Post on 25-Feb-2023
The Pupil Design Awards has been a positive way for pupils to
connect with their own stories and communities.
Teacher, Pupil Design Awards
RSA Pupil Design Awards Teacher resourcepack 2021-22
Contents
i. Introduction 4
Part 1: Teacher overview 5
1. Timeline 6
2. Design thinking 7
3. Judging criteria 8
4. How to submit pupils' work 9
5. Judging process 10
6. Scheme of work 11
7. Teacher insights 13
Part 2: Lesson plans 16
1. Week 1 16
2. Week 2 18
3. Week 3 20
4. Week 4 22
5. Week 5 23
6. Week 6 24
7. Week 7 25
Part 3: Lesson resources 26
Page no.
RSA Pupil Design Awards Teacher resourcepack 2021-22
• Introducing design thinking to teachers and pupils through interactive workshops delivered in collaboration with design education experts.
• Connecting schools to their local communities and enabling pupils to design solutions to local and global contemporary challenges.
The Pupil Design Awards is modelled on the RSA’s prestigious Student Design Awards for university students. It is a national design competition for secondary school and sixth-form pupils aged 11-17. We provide a range of briefs related to important social issues and ask entrants to develop innovative proposals to problems they identify themselves. The design process requires pupils to identify different design opportunities and refine ideas through research and development. Proposals are submitted at the end of the academic year and winners are selected by our expert judging panel.
This Teacher Resource Pack has been designed to support you in delivering the RSA Pupil Design Awards. In the pack you will find a suggested seven-week scheme of work, supported by activities and resources from our partners, design education specialists, Fixperts.
The RSA Pupil Design Awards At the RSA, we believe in a world where everyone is able to participate in creating a better future. Through our ideas and research, a 30,000 strong Fellowship, and our collaborators and partners, we are a global community of proactive problem solvers uniting people and ideas to solve the challenges of our time.
The RSA has always championed the power of design for public good. Today we call this design for social innovation; a discipline that brings together the needs of society and the possibilities of technology, the dynamics of our economy and the conditions of the environment to create or amplify interventions that tackle complex and systemic social challenges.
The Pupil Design Awards aims to encourage young people to do exactly this. The Pupil Design Awards’ vision is one in which young people develop creative self-efficacy through engaging with real-world problems and leave school with capabilities which enable them to flourish in their personal lives and contribute to the flourishing of their communities. We do this by:
• Broadening teachers’ and pupils’ understanding of how design can be applied and understood (design for social innovation) through challenging briefs and comprehensive judging criteria.
Introduction
RSA Pupil Design Awards Teacher resourcepack 2021-22 4
Competition timeline
NovemberTeacher workshops
Submissions open
March – AprilMentor visits
20 MaySubmissions close
Judging sessions & awards ceremony
June
SeptemberAwards launchNew briefs and resources are uploaded on to our website, and registration for teacher workshops opens.
Free training workshops co-delivered with design education specialists, Fixperts, supporting teachers to deliver the Awards.
Support on your proposals from professional designers and former winners of the Student Design Awards.
Online submission platform Skipso opens for teachers to upload their pupils’ work.
Your teachers have until 4.00pm on 20 May 2022 to submit your work.
Two-stage judging process, with judges selected from professionals working across design, academia and education.
19 April
RSA Pupil Design Awards Teacher resourcepack 2021-22 6
The non-linear design thinking process
We believe that design is about more than making beautiful things. Design can be used to solve problems and improve people’s lives. This is what we call social design. This pack aims to support you in encouraging your pupils to develop the mindsets that are integral to arriving
Design thinking
Research and insight
Reframe the problem
Ideate
Prototype and test
Refine and communicate
at innovative, impactful ideas. The RSA Pupil Design Awards is about pupils going on a journey through the design thinking process, that builds their ability to creatively solve problems with insights from their peers and the world around them.
Through the Pupil Design Awards we describe design thinking as a process and a mindset used to tackle complex problems. It can help pupils explore new alternatives and to imagine and bring to life ideas that didn’t exist before. It offers an opportunity to design with communities, to deeply understand the people they're looking
to support, to be creative, and to come up with new answers that respond to people’s needs and motivations. It is a flexible and non-linear process, where pupils can go back and forth as many times as they need to reach an idea that addresses the problem they have identified.
RSA Pupil Design Awards Teacher resourcepack 2021-22 7
Judging criteria
Pupils' proposals will be evaluated based on the following criteria:
Social and environmental impact:
• How does the proposal make a positive difference for people and/or the natural world?
• How does the final proposal consider diverse needs and equitable ways to meet those needs?
• How does the proposal engage with the local community in its chosen context?
• How does the proposal consider using materials, processes, and resources in a sustainable way?
1Rigorous research and compelling insights:
• Has the pupil/team undertaken first-hand research by identifying the needs and motivations of people affected by the problem in your brief?
• Has the pupil/team conducted research into the wider context of the problem on the internet or through reading material?
• How does the proposal build on key insights grounded in people’s needs and motivations, and gained through wider research?
• How does the proposal incorporate feedback and testing through prototyping and iteration?
2Viability:
• Has the pupil/team considered how the proposal will work in practice?
• Has the pupil/team considered the cost of the proposal and how it might be funded and sustained?
• Has the pupil/team identified any potential barriers that might prevent the proposal working in practice? How might these be overcome?
• Has the pupil/team considered how they would measure the success of their proposal if it became a reality?
3Creativity and innovation:
• How is the proposal different from existing solutions? How might it be better or more useful?
• What unexpected or surprising elements are included in the proposal? What value do these add to the idea?
4RSA Pupil Design Awards Teacher resourcepack 2021-22 8
How to submit pupils' work
1. Research
3. Ideation 4. Testing & Development
6. Final Idea5. Impact
You may enter pupils as a team or individually. To enter their work into the RSA Pupil Design Awards you will need to present proposals on six A3 boards. These six boards need to tell the story of your pupils' design thinking process from
The six boards:
2. Findings
research to final idea. The judges will be looking for the story of how pupils' designs developed over time. When the judges first look at the work, nobody will be there to explain it, so the six boards need to do all the explaining!
• What design brief are you tackling? • What research have you done to investigate
the challenge and understand how the people/environment are affected?
• How did you conduct some primary research to understand the issue better?
• What is the specific problem you are focusing on?
• What were your key findings from your research?
• What were your insights from your research?
• How have you explored potential ideas? • What ideas did you decide to explore
further? • What was successful/unsuccessful about
them?
• How did you test your idea? • Who did you ask for feedback? • How did you incorporate feedback into
your proposal?
• How could your proposal work in the real world?
• What could be the challenges you might face when putting your proposal into the real world?
• What positive impact will your proposal have?
• Tell us about your final idea in one statement.
• Who is your proposal aimed at and why? • What makes it different to existing
solutions?
RSA Pupil Design Awards Teacher resourcepack 2021-22 9
Judging process
1: Final submission
• The final deadline for entries is the 20 May 2022. • Submissions are evaluated per age group by a curated panel
of judges.
2: Individual evaluation
• The judges mark all submissions for their age cateogry individually using an online evaluation tool based on the judging criteria.
3: Judges shortlist deliberation
• The panel come together to deliberate, using the evaluation tool and the judging criteria, to shortlist a handful of projects per category to be shortlisted.
• The RSA team contacts all competition entrants to let them know whether or not they have been shortlisted.
4: Interviews with panel
• The shortlist are invited to an interview with the judges where they will have the opportunity to present their project to the judges in and answer a few questions from the judges based on the judging criteria.
5: Judges awards deliberation
• The judges mark all interviews using an evaluation tool and the judging criteria and then deliberate to select their winners.
6: Awards announcement• The interviews are followed by an awards announcement and
celebration!
The Pupil Design Awards will be judged in three categories: Year 7&8, 9&10 and Year 12. All entries must be made via our website www.thersa.org/pda by your teacher or a guardian over 18. The final deadline for submissions is the 20 May - check our website for updates.
As you can see below, the judging process is divided into six stages. The panellists in the past have included Student Design Award alumni, Royal Designers for Industry, practising designers and RSA staff.
RSA Pupil Design Awards Teacher resourcepack 2021-22 10
Scheme of work
Tip: Encourage pupils to start their boards as early as possible, they should be an evolving document that they revisit throughout the design process!
Week 1Objective Outcome Resources
To (i) introduce design thinking, (ii) explore social design, and (iii) introduce the competition briefs.
1 Pupils have formed their groups or decided to work indivdually.
2 Pupils have read the brief pack and chosen a brief.
3 Pupils begin to have an idea of the challenges they will research further.
— The three competition briefs
— Fixperts 'Brief Hunting' activity
Week 2Objective Outcome Resources
To (i) research information for the chosen brief, (ii) identify a target audience, and (iii) delegate research responsibilities amongst the team.
1 Pupils should understand how to select research relevant to their context.
2 Pupils should be able to identify areas where further investigation is needed before developing design ideas.
3 Pupils should be able to identify, explain the characteristics of, and justify their choice of target audience in relation to their chosen brief.
— Pupil Response Sheet — Fixperts 'Customisation'
activity
Week 3Objective Outcome Resources
To (i) plan the research pupils will carry out with real people / organisations, (ii) devise research questions.
1 Pupils should understand how to plan primary research activities, and should have a plan for carrying out user research independently after this lesson.
2 Pupils should be able to analyse successes and weaknesses in interview technique and apply this knowledge to carrying out their own interviews.
— Researching with people worksheets
— Fixperts 'Levels of Listening' activity
— Tell Stories activity
RSA Pupil Design Awards Teacher resourcepack 2021-22 11
Week 4Objective Outcome Resources
To (i) identify initial ideas for the project based on research findings and (ii) describe or visualise ideas.
3 Pupils should be able to use their research to develop their ideas, demonstrating that the idea is clearly linked to information gathered during research activities.
4 Pupils should be able use a variety of methods to help generate a wide range of ideas.
5 Pupils should be able to communicate their ideas to someone else in different ways.
— Fixperts 'Idea Generation' activity
— Examples of mind maps and product design sketches
Week 5Objective Outcome Resources
To (i) test ideas against target audience feedback, (ii) develop initial ideas towards a single, final idea.
6 Pupils should demonstrate a critical approach to testing and evaluating their ideas.
7 Pupils should use the feedback of others in addition to their own opinions to test and evaluate their ideas.
8 Pupils should apply the result of their testing and evaluation to identify clear ways to develop their ideas further.
— Fixperts 'Designing the Detail' activity
— Fixperts 'Sticky Storyboard' activity
— Fixperts 'Brief Specific' activities
Week 6Objective Outcome Resources
To build, refine and complete final idea.
9 Pupils should take action based on feedback from their target audience and peers.
10 Pupils' proposals should clearly reflect the needs of their target audience.
— Examples of previous submissions
Week 7Objective Outcome Resources
Create final portfolio by completing submission boards.
Refining presentation until students are confident in their submission.
11 Pupils should be able to use advice and success criteria to make decisions about the communication of their project.
12 Pupils should be able to communicate effectively by telling a story visually through their boards.
— Judging Criteria
Tip: Support your pupils to make their boards visual. Judges won't have time to read through a lot of text, so they need to consider the communication design of their proposal.
RSA Pupil Design Awards Teacher resourcepack 2021-22 12
Teacher insights
As well as inspiring young people to engage in social change through design thinking, we also hope to create a community of teachers who can learn, collaborate and connect with each other. Many of you will be new to the Awards, but we are also fortunate enough to have many schools
that return each year. We’ve collected some key insights from some of these teachers to support you with planning and delivering the Awards in your own classroom.them and what might be helpful for you.
Structuring the Awards:
I have run the PDAs as both a formal classroom-based activity and as an extracurricular club. I found the issue with classroom activities was the time constraints which prevented the students from really investigating the brief for a longer period of time.
We make links with employability skills such as strong communication and working to deadlines and we have always linked the competition heavily to teamwork. We try to take a step back with decisions like which team member is responsible for certain elements of the work and encourage them to prepare presentations themselves.
I have always run the PDAs in either the Art lesson or PSHE lesson. Historically, I have always had Years 7 and 8 taking part in the brief. When I have completed the planned lesson time and marked/evaluated the work I have then used lunchtimes to complete/tweak the work before submitting it.
Using the PDAs resources and support:
For mentor visits we tend to book a room at school for the afternoon and take pupils involved off timetable for the session. During this time the pupils all present their progress so far and each group feeds back including the mentor. The mentor visits are not only a good opportunity to hear from each of the groups but also a rare chance for pupils to hear from older students who are used to going through a design process.
I have used the support material as a loose guide. However, having exemplar work was really useful. The student mentor visits were an amazing experience which really helped progress the pupils’ work.
RSA Pupil Design Awards Teacher resourcepack 2021-22 13
Top tips:
It's not all about the fancy presentation, it’s the ideas that matter. I was worried that because we do not have great IT facilities, we wouldn't do as well as others. But that was not the case.
Encourage research as much as possible and try to give the groups time to reflect on the research before designing. Students should not be jumping into designs too early.
So that pupils do not get preconceived ideas for the brief, I start with a mini project which they then can use within their research. That mini project starts in January. From the information from the brief you give us, I would look at the background and ‘what needs to change’ part and basic a lesson that covers the main points mentioned. If they are in their Art or DT lesson I would do a design task around it or if in PSHE I would do a discussion task.
Then after 4-6 weeks I would introduce the design brief and start the project. I would have it completed by the Easter holidays. That then gives me time to work with pupils wishing to submit before the deadline of submission in May.
We try to launch the briefs ASAP to give them the opportunity to spend time on research without the pressures of other deadlines/homework that they may have.
We also offer all of the briefs to our students so each year we have groups who are working on lots of varied and unusual project ideas. We have pretty much run the competition from November to April with drop-in sessions for support.
Managing the project timeline:
Tip: Don’t forget you can always contact the RSA team for further support and guidance on how to run the Awards in your school by contacting aidan.daly@RSA.org.uk.
RSA Pupil Design Awards Teacher resourcepack 2021-22 14
Lesson Plan:Week 1
Ideas for Starter ActivitiesPupils to brainstorm: how has design improved the way we live in today’s world? Examples might include: clothing, internet, telephones, fridges, water bottles, etc. When taking feedback from class, explore ideas such as: what problems did the creator respond to, what role design might have played in the process, what mindset might have been needed.
Introduce the Pupil Design Awards competition: defining what a brief is, how pupils will be working using design thinking, and the competition final in July.
Show two videos:
1 Watch the Pupil Design Awards animation, created by SDA alumni Leanne Dooley, to kickstart your pupils projects and introduce the design thinking process.
Forming a group & choosing a briefObjective Outcome Resources
To introduce design thinking and social design.
To understand that design can be used to solve problems.
Introduce the competition briefs.
1 Pupils have formed their groups or decided to work individually.
2 Pupils have read the brief pack and chosen a brief.
3 Pupils begin to have an idea of the challenges they will research further.
— Pupil Design Awards animation
— 'The Power of Design' video
— 'How to Approach a Brief' video
— The three competition briefs
— Fixperts 'Brief Hunting' activity
2 The 'Power of Design’ video from Student Design Awards alumni Emma Southgate, who reflects on the way design thinking can be harnessed to tackle problems ranging from household needs to big, social challenges.
Follow this with a Q & A session on the key mindsets and attributes of designers.
RSA Pupil Design Awards Teacher resourcepack 2021-22 16
Ideas for Plenary ActivitiesIf working in a group, pupils to record who is in their team members, which brief they will be responding to, and what their discussion has been during the lesson – including what they already know about the issue, initial ideas around who they might want to speak to for further research, and possible ideas they might have started to think about.
Ideas for Main ActivitiesMany pupils will want to jump straight into creating design ideas. It's okay to reward some of these ideas. However, don't jump straight into final proposals. At this stage we want to get them thinking about identifying challenges to solve - not jumping straight into ideas for an unidentified problem:
You could: show ‘How to Approach a Brief ’ - a short video about tackling new briefs by Andrew Grant RDI.
You could: run the Fixperts ‘Brief Hunting’ activity with the class to get them comfortable with identifying problems before generating ideas.
Introduce the three briefs to the class: these can be read aloud from the Competition Pack.
Pupils can work in groups or pairs to mind map a summary of each brief, and the potential issues or problems that could be relevant to each brief.
Appoint one person as the scribe and at the end of the session ask another group member to present back to the room the challenges that they identified.
Encourage pupils to question their assumptions about the challenges they have identified. This will allow them to start thinking about what they want to explore further.
Note: it would be useful to keep a record of which groups pupils are in (or whether they are working individually) and which brief they have chosen.
RSA Pupil Design Awards Teacher resourcepack 2021-22 17
By now, pupils will have chosen which brief they will be working on and completed mind maps that explore the various challenges they could focus on for their project. This week is about researching appropriate information to learn more about the issues.
Lesson Plan:Week 2
Ideas for Starter ActivitiesPupils to brainstorm, individually: (i) what brief are they focusing on, (ii) what issues will they need to research or learn more about, (iii) what are the different sources of information available to them?
Secondary Research: Finding Information and an AudienceObjective Outcome Resources
To research information for the chosen brief.
To identify a target audience.
To delegate research responsibilities.
1 Pupils should understand how to select research relevant to their context.
2 Pupils should be able to identify areas where further investigation is needed before developing design ideas.
3 Pupils should be able to identify, explain the characteristics of, and justify their choice of target audience in relation to their chosen brief.
— A computer room or access to computer for each group.
— Pupil Response Sheets — Fixperts 'Customisation' activity
Teacher to take feedback, defining ‘secondary research’ and the range of sources it might include - e.g. textbooks, newspapers, specific internet sites, published data.
RSA Pupil Design Awards Teacher resourcepack 2021-22 18
Ideas for Plenary ActivitiesPin these worksheets (and any other ways ideas have been recorded) to an ‘ideas board’ that has been set up in the classroom to capture your pupils' thinking.
Ideas for Main ActivitiesBased on insights gained in the starter activity, pupils should decide which secondary research activity they will each carry out.
Pupils should spend time researching more about the brief they are responding to and what possible solutions already exist.
After carrying out secondary research, pause to discuss how this can be used as a basis for primary research, and introduce the concept of a target audience.
Pupils should discuss who their target audience is and what characteristics they have.
Conduct secondary research: findings can be recorded on the Pupil Response worksheet, which requires notes on:
• General research on the issue: where the information has come from, what has been discovered.
• Identifying opportunities: who might the target audience be for this brief? Who could pupils talk to find out more? E.g. from their local community, relevant organisations, or within school.
• Possible proposals: generating different ideas that could be developed further.
Discuss with the class how desk-based research can be used as the basis for effective primary research (or user-focused research). Pupils should be able to identify their target audience and what opportunities might exist to learn more about them.
Use Fixperts 'Customisation' activity to explore designing for different users and understanding different users' needs. Note: this activity is designed to take 1.5 hours.
RSA Pupil Design Awards Teacher resourcepack 2021-22 19
This next phase of research will build upon the previous session, where pupils will now identify people they can arrange to interview or places where they can undertake visits in order to observe, question and experience. Consideration should be given to practicalities of interviewing, especially when interviewing off school premises.
Lesson Plan:Week 3
Ideas for Starter ActivitiesPupils to brainstorm: thinking back to their secondary research, create a list of potential people they could speak to learn more about the issues in their brief. It might help to think about
Planning Primary ResearchObjective Outcome Resources
To plan the research pupils will carry out with real people / organisations.
To devise research questions.
1 Pupils should understand how to plan primary research activities, and should have a plan for carrying out user research independently after this lesson.
2 Pupils should be able to analyse successes and weaknesses in interview technique, and apply this knowledge to carrying out their own interviews.
— Researching with People worksheets
— Fixperts 'Level of Listening' activity
— Tell Stories Template
(i) within school, (ii) in the local community, (iii) regional or national organisations who might focus on the issue.
RSA Pupil Design Awards Teacher resourcepack 2021-22 20
Ideas for Plenary ActivitiesPupils to create a list of questions to ask their target audience, which will help them to understand these people’s experience of the challenge students are seeking to address.
Ideas for Main Activities
Use the 'Researching with People’ worksheet so pupils can start to translate some of their insights from research into questions they want to explore further when they are conducting human-centred research. They also need to consider the best form of communication to reach their interviewees; e.g. face-to face interview, telephone call, Skype, WhatsApp, Facetime, letter, text, email etc.
Run the Fixperts ‘Levels of Listening’ activity to help pupils develop their primary research skills and learn how to get the most useful information out of a conversation with someone in their target audience.
Pupils complete the ‘Tell Stories’ worksheet. They will need to complete this sheet after each interview to help them summarise their research findings. Capturing what they have learnt and what they would like to explore further will be key in developing their designs and communicating their design journey on their submission boards.
Pupils to write down who will conduct interviews (if in a group), when they will be conducted, and how they will record responses.
RSA Pupil Design Awards Teacher resourcepack 2021-22 21
Depending on time available: teachers may choose to use the Fixperts 'Idea Generation’ techniques to get pupils developing and exchanging ideas in a design context. This can be particularly helpful to get pupils to develop ideas to issues they have identified. The activity is designed to take one hour.
Lesson Plan:Week 4
Ideas for Starter ActivitiesPupils to summarise the key themes, ideas, or issues they have found from their primary research on one large sheet of paper.
Developing Initial ResearchObjective Outcome Resources
Identify and form initial ideas for the project based on research findings.
Describe or visualise ideas.
1 Pupils should be able to use their research to develop their ideas, demonstrating that the idea is clearly linked to information gathered during research activities.
2 Pupils should be able use a variety of methods to help them generate a wide range of ideas.
3 Pupils should be able to communicate their ideas to someone else in different ways.
— Fixperts ‘Idea Generation’ activity
— Examples of mind maps and product design sketches
Ideas for Main ActivitiesDesign sprint! Can the pupils come up with five ideas in ten minutes for one or more of the challenges they have identified from their research so far?
To help to define initial ideas, visualise them in an appropriate manner i.e. storyboard the idea if it is a campaign or service, use drawings or sketches if it is a product.
Pupils can present back to the class, and the class can suggest ideas back.
Ideas for Plenary ActivitiesPupils prepare and deliver a one minute mock presentation that discusses the idea and the research that led to the idea being created. Each
Pupils should now spend time developing their idea, writing down and brainstorming: (i) what are the main features of the idea, (ii) how does the idea connect to their research findings, (iii) what impact might the idea have in the real world and how/why (iv) what will success look like with this idea, (v) what challenges might the idea face in the real world.
team or individual records the feedback they receive from teacher and peers.
RSA Pupil Design Awards Teacher resourcepack 2021-22 22
After this lesson, it is important that pupils go back to their target audience and get feedback on their idea. This will enable them to iterate their design further in the next sessions. As a result, it’s important that pupils leave this lesson with a clear plan for how and when to get feedback.
Lesson Plan:Week 5
Ideas for Starter ActivitiesAsk pupils to summarise three things they can remember from the Brief Pack about testing and developing ideas. Explain that incorporating
Testing & DevelopmentObjective Outcome Resources
To test ideas against target audience feedback, developing initial ideas towards a final one.
1 Pupils should demonstrate a critical approach to testing and evaluating their ideas.
2 Pupils should use the feedback of others in addition to their own opinions to test and evaluate their ideas.
3 Pupils should apply the result of their testing and evaluation to identify clear ways to develop their ideas further.
— Fixperts 'Designing the Details' activity
— Fixperts 'Sticky Storyboard' activity
— Fixperts 'Brief Specific' activities
the lessons they have learned from research into revised designs is central to creating better proposals.
Ideas for Main ActivitiesClass discussion: building on the starter activity, ask pupils to revisit their initial ideas and think about how they meet the needs their primary research identified, test these assumptions with the teacher and peers in other groups. Give pupils 10 minutes to revisit and discuss their ideas (focusing on how their ideas are addressing the specific issues they have identified) and then ask each group or individual to share with the class for feedback.
Note: at this stage you could use the Fixperts activity called 'Designing the Detail'. This is a one hour activity and the focus is design thinking. Pupils are encouraged to prototype ideas and work iteratively on their projects.
Pupils to create a rough draft of the stories they want to tell on their submission boards.
Note: use Fixperts activity 'Sticky Storyboards' to support this if you have time.
Ideas for Plenary ActivitiesDiscuss and review findings in groups from the testing that has happened so far.
Create a plan for gathering feedback: if working in groups, who will be responsible for getting feedback, when will it be done, and how will it be recorded?
RSA Pupil Design Awards Teacher resourcepack 2021-22 23
Lesson Plan:Week 6
Ideas for Starter ActivitiesEach group or pupil summarises the main bits of feedback they have received from their target audience (everyone should have at least three pieces of information).
Final IdeaObjective Outcome Resources
Build, refine and finalise design. 1 Pupils should take action based on feedback from their target audience and peers.
2 Pupils’ ideas should clearly reflect the needs of their target audience.
— Examples of previous submissions
Looking at the feedback - identify any changes/refinements needed in final design development based on feedback from research.
Ideas for Main ActivitiesPupils to work in groups and carry out the refinements to their ideas, based on the feedback collected since the last lesson.
Work on the final submission boards.
Each team or individual completes a one minute mock presentation that presents the final idea and the research that led to the idea being created. The teacher can then provide four minutes of feedback.
Note: if you did not have time last week, you could use the Fixperts 'Sticky Storyboards' activity here. The focus of this activity is to support pupils with presenting their work.
Ideas for Plenary ActivitiesPeer review final idea and record feedback.
RSA Pupil Design Awards Teacher resourcepack 2021-22 24
Lesson Plan:Week 7
Ideas for Starter ActivitiesDiscuss and review the judging and assessment criteria in groups. How can this be applied to their own projects? What were the
Presenting Your WorkObjective Outcome Resources
Create final portfolio by completing submission boards.
Refining presentation until pupils are confident in their submission.
1 Pupils should be able to use advice and success criteria to make decisions about the communication of their project.
2 Pupils should be able to communicate effectively by telling a story visually through their submission boards.
— Judging Criteria
comments from their mentor - have these been incorporated into the design and the presentation of their idea?
Ideas for Main ActivitiesCompile final submission boards ensuring the design process is clear, well annotated and presented in line with the judging criteria.
Check for the narrative of each submission - do the six boards tell a story of how the design was created and why it will be an effective proposal?
Give pupils copies of the judging criteria and each group or individual can peer assess other entries before giving feedback.
Make sure work is clean and neat. Do not add the name of the school on the submission boards. You will provide this information using the online submission form.
Ideas for Plenary ActivitiesPresentation to peers of final submission sheets. Use this experience to practise for the presentation to judges if selected.
RSA Pupil Design Awards Teacher resourcepack 2021-22 25
Fixperts – Brief hunting
Fixperts is brought to you by FixEd, the network for people who want to fix the future.
Find further teaching resources and information at www.fixing.education
Fixperts
2Fixperts Brief hunting activityS0-2-03www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative Commons Attribution NonCommercial 4.0 International License.
Materials‘What’s your problem?’ templatePlain paperPens and pencilsCategory labels
Fixperts activity Brief hunting
Context
Learning objectives
This short activity asks learners to use their critical skills to evaluate potential design briefs and responses. It is devised to support learning at the Getting Started stage of a Fixperts project, or can be used as a stand-alone activity.
Finding a brief: Students will learn how to use observation to identify real and relevant problems to solve.
Human-centred design: This activity teaches a human-centred approach to designing, starting with people rather than products.
Preparation Duration30 minutes LocationAny classroom - no specialist equipment needed
Using the category labels, as students to place their ideas into one of 3 piles:Lifestyle changesProducts - could make in schoolProducts - need further expertise/facilities to make
Explain that all are valid design responses. When teaching as part of a full Fixperts project, explain that Fixperts should aim for design briefs that fit into category 2. This will allow them to learn the most and achieve the most during their project.
Time: 5 minutes
Plenary
Students may be aware of the concept of ‘life hacks’. Discuss this as a form of human-centred design. Can students identify any life hacks that have become commercially manufactured products?
Stretch and challenge
3Fixperts Brief hunting activityS0-2-03www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative Commons Attribution NonCommercial 4.0 International License.
As a class, discuss the idea that designing can be a form of problem solving, and useful and successful products are often designed as a response to problems people have. Designers are often presented with a problem from their client, and must use this starting point to develop their design brief.
Activities
Introduction
Activity 1: Using the ‘What’s your problem?’ template, students should list all the problems, annoyances and irritations they have experienced during the day so far.
Swapping problem sheets with a partner, students should create a design solution to one of the problems identified. These ideas should be annotated to explain design decisions.
Students should present their solutions to the class, so that everyone can see the variety of approaches people use to solve problems.
Time: 5 minutes
Time: 5 minutes
Time: 10 minutes
Time: 10 minutes
Activity 2:
Activity 3:
Fixperts
Brief hunting: print outs
S0-2-03
www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative Commons
Attribution NonCommercial 4.0 International License.
Fixperts
Brief hunting: print outs
S0-2-03
www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative Commons
Attribution NonCommercial 4.0 International License.
Life
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ange
s
Fixperts
Brief hunting: print outs
S0-2-03
www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative Commons
Attribution NonCommercial 4.0 International License.
Pro
duct
s -
coul
d m
ake
in s
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Fixperts
Brief hunting: print outs
S0-2-03
www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative Commons
Attribution NonCommercial 4.0 International License.
Pro
duct
s -
need
furt
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xper
tise/
faci
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s to
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1. Research on brief subject
Where did my research
What I have discovered
2. Identify opportunities
Other people we can talk to to find out more
3. Research Possible Solution: Could it be a product, service or campaign?
My findings
Pupil Response Sheet
Fixperts – Customisationactivity
Fixperts is brought to you by FixEd, the network for people who want to fix the future.
Find further teaching resources and information at www.fixing.education
Fixperts
2Fixperts Customisation activity S1-1-01www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative Commons Attribution NonCommercial 4.0 International License.
MaterialsAll locally available at low cost; see shopping list DurationMinimum 1.5 hours LocationWorkshop with access to tools (power tools if possible, but hand tools are sufficient)
Accompanying resourcesIntroduction to Fixing (ppt)Customisation inspiration and user profiles (ppt)Customisation activity summary (pdf)
Fixperts activity guideline: Customisation
Aims of workshop
Objectives
Highlight the importance of designing for different users
Develop skills in understanding and designing for users’ needs
Introduce the idea of ‘fixing’ as adaptation to a range of contexts
Customise an existing product to meet the needs of a specific user
Work together to create fast prototypes of design ideas
Articulate thought processes and reflect on design decisions through short presentations
3Fixperts Customisation activity S1-1-01www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative Commons Attribution NonCommercial 4.0 International License.
Watch the Introduction to Fixing presentation together. With each slide direct questions to the class – What’s the image? What’s the fix? Lead into introducing Fixperts, explaining briefly what Fixperts is. Show one film.
ContextUnderstanding types of fixing e.g. repairing something broken, solving a problem, improving a product, customising something to work better for a specific use or changing users behaviour.
Workshop outline
Introduction
Activity 1: Product analysis Divide the class into teams of 3-4 learners. Each team is given a simple wooden broom. The basic design of the broom hasn’t changed in years. Askthe teams to spend 5 minutes creating a quick analysis of the broom – how it’s put together, how it works, why they think the design remains unchanged. Would they change or improve anything? What would that be?
Offer a target user description to each team. Ask the teams to read the description carefully and discuss how the broom could be customised, modified and hacked to meet their user’s needs. Each team should develop a proposal for their unique broom design, and an idea how they would like to execute it.
At this stage encourage learners to use drawing and annotation to communicate and develop their ideas. Use large sheets of sugar paper so all team members can contribute simultaneously.
Use the Broom inspiration presentation as needed, showing relevant images when a team seems stuck on one idea or is too cautious to depart from the original broom. The slides can also play in a loop in the background for students to engage with as they choose. PrototypingEmphasise to learners they only have one broom to work with so should make sure they know what they would like to do before they make any irreversible changes to it.
Learners work independently on prototyping their broom design. Encourage teamwork, role allocating and sharing of tasks so everyone is involved.Make sure learners are using equipment correctly and safely.
Time: 5 minutes
Time: 15+ minutes
Time: 40+ minutes
Time: 10 minutes
Activity 2: Introducing the user
Activity 3: Workshop
Presentation Learners can use the project summary worksheet provided to sum up their broom design and describe the process. This can be done by one or two learners while others finish up the prototyping. Based on this, teams should plan a quick presentation, no longer than 3 minutes, of their design to the rest of the class.
Time: 5+ minutes
Activity 4: Summing up
4Fixperts Customisation activity S1-1-01www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative Commons Attribution NonCommercial 4.0 International License.
Each team presents their design to the rest of the class, introducing their user, and explaining their approach to customising the broom to fit their needs. Restrict this to maximum 3 minutes (use a timer!).
Sum up, highlighting the importance of understanding the user’s needs when designing.
Activity 5: Presentation
Time: as required according to number of students
5Fixperts Customisation activity S1-1-01www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative Commons Attribution NonCommercial 4.0 International License.
Target user descriptions
Your user: TeenagerHas to sweep once a week or she doesn’t get pocket money. Hates it because she thinks it’s a waste of time, can’t be bothered to bend down, can’t use her phone to listen to music or message her mates while sweeping. She doesn’t see the point as the floor gets dirty again anyway.
Your user: Nursery school carerHe wants to encourage the children to play a role in keeping their space clean. Young children love to play but get easily distracted if a task is boring or repetitive. Children are more likely to engage if the activity is fun, rewarding and playful, perhaps challenging but not too difficult.
Your user: School cleanerShe has to clean a very large space daily. In addition to a broom, she often carries a dustpan, rubbish bags, keys and dust cloths. The building has no lift; so she has to climb up and down stairs lugging her equipment around with her.
Your user: Older person He is living alone and is independent; he wants to remain as independent as possible. He can’t bend down comfortably as bending both his back and knees are painful. He tires easily when physically active and can’t stand for long periods.
Your user: Fitness fanaticShe’s very health-conscious and uses every opportunity to exercise. She’s a total technology geek who likes to measure activity levels, heart rate and calorie burn. With a busy lifestyle, she doesn’t have a lot of free time.
6Fixperts Customisation activity S1-1-01www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative Commons Attribution NonCommercial 4.0 International License.
Customisation:shopping list
Here are some suggested materials for customising a broom. These can easily be substituted with your preferred alternatives.
Simple wooden brooms (1 per team) (These are a good example.)
Materials for customising brooms:Knives, cutting mats & safety rulersScissorsGlue guns & refillsAdhesive vinylElastic bandsCable tiesWebbingStringHinges & fixings (screws/bolts]Cup hooksDowel (square & round section)TubingWheelsCorrugated cardFoamDrawing pinsPlasticineMasking tape (or duct tape) SellotapeStringWireAccess to workshop hand tools and machinesAcrylic paint & brushes
Materials for sketching Paper (A4 / A3, sugar paper for team idea development)Pencils, markers
FixpertsCustomisation activityS1-1-01www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative Commons Attribution NonCommercial 4.0 International License.
Customisation activity:Project summary
Use this worksheet to record your design process
We explored different ideas... Show some of your sketches and models
Our team:
Our challenge was...
Describe your design brief
We are designing for... Describe who your user is and what their unique needs are
Things that didn’t work so well... Show examples of things that didn’t work and explain why
We think this is our best design... Show/sketch your final model and explain your idea
1. Research on brief subject
Where I did my research
What I have discovered
2. Identify opportunities
Other people we can talk to to find out more
3. Research Possible Solution: Could it be a product, service or campaign?
My findings
Pupil Response Sheet
Fixperts – Ideas generation workshop
Fixperts is brought to you by FixEd, the network for people who want to fix the future.
Find further teaching resources and information at www.fixing.education
Fixperts
2Fixperts Ideas generation workshopS0-3-02www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative Commons Attribution NonCommercial 4.0 International License
MaterialsA4 paper, A3 paper, pens & pencils, modelling materials. Selection of images for activities 2 and 4.
DurationMinimum 1 hour for full workshop including 3 of the 5 possible activities. Individual activities can be run in isolation. LocationAny classroom Accompanying resourcesScamper (ppt)
Fixperts workshopIdeas generation
Aims of workshop
Objectives
Develop and loosen creative thinking skills Demonstrate the value of using tools and techniques
to generate varied creative ideas Encourage a constructive relationship with feedback
and criticism
Experience a range of idea generation techniques including brainstorming, collaboration and analogy
Articulate, share and exchange ideas in a designing context
3Fixperts Ideas generation workshopS0-3-02www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative Commons Attribution NonCommercial 4.0 International License
Ideas don’t just appear. Coming up with ideas can be challenging and sometimes frustrating too. Discuss with learners different methods they may have used in the past to help generate ideas. Question what is most difficult about coming up with ideas – where do they usually get stuck?
Workshop outline
Introduction
Activity 1: Crazy 8 This is a quick exercise designed to free inhibitions when coming up with ideas, loosening up thinking and forcing students to be less precious about their ideas. The focus here is on quantity not quality!
Method: - Everyone gets a blank A4 sheet of paper, and folds it in half three time
When opened, the paper is divided in to 8 equal panels. - Set a simple design problem or question to the entire class. For example:
carrying a baby, housing a pet, crossing a road safely, improving visibility of a cyclist in traffic.
- Set a timer for 5 minutes – everyone needs to generate 8 different ideas in this timeframe – that’s about 40 seconds per idea! Sketches will naturally be very rough, which is good. If stuck, encourage learners to draw the same idea with one variation.
- Share a few ideas from each table.
Hand out images of products paired with images of restricted movement. For example: products: a cup, a pen, a paper clip, a thick paperback book, toothpaste tube, football. Restrictions: broken arm, arthritic fingers, people with limb loss.
Method: - Play in individuals or teams – each gets a blank sheet of A3 paper and
folds into 4 quarters. - Set timer to 2 minutes. For each pairing, ask individuals / teams to
suggest quick solutions through sketches on one large sheet of paper per table. E.g. A spade and a broken arm = a spade that can be used with one arm (handle for hand, pressure rest for elbow).
- Once the time is up, each sheet of paper and scenario moves to next group, and the timer is set again. They may alter one thing in the product, e.g. ergonomics, how it solves the problem – could it change entirely? This aims to bring the groups together, to let people feel free with ideas and to show how far an idea can progress.
- Repeat for 4 individuals / teams, then return sheet of paper to first team for discussion. Compare the 4 solutions and question which is more appropriate - encourage analysis and criticism of each idea.
Time: 15 minutes
Time: 15 minutes
Time: 5 minutes
Activity 2: 4x4
4Fixperts Ideas generation workshopS0-3-02www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative Commons Attribution NonCommercial 4.0 International License
Activity 4: Analogies Problems are often solved by using inspiration from seemingly unrelated situations, such as sonar navigation (inspired by communication between marine animals), the take-off ramp on aircraft carriers (inspired by ski jumps), or Velcro (inspired by plant burrs transported on animal fur). This approach is called ‘Design by Analogy’ – the transfer of an idea from one context to another.
Method: - Set a simple design problem (as before). Hand out images of familiar
objects, for example: escalator, telescope, parachute, porcupine, dolphin, sycamore seeds.
- Give students 10 minutes to sketch or model an idea to solve the problem, inspired by one of the objects given.
- Present solutions in small groups.
Time: 15 minutes
Plenary In pairs, discuss if there was a favourite method of generating ideas experienced during the lesson. Ask learners to explain how these methods might help with the issues they identified at the start of the lesson, and how they can be used in their Fixperts project.
Time: 5 minutes
Activity 3: Everyday scenarios Brushing your teeth, tying your hair up, putting on clothes, making tea, changing the bedding…
Method: - Everyone is given a scenario and 2 minutes to explore it through words
and sketches, perhaps a comic strip or diagram. - Next, groups are given 5 minutes to consider the scenario using only one
hand. What would the problems be? - Groups suggest an idea to fix one of the problems they’ve highlighted
and present back to the class.
Time: 15 minutes
Activity 5: SCAMPER Introduce the SCAMPER excercise using the powerpoint presentation. Taking the favourite idea generated during the workshop see what happens when SCAMPER is used. Time: 15 minutes
Fixperts
Fixperts – Levels of listening activity
Fixperts is brought to you by FixEd, the network for people who want to fix the future.
Find further teaching resources and information at www.fixing.education
2Fixperts Levels of listeningS0-2-04www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative CommonsAttribution NonCommercial 4.0 International License.
MaterialsLevels of listening presentationPaper and pens for note-taking
Fixperts activity Levels of listening
Context
Learning objectives
This activity is designed to support the learning in the Getting Started stage of the project. It can be taught as part of a longer Fixperts project, or used as a stand-alone activity.
User research: Students will learn how to use primary research skills to identify the needs of a user, encouraging them to start with people rather than products when designing.Working with a Fix Partner: This activity teaches students to get the most useful information out of a conversation with a user or client (their Fix Partner), developing their understanding, insight and empathy.
Preparation Duration30 minutes LocationAny classroom - no specialist equipment needed
As a class, discuss how much information was gained from each of the forms of listening. Share good techniques for interviewing, with reference to the type of information Fixperts would need to gain from initial conversations with a Fix Partner.
Time: 5 minutes
Plenary
Pupils often stick to the questions they’ve planned in an interview, even if they can see the interviewee is struggling. Discuss how the interview could be adapted to gain better results from the interviewee. Problems to address might include the interviewee giving stereotypical rather than truthful answers, not having an answer so making something up, or saying what they think you want to hear.
Set the same interviewing challenge to have a conversation with someone the student doesn’t know, such as a member of the school staff or community. This pushes them outside of their comfort zone, practising their professionalism, as well as making it harder to interpret the conversation.
Stretch and challenge
3Fixperts Levels of listeningS0-2-04www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative CommonsAttribution NonCommercial 4.0 International License.
Introduce the idea of a conversation as a form of research. What forms does this come in? (i.e. interview, survey, focus group). This activity teaches researchers to listen to more than just the content of what is said during an interview.
Activities
Introduction
Activity 1: Put students into groups of 4. Each one has a different role:1. Interviewee2. Observe the language used3. Observe body language4. Listen to the meaningUse the presentation to explain what should be done for each role. Using the script, roles 2, 3 & 4 should take it in turns to ask questions from their chosen script, making notes during the interview.
After the interview, the interviewee has 5 minutes to make notes and write advice/feedback for the interviewers.The interviewers should compare notes and ascertain the most truthful interpretation of the interview.
All group members should feed back to the group, justifying their points using evidence from their notes.
Time: 10 minutes
Time: 15 minutes
Time: 5 minutes
Time: 5 minutes
Activity 2:
Activity 3:
Fixperts – Ideas generation workshop
Fixperts is brought to you by FixEd, the network for people who want to fix the future.
Find further teaching resources and information at www.fixing.education
Fixperts
2Fixperts Ideas generation workshopS0-3-02www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative Commons Attribution NonCommercial 4.0 International License
MaterialsA4 paper, A3 paper, pens & pencils, modelling materials. Selection of images for activities 2 and 4.
DurationMinimum 1 hour for full workshop including 3 of the 5 possible activities. Individual activities can be run in isolation. LocationAny classroom Accompanying resourcesScamper (ppt)
Fixperts workshopIdeas generation
Aims of workshop
Objectives
Develop and loosen creative thinking skills Demonstrate the value of using tools and techniques
to generate varied creative ideas Encourage a constructive relationship with feedback
and criticism
Experience a range of idea generation techniques including brainstorming, collaboration and analogy
Articulate, share and exchange ideas in a designing context
3Fixperts Ideas generation workshopS0-3-02www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative Commons Attribution NonCommercial 4.0 International License
Ideas don’t just appear. Coming up with ideas can be challenging and sometimes frustrating too. Discuss with learners different methods they may have used in the past to help generate ideas. Question what is most difficult about coming up with ideas – where do they usually get stuck?
Workshop outline
Introduction
Activity 1: Crazy 8 This is a quick exercise designed to free inhibitions when coming up with ideas, loosening up thinking and forcing students to be less precious about their ideas. The focus here is on quantity not quality!
Method: - Everyone gets a blank A4 sheet of paper, and folds it in half three time
When opened, the paper is divided in to 8 equal panels. - Set a simple design problem or question to the entire class. For example:
carrying a baby, housing a pet, crossing a road safely, improving visibility of a cyclist in traffic.
- Set a timer for 5 minutes – everyone needs to generate 8 different ideas in this timeframe – that’s about 40 seconds per idea! Sketches will naturally be very rough, which is good. If stuck, encourage learners to draw the same idea with one variation.
- Share a few ideas from each table.
Hand out images of products paired with images of restricted movement. For example: products: a cup, a pen, a paper clip, a thick paperback book, toothpaste tube, football. Restrictions: broken arm, arthritic fingers, people with limb loss.
Method: - Play in individuals or teams – each gets a blank sheet of A3 paper and
folds into 4 quarters. - Set timer to 2 minutes. For each pairing, ask individuals / teams to
suggest quick solutions through sketches on one large sheet of paper per table. E.g. A spade and a broken arm = a spade that can be used with one arm (handle for hand, pressure rest for elbow).
- Once the time is up, each sheet of paper and scenario moves to next group, and the timer is set again. They may alter one thing in the product, e.g. ergonomics, how it solves the problem – could it change entirely? This aims to bring the groups together, to let people feel free with ideas and to show how far an idea can progress.
- Repeat for 4 individuals / teams, then return sheet of paper to first team for discussion. Compare the 4 solutions and question which is more appropriate - encourage analysis and criticism of each idea.
Time: 15 minutes
Time: 15 minutes
Time: 5 minutes
Activity 2: 4x4
4Fixperts Ideas generation workshopS0-3-02www.fixing.education/fixperts
©Fixperts Ltd 2018 licensed under Creative Commons Attribution NonCommercial 4.0 International License
Activity 4: Analogies Problems are often solved by using inspiration from seemingly unrelated situations, such as sonar navigation (inspired by communication between marine animals), the take-off ramp on aircraft carriers (inspired by ski jumps), or Velcro (inspired by plant burrs transported on animal fur). This approach is called ‘Design by Analogy’ – the transfer of an idea from one context to another.
Method: - Set a simple design problem (as before). Hand out images of familiar
objects, for example: escalator, telescope, parachute, porcupine, dolphin, sycamore seeds.
- Give students 10 minutes to sketch or model an idea to solve the problem, inspired by one of the objects given.
- Present solutions in small groups.
Time: 15 minutes
Plenary In pairs, discuss if there was a favourite method of generating ideas experienced during the lesson. Ask learners to explain how these methods might help with the issues they identified at the start of the lesson, and how they can be used in their Fixperts project.
Time: 5 minutes
Activity 3: Everyday scenarios Brushing your teeth, tying your hair up, putting on clothes, making tea, changing the bedding…
Method: - Everyone is given a scenario and 2 minutes to explore it through words
and sketches, perhaps a comic strip or diagram. - Next, groups are given 5 minutes to consider the scenario using only one
hand. What would the problems be? - Groups suggest an idea to fix one of the problems they’ve highlighted
and present back to the class.
Time: 15 minutes
Activity 5: SCAMPER Introduce the SCAMPER excercise using the powerpoint presentation. Taking the favourite idea generated during the workshop see what happens when SCAMPER is used. Time: 15 minutes
Fixperts
Fixperts – Designing the detail
Fixperts is brought to you by FixEd, the network for people who want to fix the future.
Find further teaching resources and information at www.fixing.education
2Fixperts Designing the detailS0-4-01www.fixing.education/fixperts
©Fixperts Ltd 2019 licensed under Creative CommonsAttribution NonCommercial 4.0 International License..
MaterialsPaper cupsScissorsGluePens and pencilsMasking tapeCardModelling clay
Fixperts activity Designing the detail
Context
Learning objectives
This activity is designed to enhance the learning of the Getting Started and the Development stages of the project. It can be taught as part of a longer Fixperts project, or used as a stand-alone activity.
Human centred design: This activity introduces inclusive design, considering how to design for people with additional needs.Iterative designing: This activity necessitates fast modelling and testing of ideas, repeated multiple times to refine the final product. Prototyping: Students will learn how to use a prototype effectively both for testing a concept and for gaining user feedback.Resilience: By developing and testing ideas, students build their resilience against failure and learn to use failure to positively improve their work.Innovation: Students will see how creating many iterations of an idea leads to innovation in their work.Decision Making and Critical ThinkingThis activity encourages students to use critical thinking skills to make design decisions to improve their work.
Preparation Duration1 hour LocationAny classroom - no specialist equipment needed
Each pair should present their final cup to other students, explaining the various iterations of their design and justifying the design decisions they made.Time: 15 minutes
Activity 4:
As a class, discuss how it felt when their ideas failed. Ask them to recall their original ideas in comparison to their final design, facilitating a discussion about failure, resilience and innovation.Time: 5 minutes
Plenary
Discuss with students the difference between ‘inclusive’ and ‘exclusive’ design. Inclusive design accommodates all users. Exclusive design is only suitable for a specific user (customised or bespoke products are often exclusive). Debate whether one approach to better than the other, and where and if both approaches are needed.
Stretch and challenge
3Fixperts Designing the detailS0-4-01www.fixing.education/fixperts
©Fixperts Ltd 2019 licensed under Creative CommonsAttribution NonCommercial 4.0 International License..
Students should work in pairs. One student should simulate a hand restriction by taping several fingers together and try to carry out everyday activities (such as writing, drinking and eating, or tying shoes). The other student should make observation of the challenges and annoyances the restriction brings. As a class, discuss emotion related to an inability to do something.
Activities
Introduction
Activity 1: Students are tasked to redesign a paper cup to make it easier to use with their hand restriction. Set a timer for 5 minutes.
After the time is up, students should test and evaluate the function of their cup.
Students should now improve their cup design based on the results of their evaluation. Again, they should have 5 minutes to complete the task.
After 5 minutes, discuss with the class the emotions related to the usual aesthetics of inclusive designs. Students may identify that inclusively designed products can often look like baby products, with extra handles, rubberised parts and bright colours.
Give students time to evaluate the aesthetics of their cup in light of this discussion.
Students now have a final opportunity to improve and refine their cup design.
Time: 10 minutes
Time: 15 minutes
Time: 5 minutes
Time: 10 minutes
Activity 2:
Activity 3:
Fixperts – Sticky Storyboard
Fixperts is brought to you by FixEd, the network for people who want to fix the future.
Find further teaching resources and information at www.fixing.education
Fixperts
2Fixperts Sticky Storyboard activityS0-6-01www.fixing.education/fixperts
@Fixperts Ltd 2018 licensed under Creative Commons Attribution NonCommercial 4.0 International License.
MaterialsRolls of stickersPens and pencils
Fixperts activitySticky storyboard
Context
Learning objectives
This activity is designed to support the learning in the Presentation stage of the project. It can be taught as part of a longer Fixperts project, or used as a stand-alone activity. It can also be used as a quick method of planning a Fix film.
Reflection: Students will learn to be reflective about the work to identify successes and where they could improve. The reflective mindset developed in this activity is used throughout the Fixperts project.
Editing: This activity teaches students to refine their ideas by editing down to the key elements needed to communicate successfully. This transferable skill is also used in design development, such as simplifying a design idea to achieve maximum function with minimum materials).
Sharing: The Stretch and Challenge part of this activity introduces the idea of ‘open source’ within the design community. Students will see the similarity between sharing their own Fixperts project on a small scale through making a Fix Film and open source design.
Preperation Duration30 minutes LocationAny classroom - no specialist equipment needed
Explain the advent of ‘open source’ approaches to software used for physical design, also called open design. As well as sharing design processes openly and sharing digital design files to make products using CNC machines and 3D printers. Why might this approach appeal to the design community? What are the implications? How do Fix Films fit into this culture?
It allows for adapting and customising a design to fit a specific situation or person. It also means direct access between designers and users. It allows for open innovation where development happens between versions and the knowledge is shared. This kind of sharing is sometimes called and done through Creative Commons which is an alternative to IP intellectual property. Open source is also associated with creating and allowing access to people that would otherwise not be able to afford the information or the product which might improve their life quality.
Time: 5 minutes
Stretch and challenge
3Fixperts Sticky Storyboard activity S0-6-01www.fixing.education/fixperts
@Fixperts Ltd 2018 licensed under Creative Commons Attribution NonCommercial 4.0 International License.
Storyboards are used to plan films, organising what scenes to include, the order and the type of shot. As a class, discuss how the process of a design project can be told as a story.
Activities
Introduction
Activity 1: Give students a story to tell in a visual format. For older students, ask them to explain a social or cultural topic in a documentary style. For younger students, familiar stories such as fairy tales could be used.
This activity can be done in groups or individually. Students should use a roll of stickers to create their story. Draw each part of the story on a new sticker on the roll, so that the story can be read by unraveling the roll one sticker at a time.
Edit the story by removing stickers which don’t contribute to the core understanding.
Present ideas in groups of 4. Within each group, vote for the biggest risk taker.
Time: 10 minutes
Time: 5 minutes
Time: 10 minutes
Time: 5 minutes
Activity 2:
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rve
y I
wa
s a
ble
to
id
en
tify
furt
he
r a
rea
s w
he
re m
y d
esi
gn
co
uld
ma
ke
an
imp
act.
Th
e m
ain
th
em
e I l
ea
rnt
tho
ug
h w
as
ab
ou
t
incre
asi
ng
cu
ltu
ral a
wa
ren
ess
as
mu
ch
as
po
ssib
le.
In r
esp
on
se t
o m
y
surv
ey
re
sult
s I
de
cid
ed
to
co
nd
uct
an
on
lin
e c
ard
so
rt
to f
urt
he
r
un
de
rsta
nd
po
ssib
le
are
as
for
de
sig
n.
Wh
at
do
yo
u t
hin
k a
re t
he
be
st w
ays
to i
ncr
ea
se a
wa
ren
ess
ab
ou
t d
iffe
ren
t
cult
ure
s? (
Ple
ase
ra
nk
th
em
fro
m b
est
to
wo
rst)
Th
is is
the
ca
rd
sort
I c
on
du
cte
d
in r
ep
ose
to
my
surv
ey
. I
sen
t it
to a
nu
mb
er
of
foru
ms
I a
pp
roa
ch
ed
th
e
de
sig
n b
rie
f fr
om
and
“exp
erie
nce
and
bu
ild
aw
are
ne
ss
abou
t cul
ture
s”
pe
rsp
ecti
ve
. T
his
was
n’t i
nten
tiona
l b
ut
be
ca
me
ap
pa
ren
t w
he
n I
wa
s
ma
kin
g m
y s
urv
ey
an
d c
ard
so
rt.
1.
Le
arn
ing
ab
ou
t
dif
fere
nt
cu
ltu
res
at
sch
oo
l.
5.
Vis
itin
g
Exh
ibit
ion
s
4.
Exp
osu
re t
o
dif
fere
nt
fest
iva
ls
3.
He
ari
ng
sto
rie
s
ab
ou
t d
iffe
ren
t
cu
ltu
res
2.
Tra
ve
llin
g t
o
dif
fere
nt
co
un
trie
s.
6.
Vis
itin
g
Mo
nu
me
nts
7.
Ga
me
s th
at
rela
te t
o le
arn
ing
ab
ou
t d
iffe
ren
t
co
un
trie
s
I d
ecid
ed
to
ha
ve
a l
oo
k
into
th
e s
eco
nd
mo
st
eff
ecti
ve
me
tho
d f
rom
my
ca
rd s
ort
, b
y d
oin
g s
om
e
seco
nd
ary
re
sea
rch
.
De
sig
n a
pro
du
ct
or
serv
ice
th
at
ca
n p
rov
ide
th
e u
ser
wit
h
exp
eri
en
ce
s o
f d
iffe
ren
t
co
un
trie
s w
ith
ou
t th
em
tra
ve
lin
g
to t
he
m?
Ca
n b
e l
oo
ke
d a
t in
wa
itin
g a
rea
s –
inte
racti
ve
, si
mil
ar
to t
he
in
tera
cti
ve
pe
rio
dic
ta
ble
som
e s
ch
oo
ls h
av
e.
Fro
m m
y r
ese
arc
h I
ha
ve
co
nclu
de
d t
ha
t
mos
t peo
ple
don’
t’ le
arn
ab
ou
t d
iffe
ren
t
cu
ltu
res
at
sch
oo
l a
nd
this
is
the
mo
st
pra
cti
ca
l a
rea
to
de
sig
n m
y p
rod
uct
for.
Po
ssib
le D
esi
gn
Pro
ble
ms:
De
sig
n a
pro
du
ct,
serv
ice
or
syst
em
th
at
ca
n b
e u
sed
in
sch
oo
ls
to e
du
ca
te s
taff
an
d
stu
de
nts
ab
ou
t d
iffe
ren
t
cu
ltu
res
an
d h
eri
tag
es.
It ca
n’t c
hang
e th
e sc
ho
ol c
urr
icu
lum
an
d
mu
st e
du
ca
te o
uts
ide
of
less
on
s.
No
t e
ve
ryo
ne
ha
s
the
fa
cil
itie
s to
tra
ve
l to
dif
fere
nt
co
un
trie
s, d
esi
gn
a p
rod
uct
tha
t
en
ab
le u
sers
to
exp
eri
en
ce
dif
fere
nt
cu
ltu
res
in a
n a
uth
en
tic
wa
y.
De
sig
n s
tate
me
nt:
A p
rod
uct
tha
t w
ill e
du
ca
te
vie
we
rs a
bo
ut
dif
fere
nt
cu
ltu
res
an
d h
eri
tag
es.
It
wil
l b
e u
sed
in
se
co
nd
ary
sch
oo
ls a
nd
wil
l a
ct
as
a
dis
pla
y t
ha
t w
ill e
du
ca
te a
nd
bu
ild
aw
are
ne
ss
ou
tsid
e o
f le
sso
ns.
It
wil
l e
nco
mp
ass
a v
ari
ety
of
cultu
res a
nd w
on’t
offe
nd v
iew
ers.
It w
ill b
e d
esi
gn
ed
in
a w
ay
th
at
ca
n b
e u
sed
in
dif
fere
nt
type
s of s
choo
ls an
d sh
ould
n’t b
e to
o ex
pens
ive
I ch
ose
th
e d
esi
gn
are
a r
ela
tin
g t
o
sch
oo
l, b
eca
use
I f
elt
this
wa
s th
e m
ost
pla
usi
ble
id
ea
, a
nd
wo
uld
all
ow
my
de
sig
n t
o h
ave
th
e
big
ge
st im
pa
ct.
1
/ 12
Focu
sed
res
earch
into
the
desi
gn p
robl
em
Wh
at
is t
he
Pro
ble
m I
am
try
ing
to
so
lve
?
-St
uden
ts a
ren’
t bei
ng ta
ught
abo
ut d
iffer
ent c
ultu
res
in s
ch
oo
ls a
nd
as
a r
esu
lt t
he
aw
are
ne
ss o
f d
iffe
ren
t
he
rita
ge
s is
ve
ry lo
w.
Fra
me
it
as
a d
esi
gn
qu
est
ion
.
-H
ow
mig
ht
I e
du
ca
te s
tud
en
ts a
bo
ut
dif
fere
nt
cu
ltu
res
in s
ch
oo
ls?
Wh
at
imp
act
am
I t
ryin
g t
o h
av
e?
-B
uil
d a
wa
ren
ess
ab
ou
t d
iffe
ren
t cu
ltu
res
so t
ha
t
pe
op
le a
re a
ble
to
un
de
rsta
nd
ea
ch
oth
er
be
tte
r
-E
xp
ose
stu
de
nts
to
dif
fere
nt
cu
ltu
res
fro
m a
yo
un
ge
r
ag
e s
o t
ha
t w
he
n t
he
y a
re o
lde
r th
ey
fo
rm a
mo
re
inclu
siv
e a
nd
le
ss r
acis
t so
cie
ty
I co
nd
uct
ed
an
in
terv
iew
wit
h t
he
De
pu
ty H
ea
d a
nd
He
ad
of
Six
th F
orm
of
my
sch
oo
l, b
eca
use
I t
ho
ug
ht
it
wa
s re
all
y im
po
rta
nt
to s
ee
th
eir
pe
rsp
ecti
ve
on
th
e s
ub
ject
be
ca
use
the
y a
re o
ne
of
the
ke
y p
ote
nti
al
sta
ke
ho
lde
rs f
or
the
pro
du
ct.
Th
e k
ey
th
em
es
tha
t p
op
pe
d u
p in
the
in
terv
iew
s w
ere
no
t h
av
ing
en
ou
gh
tim
e t
o c
ov
er
co
nte
nt
ou
tsid
e a
nd
te
ach
ers
be
ing
wo
rrie
d
tha
t th
ey
wo
uld
off
en
d s
tud
en
ts if
the
y t
ea
ch
th
e w
ron
g in
form
ati
on
.
Th
e n
ati
on
al cu
rric
ulu
m w
as
the
ma
in iss
ue
wit
h t
ea
ch
ers
no
t
be
ing
ab
le t
o t
ea
ch
ab
ou
t
dif
fere
nt
cu
ltu
res;
ho
we
ve
r, it
isn’t
som
ethi
ng I
can
chan
ge
qu
ick
ly,
an
d r
ea
lly
on
ly b
y
ca
mp
aig
ns.
I a
lso
co
nd
ucte
d a
no
the
r su
rve
y/q
ue
stio
nn
air
e a
nd
ask
ed
sim
ila
r q
ue
stio
ns
an
d I
po
ste
d it
on
to t
he
Stu
de
nt
Fo
rum
, I
wa
s a
ble
to
ge
t th
e p
ers
pe
cti
ve
s o
f p
eo
ple
of
dif
fere
nt
ag
es
an
d f
rom
dif
fere
nt
typ
es
of
sch
oo
ls
“Exp
ecta
tion
tha
tw
esh
ou
ldle
arn
ab
ou
to
ur
cou
ntr
ies
his
tory
just
be
cau
sew
elive
init
.T
he
fact
tha
tth
ecu
rric
ulu
mw
ou
ld
ha
ve
toch
an
ge
ma
yb
ea
ne
xcu
se.
Pe
op
ledo
n’t
see
it’s
pri
ori
ty.
Itm
ay
be
ab
itco
ntr
ove
rsia
l.
Ho
ste
xtr
acu
rric
ula
rcl
ub
sw
hic
ha
imto
ed
uca
tea
nd
info
rmth
e
me
mb
ers
an
dth
ere
sto
fth
esc
ho
ol
via
ass
em
blie
s.H
ost
spe
cia
l
rese
arc
hco
mp
eti
tio
ns
tha
tco
uld
focu
so
na
spe
cifi
ccu
ltu
re.
Ma
yb
ew
he
nte
ach
ing
ab
ou
tB
riti
shh
isto
ryso
me
pe
rsp
ect
ive
so
f
oth
er
cou
ntr
ies
cou
ldb
ein
clu
de
d.
Afe
wti
me
sin
the
term
,
tea
che
rsco
uld
take
ab
rea
kfr
om
the
curr
icu
lum
an
dd
ed
ica
ted
a
wh
ole
less
on
tole
arn
ing
ab
ou
ta
cult
ure
.”
“1.
Ma
yb
ea
lack
of
un
de
rsta
nd
ing
fro
mte
ach
ers
,a
lso
ma
yb
e
be
cau
seth
esy
lla
bu
sfo
rA
-le
ve
la
nd
GCS
E’s
don’
tin
corp
ora
te
dif
fere
nt
cult
ure
sfo
rth
em
ost
pa
rtso
sch
oo
lsw
ho
aren
’ta
ble
to.
2.
De
sig
ne
dsp
ea
ke
rsa
nd
ass
em
bli
es
toe
du
cate
pu
pil
sa
nd
tea
che
rsa
nd
ma
yb
ea
lso
clu
bs
or
soci
eti
es
tha
tfo
cus
on
it.
3.
Re
ad
ing
list
s,re
cog
nit
ion
of
fest
iva
lso
rim
po
rta
nt
da
tes
in
oth
er
cou
ntr
ies
lik
eth
ere
isfo
rC
hri
stia
na
nd
Bri
tish
ho
lid
ays,
yo
un
ge
rye
ars
cou
ldh
ave
mo
reo
pp
ort
un
itie
sin
the
mo
refl
exi
ble
less
on
sto
lea
rna
bo
ut
it,
lik
ein
stu
dy
pro
ject
sso
me
sch
oo
lsru
n.”
“1.
Co
nfo
rma
bilit
y,
pe
op
les
exp
eri
en
ces
go
od
or
ba
do
r
un
kn
ow
nto
oth
er,
cou
ldh
ita
ne
rve
?Te
ache
r’slim
ite
d
kn
ow
led
ge
,p
up
ils
wil
lin
gn
ess
tole
arn
pa
stth
at
the
y
alr
ea
dy
kn
ow
.
2.
Clu
bs
an
dso
cie
tie
s,m
ovie
s,tr
ips,
mu
seu
ms
an
d
talk
s.
3.
Incl
ud
ing
pe
op
lefr
om
dif
fere
nt
cult
ure
sin
toth
e
less
on
s,m
ovie
s/vid
eo
s,I’m
no
tsu
re.”
I a
lso
co
nd
ucte
d s
om
e in
terv
iew
s w
ith
som
e o
f m
y f
rie
nd
s, a
skin
g e
ach
of
the
m t
he
sa
me
qu
est
ion
s in
ord
er
to
ga
in d
iffe
ren
t o
pin
ion
s o
n t
he
sa
me
issu
es.
I re
ali
sed
th
at
pe
op
le in
dif
fere
nt
sch
oo
ls w
ou
ld h
ave
dif
fere
nt
op
inio
ns,
so
I a
ske
d
som
e o
f m
y f
rie
nd
s w
ho
go
to
dif
fere
nt
sch
oo
ls in
clu
din
g
ind
ep
en
de
nt
an
d s
tate
sch
oo
ls.
I re
ali
sed
fro
m m
y r
ese
arc
h t
ha
t th
ere
we
re a
lo
t o
f o
ve
rla
pp
ing
the
me
s in
th
e a
nsw
ers
to
my
qu
est
ion
s
Wh
at
we
re m
y k
ey
fin
din
gs
fro
m m
y r
ese
arc
h?
-Te
ache
rs a
ren’
t will
ing
to te
ach
for f
ear o
f offe
ndin
g cu
lture
s and
relig
ions
.-
Ass
em
bli
es
are
a p
art
of
tea
ch
ing
ab
ou
t d
iffe
ren
t cu
ltu
res
to t
he
wh
ole
of
the
sch
oo
l.
-La
ck
of
cu
ltu
res
in t
he
na
tio
na
l sy
lla
bu
s
-Te
ache
r’s la
ck o
f kno
wle
dge
abou
t div
erse
cul
ture
s and
her
itage
s.
-T
ime
ha
s a
n i
mp
act
tha
t ca
n s
top
te
ach
ers
te
ach
ing
ab
ou
t d
iffe
ren
t cu
ltu
res.
-C
ele
bra
tio
ns
are
a g
rea
t w
ay
to
in
cre
ase
aw
are
ne
ss a
nd
en
co
ura
ge
pe
op
le t
o le
arn
ab
ou
t th
e
cu
ltu
re o
r re
lig
ion
th
ey
are
ce
leb
rati
ng
.
Wh
at
we
re m
y i
nsi
gh
ts f
rom
my
re
sea
rch
?
-T
he
re w
ere
tw
o m
ain
iss
ue
s w
ith
in t
he
sch
oo
l
syst
em
th
at
I ca
n a
dd
ress
.
-T
he
fir
st o
ne
be
ing
th
e la
ck
of
info
rma
tio
n.
-T
he
se
co
nd
on
e w
as
tim
e.
3
/ 12
Brai
nsto
rmin
g id
eas
to im
prov
e pe
ople
’s
unde
rst
andi
ng o
f di
ffer
ent
cultu
res
.
I w
as
ori
gin
all
y a
ble
to
thin
k o
f 3
id
ea
s,
ho
we
ve
r, t
wo
of
the
m
we
re v
ery
sim
ila
r in
th
at
the
y w
ere
bo
th w
eb
site
s
tha
t p
rov
ide
d
info
rma
tio
n.
Sin
ce
, I
wa
s fi
nd
ing
it
a
bit
ha
rd t
o t
hin
k o
f m
ore
ide
as
tha
t w
ere
dif
fere
nt,
I d
ecid
ed
to
do
so
me
co
lla
bo
rati
on
wit
h o
ne
of
my
fri
en
ds
in m
y c
lass
.
We
sw
ap
pe
d d
eig
n b
rie
fs
an
d b
rain
sto
rme
d id
ea
s
for
ea
ch
oth
er.
Co
lla
bo
rati
on
:
Th
ese
are
so
me
of
the
ide
as
my
fri
en
d s
tell
a
tho
ug
ht
of.
So
me
we
re
qu
ite
sim
ila
r to
my
fir
st 3
ide
as
bu
t th
ere
we
re
som
e I h
adn’
t tho
ught
of
wh
ich
I f
ou
nd
he
lpfu
l to
imp
rov
e t
he
id
ea
s I
alr
ea
dy
ha
d.
Afte
r my
‘Bro
ad C
onte
xt R
esea
rch’
and
my
‘Foc
used
Res
earc
h’, I
real
ised
the
two
mai
n iss
ues
my
desig
n co
uld
help
to so
lve
wer
e l
ack o
f ti
me
an
d r
eli
ab
le in
form
ati
on
. T
he
th
em
e I
wa
s g
oin
g
for
wa
s e
du
cati
ng
ou
tsid
e o
f le
sso
ns
an
d p
rov
idin
g r
eli
ab
le,
un
ive
rsa
l in
form
ati
on
so
th
at
eve
ryo
ne
in
th
e c
ou
ntr
y h
as
acce
ssto
the
sa
me
in
form
ati
on
, th
us
red
uci
ng
mis
con
cep
tio
ns
on
socie
ty w
ith
dif
fere
nt
he
rita
ge
s.
Th
is is
the
id
ea
I d
ecid
ed
to g
o w
ith
be
ca
use
I
tho
ug
ht
tha
t it
so
lve
d t
he
two
iss
ue
s o
f ti
me
an
d
info
rma
tio
n a
t th
e s
am
e
tim
e.
Be
ca
use
, it
wo
uld
be
inst
all
ed
aro
un
d t
he
sch
oo
l, s
tud
en
ts a
nd
tea
ch
ers
wo
uld
be
ab
le
to a
cce
ss t
he
in
form
ati
on
wh
ile
th
ey
are
wa
itin
g f
or
less
on
s to
sta
rt o
r d
uri
ng
bre
ak
tim
es.
Th
e in
tera
cti
ve
bo
x w
ou
ld b
e
inst
all
ed
in
all
sch
oo
ls a
cro
ss t
he
co
un
try
, w
hic
h m
ea
ns
tha
t
ev
ery
on
e w
ou
ld g
et
the
sa
me
info
rma
tio
n, re
du
cin
g
mis
co
nce
pti
on
s a
bo
ut
cu
ltu
res.
I d
ecid
ed
to
exp
an
d o
n
the
co
nce
pt
a l
ittl
e b
it
mo
re b
efo
re m
ov
ing
on
to th
e ‘te
st a
nd
deve
lopm
ent’
stag
e
I d
rew
a l
ittl
e f
low
ch
art
for
the
co
nce
pt,
exp
lori
ng
th
e d
iffe
ren
t
wa
ys
to in
tera
ct
wit
h t
he
de
vic
e,
ie:
swip
ing
,
pin
ch
ing
, ta
pp
ing
.
I th
en
exp
lore
d t
he
pro
ce
ss o
f th
e
info
rma
tio
n a
nd
ho
w t
he
use
r w
ou
ld n
av
iga
te t
he
va
rio
us
pa
ge
s.
I fe
lt t
his
wo
uld
se
t m
e u
p w
ell
fo
r th
e n
ext
sta
ge
of
the
pro
ject
as
I w
ou
ld b
e
ab
le t
o e
xp
eri
me
nt
wit
h w
ire
fra
me
s. It
als
o g
av
e m
e m
ore
in
sig
ht
into
th
e
inte
racti
on
ele
me
nt
of
the
dis
pla
y a
nd
ho
w t
he
in
form
ati
on
wo
uld
ha
ve
to
flo
w.
A S
ea
rch
En
gin
e t
ha
t p
rovid
es
div
ers
e i
nfo
rma
tio
n
rath
er
tha
n t
he
mo
st p
op
ula
r se
arc
h r
esu
lts.
An
Ed
uca
tio
na
l w
eb
site
fo
r sc
ho
ols
. In
form
ati
ve
dis
pla
y b
ox.
I fi
rst
sta
rte
d o
ff
the
de
sig
n
pro
ce
ss b
y
bra
inst
orm
ing
an
d s
ketc
hin
g a
cou
ple
of
ide
as.
5
/ 12
Dev
elopin
g m
y D
esig
n I
dea
“Co
lou
r, a
dd
arr
ow
s
on
th
e h
om
e s
cre
en
to s
ho
w w
he
re t
o
swip
e/c
on
ten
ts
pa
ge
, se
arc
h b
ar”
Wir
e F
ram
e 1
Wir
e F
ram
e 2
To
sta
rt t
he
De
ve
lop
me
nt
sta
ge
, I
de
cid
ed
to
cre
ate
a w
ire
fra
me
, o
utl
inin
g t
he
pro
ce
ss a
t w
hic
h t
he
use
r m
ov
es
thro
ug
h t
he
in
form
ati
on
in
th
e d
ev
ice
. I
als
o f
elt
this
wo
uld
pre
sen
t th
e id
ea
cle
arl
y s
o I
wo
uld
b
e a
ble
to
ge
t fe
ed
ba
ck
on
th
e id
ea
. A
fte
r I
ma
de
my
wir
efr
am
e I
de
cid
ed
to
sh
ow
it
to m
y f
rie
nd
s
( so
me
of
the
sa
me
pe
op
le w
ho
co
mp
lete
d m
y s
urv
ey
at
the
sta
rt o
f m
y p
roje
ct)
.
Aft
er
ge
ttin
g f
ee
db
ack
on
my
wir
efr
am
e,
I a
dd
ed
a f
ew
ch
an
ge
s to
my
wir
efr
am
e a
nd
ad
de
d s
om
e m
ore
in
form
ati
on
on
th
e in
tera
cti
ve
ele
me
nts
fo
r e
ach
se
cti
on
.
On
e o
f m
y p
iece
s o
f fe
ed
ba
ck
for
my
ori
gin
al w
ire
fra
me
wa
s
‘co
lou
r a
nd
it
ne
ed
s to
be
mo
re
visu
ally
app
ealin
g’, s
o I
de
cid
ed
to c
rea
te a
mo
od
bo
ard
fo
r m
y
co
lou
r sc
he
me
.
To
sta
rt w
ith
my
co
lou
r
sch
em
e I d
ecid
ed
to
cre
ate
a
mo
od
bo
ard
Sinc
e m
y pr
ojec
t is u
nder
the
title
‘Ro
ots
to
Em
po
we
rme
nt’
and
abou
t the
repr
esen
tatio
n of
all
race
s/sk
in c
olo
urs
an
d c
ult
ure
s, a
nd
I r
ea
lly
wa
nte
d m
y
co
lou
r sc
he
me
to
re
pre
sen
t th
is.
I ca
me
acro
ss t
his
gra
ph
ic,
wh
ich
I r
ea
lly
lo
ve
d b
eca
use
it d
id r
ep
rese
nt
all
eth
nic
itie
s a
nd
lin
ke
d in
re
all
y w
ell
wit
h m
y p
roje
ct a
im.
So
as
an
exp
eri
me
nt
I d
ecid
ed
to
lo
ok
up
th
e p
an
ton
e
co
lou
rs f
or
the
sk
in t
on
e n
am
es
in t
he
gra
ph
ic(
ie:
Pa
nto
ne
Eb
on
y)
an
d p
ut
the
m
sid
e b
y s
ide
, ju
st t
o s
ee
wh
at
the
y
loo
ke
d lik
e a
nd
I w
as
rea
lly
sta
rtin
g t
o l
ike
wh
at
I se
e.
Bu
t
for ‘
oli
ve
’ the
col
our I
orig
inal
ly ch
ose
felt
a bi
t brig
ht so
I ch
an
ge
d i
t to
a m
ore
mu
ted
co
lou
r, a
nd
no
w I
am
re
all
y
ha
pp
y w
ith
th
e c
olo
ur
pa
lett
e I
cre
ate
d.
I th
ink
it
rea
lly
reso
na
tes
wit
h t
he
pu
rpo
se o
f m
y d
esi
gn
an
d r
ep
rese
nts
ma
ny
eth
nic
itie
s.
Th
is is
the
fin
al co
lou
r p
ale
tte
.
Ne
xt,
I d
ecid
ed
to
wo
rk o
n t
he
gra
ph
ica
l e
lem
en
ts o
f th
e u
ser
inte
rfa
ce
to
in
dic
ate
wh
at
the
use
r
inte
rfa
ce
wo
uld
lo
ok
lik
e.
I ch
ose
to
de
sig
n t
hre
e s
cre
en
s: t
he
ho
me
pa
ge
, a
co
un
try
fa
ct-
file
an
d a
sto
ry a
bo
ut
a s
ign
ific
an
t in
dig
en
ou
s in
div
idu
al.
I st
art
ed
bra
inst
orm
ing
th
e p
oss
ible
de
sig
ns
be
fore
usi
ng
Ad
ob
e
Illu
stra
tor.
Ho
me
pa
ge
, S
tory
tim
e a
nd
Co
un
try
Fa
ct-
file
Bra
inst
orm
ing
I a
lso
wa
nte
d t
o cre
ate
a l
og
o f
or
the
wh
ole
sy
ste
m,
an
d I
de
cid
ed
to
use
th
e c
olo
ur
pa
lett
e I
cre
ate
d t
o d
o t
his
.
I use
d th
e ha
nd p
rint i
mag
e be
caus
e it
look
s lik
e ch
ildre
n’s
ha
nd
s th
ey
ha
ve
pri
nte
d u
sin
g p
ain
t. I
th
ink
th
is r
ep
rese
nts
ed
uca
tio
n r
ea
lly
we
ll a
nd
th
at
the
aim
of
the
sy
ste
m i
s to
ed
uca
te a
bo
ut
dif
fere
nt
race
s a
nd
cu
ltu
res.
7
/ 12
Impact
•H
ow
wo
uld
yo
ufa
ct
ch
eck
or
up
da
ten
ew
info
rma
tio
nif
itis
no
lon
ge
rtr
ue
or
de
em
ed
ap
pro
pri
ate
?
•H
ow
wo
uld
ea
ch
sch
oo
lb
ea
ble
toa
ffo
rdit
?→
co
stb
en
efi
ta
na
lysi
s
•W
ou
ldit
ma
ke
sou
nd
sa
sw
ell
as
vis
ua
lo
utp
uts
?
•F
ixp
ictu
res
wit
hm
arg
ins
the
irsh
ap
es
can
be
dif
fere
nt
bu
tfi
xth
em
arg
ins
Go
od
thin
gs:
•C
olo
ur
sch
em
e
•G
oo
dco
nce
pt
•U
sefu
la
nd
be
ne
fici
al
Mr.
Wh
art
on
:
Go
od
thin
gs:
•R
ea
lly
imp
ort
an
ta
rea
of
ed
uca
tio
n,
oft
en
un
de
r-se
rve
d,
eff
ecti
ve
lyta
rge
ts
a‘g
apin
the
mar
ket’
•In
tera
ctiv
ity
de
fin
ite
lya
dd
sto
the
inte
rest
an
dw
ill
dri
ve
en
ga
ge
me
nt,
esp
ecia
lly
wit
hlo
we
ry
ea
rs
•G
rea
tto
ha
ve
the
min
‘str
ateg
ic’
pla
ces
e.g
.,o
uts
ide
cla
ssro
om
sb
efo
re
less
on
se
tc.
Co
uld
this
als
ob
ein
an
en
tra
nce
soth
at
vis
ito
rsca
na
lso
inte
ract
wh
ile
the
yw
ait
?
Th
ing
sto
co
nsi
de
r:
•H
ow
ea
sily
co
uld
yo
uu
pd
ate
the
info
?Li
nk
ed
toa
co
mp
ute
rp
rog
ram
?
•T
ou
ch
scre
en
vs
Ale
xa
-sty
levo
ice
sea
rch
?W
ort
hco
nsi
de
rin
gfo
rco
vid
etc
.
•H
om
esc
ree
nco
uld
cy
cle
thro
ug
hfa
cts
of
the
da
y/i
nclu
de
bit
so
fco
nte
nt
tha
tdo
n’tn
ee
dto
be
sea
rch
ed
for
•M
ak
e t
he
scre
en
de
sig
n f
or
Pe
ru le
ss c
lun
ky
•R
ea
lly
go
od
id
ea
be
ca
use
wh
en
bo
red
an
d w
ait
ing
for
less
on
s y
ou
wa
nt
to s
ee
so
me
thin
g in
tere
stin
g
tha
t ta
ke
s y
ou
aro
un
d t
he
wo
rld
.
In o
rde
r to
fu
lly
ass
es
the
im
pa
ct
of
my
de
sig
n,
I d
ecid
ed
to
ask
fo
r so
me
fe
ed
ba
ck
fro
m m
y k
ey
sta
ke
ho
lde
rs. I
ask
ed
th
e s
am
e p
eo
ple
, I
ask
ed
at
the
star
t of m
y “D
evel
opin
g” st
age.
I d
ecid
ed
to
exp
lain
th
e id
ea
to
the
m f
irst
, b
efo
re a
skin
g t
he
m
qu
est
ion
s li
ke
: W
ill it
he
lp t
o
incre
ase
cu
ltu
ral a
wa
ren
ess
?,
go
od
th
ing
s, H
ow
su
cce
ssfu
l
wo
uld
th
e id
e b
e?
, W
ill it
actu
all
y s
olv
e t
he
pro
ble
m?
,
imp
rov
em
en
ts f
or
the
de
sig
n.
I tr
ied
to
ask
a
va
rie
ty o
f k
ey
sta
ke
ho
lde
rs:
stu
de
nts
an
d
tea
ch
ers
.
I th
ink
th
is w
as
a v
ery
use
ful th
ing
to d
o,
be
ca
use
I le
arn
t m
an
y t
hin
gs
I did
n’t n
eces
saril
y th
ink
of b
efor
e.
It a
lso
he
lpe
d m
e s
ee
a d
iffe
ren
t
pe
rsp
ecti
ve
of
my
de
sig
n w
hic
h is
go
ing
to
he
lpfu
l to
an
aly
se t
he
imp
act
of
my
de
sig
n.
Stu
de
nt
Fe
ed
ba
ck
Te
ach
er
Fe
ed
ba
ck
Init
ial R
ese
arc
h Q
ue
stio
ns:
Ori
gin
al a
nsw
ers
:E
va
lua
tio
n:
Wh
at
is t
he
pro
ble
m I
am
try
ing
to
So
lve
?
Stud
ents
are
n’t b
eing
taug
ht a
bout
diff
eren
t cu
ltu
res
in s
cho
ols
an
d a
s a
re
sult
th
e
aw
are
ne
ss o
f d
iffe
ren
t h
eri
tag
es
is v
ery
lo
w.
One
of t
he m
ain
caus
es fo
r thi
s was
that
teac
hers
don
’t ha
ve ti
me
to c
over
con
tent
not
in
clud
ed in
the
curr
icul
um. T
he d
esig
n isn
’t af
fect
ed b
y tim
e as
it is
n’t d
epen
ded
on th
e cu
rric
ulu
m, te
ach
ers
or
less
on
tim
es.
It
can
be
use
d a
t a
ny
tim
e.
De
sig
n Q
ue
stio
nH
ow
mig
ht
I e
du
cate
stu
de
nts
ab
ou
t d
iffe
ren
t
cult
ure
s in
sch
oo
ls?
Educ
ated
stud
ents
in a
n in
tera
ctiv
e w
ay w
hich
can
“driv
e en
gage
men
t”
Wh
at
Imp
act
am
I t
ryin
g t
o
ha
ve
?
Bu
ild
aw
are
ne
ss a
bo
ut
dif
fere
nt
cult
ure
s so
th
at
pe
op
le a
re a
ble
to
un
de
rsta
nd
ea
ch o
the
r
be
tte
r
Exp
ose
stu
de
nts
to
dif
fere
nt
cult
ure
s fr
om
a
yo
un
ge
r a
ge
so
th
at
wh
en
th
ey
are
old
er
the
y
form
a m
ore
in
clu
sive
an
d le
ss r
acis
t so
cie
ty
I th
ink t
he
de
sig
n s
ucc
ess
full
y a
ch
ieve
s th
e m
ain
go
al
of
incr
ea
sin
g c
ult
ura
l a
wa
ren
ess
.
Sin
ce a
ll s
cho
ols
wo
uld
ha
ve
th
e b
ox,
eve
ryo
ne
wo
uld
ha
ve
th
e s
am
e i
nfo
rma
tio
n w
hic
h
me
an
s so
cie
ty h
as
a u
niv
ers
al u
nd
ers
tan
din
g o
f d
iffe
ren
t h
eri
tag
es.
Stu
de
nts
of
all
ag
es
wil
l h
ave
acc
ess
to
th
e in
form
ati
on
an
d e
sse
nti
all
y in
gra
ins
an
incl
usi
ve
so
cie
ty i
nto
th
em
. A
s th
ey
are
exp
ose
d f
rom
a y
ou
ng
ag
e t
he
y le
arn
to
be
com
e m
ore
acce
pti
ng
an
d le
ss j
ud
ge
me
nta
l. T
he
pro
du
ct b
ein
g u
sed
in
sch
oo
ls r
ea
lly
he
lps
to m
ee
t th
is g
oa
l.
To
he
lp m
ak
e a
mo
re
info
rme
d e
va
lua
tio
n, I
ch
ose
to
use
my
in
itia
l
de
sig
n q
ue
stio
ns
an
d
an
swe
rs f
rom
my
focu
sed
re
sea
rch
an
d
ev
alu
ate
my
de
sig
n
ag
ain
st t
he
m.
I th
ink
th
is h
elp
ed
me
qu
est
ion
s w
he
the
r I
me
t
my
aim
s w
ith
my
de
sig
n.
Ho
w w
ou
ld m
y p
rop
osa
l w
ork
in
th
e r
ea
l w
orl
d?
-T
he
in
tera
cti
ve
bo
xe
s w
ou
ld b
e u
sed
in
all
sch
oo
ls
aro
un
d t
he
co
un
try
, to
he
lp c
om
ba
t m
isco
nce
pti
on
s
resu
ltin
g f
rom
pe
op
le h
av
ing
acce
ss t
o d
iffe
ren
t
info
rma
tio
n.
-G
oo
d w
ay
to
use
tim
e p
rod
ucti
ve
ly w
he
n w
ait
ing
fo
r
less
on
s to
sta
rt.
-T
he
in
tera
cti
ve
ele
me
nt
ma
ke
s it
mo
re e
ng
ag
ing
an
d
en
co
ura
ge
s st
ud
en
ts t
o u
se it
an
d t
ak
e t
he
in
itia
tive
to e
du
ca
te t
he
mse
lve
s.
Wh
at
co
uld
be
th
e c
ha
lle
ng
es
I m
igh
t fa
ce
wh
en
pu
ttin
g m
y p
rop
osa
l
into
th
e r
ea
l w
orl
d?
-I
ne
ed
to
en
sure
th
e in
form
ati
on
pro
vid
ed
wa
s re
lia
ble
, I
wo
uld
use
cre
dib
le s
ou
rce
s th
at
ha
ve
be
en
ap
pro
ve
d a
nd
fa
ctc
he
cke
d.
I w
ou
ld
als
o w
an
t to
ru
n t
he
in
form
ati
on
by
exp
ert
s to
ma
ke
su
re.
-H
ow
oft
en
wo
uld
th
e in
form
ati
on
be
up
da
ted
, a
s I
wa
nt
to m
ain
tain
inte
rest
an
d e
nth
usi
asm
, b
y r
ota
tin
g w
ha
t's
the
re.
-H
ow
exp
en
sive
it
wo
uld
be
to
ma
nu
factu
re a
nd
ma
inta
in, b
eca
use
mo
st s
cho
ols
ha
ve
a s
ma
ll b
ud
ge
t a
nd
it
ne
ed
s to
be
aff
ord
ab
le t
o
ma
ke
it
ea
sy f
or
all
sch
oo
ls t
o i
mp
lem
en
t th
em
.
I th
ink
th
ere
are
a f
ew
mo
re im
pro
ve
me
nts
fo
r
my
pro
po
sal a
nd
if
I h
ad
tim
e t
o d
o a
no
the
r
ite
rati
on
I w
ou
ld d
o s
om
e c
ost
an
aly
sis,
ed
it
the
scre
en
de
sig
ns
ba
sed
on
my
fe
ed
ba
ck
, a
dd
a d
ail
y f
act
to t
he
ho
me
pa
ge
an
d e
xp
lore
oth
er
form
s o
f in
tera
cti
on
(so
un
d);
ho
we
ve
r, a
t th
is
sta
ge
I t
hin
k t
he
pro
po
sal a
ch
iev
es
the
ma
in
go
al a
nd
so
lve
s th
e p
rob
lem
. T
he
oth
er
imp
rov
em
en
ts a
re a
dd
-on
s to
th
e m
ain
fun
cti
on
of
the
pro
du
ct.
9
/ 12
Fin
al d
esig
n ide
a
Th
is is
a C
AD
dra
win
g o
f m
y id
ea
. I
did
th
is t
o s
ho
w a
3D
re
pre
sen
tati
on
of
the
de
sig
n b
eca
use
I d
id a
lo
t o
f g
rap
hic
wo
rk r
ath
er
tha
n t
he
actu
al p
rod
uct.
It
als
o g
av
e m
e a
n o
pp
ort
un
ity t
o m
od
el th
e
inte
racti
ve
bo
x.
Th
is is
a w
ire
fra
me
to
de
mo
nst
rate
th
e u
ser
inte
rfa
ce
of
the
dis
pla
y
Th
e s
tud
en
ts w
ou
ld
be
ab
le t
o in
tera
ct
wit
h t
he
ele
ctr
on
ic
dis
pla
y t
o e
du
ca
te
the
mse
lve
s a
bo
ut
dif
fere
nt
cu
ltu
res
ind
ep
en
de
ntl
y
Th
e b
ox w
ou
ld b
e p
lace
d in
dif
fere
nt
are
as
aro
un
d t
he
sch
oo
l wh
ere
stu
de
nts
co
ng
reg
ate
an
d w
ait
fo
r
less
on
s to
sta
rt, a
s th
ese
are
the
pla
ce
s w
he
re t
he
re w
ou
ld
be
th
e m
ost
en
ga
ge
me
nt.
I h
av
e id
en
tifi
ed
dif
fere
nt
me
tho
ds
for
the
use
rs t
o in
tera
ct
wit
h t
he
in
form
ati
on
an
d r
em
em
be
r it
,
ran
gin
g f
rom
: v
ide
os,
ga
me
s o
r co
mic
s.
I d
ecid
ed
to
de
sig
n s
om
e o
f th
e s
cre
en
s u
sin
g ill
ust
rato
r, in
co
rpo
rati
ng
so
me
of
the
fe
ed
ba
ck
I g
ot
fro
m m
y s
tak
eh
old
ers
du
rin
g t
he
de
ve
lop
me
nt
sta
ge
.
Co
un
try
Fa
ct-
Fil
eH
om
ep
ag
eS
tory
tim
e
Th
e s
tud
en
t ca
n c
lick
on
the
pic
ture
s, a
nd
a m
ini
win
do
w w
ill p
op
up
wit
h
info
rma
tio
n r
ela
tin
g t
o
the
pic
ture
.
Ha
s a
co
nte
nts
pa
ge
so
the
use
r k
no
ws
the
fea
ture
d c
on
ten
t, o
r
the
y c
an
se
arc
h
som
eth
ing
wit
h t
he
sea
rch
ba
r. T
he
re i
s a
lso
the
da
te a
nd
tim
e a
s a
n
ad
dit
ion
al fe
atu
re.
A m
ini w
ind
ow
wit
h
info
rma
tio
n a
bo
ut
the
ind
ivid
ua
l. M
ore
fla
shca
rd s
tyle
win
do
ws
wit
h t
he
ir lif
e s
tory
.
Th
ere
co
uld
be
a g
am
e
ele
me
nt
at
the
en
d.
1
1 / 1
2
How
impo
rtant
is kn
owing
how
susta
inable
a br
and i
s whe
n buy
ing a
prod
uct?
Do yo
u kno
w ho
w su
staina
ble br
ands
ar
e?
Do yo
u thin
k fas
hion b
rand
s prio
ritise
br
and s
ustai
nabil
ity?
Do yo
u thin
k fas
hion b
rand
s prio
ritise
br
and s
ustai
nabil
ity?
Do yo
u thin
k bra
nd su
staina
bility
is ad
vertis
ed
enou
gh?
Is br
and s
ustai
nabil
ity so
methi
ng yo
u wou
ld lik
e to
explo
re fu
rther
into?
Emplo
yee v
iews:
Not
typica
l to th
e des
ign w
e wo
uld h
ave i
n stor
e and
ge
nera
lly is
impr
actic
al du
e to
the am
ount
of tim
e wa
sted u
nhoo
king
clothi
ng.
Emplo
yee v
iews;
We o
nly re
ally s
ee th
ese
types
of ha
nger
s whe
n wo
rking
with
cloth
es th
at ar
e two
piec
ed. I
f we w
ere
to try
and f
old th
ese s
orts
of ite
ms an
d stor
e the
m the
y ma
y not
be us
ed.
Our v
iews:
As w
ell as
this
it wo
uld b
e mor
e exp
ensiv
e du
e to e
xces
s mate
rial fo
r the
strip
alon
g the
botto
m.
Emplo
yees
view
s I ca
n see
the
se w
orkin
g for
us fo
lding
the
m.:T
hese
are t
he ty
pical
hang
ers w
e wo
uld us
e in
our s
tore!
They
are t
he
easie
st for
us to
stor
e and
re
use.
Our v
iews:
We a
gree
thes
e ar
e the
easie
st for
us to
co
nside
r how
to fo
ld the
m an
d wou
ld be
the c
heap
est
as th
ey ha
ve n
o exc
ess
parts
.
Final
idea (
red i
s our
title
and b
ackg
roun
d stuf
f)
Chos
en m
ateria
l why
? W
ood (
look a
t my r
easo
n and
mak
e it s
ound
fanc
ier lo
l)
●Ch
osen
colou
r why
? Na
tural
wood
colou
r → co
nnota
tions
of su
staina
ble,
untam
pere
d and
natur
al●
Labe
l exp
lanati
on a
nd dr
awing
do s
ide pr
ofile
and f
ront
●Fu
ll pag
e dra
wing→
labe
l velc
ro w
hich h
as a
plasti
c cov
ering
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·
Here to help
“I feel that the skills I have learnt and the problems that
we overcame have really benefited me in becoming
more confident within myself”
Finalist, Pupil Design Awards
If you have any questions, you can get in touch in the following ways:
1 With the RSA Pupil Design Awards team: pupildesignawards@rsa.org.uk
2 Once you have been assigned a mentor and they are preparing to visit the school, feel free to contact them with any specific issues regarding the design process that you would like them to address.
We look forward to seeing your pupils' entries!
The RSA Pupil Design Awards Team
RSA Pupil Design Awards Teacher resourcepack 2021-22 89