• 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.