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 series of lessons, students gain an understanding into the topic 7 (User Centered 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 7 and can be taught in any order.
7.1, 7.2 UCD.
7.3 Strategies for User Research.
7.4 Strategies for User-Centered Design (UCD).
7.5 Beyond Usability - Designing for Pleasure and Emotion.
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.
In this series of lessons, students gain an understanding into the topic 1 (Human Factors and Ergonomics) 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.
1.1a Ergonomics and Anthropometrics.
1.1a Improving Ergonomics.
1.1b Psychological Factors Collection Methods and Processing Systems.
1.1c Comfort Fatigue and Biomechanics.
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.
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.
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.
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.
This product design (design and technology) lesson introduces students to market pull and technology push as well as planned obsolescence, in line with assessment criteria for design technology specification criteria.
Lesson consists of a starter, class discussion, relatable examples, videos (contextulisation), main activity and a homework design activity (consolidation activity).
If you enjoyed this lesson, please see other product design theory lessons in my shop, that are all linked to Design Technology theory exam assessment criteria.
In this lesson, students are introduced to fossil fuels and their impact on the environment through global warming in line with GCSE assessment criteria for Design and Technology. The lesson consists of videos, class discussions, a writing task and finally a design task.
Starter activity
Preparatory theory task
Class discussion/questioning and videos
Design (consolidation) Task
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 the importance of sustainability and applied practical Science in Product Design.
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).
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 conceptual project, students are given a brief and apply their learning through the design and presentation of an artifact. Students love the challenge of speculating on the future and forming their concepts around a narrative. There have been some fascinating outcomes as students relish the creative freedom.
Speculative design is designing from a critical, political and/or ethical perspective in the form of an artifact from the near or distant future. There are several reasons why we might use speculative design:
To question and critique.
Raise awareness.
Start conversations.
Provoke, amuse or annoy.
The word ‘artifact’ is deliberate as the outcomes does not need to be a physical product. The outcome can be in the form of any 2D, 3D or digital ‘artifact(s)’. For example it could be a guide, a map, packaging etc. Trying to make the future artifact as believable as possible through storytelling.
Project structure:
What is speculative design?
Mind-map tasks
Case study
Imagining the world in 2067 in regards to society, housing, resources, economy, politics, technology, health and environment
Critique Sessions
Prototyping of artifact
Final presentation
The project can help students develop their rapid prototyping, storytelling, critiquing and presenting skills. It has been delivered to both college and university 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.
What is debugging and how can I fix errors?
This lesson acts as a short introduction to what debugging is and explains the principles of identifying and fixing errors found in code, applied in a practical and fun way.
♦ Introduction to ‘Debugging’ and the additional keywords: error and fix.
♦ Practical activity where students draw their own coding problem and arranging printed ‘blocks’ in order to challenge one-another and practice debugging before moving and applying on the computer.
♦ Practical coding activity to debug the basics of a program.
This is the first introductory lesson of a unit/project that introduces students to the exciting world of coding! In the project, students will design and code their own educational game for primary year students. The full scheme will be uploaded in March 2023 when it is fully complete.
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.
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↠ 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.
