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- use time to gather inspiration as part of the design process, eg: collect a piece of glass, take a photo, observes a leaf or similar for colour ideas, how colours work together.
- research – looking at all other medias.
- Client interviews.
- parents can ask students to show/share their planning and their work on their google site.
- set h/w that doesn’t take lots of time but is effective and sets up student for the next lesson: students have to do h/w so they can do practical for lesson, otherwise they have to do HW in class while others that have done h/w do practical.
- visit shops, websites, relevant places outside of school to research the product or idea you are trying to formulate within the design process.
- trial ideas at home with support form parents where necessary (food tech).
- set research tasks as appropriate for each individual project (set by students – self managed).
- question parents/family members, friends, members of the community as clients/stakeholders.
- research inspirational designs/ designers.
- using moodle links / blog links from home to further support/reinforce what is being covered in class.
- because of the enquiry nature of our subject – external work is embedded in the design process on an as-needed basis.
- how much (quantity) they do will impact on the quality of their assessment outcome.
- students need to be able to see the point of the task and as it links to their project work..
- communicating with parents through group emails, about when assessments are due and what expectations are.