Year 1, Term 4: Design

Focus: Affordances

Scope and sequence: Affordances

Learning intention: Students generate and record design ideas through describing, drawing and modelling.

NSW Syllabus
Australian Curriculum (version 9.0)
"A student describes how the properties of materials determine their use." (ST1-7MW-T)
"Students learn to generate and communicate design ideas through describing, drawing or modelling, including using digital tools." (AC9TDE2P01)

Week 1

The following video (6:48) is of Jeff Paulson reading The most magnificent thing by Ashley Spires.  It is a light-hearted reminder that design involves multiple attempts and iterations.

Introduction to the design cycle

Processes v cycles


Think Make Improve

There are several variations of the design process but the one adopted here is TMI (Think, Make, Improve) first proposed by Martinez and Stager in 2013.  “Reducing the process to three steps minimises talking and maximises doing” (Martinez & Stager, 2019, p. 54).  TMI is an example of the maxim to “make everything as simple as possible but not simpler” which is widely attributed to Albert Einstein.  Children are unlikely to forget the three steps in TMI in contrast to existing design models which “may be too wordy or abstract for young learners” (Martinez & Stager, 2019, p. 54).

Week 2

Discussion: Is design the same as creating something?

In this video (3:58) Julie Dufour talks about design education for children.


Week 3


Week 4


Week 5


Week 6


Week 7


Week 8


Week 9


Week 10

Moderated self-assessment


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