Identifying Needs Briefs

Unit: Fidget Toy Design Project

Lesson 2 of 8 Duration: 40 minutes Class: Year 5 / Year 6 (Ages 9-11) Class size: 25 students

Curriculum Context

New Zealand Curriculum Refresh (Technology Learning Area)

Strand: Technological Practice and Technological Concepts Focus: Developing brief and planning for outcomes (Year 5-6 level) Key Competencies: Thinking; Participating and Contributing; Managing Self Technology Key Concepts: Characteristics of Technology, Technological Modelling, Nature of Technology

Learning Outcome Objectives for this lesson:

Students will identify specific needs for fidget toys by considering user perspectives and contexts.
Students will collaboratively create design briefs that outline the key features and requirements of their fidget toys.
Students will communicate their design ideas clearly to support future development stages.

This aligns with the NZC Technology strand where students develop knowledge and skills to address technological challenges by identifying needs and proposing solutions in responsive ways.

Learning Objectives

By the end of this lesson, students will be able to:

Identify and articulate key needs a fidget toy should meet for specific users or contexts, showing empathy and understanding of users' perspectives.
Collaboratively develop a clear, concise design brief that lists important features, constraints, and purposes for a fidget toy.
Demonstrate effective communication and group collaboration skills through sharing ideas and working constructively in small teams.

Achievement Expectations (NZC linked)

Technological Practice: Develop a brief for a chosen technological outcome by identifying requirements and constraints.
Technological Outcome: Students describe the intended purpose and key features of a designed product or system.
Key Competencies: Thinking (planning and reflecting), Managing self (working in teams), Participating and contributing (respectful group work).

Lesson Plan Outline

Time	Activity	Description	Resources
5 min	Introduction & Recap	Whole class discussion to briefly recall previous learning from Lesson 1 about fidget toys. Connect with experiences or observations students may have. Explain the focus: identifying needs and creating design briefs today.	Whiteboard, Images of various fidget toys
10 min	Group Brainstorm: Identifying Needs	Students work in small groups (4-5 students) to brainstorm what needs a fidget toy might serve. They consider questions such as: “Who might use the toy?”, “What helps this toy achieve?”, “What problems could it solve?”, “What should it feel like or do?” Teacher supports by prompting groups with questions and examples.	Brainstorm worksheet, Pens, Paper, prompts on board
15 min	Creating Design Briefs	Using their brainstormed ideas, groups create a draft design brief. Include: target user, problems addressed, key features, materials, constraints (e.g., size, safety). Teacher models a simple example on the board first. Each group writes or draws the brief using sentence starters to support writing.	Design brief template/worksheet, sentence starters, markers
7 min	Group Presentations & Peer Feedback	Each group shares their design brief with the class in a short 1-2 minute presentation. Peers provide positive feedback and ask clarifying questions. Teacher facilitates respectful and constructive comments linked to key needs focus.	Design briefs displayed, feedback prompt questions
3 min	Reflection & Wrap-up	Whole class reflects on what makes a good design brief and why identifying needs is important before designing. Discuss next steps in the project (design generation).	Verbal discussion, teacher notes

Detailed Activity Notes

1. Introduction & Recap

Begin with whole-class engagement: Show images/examples of popular fidget toys. Ask students what they notice about these toys and why people might use them.
Reference the last lesson briefly (e.g., exploring fidget toys and their purposes).
State today's learning intention clearly: "Today we will work in groups to think about what a good fidget toy needs to do and then write a design brief to help us design one."

2. Group Brainstorm: Identifying Needs

Form mixed-ability groups for peer support.
Use targeted questions on the whiteboard to guide brainstorming:
Who might use this toy (age, interests, needs)?
What problem or need does the toy help with (e.g., calming, focus, fun)?
What should the toy look, feel, or do?
Are there safety or size considerations?
Teacher circulates to scaffold ideas, prompting with examples and encouraging whole group participation.

3. Creating Design Briefs

Show an example design brief on the board, clearly labelled with sections: Target User, Purpose, Key Features, Constraints.
Provide sentence starters on prompt cards to support writing at varying abilities, for example:
"This toy is for ____________."
"It should help with ____________."
"The toy will need to ____________."
"It should be made from ____________."
Encourage neat presentation with drawings or diagrams as supplements.
Differentiation: Support writing with graphic organisers and paired work if needed.

4. Group Presentations & Peer Feedback

Groups share their briefs with the whole class.
Use a ‘two stars and a wish’ feedback format: Two positives and one suggestion for improvement.
Teacher models respectful feedback and encourages kindness and constructive listening.

5. Reflection & Wrap-up

Summarise the importance of understanding user needs before designing.
Highlight how clear design briefs will help in the next stage — creating design ideas.
Quick verbal reflection: "What did you learn about fidget toys today?"

Assessment & Feedback

Formative Assessment: Observe group discussions and provide prompts as needed. Use questioning to check understanding of needs and brief elements.
Review written design briefs for clarity, relevance to user needs, and inclusion of key features.
Note ability to collaborate and communicate ideas in group presentations.
Provide immediate oral feedback in class and plan to support writing skills in upcoming lessons.

Resources Needed

Whiteboard and markers
Images/examples of fidget toys (real or pictures)
Brainstorm worksheets with guiding questions
Design brief template/graphic organiser
Sentence starters and writing aids
Paper, pens, and colouring media for drawings
Feedback prompt cards

Connections & Cross-Curricular Links

English: Supports sentence structure and communication skills through writing and presenting design briefs.
Health & Well-being: Understanding calming and sensory needs related to fidget toys.
Mathematics: Measurement for planning toy sizes can be linked in later lessons.
Religious Education / Values: Encourage respect, kindness, and collaborative working in line with Catholic school values.

Teacher Reflection and Next Steps

Tailor future workshop groups based on students’ abilities observed during this lesson, especially those needing additional writing or comprehension support.
Prepare for next lesson focused on generating design ideas based on briefs created.
Use this lesson as a formative checkpoint for students’ understanding of technological practice, especially identifying needs and planning.

This plan aligns closely to the refreshed New Zealand Curriculum for Technology for years 5 and 6, emphasising engaging, collaborative, and scaffolded learning that supports broad learner needs. It leverages whole-class instruction and group work, consistent with the teacher’s preference and school environment. The focus on design briefs as a fundamental part of the design process ensures students develop a strong understanding of user-centred design, a core concept in Technology education.

If you would like, I can also provide adaptable templates and student-friendly worksheets for this lesson.

Teaching Instructions