Pupils’ love being creative with this project. Lessons are differentiated with strong cross-curricular (Literacy, Geography, Science) links, whilst requiring very little resources (only paper and product examples). Also Included are diffirenciated resources and student/teacher examples. In this first lesson, students will be introduced to the iterative product design process. They will be briefly introduced to ‘what makes a good design?’ through Jonny Ive and Dieter Rams’ 10 principles of good design. This leads to a group ‘ranking task’ where they must rank and discuss varying design examples of a hair dryer product. They will conduct a piece of product analysis using the ACCESS FM system; through group tasks, individual tasks and class-discussions. Leading to a piece of problem analysis to help find a justified improvement or gap in the market place for their own product. Lesson consists of ranking activity> class discussions>prep task> main task(s). Lesson could be extended over several lessons. If you enjoyed this lesson, please see the other lessons in my Product Design series/SOW (where the full iterative design process is covered). In this unit, pupils will gain an understanding into what is product design and the creative process of a designer, from existing research/analysis, writing a specification, initial ideas, isometric drawing and CAD modelling.

Your students are most likely already using ChatGPT but are they using it honestly? Do they understand it? Do they understand the alternatives? To teach students about the risks and opportunities of AI and academic integrity, this research lesson and activity teaches students to compare and debate sources to determine which answer is the real truth. What better way to teach students about AI than for them to practically demonstrate how it works vs other traditional sources? Included is a lesson that explores: What is ChatGPT? How does it work? Is ChatGPT a tool or a cheat? How does it differ from other sources? How do we know the truth? What are the other ways we could find an answer? Which are more reliable and why? Students are then set a group research task where they research different debatable questions from different sources before ranking by reliability. They then summarise by determining which answer is the truth. Included: Lesson presentation. Structured student presentation template sorted by the different sources. Interactive teacher CPD presentation that explains the student lesson. Lesson plan. The content has been planned for 2-3 lessons. L1 presentation. L2 Group Research. L3 Group presentations and debates.