TEACHER RESOURCE PACK 2021-22 - RSA

RSA Pupil Design Awards

TEACHER RESOURCE PACK 2021-22

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

PART 1 TEACHER OVERVIEW

5 RSA Pupil Design Awards Teacher Resource Pack 2021-22

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


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.


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?


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.


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


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


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



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


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


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


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.


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.


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 [email protected].


PART 2 LESSON PLANS


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.


https://vimeo.com/448858965


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.



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.


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.


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.


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.


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.


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?


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.


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.


PART 3 LESSON RESOURCES


1WEEKRSA Pupil Design Awards Teacher resourcepack 2021-22 27

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


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.

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What I have discovered

2. Identify opportunities

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3. Research Possible Solution: Could it be a product, service or campaign?

My findings

Pupil Response Sheet

Fixperts – Customisationactivity



Fixperts

2Fixperts Customisation activity S1-1-01www.fixing.education/fixperts


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



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



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



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.



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


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

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



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



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



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.


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



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



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



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



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.


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

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


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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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

Ayma A

hmed,

Aaliyah

Feroz a

nd Mar

yam Ars

had

Pupil

Desig

n Aw

ards

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

Myll

Be

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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: [email protected]

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


mailto:pupildesignawards%40rsa.org.uk?subject=

The Pupil Design Awards is a competition run by the RSA, a registered charity in England, Wales (212424) and Scotland (SC037784)© 2021

RSA, 8 John Adam StreetLondon WC2N [email protected]/pda

With thanks to our Partners:

With additional support from:

TEACHER RESOURCE PACK 2021-22 - RSA

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Transcript of TEACHER RESOURCE PACK 2021-22 - RSA