Design and Technology is very powerful. Like no other subject, it can galvanise young people to build on their innate creativity and introduce them to future careers in engineering and design. Without it, we’re in trouble. The James Dyson Foundation aims to inspire more children to take up engineering by demystifying it. When they take things apart, and develop their ideas into real, physical things, they recognise how challenging, rewarding and exciting engineering is. But in school, it’s not yet perfect. D&T needs a redesign to eradicate visions of shed-tinkering and plank-sawing. It should become DT&E; Design, Technology and Engineering. A subject that requires academic, analytical, logical brains and creative, deft and problem solving attitudes. Steven Parkinson, our 2011 Design and Technology Teacher of the Year, is an inspiring example. Overflowing with enthusiasm, he uses real, industrial examples and inventive ways of teaching to make design and engineering education what it should be; exciting, taxing, stretching and fundamentally relevant.

INTRODUCING DESIGN

Match the users with the products below, thinking about their needs. WHO USES IT?

By the end of the lesson you will be able to… Discuss how products are designed for the needs of different users Rank “design brief” & “specification” points in order of importance Respond creatively to a design brief; justifying why you have designed the product in such a way LEARNING OBJECTIVES

KEEPING IT BRIEF These four products will have started with a design brief. What do you think the brief might have been? Before the designer can start designing they must list out all the points that make up the design specification.

SPECIFYING THE DESIGN PLAYS MUSIC PORTABLE LIGHTWEIGHT COST AESTHETICS EASY TO REPAIR EASY TO UPGRADE MAINS POWER RECHARGEABLE MATERIAL SELECTION MANUFACTURING PROCESS OTHER FUNCTIONS SOUND QUALITY EASE OF USE BRAND PACKAGING RECYCLABLE STORAGE CAPACITY Below are some points the designer might have thought of when designing.

RANK THE DESIGN SPECIFICATION POINTS FOR: SPECIFYING THE DESIGN HIGH MEDIUM LOW IRRELEVANT

RANK THE DESIGN SPECIFICATION POINTS FOR: SPECIFYING THE DESIGN HIGH MEDIUM LOW IRRELEVANT

RANK THE DESIGN SPECIFICATION POINTS FOR: SPECIFYING THE DESIGN HIGH MEDIUM LOW IRRELEVANT

RANK THE DESIGN SPECIFICATION POINTS FOR: SPECIFYING THE DESIGN HIGH MEDIUM LOW IRRELEVANT

START DESIGNING TO KICK OFF PICK 2 DIFFERENT NUMBERS, BOTH BETWEEN 1 & 8. With the brief and specification pinned down the designer can now start designing around the needs identified. You will design something new, but what is important now?

START DESIGNING 1.Transportation device 2.Chair 3.Mobility assistance 4.Communication device 5.Drink container 6.Map 7.Protective clothing 8.Power tool 1.Blind person 2.Baby 3.Elderly person 4.Tsunami or earthquake victim 5.Army Officer in Afghanistan 6.Prisoner 7.Family who live in jungle 8.Hospital patient NOW FIND YOUR NUMBERS FROM THE LIST…

MINI DESIGN BRIEF 1.ON THE BACK OF YOUR DESIGN WRITE THE THREE MOST IMPORTANT ASPECTS OF IT. WHAT MUST IT DO? 2.SWAP THIS WITH YOUR PARTNER, CAN THEY GUESS WHAT YOU ARE TRYING TO DESIGN? 3.MAKE ONE DEVELOPMENT TO YOUR PARTNER’S IDEA