Design

Design

Pupils will be introduced to the concept of co-design which puts them in the driving seat of decision making. By doing some stakeholder mapping and exploring different mediums of communication, pupils can design and create their own biosecurity campaign to raise awareness in other about the threats that our seabird populations face and what everyone can do to help

Key Module Questions:

1. Who else needs to know about biosecurity and why should they care?
2. What kinds of way can we communicate to these different groups of people?​
3. What media channels do you like? ​
4. How do you want to tell the biosecurity story to others? 
5. Who else do we need to tell and why should they care?
6. How can you make your campaign fun?
   

Learning outcomes: 

Through contributing their views, time and talents, pupils play a part in bringing about positive change in their school and wider community. When pupils engage with others, they can respond in ways appropriate to their role, show that they value others’ contributions and use these to develop their thoughts and plans. Pupils can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally responsible way.

Key vocabulary

• Co-design
• Stakeholder
• Communication
• Campaign
• Media
• Biodiversity

1. Icebreaker (5mins) Watch this short film above, written, created and performed by pupils from Aith Primary School in Shetland to act as inspiration for their ideas
2. Introduction (15 mins) Pupils are introduced to the concept and principle of co-design where they get to make decisions and drive the planning process. Some examples of co-design projects at RSPB are shared.
3. The Design Challenge (5mins) This is where pupil are given their design brief
4. Stakeholder mapping (15 mins) Using a target board and post-it notes, pupils get to brainstorm the groups of people that might need to be told about biosecurity. Stakeholders could include: Ferry owners, harbour staff, kayakers, leisure boat owners, sailing clubs, tourists, fishermen, island dwellers, young people, tourist companies, local government, community members, coastal community clubs, educational institutes and any other people they might think of
5. Media Choices (15mins) - Media refers to the many communication channels we use to share stories. Pupils will use critical thinking to explore the three main forms; print, broadcast and online/social media. They can try match the media choice to the stakeholders they discussed before. For example, would a fisherman be more likely to use Tick Tok or read a local community newspaper?
6. Co-design (2h +) This is where the designing starts. Working in small groups, pupils can tell the biosecurity story in their own words, to an audience of their choice, through a media channel of their preference. Lessons with a media theme are a great way for pupils to create their own ‘products’ and enhance their media literacy. They might want to do a film or play for their community, create a social media campaign targeted at tourists or try and get a slot at the local radio station or TV channel. Click on the activity below to find some useful templates to support the design process
7. Plenary (30mins+) Biodiversity Action Plan. To contribute even more to local conservation, why not head back to Wild Challenge Awards and complete a biodiversity action plan for your school. This activity is about designing an action plan to increase the biodiversity and homes for nature on your school site. It’s a great way to apply knowledge, use investigative skills, put science into action, and have ownership of a project that will make a tangible difference to the wildlife living on the school grounds. This activity counts towards your RSPB Wild Challenge Award
   Or alternatively you can play the Feeding and Migration game designed by Aith Primary pupils in Shetland. Click the links below for both activities