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Lesson Plan - Creative & Critical Thinking

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Lesson Plan - Creative & Critical Thinking

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This Design and Technologies lesson plan focuses on developing students’ literacy by encouraging the use of technical vocabulary, written reflections, labelled sketches, and clear communication of design ideas. Students engage with text types such as design briefs and evaluation statements to strengthen their understanding and expression of design concepts. In adapting this lesson plan, I aim to shift the emphasis towards developing students' Critical and Creative Thinking by embedding activities that require them to generate, evaluate, and refine innovative design ideas. Through inquiry, peer feedback, and iterative prototyping, students will learn to analyse design challenges, justify decisions, and transfer their thinking to new design contexts.

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I really like this Modern LED Desk Lamp project because it showcases how a lamp can be any shape and design. The step-by-step guide makes it easy to understand how to power a lamp with a 5V USB connection, aligning perfectly with my mini-unit’s focus on sustainable lighting solutions. It also highlights real world problem solving and innovation key themes in my lesson plans.

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Introduction: Modern LED Desk Lamp...Powered by 5V USB

This was an entirely new project for me. I've always been fascinated with edge-lit acrylic and I figured it would make for a nice desk lamp. The sanded edges of the acrylic pieces send off a diffused glow that works great for a desk or reading lamp. The LED strip inside is cheap and safe since there is no wiring involved.

As with all power tool Instructables, please use proper PPE and follow all safety protocols for each machine.

This Instructable is aimed to provide everything you need to make one for yourself. But if you have any questions, send them my way.

20 People Made This Project!

Recommendations

Make it Glow Contest

First Time Author Contest

Anything Goes Contest

Step 1: Gather Materials and Tools

Tools needed:

Mitre Saw

3/4" and 1 3/4" hole saw and forstner drill bit (Drill press or hand drill powered)

Belt sander or palm sander

Materials needed:

Most of these materials can be sourced from scrap with the exception of the LED strip

1. Wood: Any wood from aspen to zebra can be used for this lamp. You need about a board foot for a decent sized lamp, so even if you have to buy something, it isn't that expensive. I chose some shorts of walnut that were planned to 1/2".

2. Acrylic: I got my acrylic from a local plastics manufacturer. They end up with plenty of offcuts and would likely be willing to part with it. If not, you can pick up acrylic sheet at most hardware stores. I used 1/4" thick acrylic for this lamp. But anywhere from 1/8" to 1" would work.

3. LED Strip: I used a 5v LED strip with a pre-wired USB end. 50cm will give you plenty of light to work with. I ordered several dozen since I am making these with my students and it really drove the price down. You can expect to pay less than $5 for this. Mine were sourced from Aliexpress. LED Strips On Aliexpress.com

4. Dowel: 3/4" dowel works best for wrapping the LED strip around. You will be able to find this at any hardware store.

5. Glue: Gorilla glue is great for glueing dissimilar materials like wood and plastic.

6. Finish: Wipe-on Polyurethane from Minwax is always my choice of finish.

Step 2: Cut to Size

The wood and the acrylic have to be the exact same size. This is especially true if you don't have a belt sander to true them up later on.

I like the look of a square lamp. So all these pieces, both acrylic and walnut, were cut to 5" x 5".

Step 3: Drill Center Cavity

This is where the LED strip will sit and the light will come from. It isn't super important to be dead accurate with your cuts since it will be hidden on the inside, but it is a good idea to make some centre holes to line everything up.

I used a 1 3/4" hole saw to cut through the wood and acrylic. Acrylic is a tough material to work with and I made sure to take every safety precaution when drilling these pieces. They can catch and spin if not clamped down tight.

The centre dowel sits in a 3/4" hole on the bottom piece.

Step 4: Attach LED Strip

The LED strip is attached to the 3/4" dowel with the adhesive backing. Wrap it around and secure it. It doesn't matter what the orientation of the bulbs are because the glow of the acrylic will diffuse the glow.

There is a little slit cut into the bottom piece of acrylic to allow the cord to exit the lamp. I used a bandsaw to make this cut, but a jigsaw, handsaw, or hacksaw will work.

Step 5: Glue and Clamp

Once all your pieces are cut and the LED strip is in place, it is time to glue.

Gorilla Glue will work best for this because you are joining plastic to wood. Be aware that Gorilla Glue expands greatly and will leak out the sides if you use too much.

I orientated the boards so that the end grain was alternating. Clamp in place and allow to set.

Step 6: Sand the Sides

After the glue has set, scrape off excess glue and sand to finish.

Using the belt sander speeds up the process of finishing the sides, but a palm sander will suffice.

Be cautious of burning and melting the acrylic on the belt sander. Take small passes and allow the plastic to cool.

I used grits from 80-220 on the palm sander to get a great finish on the wood and acrylic.

Step 7: Finish

Minwax wipe-on poly gives a great finish to the wood and acrylic. Super easy to apply. Just wipe on, wipe off, Daniel san.

Let dry and then it's time to enjoy your lamp!

Step 8: Make Different Sizes

This project can be customized to so many different dimensions and styles. It's up to you and your creativity to stack different sizes of wood and plastic and create something unique.

The next stage of this project is to cut the pieces out a laser cutter.

Thanks for reading, hope you enjoyed. Please vote for me in the lighting contest!

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Modern LED Desk Lamp...Powered by 5V USB

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Modern LED Desk Lamp...Powered by 5V USB: This was an entirely new project for me. I've always been fascinated with edge-lit acrylic and I figured it would make for a nice desk lamp. The sanded edges of the acrylic pieces send off a diffused glow that works great for a desk or reading lamp....

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I’m sharing this article because it offers an inspiring example of integrating technology into a hands on design project. Although I’m not using micro:bit in my unit, I love how this lesson connects electronics, creativity, and real world application, something I’ve aimed to reflect in my USB lamp project using Inventor Pro and digital collaboration tools.

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Teachers Lesson Plan For LAMP:bit For microbit

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Unlock your students potential with this free Lesson Plan for our LAMP:bit for the BBC microbit. Students will learn how to code a street light that also reacts to ambient light levels with this classroom ready teaching resource. It has been designed to introduce Key Stage 3 students to embedded systems. The lesson inc

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I absolutely love this article because it powerfully highlights how design thinking empowers students to become innovative, solution oriented learners exactly what we’re striving for in our Timber USB Lamp project. It aligns perfectly with 21st-century learning and supports the development of critical and creative thinking. I’m posting it on my Padlet because it reinforces the importance of real world problem solving in the classroom.

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Design thinking in the 21st century is an imperative

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Incorporating design thinking for students is not just an educational trend, but a transformative shift educators need to make.

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This community manufacturing inquiry complements my mini unit by engaging students in real world problem solving, using critical thinking, reflection, and ICT to explore design, impact, and innovation. Both units promote 21st-century capabilities and authentic learning, where students actively investigate problems, generate ideas, and communicate findings using digital tools and building transferable skills for both local understanding and global design thinking.

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History of Manufacturing: Lesson Plan 2 | What's So Cool About Manufacturing? | PBS LearningMedia

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Many food products, toys, and materials are made through the process of manufacturing. Take a look at the history of manufacturing and conduct some research of your own! Through your research, learn about the history of manufacturing and develop your skills using technology. Think critically about the importance of manufacturing to our town/city locally.

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Google Docs enhances classroom collaboration by allowing students and teachers to co-create, edit, and provide real-time feedback on written work. It supports peer review, group projects, and teacher-student interactions without the need for printed materials. Its accessibility across devices also empowers students to work flexibly and independently, developing digital literacy and communication skills essential for 21st-century learning.

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10 Awesome and Surprising Ways You Can Use Google Docs in the Classroom

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Learn how to use google docs in your classroom to make learning interesting for your students and life a lot easier for yourself!

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This amazing artefact was kindly borrowed from Mr Mark Debono. This article explores how virtual and augmented reality can transform classrooms by creating immersive, hands on learning experiences. I selected it because it aligns with my design and technologies unit, particularly the goal of fostering critical and creative thinking through real-world applications. It supports the SAMR model at the redefinition level and links to Helen Soule’s 3 C’s—communication, collaboration, and critical thinking. This resource inspires future use of VR in extending my mini unit, encouraging deeper engagement and innovation in student projects.

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Thanks to technology, traditional classrooms are undergoing a transformative shift. Today, in 21st century classrooms, educators are embracing innovative education technologies like Virtual Reality (VR) and Augmented Reality (AR) to create dynamic and engaging learning experiences. VR and AR in education have the potential to revolutionize and motivate learning by fostering a deeper understanding of complex concepts, igniting student curiosity, and promoting collaborative learning.

But how exactly do these technologies work, and what makes them so effective?

This article delves into the unique strengths of both VR and AR in education, exploring how they can be used across various situations to create engaging lessons, foster deeper understanding, and ignite a love of learning in students.

We'll also explore the challenges of integrating these technologies and offer practical steps educators can take to make VR and AR a powerful asset in their teaching toolbox.

The Key Differences Between VR and AR in Education

Virtual Reality (VR) and Augmented Reality (AR) are revolutionizing education by unleashing the power of imagination and transforming classrooms into boundless learning spaces. But what sets these two technologies apart?

VR: Immersing Students in a World of Learning

VR creates a fully digital environment, transporting users into a computer-generated world. Donning specialized headsets equipped with motion sensors, students become active participants in the virtual world. They can explore breathtaking landscapes, conduct scientific experiments in simulated labs, or even walk alongside historical figures.

VR experiences are highly interactive, allowing users to navigate virtual environments, manipulate objects, and engage with the simulations in a way that static textbooks simply can't replicate. This allows for incredibly interactive learning experiences, where students can explore virtual environments and manipulate objects within them.

AR: Bridging the Gap Between Physical and Digital

AR takes a different approach when it comes to immersion. Instead of transporting you entirely into a digital world, AR seamlessly integrates digital elements with the physical world you see around you.

Unlike VR, AR doesn't require specialized equipment. Most commonly, AR experiences are accessed through smartphones or tablets. AR apps overlay digital information onto a user's real-world view, creating an interactive learning experience. Users can manipulate these digital objects, access additional information through their devices, and explore the world around them in a whole new way.

VR and AR offer captivating avenues for exploration and discovery, each with its own unique approach to altering perceptions and enhancing experiences. These technologies are redefining the way we interact with our surroundings and learn from them.

Benefits and Applications of VR and AR in Education

How VR Shines in Education

Experiential Learning: Students actively participate by exploring historical landmarks, delving into scientific phenomena, or practicing real-world skills, all within a virtual environment.

Simulation and Training: VR offers safe and controlled environments for students to practice skills or scenarios otherwise inaccessible or risky, like surgical procedures or flight simulations.

Visualizing Abstract Concepts: Complex concepts become more tangible through VR's visual representations and interactive experiences.

Virtual Field Trips: Classrooms transcend physical limitations, embarking on VR field trips to historical sites, natural wonders, and more.

Virtual Laboratories: Students conduct virtual experiments and explore scientific phenomena in a safe, controlled environment.

How AR Can Empower Educators

Interactive Learning Resources: AR enriches traditional materials by providing digital overlays, animations, and additional information when students scan textbooks, worksheets, or posters.

Engaging Games and Challenges: Gamified AR apps make learning fun and entertaining. Students can participate in interactive challenges, scavenger hunts, or collaborative games that promote problem-solving and teamwork.

Collaborative Learning: AR fosters collaboration by allowing students to interact with each other and virtual objects in shared spaces, promoting communication, cooperation, and peer learning.

Visualizing the Invisible: AR excels at making the invisible visible. Students can view the internal workings of a machine, explore the microscopic world, or witness the flow of electricity - all overlaid on the real world.

Bringing Textbooks to Life: AR apps can overlay 3D models, animations, and interactive elements onto textbooks, making static diagrams and historical figures come to life.

By integrating VR and AR, educators can create dynamic and engaging learning experiences that cater to different learning styles and ignite a love of learning in students.

VR vs. AR in Education: Choosing the Right Tool in Your Classroom

VR and AR, while both powerful tools for education, have distinct strengths that make them ideal for different learning scenarios. Here's a breakdown to help educators choose the right technology for the job.

Strengths

- Deep immersion and exploration
- Makes complex concepts relatable
- Fosters a sense of wonder
- Interactive virtual environments

- Seamlessly blends physical & digital worlds
- Interactive learning experiences
Collaborative learning environment
- More accessible and cost-effective

Weaknesses

- Expensive headsets and potentially powerful computers required
- Motion sickness and eye strain
- Limited collaboration within VR environments

- Limited deep immersion compared to VR
- Reliant on the physical environment
- Learning experience may not be feasible in all situations

The key takeaway? VR and AR are complementary technologies, not replacements for each other. By understanding their strengths and weaknesses, educators can choose the right tool to enhance specific learning objectives and create a truly enriching educational experience.

Challenges and Considerations for VR and AR in Education

While VR and AR offer immense potential to revolutionize education, there are challenges and considerations to address for successful implementation.

1. Cost and Accessibility

The upfront cost of VR headsets can be a significant barrier for schools, particularly those with limited resources. However, advancements in technology are leading to more affordable options like mobile VR headsets that utilize smartphones. Cloud-based VR platforms are emerging, allowing access to VR experiences without requiring individual headsets for each student. For AR, leveraging existing technology like smartphones and tablets makes it a more accessible solution.

2. Steep Learning Curve

Another significant consideration when implementing VR and AR in education is the learning curve associated with these technologies. Both educators and students may face challenges in understanding how to navigate VR and AR environments or interact with digital content effectively. This learning curve can potentially slow down the adoption process and hinder the integration of VR and AR into the curriculum.

3. Integration into Existing Lesson Plans

Simply incorporating VR and AR technology into classrooms isn't enough. The key lies in effectively integrating them into existing curricula and developing engaging lesson plans that leverage their unique strengths. Align virtual experiences with curriculum standards to provide opportunities for active exploration and inquiry, and scaffolding learning experiences to support students' understanding.

4. Student Privacy

As with any technology used in educational settings, student privacy is a paramount concern. Data collected by VR/AR applications needs to be carefully managed and protected to ensure student privacy is respected.

5. Content Quality Control

The effectiveness of VR/AR experiences heavily relies on the quality of the content. Educators need to be selective about the VR/AR applications they choose, ensuring the content is accurate, age-appropriate, and aligned with learning objectives.

Taking Action: A Guide for Educators Integrating VR and AR

The potential of VR and AR in education is undeniable, but translating this potential into reality requires thoughtful planning and action. Here are some steps educators can take to successfully integrate VR and AR into their classrooms:

Curriculum Alignment: Don't just jump into the latest technology and carefully consider how VR and AR can enhance existing curriculum objectives. Identify specific learning goals where VR's immersive experiences or AR's ability to overlay information can create a more engaging and effective learning experience.

Start Small & Experiment: Don't feel overwhelmed by the vast possibilities. Begin by incorporating VR and AR in short bursts or for specific topics within a lesson. Experiment with different applications and see what resonates with your students. Here are a few easy entry points:

Leverage Gamification: Gamification elements and game-based learning strategies can enhance engagement and motivation within VR and AR experiences. Integrate game mechanics such as points, badges, leaderboards, and challenges to create interactive and immersive learning environments that encourage exploration, experimentation, and mastery.

Embrace AI-Powered Learning: Some VR and AR experiences incorporate machine learning and AI-powered features that personalize learning and provide students with feedback. Look for applications that adapt to a student's pace and learning style, offering hints or adjusting difficulty levels.

Stay ahead of the curve with this comprehensiveA-Z guide on AI and its impact in the education sector.

Utilize EdTech tools for Enhanced Learning: Incorporate other EdTech tools and platforms alongside VR and AR to enhance learning experiences. Integrate Learning Management Systems (LMS), educational apps, multimedia resources, and interactive digital content to complement VR and AR experiences and provide additional support for diverse learning needs.

Seek Professional Training & Development: There are many professional development opportunities available for educators looking to integrate VR and AR into their classrooms. Workshops, online courses, and conferences can equip educators with the necessary skills and knowledge to leverage these technologies effectively. Incorporating a gradual introduction can also help students build confidence and develop proficiency in using VR and AR tools for learning purposes.

Promote Collaboration and Social Learning: Use VR and AR to facilitate collaboration and social interaction among students. Design collaborative projects, group activities, and shared experiences that encourage teamwork, communication, and peer learning within virtual and augmented environments. Provide opportunities for students to collaborate, problem-solve, and co-create content together.

Classroom teaching is made more fun and collaborative with ClassPoint'sName Picker and Grouping features.

Continuously Assess and Refine: As with any new teaching method, monitor the effectiveness of your VR/AR integration. Use student feedback and assessment results to refine your approach and identify areas for improvement. This ensures you're maximizing the learning potential of these technologies.

Final Thoughts

Virtual Reality and Augmented Reality are not just mere trends; they hold the potential to revolutionize education by creating immersive, interactive experiences that ignite curiosity, deepen understanding, and foster a love of learning. Students can explore historical landmarks, conduct virtual experiments, and visualize complex concepts in ways that traditional methods simply can't replicate.

While challenges like cost and accessibility exist, advancements are paving the way for more affordable and user-friendly VR and AR experiences. The key lies in effectively integrating these technologies into existing curriculum and developing engaging lesson plans that leverage their unique strengths.

Educators and parents, we encourage you to explore the possibilities of VR and AR in education, as well as education technology tools to further enhance the learning experience. With thoughtful planning and a commitment to innovation, VR and AR can unlock a world of learning opportunities for students of all ages.

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The Ultimate Guide To VR And AR In Education In 2024 | ClassPoint

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This guide explores how VR and AR in education in 2024 can create dynamic lessons, ignite curiosity, & deepen understanding for students of all ages.

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Petaluma High School successfully implemented a four-year engineering pathway that integrates Autodesk Inventor as a core tool. Through hands on CAD projects, students develop essential design and problem solving skills while gaining real world experience in engineering processes. The program not only enhances technical proficiency but also fosters creativity, critical thinking, and career readiness, making it a standout example of effective digital technology use in secondary education.

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Padlet provides an interactive space for students to share ideas, designs, and reflections in real time. In the classroom, it supports critical and creative thinking by allowing students to post images, comment on each other’s work, and organise content visually. It encourages peer collaboration and helps build digital communication skills, making it ideal for design projects and brainstorming sessions.

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Padlet Canvas Tutorial | How to use Padlet in the Classroom

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As a group, we all appreciated the adjustability feature of this lamp, but a little too boring aesthetically.

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The SAMR and TPACK models are embedded within my 5 lesson timber lamp unit. It highlights how technology is intentionally used to enhance and transform learning, from collaborative idea generation and digital prototyping to student-led reflection and presentation.

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Taylor Institute for Teaching and Learning

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Arantes, J. (2022). The SAMR model as a framework for scaffolding online chat": A theoretical discussion of the SAMR model as a research method during these "interesting" times. Qualitative Research Journal. https://doi.org/10.1108/QRJ-08-2021-0088 (ahead-of-print)

Bates, A.W. (2019). Teaching in a Digital Age - Second Edition. Vancouver, B.C: Tony Bates Associates Ltd. Retrieved from; https://pressbooks.bccampus.ca/teachinginadigitalagevv2/ ( https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/7-4-assessing-media-affordances-the-samr-model/)

Brouwer, van der Pol, J., & Dekker, P. J. (2013). e-Learning cookbook. TPACK in professional development in higher education. Amsterdam University Press. https://directory.doabooks.org/handle/20.500.12854/38408

Bush, K., Cormier, M. & Anthony, G. (2022). A rubric for selecting active learning technologies. EDUCAUSE Review. https://er.educause.edu/articles/2022/4/a-rubric-for-selecting-active-learning-technologies

Hitchcock, L.I., Singer, J., Sage, M. & Smyth, N. (2018, November 8). #APM18 Teaching with Technology with the SAMR Model [Blog Post]. https://laureliversonhitchcock.org/2018/11/07/apm18-teaching-with-technology-with-the-samr-model/

Kelsch, & Wang, T. (2022). In Emerging Technologies for Education (Vol. 13089, pp. 207-218). Springer International Publishing. https://doi.org/10.1007/978-3-030-92836-0_18

Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://journals.sagepub.com/doi/pdf/10.1111/j.1467-9620.2006.00684.x

Puentedura, R.R. (2013). SAMR model substitution, augmentation, modification, redefinition. https://d1pf6s1cgoc6y0.cloudfront.net/5fdcf2f73b804107b4fa3f2b6177affa.pdf

Romrell, D. Kidder, L. C. & Wood, E. (2014). The SAMR model as a framework for evaluating learning. Journal of Asynchronous Learning Networks JALN, 18(2), 79-93.

Santos, J. M. & Castro R. D. R. (2021). Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences & Humanities Open, 3 (1), https://www.sciencedirect.com/science/article/pii/S2590291121000061

Saubern, R., Henderson, M., Heinrich, E., & Redmond, P. (2020). TPACK-time to reboot? Australasian Journal of Educational Technology. Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). https://doi.org/10.14742/AJET.6378

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14 https://www.jstor.org/stable/1175860

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samr and tpack: two models to help with integrating technology into your courses

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SAMR and TPACK: Two models to help with integrating technology into your courses

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Arantes, J. (2022). The SAMR model as a framework for scaffolding online chat": A theoretical discussion of the SAMR model as a research method during these "interesting" times. Qualitative Research Journal. https://doi.org/10.1108/QRJ-08-2021-0088 (ahead-of-print) Bates, A.W. (2019). Teaching in a Digital Age - Second Edition. Vancouver, B.C: Tony Bates Associates Ltd.

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Reverse engineering develops critical and creative thinking by allowing students to analyse and improve existing products. By redesigning components digitally or enhancing functionality, students may reach the Modification level of the SAMR model. If they then create entirely new solutions using tools like CAD or smart features, their work can move into Redefinition transforming the original task into something previously inconceivable.

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Reverse engineering | Electrical engineering | Science | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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Queensland Curriculum and Assessment Authority

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The QCAA acknowledges the Traditional Owners and Custodians of the lands on which we operate. We pay our respects to their Elders and their descendants who continue cultural and spiritual connections to Country. We thank them for sharing their cultures and spiritualities and recognise the important contribution of this knowledge to our understanding of this place we call home.

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Industrial Technology and Design (ITD) relates to secondary curriculum delivered across Junior Secondary and Senior Secondary subjects offered in Queensland state schools. Commonly, these subjects incorporate theoretical knowledge with practical application in learning environments that include: computer applications; workshops and practical workspaces; a variety of equipment (both fixed and portable); and a range of materials - typically associated with wood, metal, plastics and their related products and accessories.

Departmental procedures and guidelines

Resources

Legislation and other links

What is the ITD Discussion List?

The Managing Industrial Technology and Design activities in secondary schools - Discussion List has been established to provide a forum to discuss ITD issues. It can be used to share ideas, raise problems, debate issues and seek advice on ITD activities via direct emails to subscribed members.

The ITD Discussion List is administered by the Organisational Safety and Wellbeing Unit within the department.

Discussion on the list is informal in its tone; however, communication must remain appropriate, respectful and supportive.

Advertising on the list is not appropriate. Companies who have 'mistakenly' joined the list with the intention of broadcasting advertisements will have their subscription terminated.

How to join the ITD Discussion List

To Join the ITD discussion list select 'Subscribe or Unsubscribe' from the Options menu on the right-hand side, enter your name and email details and submit.

You will receive an email to acknowledge your subscription and information regarding protocols for the use of the list.

*Please note that you can unsubscribe from this Discussion List at any time. Just use the same link above to unsubscribe.

Access archive messages from the ITD Discussion List

All information posted to the discussion list is archived which allows subscribers to view past messages and responses. As many commonly asked questions have already been discussed please use the 'Search Archives' menu option to see if your question has already been answered.

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industrial technology and design manual arts; itd; managing health and safety; organisational safety and wellbeing unit;

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Industrial technology and design (manual arts)

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Industrial Technology and Design (ITD) relates to secondary curriculum delivered across Junior Secondary and Senior Secondary subjects offered in Queensland state schools. Commonly, these subjects incorporate theoretical knowledge with practical application in learning environments that include: computer applications; workshops and practical workspaces; a variety of equipment (both fixed and portable); and a range of materials - typically associated with wood, metal, plastics and their related products and accessories.

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Industrial Design education in Australia: a competence analysis across primary, secondary and tertiary education levels - International Journal of Technology and Design Education

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Industrial Design education is poorly understood by laypeople but is present in Australian curricula from primary through to tertiary education levels. Designers and design researchers have long recognised the value of the broad-ranging skills, knowledge fields, and personal qualities design education imparts, but this understanding is generally not shared by the wider community who may see design as surface decoration. This research identifies indicators of value and relevance taken from the twenty-first century competences literature, then measures their presence in four different Industrial Design education settings. Two studies were undertaken. First, Industrial Design educators from primary, secondary, and tertiary levels were surveyed. Then diverse Industrial Design education stakeholders from education and non-education settings were interviewed. The studies gathered both quantitative and qualitative data on the value and relevance of current Industrial Design education in Australia. The result is a comprehensive analysis of the twenty-first century competences present in Australian Industrial Design education, which concludes with recommendations for ways Industrial Design education can benefit twenty-first century learners, as well as ways it should evolve to remain relevant.

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Design and technologies / Year 7 and 8 / Design and Technologies Processes and Production Skills

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Design and technologies / Year 7 and 8 / Design and Technologies Processes and Production Skills

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Scootle provides Australian teachers with access to quality-assured digital learning resources aligned to the Australian Curriculum.

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Blue Architecture Plan Blueprint Design Presentation

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In this activity, students collaboratively design and construct a model town using recycled materials and digital planning tools. The task encourages problem solving, spatial awareness, and creativity as students consider layout, structure, and purpose of each building. Through teamwork, communication, and visual representation, students demonstrate literacy and design skills while bringing their shared vision to life.

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With our design and technology KS3 teaching resource lesson plan and template, learners will create a visual answer to a design situation using both sketching and CAD drawing software, followed by 3D printing a physical model.

This is one of a set of teaching resources designed to allow learners to use practical methods to support the delivery of key topics within Design & Technology and Engineering. This activity is based on CAD and 3D printing and provides a straightforward, practical way to introduce these technologies into the curriculum.

This activity involves generating creative design ideas for a building, drawing the final design idea using CAD software, and 3D printing a model of the building. The software used for the CAD activity is the free and widely used Onshape; however, this could easily be substituted for any other 3D CAD software already available in school.

The models of the building have a small footprint to facilitate relatively short printing time. Copies could be printed for both the learner and for display purposes. A miniature 'town' created from the different models can be an effective way of displaying learner creativity, differentiation, and the effective application of new technologies within the curriculum.

This activity could be used as a main lesson activity to reinforce CAD drawing skills or to introduce 3D printing. It could also be used as part of a scheme of work learning about the design process.

Activity: Designing and printing a model town

Learners will decide upon a building to create and its purpose before sketching three draft ideas. They will then select the best features of their ideas before drawing a final design idea. Learners can share their ideas and concepts with peers for constructive feedback and improvement of designs.

Once their designs have been finalised they will use Onshape to produce CAD models of their buildings and then 3D print them to create a town including the work of the whole class.

Tools/supplies needed:

Resources required:

Pencils

Computer access with 3D drawing package (Onshape, Tinkercad, Fusion 360, Solidworks etc)

3D Printer and filament

Follow our step-by-step guide on how to design and print a model town

Learners will design and make a model town using CAD and 3D printing.

Consider what the purpose of the building is, who will use it and will the building have any surroundings that may affect the design.

On the template sheet, produce at least three different ideas for your building. Remember the model has to fit in a 25 x 25 mm square.

Familiarise yourself with the basics of Onshape. Draw a square and make it 25 x 25 mm. The model of your building can be no bigger than this.

Now extrude it to 25mm in height. This is the biggest your building can be. From this you can cut into the cube.

Or use the 25 x 25 as a footprint. Design a floorplan of your house and extrude upwards. Add a roof to give character.

It doesn't have to look like a box! Make your design stand out from the others.

Print off your design and add to the class map of "Schoolville". Once all are printed, the new town will be complete.

The engineering context

CAD is a versatile tool used by engineers across various disciplines to conceptualise, design, analyse, and document complex systems and structures. For example, engineers use CAD to design cars and buildings and to carry out virtual testing of aircraft wings.

3D printing in engineering facilitates rapid prototyping, customisation, and the production of complex geometries while reducing material waste and enabling on-demand production.

Suggested learning outcomes

This resource combines design and technology with engineering with the aim that the learners will be able to communicate a design, develop design skills using the Onshape CAD software and be able to 3D print a design idea successfully.

Download our activity sheet and other teaching resources

All activity sheets and supporting resources are free to download, and all the documents are fully editable, so you can tailor them to your students' and your schools' needs.

The activity sheet includes teachers' notes, useful web links, and links (where appropriate) to the national curriculum in each of the four devolved nations; England, Northern Ireland, Scotland and Wales.

You can download our step-by-step instructions below as either a classroom lesson plan or PowerPoint presentation.

Please do share your highlights with us @IETeducation.

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Design and print a model town teaching resource | Design and technology CAD and 3D printing free KS3 lesson plan activity

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With our design and technology KS3 teaching resource lesson plan and template, learners will create a visual answer to a design situation using both sketching and CAD drawing software, followed by 3D printing a physical model.

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A sample of my students project, USB powered timber lamp.

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The building process supports collaboration and problem-solving as students work in teams to analyse needs, prototype ideas, and design components using CAD software. Through ongoing testing and iteration, they refine their designs for functionality and performance, developing essential skills in critical thinking, communication, and innovation.

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Scootle provides Australian teachers with access to quality-assured digital learning resources aligned to the Australian Curriculum.