1. Teachers notes - Product analysis – function Background – Guiding pupils to look critically at products. We have found this to be instrumental to improving their design skills. Possible teaching/discussion point Outlining of reasons why product analysis is a helpful tool for all designers/pupils e.g. comparison of functions, shape, size, materials. Product analysis is also a possible way to prompt idea generation i.e. other designers bags as an inspiration source. Could include discussion on copyright here. Background –this page was generated to give pupils a broad outline of the numerous features that could be considered when analysing a bag product. For this bag project we have identified function and style as the two main focus aspects for analysis. Other aspects are included, but are not key objectives – these are dealt with in other projects later in Key Stage 3 e.g. target groups, seasons etc Possible teaching/discussion point e.g. The presentation slide attempts to make pupils think about what are the main features that they would need to consider when analysing a bag and consequently when designing a bag product. Background – It depends in which order you decide to complete this unit – style before function, function before style – chicken and egg situation. There is an argument that form should follows function – but we have also found that pupils feel very comfortable with the aesthetics aspects of products as a starting point. We change from year to year, so we have included a duplicate slide at the beginning of both presentations on style and function.

2. Background – A link is established with the previous page by reducing the spider diagram and placing it in the top left hand corner. The red circle highlights the focus of analysis – function. A Flash download is available that allows pupils to drag and drop objects into the bag. It is possible to move some of the objects using this presentation slide – but not when in a View Show format. Possible teaching/discussion point - Function of a bag – does it influence it’s shape?, Should function always be key to the shape of a bag ? Why are most school bags, rucksack style products? Can they name bags that are designed specifically for a function? What style of bags are trendy now and why? Some of the illustrated products might prompt discussion? Background – This is an exemplar page from the pupils booklet. We have found the following strategy helpful - illustrating an uncompleted page that the pupils are due to complete on the screen, and then either completing it with the pupils on screen, or showing partially completed sheets. One of the objectives we aim to achieve here, is to improve either pupils technical language or descriptive words related to textiles. Possible teaching/discussion point – Pupils are given a “handling collection” of a range of bags. These could be bags made by previous pupils or their own school bags. Pupils are asked to identify positive aspects, in view that these could be incorporated into their own design work.

3. Background – Large projected images of the bags are highly visible to enable all pupils to participate in discussion. Possible teaching/discussion point – Pupils are encourage to explain their reasons why an aspect of the bags design is a positive feature – a reason such as pockets has to be justified e.g. large pockets or a pockets with zips or a pocket with a zip to make it secure. Each answer is progressively more detailed, and hence they can demonstrate their depth of understanding. This is encouraged in all the product analysis tasks. Another example could include the straps – wide straps or wide straps make it easier to carry or wide straps spreads the weight of the bag over the shoulders etc.