1. Product analysis – style 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. Possible teaching/discussion point - Is style more important than function? How much does style influence their selection of a school bag? Does the logo or manufacture matter? What are style features?. The slide is set up to allow for discussion. The teacher character answers are justified, as an exemplar of the justification level required. For example pupils will often given an answer of colour as a reason why they think a product is successful, but pupils are asked to further justify it i.e. because of the bright colours or contrasting colours used etc. Background –this page is from the pupils booklet. We have found the word bank very helpful with spelling and it also triggers ideas. This task can be completed in a number of ways. Pupils could work individually or in teams. The bags they analyse could be commercially manufactured bags or ones that previous pupils have made. These bags could be physically handled, or viewed digitally. It sounds a bit of a pain to photograph the bags and then placing them on presentation slides, but pupils enjoy the format and the lively class discussion that results from it. The sequence is left to loop during the exercise. We tend to favour the digital format at the moment! But we design folks are fickle. Possible teaching/discussion point Pupils have an opportunity to make choices but they must be justified. The question related to why do we buy branded bags? They can reflect on the class discussion on logos and brands earlier, and give their view point in the booklet. Background – A link is established with the previous page by reducing the mind map and placing it in the top left hand corner. The red circle highlights the focus of analysis – style.

3. Background –these are just some of the bags that we have photographed for the digital analysis task. Sadly trends in bags are frequent, so a few new ones are added annually if only in an attempt to know what is “cool”. Notes from the bottom of the previous page apply to these presentation slides. Possible teaching/discussion point – Pupils are encourage to explain their reasons why they like or dislike the style aspect of the bags. The teacher character gives exemplar reason. Each answer attempts to demonstrate a justification for the reason. Colour is not accepted as an answer as it is too vague, pupils are asked to justify why colour is a reason e.g. bright colours, contrasting colours, combination of graphics etc.

4. Possible teaching/discussion point – Pupils are encourage to look at the work of other pupils and record possible aspects of their products too. Other pupils work too, can be a realistic source of inspiration to mix and match ideas. Possible teaching/discussion point – A list of web sites, our pupils have found helpful for idea generation.