| Language and literacy intention(s) We are learning to:
We will:
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Opportunities for Key competencies development |
Participating and Contributing Thinking Using Language, Symbols and Texts |
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| Principles and values | Inclusion Innovation, enquiry and curiosity |
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Lesson 3 – Introduction to a design brief
Teacher explains that she/he is going to talk a little about a ‘brief.’ The teacher explains that this is a term we use in technology and design (the teacher elicits any prior knowledge from students). The teacher explains that a brief describes a desired outcome to meet a need or an opportunity. An example could be: If the school wanted to build a new adventure playground, the Principal and the Board of Trustee would have come up with a brief. Something that described what they wanted and the reason for it. The teacher explains that when we design and make something we usually have a need for it, or we are presented with an opportunity to create or change something. The teacher asks students to think of another situation when a brief would be required. The teacher writes responses on the whiteboard such as; the building of a community swimming pool; the design of a new art classroom.
The teacher needs to decide on a context within which the making of lanterns would be fit for purpose, e.g. exemplifying the school’s cultural diversity during International Languages Week.
The teacher explains that we have a purpose for making lanterns and that the making of lanterns will be meeting a school or community need.
The teacher explains to the students that we need to construct a ‘design brief’ to guide our thinking and the way the lantern will develop from our original ideas to a finished product.
The teacher introduces the ‘brief’ writing through a writing scaffold (Appendix 7 –Technology Brief Scaffold).
The teacher explains that the brief might start this way (provide sentence scaffold).
We want to …. (verb) a lantern.
Brainstorm verbs which would be useful for writing the brief
(construct/make/design/develop)
Our lantern will …(verb) something… ((special/unique...) about our family or community.
Brainstorm verbs (highlights/shows/represents/reflects/conveys/communicates/tells us/indicates).
What are the opportunities or purpose ...
e.g. to display in the school foyer
Students work in pairs/threes to compose a brief selecting from the choices noted.
Please note: Foundation ELLs use the brief scaffold to complete.
The teacher asks what ideas students have for a lantern design that meets their brief.
(Think/Pair/Share for motivation/creative ideas)
Critiquing the simple lantern
Return to the simple lantern constructed earlier.
Does our first lantern meet the design brief?
List the ways it does and does/not meet the brief using a simple t chart (Appendix 8 – T Chart).
Question: What else would be needed in a lantern to satisfy the brief?
What other aspects might need to be taken into consideration for constructing a lantern?
e.g. a lantern to represent something special about your family, school, or cultural community.
Teacher records in a brainstorm.
Thinking about our learning:
The things I will consider for my own lantern design are…
The things I know about writing a design brief are …
Published on: 26 Jun 2018
