Slide Responses: Criteria

This is lesson 3 of 3 in the unit "Exploring Food and Fibre". Lesson Title: Slide Responses: Design Criteria + User Needs Lesson Description: Students view a structured slide deck exploring design criteria and user needs in the context of food and fibre solutions, responding digitally or on printed response sheets and discussing how solutions can meet specific design criteria (AC9TDI4P01, AC9TDI4P05). The lesson follows a clear sequence: introduction (5 min), guided slide walkthrough with modelled responses (10 min), independent or paired slide-response completion (20 min), whole-class sharing and teacher checks for understanding (8 min), and a quick exit reflection (2 min). Collected slide-response sheets and a teacher observation checklist tied to success criteria are used for assessment.

Success Criteria:

Identify at least two user needs relevant to a food or fibre solution.
Describe how a solution can be evaluated against design criteria.
Use design criteria language to explain whether a solution meets user needs.

Differentiation Strategies:

Provide sentence starters and vocabulary cards on response sheets for students who need scaffolding.
Offer a simplified slide version with reduced text, larger fonts, and supporting images for diverse learners.
Allow verbal responses recorded by a partner or aide as an alternative to written responses.

Extension Activities:

Students create their own set of design criteria for a new food or fibre product and write a short justification explaining how a chosen solution meets each criterion.
Challenge students to consider a user with specific dietary or cultural needs and adapt their design criteria accordingly.

Dyslexia-Friendly Reading Options:

Slides use sans-serif fonts (e.g., Arial), high contrast colours, and minimal text per slide.
Response sheets are available with wider line spacing, pastel backgrounds, and bullet-point prompts.
Audio narration or teacher read-aloud accompanies each slide during the guided walkthrough.

Curriculum Alignment:

AC9TDI4P01: Define a problem and identify the needs of users when exploring a range of solutions.
AC9TDI4P05: Evaluate how well solutions and their components meet design criteria and user needs.

Overview

This lesson is Lesson 3 of 3 in “Exploring Food and Fibre”. Students use a structured slide deck to identify user needs and learn how to judge solutions against design criteria, responding digitally or on printed sheets and then discussing their thinking with the class.

Learning intentions

Students will identify user needs for a food or fibre solution.
Students will practise using design criteria language to evaluate how well a solution meets those needs.
Students will discuss how existing or student ideas satisfy design criteria and user stories.

Success criteria

I can identify at least two user needs for my food or fibre solution.
I can describe what design criteria are and how we use them to check solutions.
I can say whether a solution meets each criterion and explain why (using evidence).
I can use user-need and design-criteria words in my response (e.g., needs, criteria, safe, suitable, comfortable, durable, easy to use).

Curriculum links

Digital Technologies: AC9TDI4P01 (define problems using design criteria and co-create user stories) through focusing on “who needs the product and why”.
Digital Technologies: AC9TDI4P05 (discuss how solutions satisfy design criteria and user stories) through judging a slide-based example against criteria and user needs.

Lesson structure (45 minutes)

0–5 min · Introduction and goal check. Teacher introduces the task: “Today you will respond to slides that show user needs and design criteria, then decide if a solution matches.” Teacher revisits key terms (user, need, design criteria) and asks students to turn-and-talk: “What does it mean to evaluate?” Students listen, then talk in pairs and share one idea.
5–15 min · Guided slide walkthrough (modelled responses). Teacher shows slide 1–3 (food/fibre context). Teacher read-alouds each slide with a dyslexia-friendly pace, modelling answers on a “Think-Model-Check” chart:

User need sentence starter: “The user needs…”
Criteria check starter: “This meets/doesn’t meet because…”
Evidence prompt: “What in the slide makes you think that?” Students follow along on response sheets (or digital form) without writing full answers yet; they circle or highlight key words (needs/criteria) when prompted.

15–35 min · Independent or paired slide responses. Teacher releases students to complete slide-response prompts for slides 4–7. Students choose one of two modes:

Written: complete printed response sheet bullets, then add a short justification per criterion.
Digital: type short responses in the form (or submit answers in a class device). Teacher circulates using an observation checklist aligned to the success criteria. Students work in pairs if supported; otherwise independently.

35–43 min · Whole-class sharing and teacher checks. Teacher invites 4–6 students to share one user need and one criterion judgement. Teacher uses quick checks:

“Which need are you talking about?”
“What criterion did you use?”
“What evidence made you decide ‘meets’ or ‘doesn’t meet’?” Students listen, then revise one response if they change their mind based on class discussion.

43–45 min · Exit reflection (2 minutes). Teacher asks: “In one sentence, how did you decide if the solution met the design criteria?” Students write (or speak to partner) one final sentence on an exit slip.

Resources

Slide deck (slides 1–7) with minimal text, high contrast, sans-serif font
Printed response sheets with wider line spacing and bullet prompts
Sentence starters and vocabulary cards (user need, criteria, evidence, meets, doesn’t meet)
Class devices (optional) for digital responses
Teacher observation checklist (success criteria indicators)
Audio narration or teacher read-aloud script for each slide
Timer visible to students
Coloured highlighters or sticky notes for identifying “needs” and “criteria”

Assessment

Formative: Teacher observation checklist during circulation (looks for user-need identification, criterion use, and evidence-based judgement).
Formative: Teacher checks during sharing (prompting students to name need + criterion + evidence).
Summative for this lesson: Collected slide-response sheets and the exit reflection sentence.

Differentiation

Sentence starters and vocabulary cards on response sheets (e.g., “The user needs…”, “The design criterion says…”, “This solution meets/doesn’t meet because…”).
Simplified slide option: reduced text, larger fonts, supporting images, and fewer prompts per slide.
Alternative response: students may record verbal answers (partner or aide records) if writing is a barrier.
Reduced workload option: complete only two slide responses fully, then answer exit reflection.
Extension support within the same task: students who finish early add one extra piece of evidence or re-check another criterion.

Extension (optional)

Create new criteria: Students write 2–3 design criteria for a new food or fibre product and justify how their chosen solution meets each criterion using “meets/doesn’t meet because…”.
User-focused challenge: Students pick a user with specific dietary or cultural needs and adapt the design criteria accordingly, explaining why the change matters.

Teaching Instructions