In this unit pupils will have the opportunity to learn how the skills developed through Technology and Design would be useful to an entrepreneur. They will have the opportunity to examine how a design can be developed into a saleable product and how individuals can use their skills and talents to set up a mini-company.
What skills have you learned in Technology and Design that would be useful to an entrepreneur? |
Learning Intentions Pupils are learning …
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Possible Learning, Teaching and Assessment Activities |
…that they have already acquired some skills which are useful to industry and could be applied in a business environment.
Self Management |
Pupils evaluate their last manufacturing project and list all the skills they have developed through that project.
As a group, pupils consider how these skills would be useful if they were running a successful business. What other skills would they need?
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What is the design challenge? |
Learning Intentions
Pupils are learning …
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Possible Learning, Teaching and Assessment Activities |
…to identify and clarify a task’s purpose.
Managing Information
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Design Challenge :
Pupils form a new company, ’Grab It Gadgets‘. They must create a prototype product aimed at a specific market (11-14 year olds) according to the following criteria:
- Pupils must design a storage unit, for example to store a mobile phone, mp3 player, keys, pens or pencils, sunglasses or other items when not in use.
- The product should be marketable.
- It should manufacture from a flat sheet of material (150x110x1.5) that may be folded or shaped in any manner. Possible materials include polystyrene vac forming sheet, plywood or MDF.
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How do we form a mini-company? |
Learning Intentions
Pupils are learning … |
Possible Learning, Teaching and Assessment Activities |
…to be aware of the different roles and responsibilities within a team.
Working with Others
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Pupils form groups of four, each person takes responsibility for one of the following areas:
- Researching;
- Presenting;
- Marketing;
- Manufacturing.
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What kind of product would 11-14 year olds: Find appealing? Want? Use? |
Learning Intentions
Pupils are learning … |
Possible Learning, Teaching and Assessment Activities |
…to use image boards to provide inspiration for ideas.
…to develop some understanding of the needs and desires of a consumer group.
…to consider opinions and ideas from a range of sources to stimulate design, thinking and problem solving.
Being Creative
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In their groups, pupils carry out research (using magazines, web sites, questionnaires) to find out the sort of things that their consumer group already likes and uses. Each pupil should then be encouraged to contribute to a group image board. This may include pictures of places and activities as well as products, fashion, colours, trends, materials, advertisements, music, cars, films, TV programs, lifestyle, role models, etc.
In their group, pupils discuss and explain why they are selecting certain images and rejecting others. The group decides which concept(s) to move forward with and/or modify. Each group finalises their image board.
As a class, discuss each image board, the choice of images, and, what it tells us about the target consumer group. |
How can I help to design a new product? |
Learning Intentions
Pupils are learning … |
Possible Learning, Teaching and Assessment Activities |
…to work effectively in a group towards a common goal.
…to brainstorm to formulate design ideas.
…to experiment with different ideas and designs.
…to use different approaches to solve problems.
Being Creative
…to produce production drawings using recognised techniques to guide manufacture. |
In groups, pupils decide how the products they design will look, using the image boards for reference. They then begin their sketches.
Each group should decide on the final design of the storage unit that they will develop and manufacture.
Pupils finalise their sketches and may use CAD software or formal drawing techniques to create working drawings. |
If this is purely a design unit, skip the next key question involving manufacture and ,move on to the presentation on promoting their concept. |
How do we ensure that our designs are made exactly as we designed them? |
Learning Intentions
Pupils are learning … |
Possible Learning, Teaching and Assessment Activities |
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Plan Of Manufacture
The groups, with teacher assistance, plan the manufacture of the prototype and draw on previous experience to manufacture their designs |
…to work effectively in a group and adopt roles to ensure the success of the group.
…to model ideas into working prototypes and test their effectiveness.
Being Creative
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The pupil responsible for manufacturing acts as the project manager and assigns tasks to team members. Quality control and manufacturing tasks need to be explained clearly. Pupils work as a group on the production of the prototypes and presentation material.
Each team should present their product and associated material to a focus group comprised of the rest of the class. They record the feedback to assess the viability of the product.
The products and supporting material may be put on display as part of a whole school Employability event.
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How can we communicate our product and generate interest in them? |
Learning Intentions
Pupils are learning … |
Possible Learning, Teaching and Assessment Activities |
…to put together the group’s ideas in a presentation format. |
Each group puts together a presentation to promote their concept (this could inform an advertising campaign). They should use a range of media, for example, graphics, digital video or PowerPoint. They have seven minutes to present their concept. The art department may assist with the presentation techniques.
Opportunity to assess Using ICT
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What skills have I acquired or applied which would be useful in an enterprise? |
Learning Intentions
Pupils are learning … |
Possible Learning, Teaching and Assessment Activities |
…about the challenges faced by entrepreneur.
…to reflect on the skills they have acquired which would be useful in employment.
Self Management
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Pupils evaluate the project and write down:
- What skills they gained which would be useful to an entrepreneur?
- What skills they gained which would be useful to an employer?
- Which role they enjoyed exploring most (research, design, manufacture, presentation)?
- The reasons why their product was successful or unsuccessful.
As a class, discuss and record their discoveries about taking a product from initial design conception to a marketable product. |