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© Aardman Animations Ltd. 2010
This resource is designed to introduce 12-16s
to the world of innovation and invention. It
focuses on products which young people will
be familiar with in their daily lives and gives
them the opportunity to consider what
defines innovation and how it occurs via
a process including inspiration, decisionmaking and design.
Notes
The lesson plan is split into three activities requiring a suggested 90
minutes, plus an additional 30-minute preparation or extension task.
The focus for this session is innovation in product design: the main
curriculum area is Design and Technology with additional cross-curricular
links (next page).
The Session can be used as a stand-alone lesson to introduce the
concept of innovation. It can also be used in conjunction with
• Invention & Animation: Free resource with a range of activities to
bring the world of innovation and Intellectual Property to life using
case studies from Aardman Animations. For parents and teachers,
or for young people to use independently. See the Cracking Ideas
website
• Think Kit: Free downloadable resource book, teacher notes and lesson
plans. Can be used in conjunction with this resource to investigate
detailed case studies covering enterprise and IP. Aimed primarily at
Business Studies and Design & Technology for 14-16s it can also be
adapted for 12-14s. www.crackingideas.com
• Eureka Challenges and Cracking Ideas Competition: This resource
can support planning and ideas for these initiatives on the Cracking
Ideas website.
Learning objectives
For pupils to understand that
• Innovation is an idea turned into a working solution that meets a
real need
Learning outcomes
Across ages 12-16 the learning will be different. Overall, the key
outcomes will be that pupils are able to
• Identify situations that might provide the opportunity for innovation
• Analyse existing products and innovate a practical solution to needs,
wants and opportunities, recognising their impact on quality of life
• Recognise that product designs and their specifications relate to a
number of factors
• Recognise that innovations have a cultural and historical context and
are part of an on-going process of change and improvement
www.crackingideas.com
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1. What is innovation?
Activity: On A2 paper make 2 lists of words, one list of words that mean
‘innovation’ and another list of products that apply to ‘innovation’ that
did not exist 20 years ago.
Feedback – Discuss and share words. Make a note of any words that
keep coming up or that you had not thought of in your group to build up
a word bank
• ‘Innovation’ list might include adaption, addition, alteration, change,
contraption, development, discovery, gadget, inspiration, invention,
latest idea, latest thing, original, modernisation, novelty...
• Products’ list might include tablets, E-Reader, smart watch, 3D TV,
SatNav, 3D printer, Blu ray, electric car...
Follow Up Discussion Questions:
• Are any suggested items more than 20 years old? Are any of these
new developments of earlier products?
• Are all or most of the products electrical?
• Why are these products successful? What did people use before –
If anything – and what was the problem identified by the innovator?
Think about how people’s lives changed in the last 20 years – the
way they work and use leisure time, and how much money they have
to spend?
• How many items did more than one group suggest? What could this
mean to companies developing these products?
www.crackingideas.com
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2. Make a difference (I)
Pairs. 40 min
Activity: Think about the products already discussed. How could
one of them be improved for the specific needs of a target user group?
Or, inspired by an existing product, can you think of a completely
new gadget?
Develop or improve your chosen product to meet the needs of a target
user group. It can be for the home or another location.
Identify your chosen product’s unique characteristics and features – the
‘product specification’ – using the F.A.C.E framework (12-14s) or the
C.A.F.E.Q.U.E. analysis framework (14-16s). By using this framework,
you may also identify both the strengths and weaknesses of your chosen
product and also where to make changes and re-design. Compare
your product specification with that of other similar products: how
does this help to evaluate how successful your product could be? See
worksheets for 12-14s and 14-16s.
F.A.C.E
Function
What does it do? How does it work?
Aesthestics
What does it look like?
Construction
How is it made? What materials are used?
Economics
How much does it cost? Is it value for
money? Who will buy it?
C.A.F.E.Q.U.E.
Cost
How much does it cost? Is it good value
for money?
Aesthetics
(or ‘Form’)
Does it look good? Why, what makes it so?
Function
What does it do? How does it work?
Ergonomics
How easy is it to use? How comfortable is
it to use?
Quality
How well is it made? What materials
are used?
User
Environment
www.crackingideas.com
Who is it for? Is it appropriate for this user?
Does it meet a real need?
What is the effect of the product's
manufacture?
What is the effect of its use? What is the
effect of its disposal?
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3. Make a difference (II)
Pairs. 30 min
Activity: Make a sketch of your new product showing your
design changes.
• Think of a name for your improved re-design or new product
• Write a sentence to explain your design rationale underneath
your drawing
• Prepare a short presentation pitch in your group describing your
changes to the rest of the class
• Display all specifications/drawings for whole class to view
and feedback
Presentation and Feedback: Pairs present and describe their new
product to class. Or display all specifications/drawings for whole class to
view and feedback.
End the feedback with a focus on innovation: which are the most
innovative ideas? These are likely to have thought about other similar
products in order to imagine an improvement – how did their analysis
lead to their own design, and did they avoid copying? Note that there are
Intellectual Property laws that allow innovators to protect their creativity.
www.crackingideas.com
3
• Describe your product’s unique characteristics and features
• The four areas of the F.A.C.E analysis can be approached in any order
Function
What does it do?
How does it work?
Aesthetics (or ‘FORM’)
What does it look like?
Construction
How is it made?
What materials are used?
Economics
How much does it cost?
Is it value for money?
Who will buy it?
www.crackingideas.com
3
• Describe your product’s unique characteristics and features
• The seven areas of the C.A.F.E.Q.U.E analysis can be approached in any order
Cost
How much does it cost?
Is it good value for money?
Aesthetics (or ‘FORM’)
Does it look good?
Why, what makes it so?
Function
What does it do?
How does it work?
Ergonomics
How easy is it to use?
How comfortable is it to use?
Quality
How well is it built?
What materials are used?
User
Who is it for?
Is it appropriate for this user?
Does it meet a real need?
Environment
What is the effect of the
product’s manufacture?
What is the effect of its use?
What is the effect of its
disposal?
www.crackingideas.com
Curriculum links for
12-16 years
England and Wales (KS3,KS4)
KS3 Key
concepts in
Design and
Technology
•Designing and making: 1 Understanding that designing and making has different dimensions and impacts
•Cultural understanding: 2 Exploring how products contribute to lifestyle and consumer choices
•Creativity: 1 Making links between principles of good design, existing solutions and technological
knowledge to innovate
•Critical evaluation: 1 Analysing existing products, 2 Evaluating user needs and 3 Exploring the impact of
ideas, design decisions and technological advances to provide opportunities for new design solutions
•Unit 21: People and the environment/Resistant materials Unit 7: 07aii, bii, e; Unit 8: 08aii, bii;
Unit 9: 009aii
15+ focus on
Designing in
Design and
Technology
•Personnel: designer, user, target group
•Design Brief: formulating, analysing
•Specification: product, user, manufacturing
•Product Analysis: form, function
•Research: internet
•Idea Generation: sketching
•Evaluate
Crosscurricular
•Citizenship/PSE/PSD
•English
•Key (Core) Skills: Communication, ICT
links
Scotland (S1-S5)
Technologies
Technological developments in society, in the context of Craft, Design, Engineering and Graphics: TCH 0-14
a, TCH 4-14 b/c/d, TCH 2-01b
Crosscurricular
•Languages (Literacy, English)
•Social studies – People in society, economy and business
links
N Ireland (Y8-Y13)
KS3/KS4
Design and
Technology
•Thinking skills and personal capabilities
•Being creative
•Knowledge, understanding and skills – design and communication
•Working with others – Presenting and researching
Crosscurricular
•Personal Development
•Key Concept – Enterprise and Entrepreneurship
•Citizenship
•Communication
links
Intellectual Property Office is an operating name of the Patent Office