Technicaldonkey

Year10

Projecttitle:Rainforest inspired Bag design

week

Lesson

Topic/Areas ofstudy

Skills knowledge

Syllabus criteriacovered

Activities(extension/differentiation)

resources

1

1

Introduction of the bagproject.

Visual aid prototype offinal outcome

Handout - Designbrief

Interpreting the projectbrief, understanding the client, user, task and environment.

Pupils will be introduced tothe project brief, shown my prototype for the possible outcome. Howto write a design brief, they must understand the client that hasrequested this item to be designed.

Differentiation-Design brief typed up to hand to jess as she struggles to withholdinformation

Visual aid possibleoutcome

Handout designbrief

A3paper

2

Producing a mood board. Thetheme is the rainforest. Using colours, images, animals, influencesand style

Use of line, colour anddesign. Selecting appropriate images and laying out onto A3page.

Produce a mood board tosatisfy the design brief. Use colour and materials which suggestthe style and theme for the product. Consider the RainforestFederation and what they stand for.

Differentiationto aid pupils individually.

Glue

A3paper

Magazines

scissors

2

3

Tyvek flower[1]

Making skills, surfacedecorative techniques

Techniques andprocess

Step by step guide to make atyvek flower.

Differentiation-Instruction sheet to help the making process

Wire, Paint, Heat guns Makesure pupils understand the dangers of using the heat guns.

4

Producing a repeat patternfrom mood board images.

Idea generation, 3 attemptsat trying to find an interesting line design to use as a repeatpattern for their bag design. The size of the box on the grid meansthey are working with constraints.

Pupils will cut a smallviewfinder out of an A5 piece of paper. Place the viewfinder overtheir mood board and select an interesting section. Using line onlydraw what you see into the grid provided.

I will explain using theboard how to repeat this image into the 16 box grid.

Differentiation Individualsupport and handouts to explain.

Repeat pattern grid

Pencils

Viewfinders

paper

3

5

Collaborative designs

Drawing from existing deignsand others work

Working together to produceideas, changing and modifying work as it progresses.

Using a handout with 6 boxesand in the first box is a photo of a bag. The student copies thebag then passes to the right. The second student copies the bagthat has just been draw but changing the shape. Then passes on andso on until a new bag has been designed by 6 peoplesinfluences.

Collaborative worksheet,pencils and colouring pencils.

Marking guidelines.

6

5

Researching Existing bagdesigns, looking at the features, components, pros and cons

[2]

Product analysing,evaluating existing products,

Pupils have been asked tofind at least 6 bags from the internet and or magazines preferablyin colour. Looking at the pros and cons of the design of each. Theappeal, aesthetics, materials, price. They must annotate the imageswith these points.

ExtensionSome pupils will produce more detailed annotations andanalysis

Differentiationby outcome

A3Paper

Magazines

Newspapers

Images from internet

4

7

Learning to work with newmaterials and techniques. 3d medium sample

Experimenting, trying andlearning new techniques. Generating samples

Students will be given asmall fabric sample; they will spread a thin layer of 3D mediumonto the fabric. Draw a simple shape into the paste with the end ofa paintbrush. Then apply heat from a heat gun. Paint with dye onceit has dried and puffed up.

Extensionkeep diary of techniques, write up the technique and displayexample

Differentiation-Instruction sheet to help the making process

Heat guns

Paintbrushes

3Dmedium

Fabric off cuts

8

Design ideas , students willdesign 5 0r 6 different ideas for their bag design

Find explore and developideas and designs, reviewing progress

Pupils will generate variousdesigns for a bag, using their repeat pattern as they would like onthe design. Add colour and full annotations to describe everydetail, component and materials used.

Differentiation Bagtemplate sheets

A3paper

Template sheets

Colouring pencils

5

9

Hand embroiderysample

Each student has been givena goodie bag, each bag consists of, a few beads a few sequins, aneedle , embroidery thread and a off cut of fabric. Each studenthave been asked to draw with pencil a simple design then handembroider over the drawing.

Embroidery stitches on aworksheet to follow

10

Final design ideas

[3]

Using the 6 initial ideassheet they need to choose one of the ideas to produce a finaldesign sheet.

Looking at the 6 designspupils must come up with a final design, they will then start toconstruct this design next lesson. Using an A3 sheet, draw andfully annotate the final idea, modifying if necessary from theinitial idea.

A3paper

Colouring pencils

Exemplar work to show

6

11

Pattern making andcutting

HWK Sam learningequipment and tools

Using the measurementsgiven, each student must cut their own pattern from pattern paper.Measuring and marking accurately. They must label each piece toavoid confusion. Once they have the pattern they can cut thefabric.

DifferentiationCardboard pattern templates to support the low ability

Cardboard pattern,measurements, pattern paper

12

Practical bagconstruction.

HWK Sam learningprocess

Practical work progressionthrough project learning appropriate skills

Literacy, Numeracy, SMSC,Citizenship see footnote

Pupils are producing theirfinal designs, they must be constantly aware of sewing skills.Pinning, tacking etc. I will be demonstrating techniques relevantto the project as the practical progresses

Differentiationby outcome and individual help/attention.

7

13

Practical bagconstruction

HWK Sam learninghealth and safety

Practical work progressionthrough project learning appropriate skills

Literacy, Numeracy, SMSC,Citizenship see footnote

Pupils are producing theirfinal designs, they must be constantly aware of sewing skills.Pinning, tacking etc. I will be demonstrating techniques relevantto the project as the practical progresses Differentiation by outcome and individual help/attention

14

[4]

Practical work progressionthrough project learning appropriate skills

Literacy, Numeracy, SMSC,Citizenship see footnote

They must be constantlyaware of sewing skills. Pinning, tacking etc. I will bedemonstrating techniques relevant to the project as the practicalprogresses

Differentiationby outcome and individual help/attention.

8

15

Practical bagconstruction

HWK Keyword search

Practical work progressionthrough project learning appropriate skills

Literacy, Numeracy, SMSC,Citizenship see footnote

They must be constantlyaware of sewing skills. Pinning, tacking etc. I will bedemonstrating techniques relevant to the project as the practicalprogresses

Differentiation by outcomeand individual help/attention.

16

[5]

Practical work progressionthrough project learning appropriate skills

Literacy, Numeracy, SMSC,Citizenship see footnote

They must be constantlyaware of sewing skills. Pinning, tacking etc. I will bedemonstrating techniques relevant to the project as the practicalprogresses

Differentiation by outcomeand individual help/attention.

9

17

Practical work progressionthrough project learning appropriate skills

Literacy, Numeracy, SMSC,Citizenship see footnote

18

Practical work progressionthrough project learning appropriate skills

Literacy, Numeracy, SMSC,Citizenship see footnote

10

19

Pupils are to complete theirfinal design

HWK to evaluate al the new techniques and materials they have usedthroughout this project.

Completing practical work.Finishing touches, embroidery

Literacy, Numeracy, SMSC,Citizenship see footnote

Pupils are completing theirfinal designs

20

Market potential of thepupils design ideas. How could your product be marketed? Look athow other charities market their shops. How can you make the publicaware of the cause?

Selling a product

Literacy, Numeracy, SMSC,Citizenship see footnote

11

21

Pupils evaluate their finalpiece, using the specification and design brief to evaluate howwell the product fits.

Self evaluation

Literacy, Numeracy, SMSC,Citizenship see footnote

How could your work haveimproved? List the changes you would make and give detaileddescriptions on how you would do this.

Differentiation Guidesheets with specific questions and answers to follow.

2

Pupils present their work tothe class. Pupils evaluate their peers work. Evaluate withconstructive feedback.

Peer evaluation

Literacy, Numeracy, SMSC,Citizenship see footnote