦ Prototyping in foam, card or 3D printing (depending on learning space). ♦ UX design and wireframing an app. ♦ UI design and prototyping a clickable prototype of an app (Figma).
IB DP Design Theory Innovation and Design Topic 5
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IB DP Design Theory Innovation and Design Topic 5

11 Resources
In this series of lessons, students gain an understanding into the topic 5 (Innovation and Design) theory content of the IB DP Design and Technology course. Lessons include objectives, keywords, engaging activities, videos and real-world examples that students can relate to. Lessons culminate in a task where students consolidate and apply the key theory that they have learnt so that they are prepared for any IB DP assessments. Lessons cover the entirety of what students need to learn for Topic 5 Innovation and design and can be taught in any order. 5.1 Invention, IP and patents 5.2 Categories of innovation 5.3 Innovation, Acts of insight 5.3 Strategies for innovation 5.4 Stakeholders for Innovation 5.5 Product Lifecycle 5.5 Product Lifecycle - Obsolescence 5.6 Rogers’ Characteristics 5.7 Design Specification Theory 5.7 Market Analysis 5.7 Market Competition Lessons can be taught in any order. If you enjoyed this project/scheme of work. Please visit my shop where there is a range of creative and engaging design and engineering projects. – ↠ Projects work in Powerpoint or Google slides. This file may be zipped. Once downloaded right-click the file and select ‘extract all’ to open. ↞ ✎Please note I am a UK seller and unless otherwise stated the product uses standard English. This should not affect the use of this product in other countries. ✎ ♥ After using this product please leave a rating and comment. ♦ If there are any issues with the product please contact me (via the Ask a Question tab) before leaving feedback.
Design Technology Theory Bundle
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Design Technology Theory Bundle

10 Resources
This bundle includes engaging theory lessons linked to the Design Technology GCSE Specification: ♦ Ergonomics & Anthropometrics ♦ Packaging Theory ♦ Product Analysis with ACCESS FM ♦ Product Evaluation ♦ Scales of Production ♦ Sustainability and energy stores ♦ Users and Target Markets ♦ Technology Push & Market Pull ♦ Plastics Theory ♦ Woods Theory ♦ Internet of Things These theory lessons do not require the use of specialist equipment or computers. Allowing the work to be set remotely or to be taught in non-specialist classrooms. If you enjoyed this project/scheme of work. Please visit my shop where there are a range of creative and engaging design and engineering projects. ↠This file may be zipped. Once downloaded right click the file and select ‘extract all’ to open. ↞ ✎Please note I am a UK seller and unless otherwise stated the product uses standard English. This should not affect the use of this product in other countries. ✎ ♥ After using this product please leave a rating and comment. ♦ If there are any issues with the product please contact me (via the Ask a Question tab) before leaving feedback. © DesignandEngineering
Introduction to Architecture Leading Architects Project
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Introduction to Architecture Leading Architects Project

6 Resources
Pupils love being creative with this project which introduces them to some of the worlds leading architects as well as approaching real-world challenges. Lessons are differentiated with strong cross-curricular (literacy) links, whilst requiring very little resources (only paper). Also Included is homework, with student/teacher examples. Students are introduced to architecture, the following architects together with principles of architectural design: ♦ Daniel Libeskind & Form (Signify) ♦ Frank Ghery & Form (Creative Strategies ) ♦ Zaha Hadid & Natural Forms ♦ Le Corbusier & De Stijl/Urban Planning – If you enjoyed this project/scheme of work. Please visit my shop where there are a range of creative and engaging design and engineering projects. ↠This file may be zipped. Once downloaded right click the file and select ‘extract all’ to open. ↞ ✎Please note I am a UK seller and unless otherwise stated the product uses standard English. This should not affect the use of this product in other countries. ✎ ♥ After using this product please leave a rating and comment. ♦ If there are any issues with the product please contact me (via the Ask a Question tab) before leaving feedback. © DesignandEngineering
Innovation and Markets Theory IB DP DT Topic 9
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Innovation and Markets Theory IB DP DT Topic 9

10 Resources
In this series of lessons, students gain an understanding into the topic 9 (Innovation and Markets) theory content of the IB DP Design and Technology course. Lessons include objectives, keywords, engaging activities, videos and real-world examples that students can relate to. Lessons culminate in a task where students consolidate and apply the key theory that they have learnt so that they are prepared for any IB DP assessments. Lessons cover the entirety of what students need to learn for Topic 9 Innovation and Markets and can be taught in any order. 9.1a Corporate Strategies 9.1b Corporate Social Responsibility 9.2 Market Sectors and Segments 9.3a Marketing mix 4P’s 9.3b Place 9.3c Price 9.4a Market research and strategies 9.4b Consumer reaction 9.5 Branding, Brand Loyalty 9.6 Packaging and brand identity Lessons can be taught in any order. If you enjoyed this project/scheme of work. Please visit my shop where there is a range of creative and engaging design and engineering projects. ↠ Projects work in Powerpoint or Google slides. This file may be zipped. Once downloaded right-click the file and select ‘extract all’ to open. ↞ ✎Please note I am a UK seller and unless otherwise stated the product uses standard English. This should not affect the use of this product in other countries. ✎ ♥ After using this product please leave a rating and comment. ♦ If there are any issues with the product please contact me (via the Ask a Question tab) before leaving feedback.
Final Production Theory Bundle IB DP DT Topic 4
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Final Production Theory Bundle IB DP DT Topic 4

12 Resources
In this series of lessons, students gain an understanding into the topic 9 (Innovation and Markets) theory content of the IB DP Design and Technology course. Lessons include objectives, keywords, engaging activities, videos and real-world examples that students can relate to. Lessons culminate in a task where students consolidate and apply the key theory that they have learnt so that they are prepared for any IB DP assessments. Lessons cover the entirety of what students need to learn for Topic 9 Innovation and Markets and can be taught in any order. 4.1a Physical and Mechanical properties 4.1b Smart Materials 4.2a Metals and metallic alloys 4.2b Timber 4.2c Glass 4.2d Plastics 4.2e Textiles 4.2f Composites 4.3 Scales of production 4.4 Manufacturing processes 4.5 Production systems 4.6 Robots in automated production Lessons can be taught in any order. If you enjoyed this project/scheme of work. Please visit my shop where there is a range of creative and engaging design and engineering projects. ↠ Projects work in Powerpoint or Google slides. This file may be zipped. Once downloaded right-click the file and select ‘extract all’ to open. ↞ ✎Please note I am a UK seller and unless otherwise stated the product uses standard English. This should not affect the use of this product in other countries. ✎ ♥ After using this product please leave a rating and comment. ♦ If there are any issues with the product please contact me (via the Ask a Question tab) before leaving feedback.
IB MYP Design Units Bundle
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IB MYP Design Units Bundle

5 Resources
MYP Units Bundle which covers each year group for the MYP 1 - 5 Design curriculum, representing a significant saving over buying units individually. In these outstanding, creative units, students are tasked with designing and making solutions in line with specific client-led briefs. With practical, written, and theory work closely related to the new MYP Design Specification and four assessment criteria. These units/projects have been designed for a term (12-14 weeks) or half-term (6-8 weeks) though each can be extended or condensed by modifying the design process and portfolio accordingly. Included is a unit planner that maps each project to units of inquiry (IB), sustainable development goals (UN), ATL skills (IB), and inner development goals (IDGs). Each project covers the entire iterative (non-linear) design process as well as relatable theory. The units are flexible and can be adapted to be taught throughout MY1 to MY5. The recommended MY year group can be found below. Units include: Graphic Design Unit - Personified Typography (various briefs) (MY1). Product Design Unit - Phone Stand Product (MY2 or 3). Architecture Unit - Introduction to Architecture. Worlds’ Leading Architects and Their Creative Processes (MY2 or 3). Product Design Unit - LEDC Solar Light. (MY4 or 5). Architecture Unit - Microhouse. (MY4 or 5). For more information about each unit please click on each relevant individual resource.
Full KS3 Product Design Units Bundle
DesignandEngineeringDesignandEngineering

Full KS3 Product Design Units Bundle

12 Resources
Full KS3 Project Bundle which can cover the entire of KS3 Product Design, representing a significant saving over buying individually. In these outstanding, creative scheme of work, students are tasked with designing and making a product in line with a specific brief. With practical, written and theory work closely related to the new 1-9 GCSE Design Technology Specification and the NEA. It covers the entire iterative (non-linear) design process as well as relatable theory. The SOW can be adapted to be taught at KS3 or KS4. Full KS3 Product Design Project Bundle consisting of: STEM (Science, Technology Engineering & Maths) Project Desk tidy Project Iterative Ergonomics Water Bottle Project Iterative Storage Unit Ikea Project Architecture Project Iterative contemporary furniture Project Biomimicry Espresso Cup Project Theory lessons covering: Ergonomics & Anthropometrics Packaging Evaluating Sustainability and energy stores Target Market Technology Push & Market Pull Plastics Woods Theory For more information about each lesson/project, please click on each relevant individual resource. These units/projects have been designed for a term (12-14 weeks) or half-term (6-8 weeks) though each can be extended or condensed by modifying the design process and portfolio accordingly.