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.
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.
In this creative, though theoretical lesson, students are introduced to/or consolidate their knowledge of Access FM. Students are given a series of Ikea lamps (though this could be easily changed to other products), which they must analyse using the ACCESS FM criteria. Students then consolidate their analysis into a short presentation through group-work, in a ‘dragons den style’ format.
Introduction to ACCESS FM
Preparatory Task
Consolidation Task
Presentation
Peer assessment (vote)
If you enjoyed this lesson, please see the other lessons in this or other 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 initial ideas, final isometric sketching, writing a specification and model making (prototyping).
Students love being creative with this hands-on project and it is a great introduction into graphic design, branding and how to evaluate a product for KS3 with strong cross-curricular links. Homework tasks are also included.
In this project students are set a brief; to create a desk tidy for WHSmith yet this could be ammended to suit a diferent brief.
Branding
Logos
Packaging
Packaging symbols
Sketching techniques (2-point, isometric)
Evaluating with CAFE QUE
Project requires Card, vacuum formed acrylic (optional)
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.
Full MYP Units Bundle which can cover the entire 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:
Product Design Unit - Desk Tidy Product (MY1).
Graphic Design Unit - Personified Typography (various briefs) (MY1).
Product Design Unit - Cardboard Up-cycling Project (industry brief) (MY2).
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 and App Design Unit - Smart Water Bottle and App (MY3).
Architecture Unit - Designing Accessible, Innovative, and Sustainable Schools. (MY3 or 4).
Product Design Unit - LEDC Solar Light. (MY4).
Product and App Design Unit - Smart Toothbrush. (MY4).
Architecture Unit - Microhouse. (MY5).
Engineering - 3D Printed Bridge. (MY5).
For more information about each unit please click on each relevant individual resource.
One of a series of Graphics Personification lessons, where students are introduced to graphic design, typography and advertising.
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. Also included is an instructional video to aid with delivery of content.
If you enjoyed this lesson, please see the other lessons in my personification graphics scheme. This scheme was designed for KS3 but could also be used with KS4 students.
Pupils’ love being creative with this hands-on project. Students are tasked with creating a mini prototype piece of flat-pack furniture for a furniture manufacturer. I have used Cardboard and envelopes (to personify flat-pack packaging) with a craft knife and tape or glue gun but this project but it could be adapted for other materials such as HIPS or wood. Also Included are differentiated resources and student/teacher examples.
In this first lesson, students are introduced to the benefits of flat pack furniture in logistics and manufacturing through class discussions and group tasks. They they create their own piece of furniture that can be disassembled and placed flat inside an envelope. There is also an extension task where they can draw ‘wordless’ instructions for another student to try to assemble there design.
Introduction to SOW
Class discussion/group tasks on flat pack furniture
Modelling
Optional extension
Activities should be spread over 2/3 lessons
If you enjoyed this lesson, please see the other lessons in this or other 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 initial ideas, final isometric sketching, writing a specification and clay model making (prototyping).
In this lesson, students learn the importance of designing around the needs of a user as well as the key words Ergonomics and Anthropometrics, which link to the GCSE Design Technology Specification.
Students gain an understanding into ergonomics and anthropometrics in various products using real life examples and videos (Sony) and manufacturing (VW). They then apply their understanding to find the average size ‘hand’; measured from a class sample group.
Also included is a fun home learning task that further applies their understanding of ergonomics in a funny and creative way.
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.
In this lesson, students explore the various needs, wants, interests etc of a target market and how designs can use this information to influence their design decisions, then are given a specific target market to explore through a creative exercise. They then consolidate this information to present their findings to the rest of the class. This lesson can be used for KS3, 4 or 5 in a variety of lessons around the ideas of user-centred design and entrepreneurship.
The only materials required are large sheets of paper and marker pens. Also included are 2 students examples.
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.
Lesson includes objectives, keywords, engaging activities, videos and current 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 assessments.
↠ 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.
Lesson includes objectives, keywords, engaging activities, videos and current 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 assessments.
↠ 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.
Lesson includes objectives, keywords, engaging activities, videos and current real-world examples that students can relate to. Lessons culminate in a task where students consolidate and apply the key theory that they have learned so that they are prepared for any internal or external IB assessments.
↠ 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.
A simple introduction to Content Form Process Mood terminology in Art & Design. This could be adapted and is a great way to introduce almost any artist(s) the students may be studying in any given scheme as it can be altered easily whilst maintaining the same structure.
Lesson consists of group work; a ‘warm-up’ task and then application as a 30 second presentation to their peers.
Also included is a CFPM game that could be used as an extension activity.
If you found this useful, please review.
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