Design Criteria Creation

Overview

In this 60-minute session, students explore how to develop clear design criteria for their torch projects. Building on their understanding of torches from Lesson 1, they will identify key features that meet the needs of a specific target audience. This lesson will develop their ability to think critically about the purpose of a product and enhance creativity through user-centred design.

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Curriculum Links

• National Curriculum for Art and Design (England, 2014)

  • Design, make and evaluate: Use design criteria to inform the design of innovative, functional, appealing products that are fit for purpose (KS2).

• Design and Technology (DT) Programmes of Study (England, 2013)

  • Design: Generate, develop, model, and communicate ideas through annotated sketches and prototypes.
  • Evaluate: Investigate and analyse a range of existing products, considering how well they meet the needs of users.

• Personal, Social, Health and Economic Education (PSHE)

  • Considering others: Understand how designing for a user involves empathy and consideration of their needs.

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Learning Objectives

By the end of the lesson, pupils will:

• Understand what design criteria are and why they are important.
• Identify specific features that a torch should have to suit a particular user group (target audience).
• Be able to express design criteria clearly in their own words.
• Work collaboratively to generate and organise design ideas based on user needs and context.

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Success Criteria

• Pupils can explain the purpose of design criteria confidently.
• Pupils create 3–5 relevant design criteria statements for a chosen torch user profile.
• Pupils can justify how their criteria meet the needs of the target audience.
• Pupils demonstrate respectful communication and teamwork during discussions.

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Resources

• Whiteboard and markers
• Large paper or A3 sheets for group work
• Colouring pencils, fine liners, and flipchart pens
• Pre-prepared user profiles (e.g., camper, student, night-time dog walker, emergency responder) on cards
• Example torch images (varied designs)
• Design Criteria Template worksheet (with space for features, purpose, and notes)
• Timer or clock
• Interactive whiteboard or projector (optional)

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Structure & Timings

1. Starter Activity (10 minutes)

Discussion: Recap what a torch is and where/why we use them. Show a diverse range of torch images or videos (including innovative designs) to spark interest.

• Ask: “What do you like or dislike about these torches? Who do you think would use these torches?”
• Highlight that different people need different features based on how they will use the torch.

2. Introduction to Design Criteria (10 minutes)

• Explain the term design criteria – simple, clear rules or features a product must have to work well for its user.
• Show an easy example: e.g., "The torch must be bright enough to light up a path at night," "The torch should be easy to hold with one hand," or "The torch should be waterproof."
• Use a no-tech analogy (e.g., designing a pencil case or lunchbox) to relate to their previous experiences.

3. Group Activity: Target Audience Cards (20 minutes)

• Split the class into 6 groups of 5 pupils. Give each group a user profile card describing who their torch is for and their needs (e.g., camper needing a durable torch, student needing a lightweight torch).
• Each group uses the Design Criteria Template to develop 3–5 criteria for their user.
• Encourage use of different coloured pens for brainstorming features, and reminders to think from the user’s perspective (empathy).
• Teacher circulates, asking probing questions to deepen thinking like:
  • “Why does your user need this feature?”
  • “What would happen if this feature was missing?”

4. Sharing and Class Discussion (15 minutes)

• Groups present their design criteria to the class in 2–3 minutes each, explaining how their criteria meet the needs of their target audience.
• Use guided questioning to develop reflective thinking:
  • “How is your solution different to other groups?”
  • “Could your torch have more than one user? What then?”

5. Plenary and Reflection (5 minutes)

• Summarise key points: Design criteria help designers focus on what makes a product useful and successful.
• Ask pupils to write a quick sentence in their books: “Today I learned that design criteria help make sure a product is right for the people who will use it because…”
• Briefly introduce next lesson focus: turning these criteria into initial design sketches.

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Assessment & Differentiation

• Assessment:
  • Formative through observation of group discussions and presentations.
  • Check pupils’ completed design criteria templates for relevance and depth of understanding.
• Differentiation:
  • Provide sentence starters for pupils who need support (e.g., “My torch must…”).
  • Challenge more able pupils to consider environmental factors or accessibility in criteria.
  • Use mixed-ability groups to promote peer support.

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Extension Ideas

• Pupils could create mood boards or collage-style inspiration sheets showing materials or colours suitable for their target audience’s torch.
• Integrate simple technology: use a tablet to photograph and annotate torch features that match their criteria.
• Introduce sustainability considerations as a future extension.

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Teacher Notes

• Emphasise the real-world importance of design criteria—highlight professions (product designers, engineers).
• Promote empathy: remind pupils that good design starts with understanding people.
• Encourage creative thinking by validating unusual but practical ideas.
• Use social and cooperative learning strategies to keep pupils engaged and accountable.

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This lesson plan leverages hands-on, discussion-based, and collaborative learning rooted in UK National Curriculum standards, ensuring students develop foundational design thinking skills while having fun exploring the fascinating world of torches!