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Jeni Parker's Design Narrative

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Jeni Parker
12 April 2015


I was a teacher, new to the organisation, for a new service being trialled as a project.  


The content was to be delivered to pupils, primarily upper KS2 to lower KS3.  For boys and girls, but had to appeal to boys.  I was one of three new teachers who had joined the project just before it’s midway point.  This occurred in August 2013.


I was to be the lead on adapting an existing (dated) face to face course to our new online service.


I used PowerPoint as this was supported by our platform and we did not have funds for anything else.

I used a pale background and dark sans serif font as this is comfortable for a greater number of our learners- this was trialled but looked dated so we switched to a pale purple.

I kept the activities in the order given initially to get the bones of the course.  Subsequently things have been switched round and the course split into two, doubling its original length as it gives more overlearning.

I then presented the activities in as interesting a fashion as possible.  Switching write a conversation to filling in Superheroes speech bubbles and then writing the conversation. (Idea from Matt Grant on TES)


Some activities worked really well, some were moved and some needed presenting in various formats to allow choice of level and interest, especially where as teachers we could not agree due to very different experiences we encountered depending on our groups using the materials. The evidence is from what we encountered using them with different groups.

The activities have been reviewed three times now and will be under constant review as we launch into our first year of a live service.

The additional results we found were the need from both the students and the schools we worked with, for a ‘handbook’ which could be used after the course has finished.  This is being led by a colleague and is also in its third version.


The biggest transferable insight is the difference between presenting materials for your class and for something someone will purchase and the associated copyright.

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Allison Laine
1:22pm 5 April 2018

Hi Jeni, 

I think you made some good assumptions with your learners when considering what worked best for them - including the dyslexia-friendly fonts. I wonder why you chose Superheros to appeal to the boys - was this something known with your school that the boys like superheros, or was that an assumption? 

I like that you created something that was able to be purchased by an outside source. I do find this to be a challenge when designing resources - you know how you would teach something, but when you have to make assumptions for external transferability, it can be a challenge. 

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