Enquiry 5: Designing for the future  
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How do we create a memorial for a particular conflict?
About this unit                            
Teaching Ideas
Resources
Main Learning Outcome:

Pupils use a range of examples to design a memorial for their chosen conflict.

Learning Objectives:

Design & Technology
1.1b Designing and making
• Applying knowledge of materials and production processes to design products and produce practical solutions that are relevant and fit for purpose.

1.1d Designing and making
• Exploring how products have been designed and made in the past, how they are currently designed and made, and how they may develop in the future.

1.2a Cultural understanding
• Understanding how products evolve according to users’ and designers’ needs, beliefs, ethics and values and how they are influenced by local customs and traditions and available materials.

1.3 Creativity
• Making links between principles of good design, existing solutions and technological knowledge to develop innovative products.

• Reinterpreting and applying learning in new design contexts and communicating ideas in new or unexpected ways.

• Exploring and experimenting with ideas, materials, technologies and techniques.

1.4 Critical evaluation
• Analysing existing products and solutions and evaluating the needs of users, and the context in which products are used to inform designing and making.

History 1.6:
• To understand that conflicts can be interpreted in different ways through a range of media.

History 2.2a:
• To identify, select and use a range of memorial designs and historical sources.
Pupils explore how memorials have evolved through time – using the resources and activities in Resource 5a.

Using the resources and activities in Resource 5b pupils explore how memorials convey meaning and reflect time and place.

Pupils compare a wider range of memorial designs that commemorate conflicts that have occurred over the last 200 years. These should include examples from London (see Resource 3b and 3c from Enquiry 3) and other European countries (see Resource 5c). Teachers can supplement these with their own examples (e.g. The Menin Gate).

Pupils view the interview with the architect of the Armed Forces Memorial in Staffordshire, Liam O’Connor.

Pupils interview local builders and architects in order to think carefully about materials, design and costs.

They design a memorial to their chosen conflict, using various media to capture the process of design and record their influences (e.g. mood boards, video diaries and learning logs).

Resource 5d identifies key design issues that pupils need to consider.

Clear success criteria for the design should be co-constructed with the class.

Self and peer assessment strategies should be used to assess their memorial designs against the agreed success criteria (eg – Three stars and a wish, X Factor peer assessment, Speed-date peer assessment, Objectives Bingo) and pupils should have the opportunity to listen and respond to feedback before their design is completed.
Resource 5a
Photos of memorials
through time:
Resource 5b
Match memorials
to time and place):
Resource 5c
Gallery - Memorials
around the world:
Resource 5d
Designing Memorials:

Resource 5e
Video Introduction
by Liam O’Connor
(click the camera)
Resource 5f
Video of Liam O’Connor’s Presentation on his design for the Armed
Forces Memorial
in Staffordshire.
Resource 5g 
Video of pupils
interviewing
Liam O’Connor:
poppy1.gif
Further Learning Objectives:
 
English - En3 Writing
1 Composition
Writing to inform, explain, describe
(e) form sentences and paragraphs that express connections between information and ideas precisely (e.g. cause and effect)
(f) use formal language and concise expression
(g) consider what the reader needs to know and include relevant details
(h) present material clearly, using appropriate layout, illustrations and organisation


Geography: 1.7 Cultural understanding and diversity:
(a) Appreciating the differences and similarities between people, places, environments and cultures to inform their understanding of societies.
(b) Appreciating how people’s values and attitudes differ and may influence social, environmental, economic and political issues, and developing their own values and attitudes about such issues.

PLTS:
Creative Thinkers:
• Generate ideas and explore possibilities
• Ask questions to extend their thinking
• Connect their own and others’ ideas and experiences in inventive ways
• Question their own and others’ assumptions
• Try out alternatives or new solutions and follow ideas through
• Adapt ideas as circumstances change.

Team workers:
• Collaborate with others to work towards common goals
• Reach agreements, managing discussions to achieve results
• Adapt behaviour to suit different roles and situations, including leadership roles
• Show fairness and consideration to others
• Take responsibility, showing confidence in themselves and their contribution
• Provide constructive support and feedback to others.