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Children starting school in September 2015 will turn 18 in 2030. The Lesson Designers re-imagines the primary level education system, enlisting designers as middlemen between the Department for Education and schools. Lesson Design Teams create cross-curriculum projects that can incorporate the skills and capabilities our governments are predicting as necessary for the future. Working with a turnaround time of six months, Lesson Design Teams can give relevance to changes within the curriculum and keep the projects and technologies students are working with up to date.


Click on project areas below to find out more, and contact for further details.

The Lesson Designers...

Lesson Design Teams challenge our Primary School systems to adapt to the rate of change we currently experience with our technologies. Their task is to create national lesson plans that keep learning topical, give immediate context to curriculum changes and to introduce the capabilities and skills we are predicting for the future.


Between the Department for Education who set the curriculum and the schools who implement it are Lesson Design Teams who interpret the curriculum into a cross curriculum project that is sent to schools. Projects provide feedback to the Department for Education and the Lesson Design Teams to highlight where the curriculum might need to be updated and where Lesson Design Teams can improve.

There are three key players in a Lesson Design Team, a Teacher, a Designer and an industry expert.


The designer on a team will ensure that lessons are kept up to date, future projections are catered to and that the core directives of the project are realised.


As the only member of the lesson design team with true classroom experience a teacher will lead the in all matters of suitability to the students the team are providing for, ensuring all national curriculum subjects are covered to the appropriate levels and standards. Teachers will switch from being an educator to researcher. They will work from their own classroom experiences and liaise with teaching networks across the country.


The specialist knowledge of a subject that is to be tackled by a lesson design team will come from an expert in the subject field providing a real-world input into projects. Their advice will be key to making sure that schools can form a link to what is happening outside of their own walls.



Lesson Design Teams are expected to turn around a project within six months. The first three months are for planning and testing and the last three for production and distribution. As a result of this fast pace, projects will have key parts that must be adhered to and then an open platform for teachers to customise lessons and share their own ideas.


Brief // Year 5 // 2015 ...

Projects are a starting point for lessons and provide a base to discuss the futures our governments and our societies are predicting. Projects are intended as a one-off and are to be updated each year with a new topic.


To bring the concept of lesson design teams to life a brief for a lesson design team catering to a year 5 class in 2015 was created. This brief was based on The Future of Work: Jobs and Skills in 2030 a report from the UK Commission for Employment and Skills which looks at the trends which will shape employment over the next fifteen years. The report identifies actions employers can take now to prepare for that world so in many ways these predictions have already been set in motion to become reality.


The issues raised in this report will greatly impact on younger generations and so then why not discuss those issues with them.  For the brief three key elements were taken from the report.


The ability to integrate information from different subjects…


“It is anticipated that there will be an increased demand for inter-disciplinary skill-sets, especially the combination of medical knowledge and programming skills, as automated diagnosis tools become widely adopted.”
The Future of Work, 2014


The ability to critically engage with artificial intelligence…


“A greater role for both AI and robotics as described above would bring about a further decoupling of productivity from employment, leading to the loss of medium and high skilled jobs in analysis and management.”
The Future of Work, 2014


The ability to make critical and ethical decisions…


“As smart machines take over some of the routine jobs, there is increasing demand for the skills that are (as yet) irreplaceable by machines, such as creative and critical thinking.”
The Future of Work, 2014





Blink // Year 5 // 2015 ...

Blink is a cross curriculum project based on communication, synthesising information and governmental predictions that we will be working alongside artificial intelligence by 2030.
Blinks are small electronic characters that communicate with one another via infra-red.






Each student in the class receives a Blink and over a term uses it across all of their subjects and as a tool to discuss the themes laid out in the brief. In structured workshops Blink was used in geography, languages, art and design, design and technology and computing while allowing the class to talk about the bigger ethical issues of work and artificial intelligence.




Blinks were programmed to simulate different types of computer networks as a base to talk about the difference between how computers communicate and how people communicate. This starting point led to a lot of heated debate between students about whether humans or computers were smarter, the rules they thought our artificial intelligence should have built it and their feelings on having to continually upskill.


“I think robots should be allowed hurt people, because what if they’re working with the Police or something.”