Lesson Plan

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Lesson Plan
Grade: Date: 25/02/2026
Subject: Design and Technology
Lesson Topic: How products can be inclusive or exclusive in their design and can be used by a wide range of users, including: those with particular needs (such as people who are visually impaired or hearing impaired or who have physical support needs or neurodiver
Learning Objective/s:
  • Describe the concepts of inclusive, universal and exclusive design.
  • Identify the specific needs of visual, hearing, physical, neuro‑diverse and age‑related user groups.
  • Apply the inclusive design process to evaluate a product.
  • Create a concise design checklist to assess product inclusivity.
  • Evaluate a prototype using the checklist and suggest improvements.
Materials Needed:
  • Projector and screen
  • Whiteboard and markers
  • Handouts with user‑group summaries and design checklist
  • Sample product (e.g., a blender mock‑up)
  • Sticky notes and large paper for brainstorming
  • Laptops/tablets for quick research (optional)
 Introduction:
Begin with a quick show of a common kitchen appliance and ask students how different people might use it. Recall previous lessons on product design and the importance of understanding user needs. Today we will explore how design choices can include or exclude users, and we will develop criteria to assess inclusivity.
Lesson Structure:
  1. Do‑now (5’) – Students list features they think make a product inclusive.
  2. Mini‑lecture (10’) – Present inclusive, universal and exclusive design concepts with real‑world examples.
  3. Group activity (15’) – Each group analyses one user group from the table and creates inclusive design ideas on a poster.
  4. Case‑study walkthrough (10’) – Examine the inclusive blender brief, identifying inclusive and exclusive features.
  5. Prototyping challenge (15’) – Groups sketch a simple product modification addressing at least two user needs, following the design process steps.
  6. Gallery walk & feedback (10’) – Groups display sketches; peers give feedback using the design checklist.
  7. Exit ticket (5’) – Write one actionable change to improve inclusivity in any product.
Conclusion:
Summarise how systematic consideration of diverse needs leads to more inclusive products. Students complete an exit ticket stating a personal design improvement. For homework, they research a household item and propose two inclusive modifications.