Enquiry 3: 
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How do we create a memorial for particular conflict?
About this unit                            
Teaching Ideas
Pupils
Learning Objectives:

To consider the significance of the chosen conflict in its historical context and the present day.

To represent their analysis of the conflict’s significance through memorial design.

Use information from historical sources

Design & Technology:
1.1b: Applying knowledge of materials and production processes to design products and produce practical solutions that are relevant and fit for purpose.
1.1d: 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: 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: 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: Analysing existing products and solutions to inform designing and making.
Evaluating the needs of users and the context in which products are used to inform designing and making.


 
Timings (all pupils)

1-3 lessons + homework.
G & T: DT ‘challenge day’ x 2.
Starter: Liam O’Connors’ Armed Forces Memorial:  analyse the design, review his interview/ presentation for implicit /explicit ideas about criteria for success and other design issues. Then use previous lesson’s resources to judge his design using criteria. What do you think the purpose of the memorial is? How is this conveyed? From where does an architect draw inspiration? Where does an architect leave behind what has gone before? What do you think of the design?

Snapshot: as part of the ongoing research / homework task, students should have created a quick snapshot of what they thought they might design for a memorial at the start of the scheme – the purpose is to see how this changes as they look deeper into the design of memorials. File away for later comparison to finished design.

Visual stimulus board: Using a technique from Design and Technology, students create (or examine previous examples of) visual stimulus display boards on the different purposes of memorials (commemoration, preservation, reconciliation, education, celebration, attraction) by cutting and pasting words/images onto boards from magazines/newspapers and Internet that might represent each idea. One ‘purpose’ per group. Aim is to extend their understanding of how you design for a purpose and what the different purposes might mean in terms of design ideas. (e.g. for reconciliation – synonyms of the word and images such as a handshake, smiling faces facing each other).

Conflicts: Pupils share their knowledge and understanding of the conflicts researched and consider which purpose(s) will be most appropriate based on what they have found out. Share ideas – think, pair, share.

Success criteria /design issues: Establish group agreement on six success criteria that will be used to judge the final outcomes. Use memorial images from previous lessons as stimulus.
‘Design issues’ may well cover some of the success criteria – the purpose here is to really engage with what these criteria actually mean for a designer.
Re-explore these issues with reference to existing memorials. (e.g. ‘Location/environment’ – discuss questions on such as: Where is it? How does it relate to the surroundings? How does it affect how it is used? ‘Materials’ – what is accessible, local, appropriate).

Design the memorial: Using another technique from DT, students keep an ongoing record of their work on a ‘design scroll’, (this is a long piece of paper rolled into a scroll), that will eventually tell the story of their projects as it changes over time. First on the scroll may be their original ‘snapshot’, followed by information about the conflict they are focusing on and design ideas linked to this – particular images, etc. Students can use the visual stimulus boards created earlier to support their work.

Design issues: Across the two-three lessons, interrupt the work as necessary and appropriate with ‘Design issues’ to consider and discuss,e.g. early on consider the influence of past memorials on your design, then later on think about inscriptions, drawing on ideas from memorials evaluated previously and knowledge of events they are covering in the project.

Assessment for Learning: At different points across time allocated, encourage peer and self-assessment using success criteria worksheet using the criteria chosen by the group.
This should also form the final episode of these lessons, before moving on to formal presentations in the next lessons.
 
Extension: Building a model – students could have the chance to build models of their design if possible. G&T students used a range of materials on a second DT day – see examples.
• Interpret the design
   criteria used by architects
   such as Liam O’Connor.

• Create visual stimulus
   boards to different ideas
   concerning purpose.

• Establish agreed success
   criteria for memorial
   design.

• Work to agreed success
   criteria in designing a    
   memorial to a particular
   conflict.

• Judge their own and
   others designs using the
   criteria.
Resources
   
• Designing memorials.

• Images of Armed Forces
   Memorial.

• Video Presentation by
    Liam O’Connor.

• Cardboard / magazines
    and papers.

• A2 poster paper.

• Paper for design work –
   ideally ‘design scrolls’.

• Previous images of
   memorials.

• Examples of pupil’s work.