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60 mins
Teacher/Student led
+85 XP
Teacher-led from the board — pupils need no device

A Local Problem: Define and Design

You will pick a real problem around school, work out the user need in simple words, decide on three success criteria that can be checked, and draw a labelled sketch of your solution on the Design Brief.

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    Investigation
    Design challenge
    Group discussion

    1 - Getting Started ~5 mins

    The four school problems the class will choose between today, shown plainlyLook around our school for a moment. What small problem keeps annoying people, and could a simple built thing fix it?

    Key point

    Today we pick one real school problem from a short list, name who it is for, decide how we will know it works, and sketch a solution our group can build next.

    2 - How Engineers Start ~6 mins

    The three things engineers settle before building anythingIf we rush straight to cardboard, we might build something clever that still leaves the problem exactly as annoying as it was before.

    Key point

    Before engineers build, they get three things clear. Who is it for and what do they need? How will we know it worked? And what is the plan on paper? We call those the user need, the success criteria, and the Design Brief.

    Building without a clear need wastes time. Watch the board example, then tell me: who is the user, and name one check that would prove the design works.

    3 - Choose the Problem and Find the Need ~12 mins

    Your group has one set of four problem cards on the table, plus scrap paper and a pencil. Every card is a real annoyance somewhere around our school, and only one of them becomes your group's job today, so choose the one you actually care about fixing.

    Nothing goes on a Design Brief yet. Work on the scrap paper, following the order on the board, and keep your notes where you can read them back.

    4 - Sketch the Solution ~18 mins

    The only materials groups may plan with, so sketches stay buildableYou now get one Design Brief page. First, copy your rough notes onto it: the problem, the user, and your three success criteria.

    Next, plan only with the shared junk-modelling kit you will get next time: cardboard, tape, string, lolly sticks and fabric scraps.

    Key point

    Then sketch one clear solution. Label the parts, the kit materials you expect to use, and at least one size in centimetres. Estimated sizes are fine if you label them clearly (for example “about 80 cm, door-width guess”).

    Tip

    This sketch is your group’s promise for next time, so make it kind to the builder. Check that another group, or your future selves next week, could start building from it.

    5 - Finalise the Plan ~8 mins

    Swap Design Briefs with another group for two minutes. Readers only: can you tell the problem, the user, and how success will be judged? Tell the designers one strength and one question.

    Key point

    Designers: use the feedback to tighten one criterion or one label on your sketch. A clear plan is a kindness to the builders next time, so make that change stick.

    Pupil practice · Investigation Journal
    Module 5 · Engineering: the Design Process and Structures
    Lesson 34 · A Local Problem: Define and Design
    Download Investigation Journal sheet (PDF)
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