51

Last updated

15 January 2025

docx, 1.72 MB
docx, 1.72 MB
docx, 113.66 KB
docx, 113.66 KB
docx, 8.75 MB
docx, 8.75 MB
pdf, 22.62 MB
pdf, 22.62 MB

Our Design Bundle is aimed at upskilling senior students (upper KS3, GCSE, senior phase GET and IB Diploma Program) using a cross-curricular approach which intersects with English Language and Literature, Media Studies and Visual Arts. This entire bundle is expected to be achievable for students over the course of 8 to 12 weeks when using a 2 hours per week lesson model.

Inclusive of a 34-page upskilling workbook which covers the following topics using interactive discussion starters, scaffolded theory knowledge with a range of associated activities and tasks, as well as progress checkpoints for AFL.

This bundle also includes a 67-slide upskilling Powerpoint Presentation which follows the same structure as the workbook whilst also leaving space for teachers to adapt content for their cohorts as they see fit:

  • Direct links to workbook content
  • Aesthetically engaging cross-curricular approach
  • Consistent visual reinforcement of designer standards and expectations
  • Back to Basics revision section
  • Homework and discussion tasks embedded throughout
  • Application tasks for all design skills and elements (with diverse examples of design work)
  • Crash course on semiotics
  • Opportunities for extension and differentiation work throughout
  • Scaffolded lessons and examplars to achieve mastery task
  • Carousel critique lesson for engaging in effective feedback

In this bundle, you will also receive a “Design Planning Guide” which is a four-page A3 scaffolded guide for students who need additional support in achieving an understanding of abstract concepts. This is particularly helpful for your SEN students or those who prefer a tactile approach to learning. We’ve also included an additional A4 triple-page “Character Sketch” for those students who want to explore their characters more thoroughly.

Approximately 125 hours of resource-building time saved.

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