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. Unit lesson plan is included. 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

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 its 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: Unit plan outlining each lesson. 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.

One of a series of KS3 Architecture lessons where students are introduced to some of the worlds leading architects; then design buildings following their styles and principals. Le Corbusier, De Stijl & Urban Planning - Graded Outstanding. Pupils’ love being creative with this project. Lessons are differentiated with strong cross-curricular (literacy) links, whilst requiring very little resources (only paper). Also Included is homework, with student/teacher examples. Also included is an instructional video to aid with delivery of content. LS1 Students are introduced to the De Stijl, Dutch art movement, through a starter activity and teacher presentation. Additionally, they are also introduced to the idea of urban planning (following a discussion of an image into over-population) and the architect Le Corbusier; with a particular focus on the Villa Savoye. They then apply their understanding of the movement and the architect, to design their own apartment (encompassing the rules of De Stijl). Each student’s apartment can then be put together to create a class De Stijl ‘sky-scraper’; as an applied practice of urban planning. LS2 Students complete a self assessment sheet as a mid-point self evaluation with a re-cap on prior learning from the pervious lesson. They then proceed to complete their building designs and add primary colours in-line with the rules of the De Stijl movement. – 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

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, card and tape). Also Included is differentiated resources, and student/teacher examples. Students are introduced to the architect Frank Gehry. They will identify and demonstrate the key word ‘Form’ through group tasks, individual tasks and class-discussions. Leading to drawing and modelling exercises. Culminating in a design brief led task; where they are tasked with designing their own Architectural pavilion, taking inspiration from Gehry’s creative process to form. Students then create a model from scrap cardboard, leading from their creative form drawings from the last Frank Gehry lesson. Lessons consists of: ♦ Starter ♦ Class discussions ♦Optional Sketchup protoype (free cloud-based program) ♦ Main cardboard making task. Lesson could be extended over several lessons; particularly with the latter task. If you enjoyed this lesson, please see the other lessons in my KS3 Architecture series (each lesson for each individual architect). In this unit, pupils will gain an understanding into what is architecture and identify the individual architectural styles and creative processes of varying architects (Le Corbusier, Zaha Hadid, Frank Gehry and Daniel Libeskind), applying their understanding through 2D and 3D model-making. – 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

Pupils love being creative with the project. Lessons are differentiated with strong cross-curricular (literacy) links. Whilst requiring very little resources (only paper). Also Included is homework, with student/teacher examples. LS1 **Students are introduced to the architect Daniel Libeskind and how he uses form to convey a message or narrative. Lesson includes post card group work with a particular focus on the Imperial War Museum in Manchester. They then apply their understanding of Daniel Libeskind to design their own building out of a single, paper disk, for a particular brief. ** Students complete their building designs and justify their concepts with differentiated key words. Also included is an instructional video to aid with delivery of content. – 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

Zaha Hadid & Biomimicry - Graded Outstanding 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). Also Included is homework, differentiated resources, and student/teacher examples. Also included is an instructional video to aid with delivery of content. **In this lesson students will be introduced to the architect Zaha Hadid. They will identify and demonstrate the key words ‘natural forms’, ‘form’ and ‘fluidity’ through group tasks and a class-discussion. Culminating in as design brief led task; where they will design their own purpose built building for the Tokyo 2020 Olympic games, taking inspirations from natural forms. ** Lesson consists of starter> class discussion> main task. Lesson couldbe extended over several lessons; particularly with the latter task. If you enjoyed this lesson, please see the other lessons in my KS3 Architecture series (each lesson for each individual architect). In this unit, pupils will gain an understanding into what is architecture and identify the individual architectural styles and creative processes of varying architects (Le Corbusier, Zaha Hadid, Frank Gehry and Daniel Libeskind), applying their understanding through 2D and 3D model-making. – 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

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, card and tape). Also Included is diffirenciated resources, and student/teacher examples. **In this lesson students will be introduced to the architect Frank Gehry. They will identify and demonstrate the key word ‘Form’ through group tasks, individual tasks and class-discussions. Leading to drawing and modelling exercises. Culminating in a design brief led task; where they are tasked with designing their own pavilion, taking inspiration from Gehry’s creative process to form. ** Lesson consists of: ♦ Starter activity. ♦ Class discussions. ♦ Prep task. ♦ Main task. ♦ Optional paper modelling task. Lesson could be extended over several lessons; particularly with the latter task. Also included is an instructional video to aid with delivery of content. If you enjoyed this lesson, please see the other lessons in my KS3 Architecture series (each lesson for each individual architect). In this unit, pupils will gain an understanding into what is architecture and identify the individual architectural styles and creative processes of varying architects (Le Corbusier, Zaha Hadid, Frank Gehry and Daniel Libeskind), applying their understanding through 2D and 3D model-making. – 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

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 included as well as a unit planner outlining the lessons and activities. 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).

Statement of Enquiry: **Technological advancements and innovative processes lead to greater connections between people, places and objects. ** In this outstanding, creative scheme of work, students are given a brief to design a 3D printed bridge and situate in a context. Thinking of it’s use and benefits such as type of load(s) and whether the structure needs to move. Students research a location and the work of others and apply this research to influence and justify the form and function of their own product, writing their own design brief and specification. Unit plan is also included Students make and evaluate various iterations of their design in different media throughout their design process in an accompanying portfolio. The project can be delivered in various ways, with students either/and laser cutting, 3D printing and building their own bridge model and then testing it. Lessons include: The brief: what are we designing and who for? STEM, building and testing spaghetti bridges: What is the science behind structures? Product analysis: How can we really understand and apply the work of others? Context: What bridge, where will it be situated and how will ti be used? Summarising research and developing a design specification. Sketching: How do we generate ideas? Orthographic drawing. How do we plan and apply advanced drawing techniques? CAD (Sketchup): How can we prototype without the use of materials? Card prototyping: Why make something more than once? CAD: Laser cutting (optional): How can automation help with manufacturing? 3D Printing (optional Sketchup or Fusion360). User testing: Why and how do we test our structures? 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 or Fusion360 (both free) using the included guides. Laser cutting is optional (Techsoft/2D Design) 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

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. Included is a unit plan which outlines all lessons and activities. 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

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. Unit planner outlining lessons and activities is included. 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

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. Unit plan outlining lessons and activities is included. 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

Included is a unit plan outlining all lessons and activities. 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. Included is a unit plan outlining all lessons and activities. 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.