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.
Pupils’ love being creative with this hands-on project. Lessons are differentiated with strong cross-curricular (Literacy, Science) links, whilst requiring very little resources; only paper and desired material (I have used Fimo clay but another material could be used instead, such as cardboard). Also Included are diffirenciated resources and student/teacher examples.
In this second lesson, students recap biomimicry, and learn about the ACCESS FM system in product design and it’s importance in the design process.
Students design; through group tasks, individual tasks and class-discussions. We then cover some basic sketching techniques before leading to them sketching their final idea (isometrically), which they must then justify, through an ACCESS FM specification (clear success criteria).
Lesson consists of starter> class discussions> main task> peer assessment> plenary. Lesson is a double but could be extended over several 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).
One of a series of Graphics Personification lessons, where students are introduced to graphic design and typography to create a piece of ‘positive advertising’.
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’. 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. Lessons are differentiated with strong cross-curricular (Literacy, Science) links, whilst requiring very little resources; only paper and desired material (I have used Fimo clay but another material could be used instead, such as cardboard). Also Included are diffirenciated resources and student/teacher examples.
In this first lesson, students are introduced to biomimicry, ergonomics and the project brief; ‘Design a series of contemporary interlocking (or complimenting) espresso cups based on biomimicry’.
Students design; through group tasks, individual tasks and class-discussions. We then cover some basic sketching techniques before leading to them sketching their initial ideas, which they must then justify, through annotation (clear success criteria).
Lesson consists of starter> class discussions> main task> peer assessment> plenary> Independent study (homework). Lesson is a double but could be extended over several 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).
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 second lesson, students will continue the iterative product design process. Students write their own specification; through group tasks, individual tasks and class-discussions. We then cover some basic sketching techniques before leading to them sketching their initial ideas which they must then justify, through annotation.
Lesson consists of literacy starter> class discussions>prep task> main task. Lesson is a double but 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.
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.
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 teacher examples.
In this third lesson, students will continue the iterative product design process. Students complete sketching their initial ideas after a warm-up drawing exercise. This then leads to an introduction to isometric drawing techniques through various individual drawing exercises. They then render their own chosen design as a final drawing in an isometric projection.
Lesson consists of literacy starter> class discussions>prep task> main task. Lesson is a double but 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.
One of a series of Graphics Personification lessons, where students are introduced to graphic design and typography to create pieces of advertising. Also included is an instructional video to aid with delivery of content.
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.
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.
One of a series of Graphics Personification lessons, where students are introduced to graphic design, typography and advertising.
In this first lesson, students are introduced to graphic design, personification and anthropomorphism through various questioning activities and a Pixar video. Finally they are shown how both are used effectively in advertising (M & M’s and Kellogg’s) before creating their own Pixar 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.
One of a series of Graphics Personification lessons, where students are introduced to graphic design and typography to create a piece of ‘positive advertising’. Also included is an instructional video to aid with delivery of content.
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.
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.
Product Design Teacher Modelling Examples; taking you through from initial ideas through to final conception of an innovative ‘USB Stick’ product.
Including;
Problem Analysis
Product Analysis
Existing Product Research
Market Research
Demographic Research
Client Profile
Anthropometrics Research
Research Review
Specification
Initial Ideas
Initial Ideas II
Final Design
CAD Modelling
Marketing
Great for exemplar modelling examples or homework examples for 3D Design, Product Design or Design Technology. Can be incorporated into lesson plans, used for moderation or used as additional resources.
Please note this has been created by myself for use as an exemplar student reference. It is not a copy of student work.
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.
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.
