Lesson Plan

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Lesson Plan
Grade: Date: 25/02/2026
Subject: Design and Technology
Lesson Topic: The key stages in design thinking: empathise: research your users’ needs, define: state your users’ needs and problems, ideate: challenge assumptions and create ideas, refine: develop ideas through an iterative process, realise: start to create solut
Learning Objective/s:
  • Describe each stage of the design thinking process and its purpose.
  • Analyse user research to formulate a clear design brief.
  • Generate and evaluate multiple concepts using ideation techniques.
  • Develop and iterate prototypes based on feedback.
  • Plan and execute a basic test to assess a prototype against user needs.
Materials Needed:
  • Projector or interactive whiteboard
  • Printed worksheets with empathy maps and design brief templates
  • Sticky notes and markers for brainstorming
  • Laptops or tablets with internet access
  • Prototyping materials (cardboard, foam board, craft knives)
  • Evaluation rubrics / concept selection matrix handouts
 Introduction:
Begin with a short video clip showing a product designed through user‑centred research to hook students. Ask learners to recall a recent experience where a product met or missed their needs, linking to prior knowledge of user research. Explain that today they will explore the full design thinking cycle and that success will be demonstrated by producing a brief prototype and a test plan.
Lesson Structure:
  1. Do‑now (5’) – Students list examples of good/bad product designs and share why (quick whole‑class).
  2. Mini‑lecture (10’) – Overview of the six design thinking stages with visual flowchart (projector).
  3. Empathise activity (15’) – In pairs conduct a rapid interview using a provided questionnaire and fill an empathy map.
  4. Define workshop (10’) – Groups synthesize findings to write a concise design brief and three “How Might We” questions.
  5. Ideate sprint (15’) – Brainstorm ideas on sticky notes, use SCAMPER, then cluster and select top three concepts via a selection matrix.
  6. Refine prototype (20’) – Teams create low‑fidelity prototypes from cardboard, receive peer feedback, and iterate.
  7. Test planning (10’) – Students design a simple usability test plan and identify criteria for evaluation.
  8. Plenary & reflection (5’) – Groups present their prototype and test plan; teacher highlights key take‑aways.
Conclusion:
Summarise how each stage builds on the previous to create user‑focused solutions. For the exit ticket, pupils write one insight they will apply to future projects on a sticky note. Assign homework to observe a daily object, record user problems, and draft a one‑page design brief for the next lesson.