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Woodwork & CAD Design

Sustainable Furniture

Product Design - Ergonomics and Sustainability

Technical Skills - Woodwork, Sketching and SketchUp CAD

Content - Design Movements, Furniture Design, Product Life Cycle, Form, Function and Sustainability

Unit Of Work for Design Technology

 

Unit Title: Sustainable Furniture

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ATL skills: Social, Self-management, Thinking
 

Design Problem/scenario: Students will research sustainable furniture and design movements and design and create a study space, that is both sustainable throughout its product lifecycle, and ergonomically designed to match the needs of a client and analyse the results.

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Key Resources:

Chair Design Inspiration

Desktop Organiser Inspiration

(Criterion A) Inquiring and Analyzing

Lesson 1 ~ 05/02 ~ Criterion A i. explains and justifies the need for a solution to a problem for a client/ target audience​​​

Tasks:​

  1. Create a new Criterion A doc (10-20min)

  2. Identify and explain the PROBLEM (ergonomics and messy study spaces) (10-20min)

  3. Identify potential CLIENT(s) and research the ergonomic needs of that age/gender (10-20min)

  4. Justify the need to solve this problem (10-20min)

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ATL Skills:

  • Communication

  • Collaboration

  • Primary Research

  • Thinking

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Differentiation:

  • The student (states --> outlines --> explains --> explains & justifies) the need for a solution to a problem for a specified client/target audience​

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Lesson 2 ~ 07/02 ~ Criterion A ii. constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently

Tasks:​

  1. Create a RESEARCH PLAN with these themes:

    • ​SDG 12 - Ensure sustainable consumption and production patterns

    • Ergonomics

    • 3D modelling and prototyping

    • CAD

    • Your client and their problems/desires/needs/preferences

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ATL Skills:

  • Organisation

  • Thinking

  • Research

 

Differentiation:

  • The student (outlines a --> constructs a --> constructs a detailed) research plan, which identifies primary and secondary research needed to develop a solution to the problem, (with some guidance --> independently)

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Aiii 001 Image Gallery above - A Visual Guide for Criterion A iii Tasks

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Lesson 3 ~ 19/02 ~ Criterion A iii. analyses a range of existing products that inspire a solution to the problem in detail

Tasks: 

  1. Create an A3 Landscape GOOGLE SLIDE presentation that explores DESIGN MOVEMENTS​

    • explain DESIGN MOVEMENTS (intro) (10-20min)

    • Identify 3-6 design movements and explain/explore (one slide per design movement) (30-40min)

 

ATL Skills:​

  • Secondary Research

  • Digital Literacy

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Differentiation:

  • The student analyses (one --> a range) of existing products that inspire a solution to the (problem --> problem in detail)

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Lesson 4 ~ 21/02 ~ Criterion A  iii. analyses a range of existing products that inspire a solution to the problem in detail

Tasks: 

  1. Building on from last lesson's A3 Landscape GOOGLE SLIDE presentation now explore FURNITURE:

    • create a FURNITURE MOODBOARD (10-20min)​

    • Identify 3-6 key pieces of furniture and ANALYSE with ACCESSFM (one slide for each piece of furniture) (30-40min)

 

ATL Skills:​

  • Secondary Research

  • Digital Literacy

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Differentiation:

  • The student analyses (one --> a range) of existing products that inspire a solution to the (problem --> problem in detail)

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Lessons 5 & 6 ~ 23/02 & 27/02 ~ Criterion A iv. develops a detailed design brief, which summarizes the analysis of relevant research

Tasks: 

  1. SKETCH UP WORKSHOP:

    1. Add SketchUp for Schools Google Extensions https://chrome.google.com/webstore/detail/sketchup-for-schools/lfhlekccjamfkfmjgnpbdjpecanfbjkl?hl=en 

    2. ​Work through this course https://learn.sketchup.com/ SketchUp Fundamentals Core concepts and tools

    3. Recreate an existing product (e.g. pencil tray, remote control tray, coffee cup coaster, etc.) for the teacher

    4. Export your work and add to your existing GOOGLE SLIDE PRESENTATION and add a review of SKETCH UP (i.e. Analyse SketchUp)​​

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ATL Skills:​

  • Primary Research

  • Digital Literacy

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Differentiation:

  • The student develops a (basic design brief --> design brief --> detailed design brief), which (states the findings --> outlines the analysis --> explains the analysis --> summarizes the analysis) of relevant research

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Lessons 7 & 8 ~ 29/02 & Thursday 05/03 ~ Criterion A iv. develops a detailed design brief, which summarizes the analysis of relevant research

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Tasks:

  1. FUSION 360 WORKSHOP:

    1. Autodesk Fusion 360 Sketching Tutorial - Lesson 1 (Sketch Focus)

      1. open​

      2. sketch a house

      3. sketch an ergonome

      4. sketch a chair

      5. place ergonome of chair

      6. capture image

    2. Autodesk Fusion 360 Sketching & Modeling Tutorial - Lesson 2 (Solid, Extruding & Collaborate -- simple chair # 1)

      1. draw

      2. extrude

      3. add component

      4. copy component

      5. insert design into current design & collaborate

    3. Autodesk Fusion 360 Bodies Tutorial - Lesson 3 (Ergonome with bodies) 

    4. Autodesk Fusion 360 Tutorial - Lesson 4 (Simple Chair # 2 and fixings) 

    5. Autodesk Fusion 360 Tutorial - Lesson 4 (Simple Chair # 3 and fixings and ergonome) 

    6. Export your work and add to your existing GOOGLE SLIDE PRESENTATION and add a review of FUSION 360 (i.e. Analyse Fusion 360)​​

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ATL Skills:​

  • Primary Research

  • Digital Literacy

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Differentiation:

  • The student (states --> outlines --> explains --> explains & justifies) the need for a solution to a problem for a specified client/target audience​

 

Resources:

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Lesson 9 & 10 ~ 07/03 & 11/03 ~ Criterion A iv. develops a detailed design brief, which summarizes the analysis of relevant research​​​

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Tasks:​

Technical Drawing Skills

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ATL Skills:​

  • Primary & Secondary Research

  • Collaboration

  • Thinking

  • Communication

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Differentiation:

  • The student develops a (basic design brief --> design brief --> detailed design brief), which (states the findings --> outlines the analysis --> explains the analysis --> summarizes the analysis) of relevant research

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Lesson 11 ~ 13/03 ~ Criterion A i. explains and justifies the need for a solution to a problem for a client/ target audience

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Tasks:​

  1. form groups (5-10min)

  2. identify your CLIENT and conduct RESEARCH and create a CLIENT PROFILE (30-40min):

  • Identify your client's workplace/study area and analyse (with a focus on ergonomics) (function)

  • Identify and explain PROBLEM(s) with your client's workspace/study area

  • Identify CLIENTS preferred DESIGN MOVEMENT and STYLE (form)

  • Identify CLIENT specifications

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ATL Skills:​

  • Primary & Secondary Research

  • Collaboration

  • Thinking

  • Communication

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Differentiation:

  • The student (states --> outlines --> explains --> explains & justifies) the need for a solution to a problem for a specified client/target audience​

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Lesson 12 ~ 15/03 ~  Criterion A iv. develops a detailed design brief, which summarizes the analysis of relevant research
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Tasks:

  1. Research MATERIALS (focus on wood) and share your findings

  2. Research FIXINGS and FASTENINGS and share your findings

  3. Research potential solutions for your clients

  4. Present ideas to clients and get feedback

  5. Answer Research Questions from Research Plan/Table

  6. Summarise research:

    1. Fusion 360​

    2. Sketch Up

    3. Ergonome & Ergonomics

    4. Your Client and the Needs

    5. Materials & Fixings

    6. Design Movements

    7. Furniture

    8. Workshop Safety Secondary Research

  7. Develop a Design Brief​​

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ATL Skills:​

  • Primary & Secondary Research

  • Communication

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Differentiation:

  • The student develops a (basic design brief --> design brief --> detailed design brief), which (states the findings --> outlines the analysis --> explains the analysis --> summarizes the analysis) of relevant research

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Lesson 13 ~ 19/03 ~  Criterion A Update and Submit

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Tasks:

  1. Update your existing GOOGLE SLIDE PRESENTATION and GOOGLE DOC and SUBMIT

    • i. explains and justifies the need for a solution to a problem for a client/ target audience

    • ii. constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently

    • iii. analyses a range of existing products that inspire a solution to the problem in detail

    • iv. develops a detailed design brief, which summarizes the analysis of relevant research

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ATL Skills:​

  • Primary & Secondary Research

  • Communication

  • Self-Management

  • Social 

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SUBMIT CRITERION A

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AI 002 Galley - Images below display examples of a Client Profiles

Lesson 1 ~ 21/03 ~ Criterion B i. develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research

Tasks: 

  1. Create a new Criterion B doc/slide (15min)

  2. Through consultation with your CLIENT - Use ACCESSFM and create a list of Design Specifications (30min)

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ATL Skills:​

  • Primary & Secondary Research

  • Communication

  • Thinking

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Differentiation:

  • i. The student (lists some basic --> lists some --> develops --> develops detailed) design specifications for the (design of a solution --> design of a solution based on the analysis of the research)

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Lesson 2 ~  25/03 ~ Criterion B ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others

​Tasks:​

  1. sketch design idea #1 chair (10-15min)

  2. sketch design idea #2 chair (10-15min)

  3. sketch design idea #3 study desk (10-15min)

  4. sketch design idea #4 study desk (10-15min)

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ATL Skills:

  • Communication

  • Thinking

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Differentiation:

  • ii. The student presents (one --> a few feasible --> a range of feasible) design(s) using an appropriate medium(s) (or --> and) annotation, which can be interpreted by others

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Lesson 3 ~  27/03 ~ Criterion B ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others

​Tasks:​

  1. sketch design idea #5 room/space (20-30min)

  2. sketch design idea #6 room/space (20-30min)

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ATL Skills:

  • Communication

  • Thinking

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Differentiation:

  • ii. The student presents (one --> a few feasible --> a range of feasible) design(s) using an appropriate medium(s) (or --> and) annotation, which can be interpreted by others

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Lesson 4 ~  29/03 ~ Criterion B ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others

​Tasks:​

  1. Sketch Up 3D idea # 7 table (20-30min)

  2. Sketch Up 3D idea # 8 table (20-30min)

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ATL Skills:

  • Communication

  • Thinking

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Differentiation:

  • ii. The student presents (one --> a few feasible --> a range of feasible) design(s) using an appropriate medium(s) (or --> and) annotation, which can be interpreted by others

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Lesson 5 ~  02/04 ~ Criterion B ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others

​Tasks:​

  1. Prototype idea # 9 table or chair (45-55min)

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ATL Skills:

  • Communication

  • Thinking

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Differentiation:

  • ii. The student presents (one --> a few feasible --> a range of feasible) design(s) using an appropriate medium(s) (or --> and) annotation, which can be interpreted by others

​Lesson 6 ~ 04/04 ~ Criterion B ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others

​Tasks:​

  1. Present all your team's design ideas and collect feedback from peers/client about:

    • aesthetics of each design idea​

    • ergonomics of each design idea

    • your diagrams & annotations (effective communication of idea)

  2. Collate and present feedback from peers/client

  3. Choose the best design 

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ATL Skills:

  • Communication

  • Thinking

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Differentiation:

  • ii. The student presents (one --> a few feasible --> a range of feasible) design(s) using an appropriate medium(s) (or --> and) annotation, which can be interpreted by others

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Lesson 7 ~ 08/04 ~ Criterion B iii. presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification

Task:

  1. Sketch and annotate your BEST IDEA and present (20-30min)

  2. Justify your choice based on feedback from the client (10-20min)

  3. Justify your choice based on design specifications (10-20min)

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ATL Skills:

  • Communication

  • Thinking

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Differentiation:

  • iii. The student (does not justify --> justifies --> presents and justifies --> presents and justifies fully and critically justifies) the selection of the chosen design with (reference --> detailed reference) to the design specification

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Lesson 8 ~ 10/04 ~ Criterion B iv. develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution

Tasks:

  1. Develop accurate planning drawings/diagrams

  2. Outline requirement -- suggestions:

  • measurement

  • ergonomics

  • location - where it will be used

  • materials

  • fixings

  • strength

  • stability

  • design style (e.g. design movement, culture, based on a brand, etc.)

  • construction - how to build

  • time - when it needs to be delivered

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ATL Skills:

  • Communication

  • Self-Management

  • Thinking

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Differentiation:

  • iv. The student creates (incomplete planning --> planning --> accurate planning --> accurate and detailed) drawings/diagrams (or -- and lists -- and outlines) requirements for the creation of the chosen solution 

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Resources:

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Submit Criterion B

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Isometric and Orthographic Drawing Image Gallery (below)