1 - Getting Started ~5 mins
Look at this simple postcard stand. If you had to make one just like it, but the person who designed it was not here to explain, what would you need written on a page?
Engineers do this every day: their drawing has to speak for them when they are not in the room. Today yours will too.
Today your drawing has a job: a partner should be able to follow your stand design without you saying a word. We will draw designs clear enough for someone else to follow.
Have one simple finished postcard stand ready to show (a folded card base with an upright slot or lean-back, holding a blank postcard). Hold it up briefly, then put it away so pupils design their own idea rather than copy yours.
Key question: What would need to be on the page if I could not talk to you? Accept answers such as names of parts, what it is made from, and how big the pieces are. Do not hand out build materials or start the sketch yet.
Nature of STEM: mention lightly that clear drawings are how engineers and builders share ideas when they cannot all stand round the same table. The plan for a new school shed or playground gate is a drawing other people must trust — same idea as your sketch.
2 - What Makes a Design Sketch Clear? ~8 mins
Three things must be on your design sketch so someone else can follow it:
- Parts labelled — a short name for each part (base, upright, fold)
- Materials named — what it is made from (card, tape)
- Rough sizes in centimetres — about how big each piece is (it does not need to be exact)
You can also add a short build note that tells how parts join, such as fold once or use two strips of tape.
What three things must be on a sketch so someone else can follow it?
Board shows the three must-haves first. Teach from the table below and model one full sketch live on the IWB or flipchart. Keep load light: parts, materials and sizes are the load-bearing trio. Treat label as everyday language. Introduce build note as the plain phrase; mention annotation once in teacher talk only if a pupil asks for the formal word — do not put it on the board.
| Concept | Why it matters | Example |
|---|---|---|
| Design sketch — a clear drawing of an idea that shows the parts, the materials and rough sizes so someone else can understand it | Engineers and builders often work from drawings when the designer is not in the room | A sketch of a postcard stand with the base and upright drawn, materials named, and sizes marked in centimetres |
| Label — a short word or phrase on a drawing that names a part | Without labels, a partner may not know which shape is the base and which is the upright | Arrows or lines to base, upright and fold line |
| Build note — an extra note on a drawing that tells the builder the material or how parts join | Sizes and join notes stop a partner guessing and building the wrong thing | card, 10 cm wide, two strips of tape at the join |
Worked example (model aloud)
On the board, quickly sketch a simple L-shaped card stand. Think aloud:
- I wonder how I can show this so a partner could make it without me talking.
- I plan to draw the side view, label base and upright, write card beside both parts, and mark base about 12 cm and upright about 10 cm. The postcard is about 15 cm tall, so my upright needs to be a bit shorter — about 10 cm — or the card will hide it.
- I add one build note: fold once, tape the join on both sides.
- I check: parts named, material named, rough sizes on, join note added. A partner should be able to describe the build from this alone.
Local link: the plan for a school shed or playground gate is a drawing other people must trust — same three things we put on our sketch.
Misconception to head off: a pretty picture is not enough. A neat drawing with no labels or sizes is still hard to follow. Clarity beats decoration.
Ask: which of these three is missing most often when a partner gets stuck — labels, materials, or sizes?
3 - Design and Sketch Your Stand ~20 mins
Sketch only — do not build yet. You need your Investigation Journal page, a pencil and a ruler.
Design a simple stand that holds a postcard upright on a desk and stands up by itself. A simple folded card stand (an L-shape or a lean-back) is a full, valid design. When you build later, you may only use paper or card and tape. Today is sketch only — do not make it yet.
On your Investigation Journal page, draw your design. Check you have:
- every part labelled
- materials named
- rough sizes in centimetres
- one or two build notes about how the parts join
Before this step
Print the Investigation Journal page (one per pupil). Put only journals, pencils and rulers on desks for this step. Keep paper or card offcuts, masking tape and scissors off the tables until after the default partner describe test (or until you open the optional stretch build) so the class cannot drift into making.
Keep one blank postcard or photo-sized card per pair so pupils can check the size their stand must hold when they sketch.
Challenge (say it clearly)
Design a free-standing stand that holds a postcard upright. A simple L-fold or lean-back is enough. Sketch it so clearly that a partner could follow the build steps without you explaining. Do not build yet.
Success criteria for the sketch
- Parts are labelled
- Materials are named
- Rough sizes are marked in centimetres
- At least one join or fold build note is written
Leave the three must-haves (and join note) visible on the board as a side-view checklist while they draw. Remind them: the sketch is the only job in this step. Build materials stay away until after the describe test.
Circulate and prompt
- Point to a blank part: What is this piece called?
- If sizes are missing: About how wide is the base? Write it on.
- If the drawing is decorative only: Could I follow this if I could not ask you any questions?
- If a pupil freezes on complexity: A simple folded L-stand is a complete design — label it and add sizes.
Differentiation: less confident pupils may copy the three must-haves from the board checklist (labels, materials, sizes) and design a simple folded L-stand. Confident pupils can add a top view as well as a side view, or note which folds come first.
Timing: this step stays in class so the silent partner test can run next. Stop with two minutes left so everyone has labels and at least one size on the page, even if the drawing is unfinished.
4 - Can a Partner Follow Your Sketch? ~15 mins
Swap Investigation Journal pages with a partner. Nobody explains their own design until the teacher says.
Main test for every pair: the person holding their partner's journal speaks first. They describe the build steps in order from the sketch alone. Their partner listens and checks whether each step matches what is on the page. Then swap roles so both sketches are tested. Do not talk about your own design until both of you have tried.
If there is time, your pair might try one quick shared build from one of the sketches. Notice what is clear and what is missing.
Pairs swap journals. Keep paper or card offcuts, masking tape and scissors off the tables until both partners have finished the default describe test. Only put the build kit out if you open the optional stretch build.
No talking about your own design until both have tried the default test.
Class default (use this for everyone)
Starter cue: the person holding their partner's journal speaks first. Partner A describes the build steps in order from the sketch alone; Partner B listens and notes where the sketch helps or fails. Then swap roles so both sketches are tested. A full polished build is not required and is not the main job.
Stretch only if time and stock allow: after both describe tests, put materials on the table and invite one quick shared build from one of the two sketches. Do not expect two simultaneous builds per pair — quantities will not support that evenly.
Look-fors while you circulate
- Can the partner name the parts without asking?
- Do they know which material to pick up?
- Do they know roughly how big to cut or fold?
- Where do they get stuck — missing label, missing size, or unclear join?
Fold listeners in: while Partner A speaks, ask Partner B and a nearby pair: What would you try first from that sketch? Which label helped most?
Safety (if stretch build runs): supervise scissors; an adult makes any awkward cuts. Keep tape strips short. Stand clear of swinging card edges near eyes.
With three minutes left, partners may speak. The sketcher may add one missing label or size on their journal page — that is the improve beat, kept short.
5 - What Made a Sketch Easy or Hard to Follow? ~8 mins
Think about the sketch you read. What made it easy to follow? What made it hard?
Be ready to share one helpful feature and one improvement with the class.
Whole-class science-and-design talk. Display-only — pupils talk; nothing is typed.
Focus question: What made a sketch easy or hard to follow?
Collect concrete examples on the board under two headings: Helped / Needed. Steer toward labels, material names, sizes in centimetres, and build notes (joins) rather than neatness alone.
Revoice and extend:
- So the arrow to the base stopped you guessing which rectangle was which.
- Without a width, you did not know whether to cut a narrow strip or a wide one.
Nature of STEM close: clear plans are the language engineers share. Builders, factory teams and classmates can only make the right thing if the drawing carries the same three things we practised — parts, materials and sizes. Irish bridges, school extensions and playground equipment all begin as drawings other people must trust.
Misconception: some pupils think a beautiful 3D-style drawing is better than a simple side view with labels. Praise the simple, complete sketch over the fancy incomplete one.
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