Lesson Plan

• Describe the purpose of intention, research, realisation and reflection within the graphic design process.
• Analyse a design brief to identify purpose, audience, message and constraints.
• Create mood‑board and research documentation that informs design decisions.
• Produce a graphic piece applying design principles through iterative realisation.
• Evaluate the finished work against the original intention and reflect on improvements.

• Projector and screen
• Whiteboard and markers
• Sketchbooks or notebooks
• Laptops with graphic‑design software (e.g., Photoshop/Illustrator)
• Printed design‑brief handouts
• Mood‑board templates or digital board tool
• Colour swatches and typography samples

Show a rapid montage of well‑known logos and ask students what they think the designer’s intention was. Briefly revisit how they have previously analysed briefs and created mood boards. Explain that today they will experience the full cycle – intention, research, realisation and reflection – and will be assessed on their ability to articulate each stage.

1. Do‑now (5'): Students view three logo examples and write one sentence describing the perceived intention.
2. Mini‑lecture (10'): Explain the four phases, key questions and show a flow‑chart of the cyclical process.
3. Research activity (10'): In pairs, analyse a provided brief, gather visual references and create a quick mood board.
4. Realisation workshop (15'): Sketch thumbnails, choose media, and develop a draft graphic using the laptops.
5. Reflection & critique (5'): Groups compare their drafts to the original intention, note strengths/weaknesses and complete a short reflection journal.

Recap the four stages and highlight how each informed the students’ final pieces. For the exit ticket, each learner writes one specific improvement they will make in a future design. Homework: refine the graphic created today, incorporating the identified improvements and prepare a brief reflection for the next lesson.