It's difficult to make fancy shapes in it as well , we can't for example have a double curved case in titanium unfortunately.

Yeah. Whereas a plastic's so cheap and easy and mouldable and everything else.


Yeah. Whereas a plastic's so cheap and easy and mouldable and everything else.

And the the having the the the screen on the television screen I think is a good idea , 'cause um  otherwise we're we're putting up the price not only for putting  building the L_C_D_ in , but for the electronics as well.


And the the having the the the screen on the television screen I think is a good idea , 'cause um  otherwise we're we're putting up the price not only for putting  building the L_C_D_ in , but for the electronics as well.

And it's a little bit pointless as well I think.


And the the having the the the screen on the television screen I think is a good idea , 'cause um  otherwise we're we're putting up the price not only for putting  building the L_C_D_ in , but for the electronics as well.

And it's a little bit pointless as well I think.

Like when when when you've got when you've got the screen there , it doesn't have to be anything fancy ,


And it's a little bit pointless as well I think.

Like when when when you've got when you've got the screen there , it doesn't have to be anything fancy ,


Like when when when you've got when you've got the screen there , it doesn't have to be anything fancy ,

just a little menu showing  yeah , a menu , you go into one menu and then it can have your different options , whether you wanna change the settings or the you know , your information about programme that's on at the moment.


just a little menu showing  yeah , a menu , you go into one menu and then it can have your different options , whether you wanna change the settings or the you know , your information about programme that's on at the moment.

I don't think that's to taxing to uh s engineer.  Um. But as for actually arranging them  let me go back to the to the picture of the kiddie one. And I quite like it , 'cause it's just smooth and hand-held and it's got these easily reachable buttons that quite nicely uh spaced out , so something a bit like that with buttons arranged in a kind of circle. Up , down , left , right.


I don't think that's to taxing to uh s engineer.  Um. But as for actually arranging them  let me go back to the to the picture of the kiddie one. And I quite like it , 'cause it's just smooth and hand-held and it's got these easily reachable buttons that quite nicely uh spaced out , so something a bit like that with buttons arranged in a kind of circle. Up , down , left , right.

Do you want scroll buttons in that as well ?


I don't think that's to taxing to uh s engineer.  Um. But as for actually arranging them  let me go back to the to the picture of the kiddie one. And I quite like it , 'cause it's just smooth and hand-held and it's got these easily reachable buttons that quite nicely uh spaced out , so something a bit like that with buttons arranged in a kind of circle. Up , down , left , right.

Do you want scroll buttons in that as well ?

I I was thinking not actually scroll , like a like mouse scroll , but you know , a   I can't quite d uh describe it.  you see on the one on the right , down at the bottom , is the mouse. Yeah , see where the mouse is ,


Do you want scroll buttons in that as well ?

I I was thinking not actually scroll , like a like mouse scroll , but you know , a   I can't quite d uh describe it.  you see on the one on the right , down at the bottom , is the mouse. Yeah , see where the mouse is ,


Do you want scroll buttons in that as well ?

I I was thinking not actually scroll , like a like mouse scroll , but you know , a   I can't quite d uh describe it.  you see on the one on the right , down at the bottom , is the mouse. Yeah , see where the mouse is ,

like this s style thing where you c have up , down , left and right. And enter in the middle ,


I I was thinking not actually scroll , like a like mouse scroll , but you know , a   I can't quite d uh describe it.  you see on the one on the right , down at the bottom , is the mouse. Yeah , see where the mouse is ,

like this s style thing where you c have up , down , left and right. And enter in the middle ,


like this s style thing where you c have up , down , left and right. And enter in the middle ,

so you pick your menu and then  your different options and when when you click on each one , it  you can go into a new menu for that. I'm getting a bit uh specific here.


like this s style thing where you c have up , down , left and right. And enter in the middle ,

so you pick your menu and then  your different options and when when you click on each one , it  you can go into a new menu for that. I'm getting a bit uh specific here.

Really we'd have to use something to show you ,


so you pick your menu and then  your different options and when when you click on each one , it  you can go into a new menu for that. I'm getting a bit uh specific here.

Really we'd have to use something to show you ,

Yeah. I think I think that's a g nice clean design ,


Really we'd have to use something to show you ,

Yeah. I think I think that's a g nice clean design ,

it's playing to our strengths which are in push button technology.


Yeah. I think I think that's a g nice clean design ,

it's playing to our strengths which are in push button technology.


it's playing to our strengths which are in push button technology.

If  I don't think I can get it up on the screen. Ah here we go. Right.


If  I don't think I can get it up on the screen. Ah here we go. Right.


the iPod spinning wheel is uh really complicated.


the iPod spinning wheel is uh really complicated.

It does scroll , but it is hugely complicated. What else have we got ?


It does scroll , but it is hugely complicated. What else have we got ?


It does scroll , but it is hugely complicated. What else have we got ?

Them , they're terrible. But they all have this this feature of this uh  It's not quite a scroll wheel , but it's a kind of selection in this circle ,


Them , they're terrible. But they all have this this feature of this uh  It's not quite a scroll wheel , but it's a kind of selection in this circle ,


Them , they're terrible. But they all have this this feature of this uh  It's not quite a scroll wheel , but it's a kind of selection in this circle ,

But we can implement it with simple push buttons , which is much cheaper.


But we can implement it with simple push buttons , which is much cheaper.

Yeah , like up , down , left and right. Which is good. And then and then  Yeah , so I mean either a channel up and down , volume up and down , next appearing programmes up and down ,  uh and then also  when you get into the different menus on the screen , it's got your things like settings and contrast up and down.


But we can implement it with simple push buttons , which is much cheaper.

Yeah , like up , down , left and right. Which is good. And then and then  Yeah , so I mean either a channel up and down , volume up and down , next appearing programmes up and down ,  uh and then also  when you get into the different menus on the screen , it's got your things like settings and contrast up and down.

So all you really need is these four buttons with the enter in the middle.


Yeah , like up , down , left and right. Which is good. And then and then  Yeah , so I mean either a channel up and down , volume up and down , next appearing programmes up and down ,  uh and then also  when you get into the different menus on the screen , it's got your things like settings and contrast up and down.

So all you really need is these four buttons with the enter in the middle.


So all you really need is these four buttons with the enter in the middle.


Almost impossible to misplace or l or lose.


Almost impossible to misplace or l or lose.

It seems that that uh you guys are quite keen on the plastic , perhaps the  something reminiscent of the child's remote. Do you think we could put it in a in a fruit colour ? And have it abstract. You know ,


It seems that that uh you guys are quite keen on the plastic , perhaps the  something reminiscent of the child's remote. Do you think we could put it in a in a fruit colour ? And have it abstract. You know ,


Mm. We we could actually do it in rubber instead of plastic if you'd rather  if you feel  if you like the spongy


Or call it a or call it a banana and have it in yellow.


Or call it a or call it a banana and have it in yellow.

Yeah. I'm thinking maybe we need to be a little bit more abstract if the design constraints are so


Yeah. I'm thinking maybe we need to be a little bit more abstract if the design constraints are so


Yeah. I'm thinking maybe we need to be a little bit more abstract if the design constraints are so

Uh just something else I need to bring to your attention is have you have you seen these on a remote ? This is actually the volume up and down ,


Uh just something else I need to bring to your attention is have you have you seen these on a remote ? This is actually the volume up and down ,


which , when you first look at it ,  you expect that to be the down , because it looks like a downward pointing arrow ,


but it's actually the V_ to indicate that it's the volume , so uh we do need to avoid little ambiguities like these.


But we wouldn't have a specific volume up and down. If we're having the scroll wheel , then it's gonna double up as all the other up and down functions.


But we wouldn't have a specific volume up and down. If we're having the scroll wheel , then it's gonna double up as all the other up and down functions.

I wanna thank you all for all your presentations. We have about ten minutes left , in which time we have to make some decisions on the remote control concepts. Um and I think you all have been self-stimulating of working together. Um we need to come up with some specifics of the components , um the materials , things like making the decision on the energy um and the case and the interface type things. So  let's  Mm. Right. They want us to decide what form of energy are we going to use , which  the choices that we've discussed were pretty much battery , kinetic or solar. Um this is where Kate's expertise comes in , and our decision making will be a little bit guided by Kate at this point.


I wanna thank you all for all your presentations. We have about ten minutes left , in which time we have to make some decisions on the remote control concepts. Um and I think you all have been self-stimulating of working together. Um we need to come up with some specifics of the components , um the materials , things like making the decision on the energy um and the case and the interface type things. So  let's  Mm. Right. They want us to decide what form of energy are we going to use , which  the choices that we've discussed were pretty much battery , kinetic or solar. Um this is where Kate's expertise comes in , and our decision making will be a little bit guided by Kate at this point.

The  You were saying that the kinetic would be useful , that is you just have to move it some and you'd be able to use it um as opposed to a battery that you have to either put it in a recharger or um keep replacing the batteries. Um or solar that you'd have difficulty with it if it's a dark day , that it'll die on you , and no way to do it. That's the day you wanna use the T_V_.


I wanna thank you all for all your presentations. We have about ten minutes left , in which time we have to make some decisions on the remote control concepts. Um and I think you all have been self-stimulating of working together. Um we need to come up with some specifics of the components , um the materials , things like making the decision on the energy um and the case and the interface type things. So  let's  Mm. Right. They want us to decide what form of energy are we going to use , which  the choices that we've discussed were pretty much battery , kinetic or solar. Um this is where Kate's expertise comes in , and our decision making will be a little bit guided by Kate at this point.

The  You were saying that the kinetic would be useful , that is you just have to move it some and you'd be able to use it um as opposed to a battery that you have to either put it in a recharger or um keep replacing the batteries. Um or solar that you'd have difficulty with it if it's a dark day , that it'll die on you , and no way to do it. That's the day you wanna use the T_V_.

Um so what's our pleasure here , what would be the cost consequences of each of the three ?


The  You were saying that the kinetic would be useful , that is you just have to move it some and you'd be able to use it um as opposed to a battery that you have to either put it in a recharger or um keep replacing the batteries. Um or solar that you'd have difficulty with it if it's a dark day , that it'll die on you , and no way to do it. That's the day you wanna use the T_V_.

Um so what's our pleasure here , what would be the cost consequences of each of the three ?

Oh unfortunately I don't have costing information.


Um so what's our pleasure here , what would be the cost consequences of each of the three ?

Oh unfortunately I don't have costing information.


Um so what's our pleasure here , what would be the cost consequences of each of the three ?

Oh unfortunately I don't have costing information.

I i in terms of workability , I I think the the two front-runners are the standard battery or the kinetic ,


Oh unfortunately I don't have costing information.

I i in terms of workability , I I think the the two front-runners are the standard battery or the kinetic ,


I i in terms of workability , I I think the the two front-runners are the standard battery or the kinetic ,

but I'm sorry I don't figures on the difference in cost.


I i in terms of workability , I I think the the two front-runners are the standard battery or the kinetic ,

but I'm sorry I don't figures on the difference in cost.

What's the uh feelings of the group on the kinetic ?


but I'm sorry I don't figures on the difference in cost.

What's the uh feelings of the group on the kinetic ?

I've used kinetic in terms of watches and it's very very uh handy , you don't even notice um that it's there.


but I'm sorry I don't figures on the difference in cost.

What's the uh feelings of the group on the kinetic ?

I've used kinetic in terms of watches and it's very very uh handy , you don't even notice um that it's there.

It sounds great. I've never come across it before , but it sounds fantastic. Sounds like it could be g a really good economical


What's the uh feelings of the group on the kinetic ?

I've used kinetic in terms of watches and it's very very uh handy , you don't even notice um that it's there.

It sounds great. I've never come across it before , but it sounds fantastic. Sounds like it could be g a really good economical


I've used kinetic in terms of watches and it's very very uh handy , you don't even notice um that it's there.

It sounds great. I've never come across it before , but it sounds fantastic. Sounds like it could be g a really good economical

it would make the whole thing a lot lighter , more convenient.


It sounds great. I've never come across it before , but it sounds fantastic. Sounds like it could be g a really good economical

it would make the whole thing a lot lighter , more convenient.


it would make the whole thing a lot lighter , more convenient.


it would make the whole thing a lot lighter , more convenient.

It could tie in with the fanciful design


It could tie in with the fanciful design


'Cause it's really a quite attractive thought ,


'Cause it's really a quite attractive thought ,

throw the banana , you know , just gotta keep it moving.


'Cause it's really a quite attractive thought ,

throw the banana , you know , just gotta keep it moving.

So the consensus seems to be use the kinetic if it's at all possible.


throw the banana , you know , just gotta keep it moving.

So the consensus seems to be use the kinetic if it's at all possible.


So the consensus seems to be use the kinetic if it's at all possible.


So the consensus seems to be use the kinetic if it's at all possible.

But it does depend how much I mean how much it costs and how much more development and research it needs.


But it does depend how much I mean how much it costs and how much more development and research it needs.


But it does depend how much I mean how much it costs and how much more development and research it needs.

And and how much you do have to keep it moving ,


And and how much you do have to keep it moving ,


And and how much you do have to keep it moving ,

'cause I'm conscious that watching T_V_ can be quite a sed sedentary activity.


'cause I'm conscious that watching T_V_ can be quite a sed sedentary activity.


'cause I'm conscious that watching T_V_ can be quite a sed sedentary activity.

But I could market that as a um as a  a  I was thinking actually a a cost saver down the road , in terms of battery , you know.


But I could market that as a um as a  a  I was thinking actually a a cost saver down the road , in terms of battery , you know.

Do your exercises while you're watching the T_V_.


Do your exercises while you're watching the T_V_.

True , yeah , m more more environmentally friendly.


True , yeah , m more more environmentally friendly.

Yeah , that's what I was thinking as well.


Yeah , that's what I was thinking as well.


Thanks for the reminder for five minutes to finish , thanks.


Thanks for the reminder for five minutes to finish , thanks.

Um  the next thing that they wanted us to do was look at chip on print as a decision.


Thanks for the reminder for five minutes to finish , thanks.

Um  the next thing that they wanted us to do was look at chip on print as a decision.

I'd  that that's something I maybe should have covered. Um chip on print is just a manufacturing technique


Um  the next thing that they wanted us to do was look at chip on print as a decision.

I'd  that that's something I maybe should have covered. Um chip on print is just a manufacturing technique


Um  the next thing that they wanted us to do was look at chip on print as a decision.

I'd  that that's something I maybe should have covered. Um chip on print is just a manufacturing technique

um and I would certainly recommend it , I think , because I'm not sure I have an alternative.


I'd  that that's something I maybe should have covered. Um chip on print is just a manufacturing technique

um and I would certainly recommend it , I think , because I'm not sure I have an alternative.


um and I would certainly recommend it , I think , because I'm not sure I have an alternative.


um and I would certainly recommend it , I think , because I'm not sure I have an alternative.

I i it it's just the way that the the the uh th the way it's ac it's actually built


I i it it's just the way that the the the uh th the way it's ac it's actually built


I i it it's just the way that the the the uh th the way it's ac it's actually built

and you you print onto the circuit board like you might print onto paper.


I i it it's just the way that the the the uh th the way it's ac it's actually built

and you you print onto the circuit board like you might print onto paper.

Oh , okay. Um what about the case ? I think they're talking there about do we want wood , plastic , titanium or rubber ,


and you you print onto the circuit board like you might print onto paper.

Oh , okay. Um what about the case ? I think they're talking there about do we want wood , plastic , titanium or rubber ,

and I think we've discussed not having titanium. One , it's too expensive , um and second , it won't do this double um curves. Um we've sort of eliminated wood. We said plastic or rubber. What's the pleasure ?


and you you print onto the circuit board like you might print onto paper.

Oh , okay. Um what about the case ? I think they're talking there about do we want wood , plastic , titanium or rubber ,

and I think we've discussed not having titanium. One , it's too expensive , um and second , it won't do this double um curves. Um we've sort of eliminated wood. We said plastic or rubber. What's the pleasure ?

Well if if Sarah's keen on a spongy feel , the the rubber that we're talking about is the same as you have in those little stress balls , so it's


Oh , okay. Um what about the case ? I think they're talking there about do we want wood , plastic , titanium or rubber ,

and I think we've discussed not having titanium. One , it's too expensive , um and second , it won't do this double um curves. Um we've sort of eliminated wood. We said plastic or rubber. What's the pleasure ?

Well if if Sarah's keen on a spongy feel , the the rubber that we're talking about is the same as you have in those little stress balls , so it's

That's exactly what I was thinking. I'm sold.


and I think we've discussed not having titanium. One , it's too expensive , um and second , it won't do this double um curves. Um we've sort of eliminated wood. We said plastic or rubber. What's the pleasure ?

Well if if Sarah's keen on a spongy feel , the the rubber that we're talking about is the same as you have in those little stress balls , so it's

That's exactly what I was thinking. I'm sold.


Well if if Sarah's keen on a spongy feel , the the rubber that we're talking about is the same as you have in those little stress balls , so it's

That's exactly what I was thinking. I'm sold.


That's exactly what I was thinking. I'm sold.

Do you not think it might need like a kind of a hard plastic inner shell with the actual delicate workings inside , and then a kind of spongy Yeah , s thick spongy cover ,


Do you not think it might need like a kind of a hard plastic inner shell with the actual delicate workings inside , and then a kind of spongy Yeah , s thick spongy cover ,


Do you not think it might need like a kind of a hard plastic inner shell with the actual delicate workings inside , and then a kind of spongy Yeah , s thick spongy cover ,

so it feels like the whole thing's spongy , but actually you're not damaging anything by squeezing it.


so it feels like the whole thing's spongy , but actually you're not damaging anything by squeezing it.


Because I mean you could just get carried away with the with the tac


Because I mean you could just get carried away with the with the tac

I'd I'd need to talk to manufacturing again about whether that's actually possible , but I agree , it's uh  sounds like a nice idea if it is.


Because I mean you could just get carried away with the with the tac

I'd I'd need to talk to manufacturing again about whether that's actually possible , but I agree , it's uh  sounds like a nice idea if it is.

Yeah. Well you do get a bit carried away with things that are tactile , you just wanna stroke them and squeeze them ,


I'd I'd need to talk to manufacturing again about whether that's actually possible , but I agree , it's uh  sounds like a nice idea if it is.

Yeah. Well you do get a bit carried away with things that are tactile , you just wanna stroke them and squeeze them ,


Yeah. Well you do get a bit carried away with things that are tactile , you just wanna stroke them and squeeze them ,


Um the next part they want is the user interface concept.


Um the next part they want is the user interface concept.

I'm sorry to push you , but we only have a couple minutes to  finish with.


I'm sorry to push you , but we only have a couple minutes to  finish with.

Then I'll just say I support either  from a marketing point of view I support either decision that the designers make on that.


I'm sorry to push you , but we only have a couple minutes to  finish with.

Then I'll just say I support either  from a marketing point of view I support either decision that the designers make on that.

Okay , and it says interface. What type and what supplements ?


I'm sorry to push you , but we only have a couple minutes to  finish with.

Then I'll just say I support either  from a marketing point of view I support either decision that the designers make on that.

Okay , and it says interface. What type and what supplements ?

Just copy the one on the left.  No um a scroll  Well , like four buttons , up , down , left and right with enter in the middle , that will correspond to a menu on the screen.


Then I'll just say I support either  from a marketing point of view I support either decision that the designers make on that.

Okay , and it says interface. What type and what supplements ?

Just copy the one on the left.  No um a scroll  Well , like four buttons , up , down , left and right with enter in the middle , that will correspond to a menu on the screen.

Which I think technically is just push button and uh I'd certainly support that that


Okay , and it says interface. What type and what supplements ?

Just copy the one on the left.  No um a scroll  Well , like four buttons , up , down , left and right with enter in the middle , that will correspond to a menu on the screen.

Which I think technically is just push button and uh I'd certainly support that that


Just copy the one on the left.  No um a scroll  Well , like four buttons , up , down , left and right with enter in the middle , that will correspond to a menu on the screen.

Which I think technically is just push button and uh I'd certainly support that that


Which I think technically is just push button and uh I'd certainly support that that


and it's something that we're an ex the company's an expert on.


and it's something that we're an ex the company's an expert on.

Okay , um  that's that. Um this is gonna sound weird , but the next meeting starts in thirty minutes. Whew.


and it's something that we're an ex the company's an expert on.

Okay , um  that's that. Um this is gonna sound weird , but the next meeting starts in thirty minutes. Whew.

And they actually want a look and feel design , user interface design , you can look and see this as well as I can. Marketing they want product evaluation.


Okay , um  that's that. Um this is gonna sound weird , but the next meeting starts in thirty minutes. Whew.

And they actually want a look and feel design , user interface design , you can look and see this as well as I can. Marketing they want product evaluation.

No , it's still it's still plugged in on mine actually.


And they actually want a look and feel design , user interface design , you can look and see this as well as I can. Marketing they want product evaluation.

No , it's still it's still plugged in on mine actually.


No , it's still it's still plugged in on mine actually.

That's why I was looking over your shoulder


That's why I was looking over your shoulder

Oh , okay. Sorry about that. missed that one. This ought to be fun trying to get this thing to work. Ah , ta-da.


Oh , okay. Sorry about that. missed that one. This ought to be fun trying to get this thing to work. Ah , ta-da.

You know , I think the the company's s next project should to design a better overhead device that switches immediately.


You know , I think the the company's s next project should to design a better overhead device that switches immediately.

Yes , because I can't even see mine. Next meeting starts in thirty minutes ,


You know , I think the the company's s next project should to design a better overhead device that switches immediately.

Yes , because I can't even see mine. Next meeting starts in thirty minutes ,

these are  the individual actions. Yeah , right. Um the look and feel design is for Kate ,


Yes , because I can't even see mine. Next meeting starts in thirty minutes ,

these are  the individual actions. Yeah , right. Um the look and feel design is for Kate ,


these are  the individual actions. Yeah , right. Um the look and feel design is for Kate ,

uh Steph gets the user interface design , you get product  evaluation. Um the two of you  get to play with a Pla modelling clay um to do a prototype.


uh Steph gets the user interface design , you get product  evaluation. Um the two of you  get to play with a Pla modelling clay um to do a prototype.

Uh and everybody gets individual instructions in the usual way.


Uh and everybody gets individual instructions in the usual way.


And that's the end of this meeting. That's for her benefit.


Alright , that did nothing. Okay. Welcome to the meeting everyone. Just gonna attempt to make this into a slide show. Sorry guys.

You may have to do the function F_ eight thing.


You may have to do the function F_ eight thing.


Okay we'll have to deal with it like this then.


Okay we'll have to deal with it like this then.

Alright. Um. This is the first meeting uh for developing our , our new product.  I'm Heather , I'm your Project Manager.


Alright. Um. This is the first meeting uh for developing our , our new product.  I'm Heather , I'm your Project Manager.


Alright. Um. This is the first meeting uh for developing our , our new product.  I'm Heather , I'm your Project Manager.

The first thing we'll do is get acquainted with one another. If everyone could go around and explain their role and um , and their name.


The first thing we'll do is get acquainted with one another. If everyone could go around and explain their role and um , and their name.

Okay. My name's Poppy. I'm the Industrial Designer for this project. Um , I'm going to be responsible for the functional design phase. Also the conceptual design and the detailed design for the final product.


Okay. My name's Poppy. I'm the Industrial Designer for this project. Um , I'm going to be responsible for the functional design phase. Also the conceptual design and the detailed design for the final product.

My name's Tara and I'm the User Interface Designer.


My name's Tara and I'm the User Interface Designer.

I will also be responsible for the functional design phase , the conceptual design phase and the detailed design phase of the user interface design.


My name's Tara and I'm the User Interface Designer.

I will also be responsible for the functional design phase , the conceptual design phase and the detailed design phase of the user interface design.

Hi , I'm Genevieve. I'm the Marketing Expert. I'm an expert at marketing.


I will also be responsible for the functional design phase , the conceptual design phase and the detailed design phase of the user interface design.

Hi , I'm Genevieve. I'm the Marketing Expert. I'm an expert at marketing.

Um , I'll be telling you guys about the user requirement specifications for our new product. Um , I'll be doing some trend-watching in the conceptual design , and product evaluation for the design phase.


Hi , I'm Genevieve. I'm the Marketing Expert. I'm an expert at marketing.

Um , I'll be telling you guys about the user requirement specifications for our new product. Um , I'll be doing some trend-watching in the conceptual design , and product evaluation for the design phase.

Alright I'm Heather and I've I said I'm your Project Manager , um Well you can pretty much read what it is that I'm doing. But um um


Hi , I'm Genevieve. I'm the Marketing Expert. I'm an expert at marketing.

Um , I'll be telling you guys about the user requirement specifications for our new product. Um , I'll be doing some trend-watching in the conceptual design , and product evaluation for the design phase.

Alright I'm Heather and I've I said I'm your Project Manager , um Well you can pretty much read what it is that I'm doing. But um um

Yeah. And uh tool training is one thing that we're going to be doing today , um um as well as planning the project , how we're going to , uh , create this product , and , um , discuss , um , our aims and objects of this , Which brings us to our next subject ,


Um , I'll be telling you guys about the user requirement specifications for our new product. Um , I'll be doing some trend-watching in the conceptual design , and product evaluation for the design phase.

Alright I'm Heather and I've I said I'm your Project Manager , um Well you can pretty much read what it is that I'm doing. But um um

Yeah. And uh tool training is one thing that we're going to be doing today , um um as well as planning the project , how we're going to , uh , create this product , and , um , discuss , um , our aims and objects of this , Which brings us to our next subject ,


Alright I'm Heather and I've I said I'm your Project Manager , um Well you can pretty much read what it is that I'm doing. But um um

Yeah. And uh tool training is one thing that we're going to be doing today , um um as well as planning the project , how we're going to , uh , create this product , and , um , discuss , um , our aims and objects of this , Which brings us to our next subject ,

as a team we're going to be designing and creating a new kind of remote control. Um , we want this to be a marketable product that can be trendy , um , a completely new style , so that , um , can really appeal to a , to a generation that doesn't want a simple plain kind of , uh , channel-changer. And , um , it needs to be user-friendly for , um , maybe , for an example , for people that , um , can't see the numbers as well , or , um , perhaps an ergonomic design.


Yeah. And uh tool training is one thing that we're going to be doing today , um um as well as planning the project , how we're going to , uh , create this product , and , um , discuss , um , our aims and objects of this , Which brings us to our next subject ,

as a team we're going to be designing and creating a new kind of remote control. Um , we want this to be a marketable product that can be trendy , um , a completely new style , so that , um , can really appeal to a , to a generation that doesn't want a simple plain kind of , uh , channel-changer. And , um , it needs to be user-friendly for , um , maybe , for an example , for people that , um , can't see the numbers as well , or , um , perhaps an ergonomic design.

Okay. So this is a television remote control ?


as a team we're going to be designing and creating a new kind of remote control. Um , we want this to be a marketable product that can be trendy , um , a completely new style , so that , um , can really appeal to a , to a generation that doesn't want a simple plain kind of , uh , channel-changer. And , um , it needs to be user-friendly for , um , maybe , for an example , for people that , um , can't see the numbers as well , or , um , perhaps an ergonomic design.

Okay. So this is a television remote control ?


Okay. So this is a television remote control ?

Right. I believe I should be taking minutes on this right now. So , alright.


Right. I believe I should be taking minutes on this right now. So , alright.


Right. I believe I should be taking minutes on this right now. So , alright.

Um , yeah. Um , the way that we're going to go about this is , um , we'll have a time where we can , um come up with new ideas alone , and , and work on the project and then , um , after we've brainstormed and , and thought about , we can come together in a meeting and , and discuss what , what um , what kind of functional design we want to use. Same with conceptual design and detailed design. So , um , making sure that it , it's usable , that as a , um  and that it's , it's feasible to create , and uh , to come up with a concept of it want , what we want it to look like. Um , tool training. Is , is everyone , um   Okay.


Um , yeah. Um , the way that we're going to go about this is , um , we'll have a time where we can , um come up with new ideas alone , and , and work on the project and then , um , after we've brainstormed and , and thought about , we can come together in a meeting and , and discuss what , what um , what kind of functional design we want to use. Same with conceptual design and detailed design. So , um , making sure that it , it's usable , that as a , um  and that it's , it's feasible to create , and uh , to come up with a concept of it want , what we want it to look like. Um , tool training. Is , is everyone , um   Okay.


Um One thing that , uh , we're going to do is become more acquainted with the , the tools that we have access to for our project. Um , one of them is our whiteboard. And , um , as a sort of team-building moment , um , I , I'd like us to , um , try out the whiteboard by expressing our favourite animal and the charac characteristics of that animal.


Um One thing that , uh , we're going to do is become more acquainted with the , the tools that we have access to for our project. Um , one of them is our whiteboard. And , um , as a sort of team-building moment , um , I , I'd like us to , um , try out the whiteboard by expressing our favourite animal and the charac characteristics of that animal.

Um , why that , why that should be your favourite animal. So , um , I , I'm assuming that we should do that now.


Um , why that , why that should be your favourite animal. So , um , I , I'm assuming that we should do that now.

With our microphones still attached to our bodies. Okay.


With our microphones still attached to our bodies. Okay.


My favourite animal , which changes all the time , okay ,


And it goes like  Yeah it's got like big antlers ,


And it goes like  Yeah it's got like big antlers ,

yeah. Looks kinda like , like it has holly growing out of its head.


yeah. Looks kinda like , like it has holly growing out of its head.


That's a sketching of my my elk , and it , it is my favourite animal right now , 'cause it is a large beautiful majestic creature ,


That's a sketching of my my elk , and it , it is my favourite animal right now , 'cause it is a large beautiful majestic creature ,

In a way it looks kind of awkward , because it's on spindly legs and it uh


That's a sketching of my my elk , and it , it is my favourite animal right now , 'cause it is a large beautiful majestic creature ,

In a way it looks kind of awkward , because it's on spindly legs and it uh

But it can really overcome harsh terrain , and although it's gorgeous it's also very dangerous , because it has um strong antlers , and uh it can really combat its enemies , even like it it's a it's an herbivore but , uh , it can really defend itself.


In a way it looks kind of awkward , because it's on spindly legs and it uh

But it can really overcome harsh terrain , and although it's gorgeous it's also very dangerous , because it has um strong antlers , and uh it can really combat its enemies , even like it it's a it's an herbivore but , uh , it can really defend itself.


But it can really overcome harsh terrain , and although it's gorgeous it's also very dangerous , because it has um strong antlers , and uh it can really combat its enemies , even like it it's a it's an herbivore but , uh , it can really defend itself.


Right , I'm gonna take minutes while , um , you guys express your favourite animals.


Right , I'm gonna take minutes while , um , you guys express your favourite animals.

Okay , I'll go next. I am a big animal lover. like all sorts of animals , but for the moment I'm gonna draw a cat , in memory of my poor cat that died recently.


Okay , I'll go next. I am a big animal lover. like all sorts of animals , but for the moment I'm gonna draw a cat , in memory of my poor cat that died recently.

It's gonna be a bit of a strange drawing , but never mind.


It's gonna be a bit of a strange drawing , but never mind.


It's gonna be a bit of a strange drawing , but never mind.

But I like cats because they're so independent , and they always seem to be doing what they want to be doing. Um , but that doesn't mean they're completely not sociable , 'cause they enjoy interacting with humans as well , and they seem to enjoy the good things like sunshine and , um , running around outside as well as being inside , and enjoying their food , and generally just , they just seemed so cool and  they just know what they're doing.


But I like cats because they're so independent , and they always seem to be doing what they want to be doing. Um , but that doesn't mean they're completely not sociable , 'cause they enjoy interacting with humans as well , and they seem to enjoy the good things like sunshine and , um , running around outside as well as being inside , and enjoying their food , and generally just , they just seemed so cool and  they just know what they're doing.

Uh I reckon they're sort of , they got it sorted. They know what they want.


Uh I reckon they're sort of , they got it sorted. They know what they want.


Okay. I think my favourite animal would be a dog , but I'm not really sure  how to draw one.


Okay. I think my favourite animal would be a dog , but I'm not really sure  how to draw one.

I , I've never drawn a dog , I don't think. I'm tempted to draw a snail 'cause I draw them sometimes  and they're really easy to draw.


I , I've never drawn a dog , I don't think. I'm tempted to draw a snail 'cause I draw them sometimes  and they're really easy to draw.


I , I've never drawn a dog , I don't think. I'm tempted to draw a snail 'cause I draw them sometimes  and they're really easy to draw.

right it's gonna be a really funny dog , 'cause I'm not sure how to draw a dog.


right it's gonna be a really funny dog , 'cause I'm not sure how to draw a dog.


right it's gonna be a really funny dog , 'cause I'm not sure how to draw a dog.

Well there are loads of different types of dogs , so I'm sure it'll represent one kind of dog.


Well there are loads of different types of dogs , so I'm sure it'll represent one kind of dog.


Well there are loads of different types of dogs , so I'm sure it'll represent one kind of dog.

A s I don't ev Oh , oh well.  It's a scary cartoon dog. That  This ,


A s I don't ev Oh , oh well.  It's a scary cartoon dog. That  This ,


How do you draw a dog ? I suppose it has a lon Oh my god. Right. Yous know what it's supposed to be.


How do you draw a dog ? I suppose it has a lon Oh my god. Right. Yous know what it's supposed to be.

It's a dog. . Um , I like dogs because , um , they're so good to humans , like they can be trained to be police dogs and seeing-eye dogs , and they're just such friendly animals. And , like they're more of a companion than cats.


It's a dog. . Um , I like dogs because , um , they're so good to humans , like they can be trained to be police dogs and seeing-eye dogs , and they're just such friendly animals. And , like they're more of a companion than cats.

I've nothing against cats. Cats don't really like me , so I can't like them.


It's a dog. . Um , I like dogs because , um , they're so good to humans , like they can be trained to be police dogs and seeing-eye dogs , and they're just such friendly animals. And , like they're more of a companion than cats.

I've nothing against cats. Cats don't really like me , so I can't like them.

But they're just so friendly and warm and nice animals ,


I've nothing against cats. Cats don't really like me , so I can't like them.

But they're just so friendly and warm and nice animals ,


But they're just so friendly and warm and nice animals ,

Okay. Um , well I guess I had the most time to think about it. I'm going to draw a butterfly , because I saw a butterfly yesterday , that seemed to be like the symbol of Spring arriving. And it was actually the prettiest butterfly I've ever seen out in the wild , and I though that was pretty cool in Scotland. It was like , well it was a little pointier than that. At first I thought it was a dead leaf.


Okay. Um , well I guess I had the most time to think about it. I'm going to draw a butterfly , because I saw a butterfly yesterday , that seemed to be like the symbol of Spring arriving. And it was actually the prettiest butterfly I've ever seen out in the wild , and I though that was pretty cool in Scotland. It was like , well it was a little pointier than that. At first I thought it was a dead leaf.

And then it landed on the wall next to me. But this part was all brown and then it has these big blue dots like this. And then it kinda  there was a green , I think it was a green ring , and there was like red going out like this.


Okay. Um , well I guess I had the most time to think about it. I'm going to draw a butterfly , because I saw a butterfly yesterday , that seemed to be like the symbol of Spring arriving. And it was actually the prettiest butterfly I've ever seen out in the wild , and I though that was pretty cool in Scotland. It was like , well it was a little pointier than that. At first I thought it was a dead leaf.

And then it landed on the wall next to me. But this part was all brown and then it has these big blue dots like this. And then it kinda  there was a green , I think it was a green ring , and there was like red going out like this.

Yeah , it kinda was actually , 'cause it was  This part of the body was really dull , and then it was the most colourful exotic butterfly ever , and I'm like , wow this is the middle of Scotland in like March.


And then it landed on the wall next to me. But this part was all brown and then it has these big blue dots like this. And then it kinda  there was a green , I think it was a green ring , and there was like red going out like this.

Yeah , it kinda was actually , 'cause it was  This part of the body was really dull , and then it was the most colourful exotic butterfly ever , and I'm like , wow this is the middle of Scotland in like March.

So I thought that was pretty cool. And it landed by a wall and let me look at it for about two minutes. I wish I'd had my camera. So that's gonna be my favourite animal because after all the snow it seemed to say that like Spring is finally here. Yeah.


Yeah , it kinda was actually , 'cause it was  This part of the body was really dull , and then it was the most colourful exotic butterfly ever , and I'm like , wow this is the middle of Scotland in like March.

So I thought that was pretty cool. And it landed by a wall and let me look at it for about two minutes. I wish I'd had my camera. So that's gonna be my favourite animal because after all the snow it seemed to say that like Spring is finally here. Yeah.


So I thought that was pretty cool. And it landed by a wall and let me look at it for about two minutes. I wish I'd had my camera. So that's gonna be my favourite animal because after all the snow it seemed to say that like Spring is finally here. Yeah.


Do you hear the eraser buzzing while you do that ?


Do you hear the eraser buzzing while you do that ?

So , now that we know how to use the whiteboard ,


So , now that we know how to use the whiteboard ,


So , now that we know how to use the whiteboard ,

um , the next , um , thing we need to address is our financial department , to meet our our budget , um  or not meet our budget but more , um , like what kind of , uh , selling range we'll be looking at , um , wanna make this um  selling price of twenty five Euros. And so we have to , um , come up with a way to , to create a , a uh remote control , where um we can  like the price to create it will be significantly less. Um , we'd like to , um to , uh , make fifty million Euro. I'm assuming that's what the M_ means. Um , and make it for an international market. Um , one thing we'd have to think about internationally is in the design of , um , like different kinds of , uh , V_C_R_s. Things like that , depending on which country you are. Another thing for the design team to think about. Um , we want it to cost , uh , absolute maximum of twelve Euro and fifty cents.


So , now that we know how to use the whiteboard ,

um , the next , um , thing we need to address is our financial department , to meet our our budget , um  or not meet our budget but more , um , like what kind of , uh , selling range we'll be looking at , um , wanna make this um  selling price of twenty five Euros. And so we have to , um , come up with a way to , to create a , a uh remote control , where um we can  like the price to create it will be significantly less. Um , we'd like to , um to , uh , make fifty million Euro. I'm assuming that's what the M_ means. Um , and make it for an international market. Um , one thing we'd have to think about internationally is in the design of , um , like different kinds of , uh , V_C_R_s. Things like that , depending on which country you are. Another thing for the design team to think about. Um , we want it to cost , uh , absolute maximum of twelve Euro and fifty cents.

Okay , so we'll have a hundred percent profit then ? Twelve fifty.


um , the next , um , thing we need to address is our financial department , to meet our our budget , um  or not meet our budget but more , um , like what kind of , uh , selling range we'll be looking at , um , wanna make this um  selling price of twenty five Euros. And so we have to , um , come up with a way to , to create a , a uh remote control , where um we can  like the price to create it will be significantly less. Um , we'd like to , um to , uh , make fifty million Euro. I'm assuming that's what the M_ means. Um , and make it for an international market. Um , one thing we'd have to think about internationally is in the design of , um , like different kinds of , uh , V_C_R_s. Things like that , depending on which country you are. Another thing for the design team to think about. Um , we want it to cost , uh , absolute maximum of twelve Euro and fifty cents.

Okay , so we'll have a hundred percent profit then ? Twelve fifty.


Okay , so we'll have a hundred percent profit then ? Twelve fifty.


so now that , um , that is underway , um


so now that , um , that is underway , um

it is discussion time. So this is time for us to bring our initial ideas , any um suggestions that you may have so far , a um your personal experiences with remote controls , and um , um , areas you see that , uh , could be improved in your experience with them. Does anyone have any initial thoughts ?


so now that , um , that is underway , um

it is discussion time. So this is time for us to bring our initial ideas , any um suggestions that you may have so far , a um your personal experiences with remote controls , and um , um , areas you see that , uh , could be improved in your experience with them. Does anyone have any initial thoughts ?

I find that in the dark it's often hard to know what button you're pushing.


so now that , um , that is underway , um

it is discussion time. So this is time for us to bring our initial ideas , any um suggestions that you may have so far , a um your personal experiences with remote controls , and um , um , areas you see that , uh , could be improved in your experience with them. Does anyone have any initial thoughts ?

I find that in the dark it's often hard to know what button you're pushing.

Mm-hmm. So what's something we could , uh , do to remedy that ?


it is discussion time. So this is time for us to bring our initial ideas , any um suggestions that you may have so far , a um your personal experiences with remote controls , and um , um , areas you see that , uh , could be improved in your experience with them. Does anyone have any initial thoughts ?

I find that in the dark it's often hard to know what button you're pushing.

Mm-hmm. So what's something we could , uh , do to remedy that ?


I find that in the dark it's often hard to know what button you're pushing.

Mm-hmm. So what's something we could , uh , do to remedy that ?


Mm-hmm. So what's something we could , uh , do to remedy that ?

I always find that in our house the remote control always goes missing.


I always find that in our house the remote control always goes missing.

It's always , where is the remote control ?


I always find that in our house the remote control always goes missing.

It's always , where is the remote control ?

So maybe if you could have some kind of tracking  device for the remote control or some signal that you could find out where it was.


It's always , where is the remote control ?

So maybe if you could have some kind of tracking  device for the remote control or some signal that you could find out where it was.

I dunno , some kind of alarm. You can press a button on your wall ,  signal ,


So maybe if you could have some kind of tracking  device for the remote control or some signal that you could find out where it was.

I dunno , some kind of alarm. You can press a button on your wall ,  signal ,

Yeah. It's a great idea. It's a great idea.


I dunno , some kind of alarm. You can press a button on your wall ,  signal ,

Yeah. It's a great idea. It's a great idea.

Do yous not find that , um ,  like , there's a lot of , um , buttons on your remote control , and you don't know what half of them do.


Yeah. It's a great idea. It's a great idea.

Do yous not find that , um ,  like , there's a lot of , um , buttons on your remote control , and you don't know what half of them do.


Do yous not find that , um ,  like , there's a lot of , um , buttons on your remote control , and you don't know what half of them do.


Mm-hmm. There's some remote controls where there's kind of a hidden panel , so all those buttons that you don't really use unless you're programming or something.


So you just have like the number buttons , power button , T_V_ video button.


So you just have like the number buttons , power button , T_V_ video button.

Alright. Anything about , um , the look of the , uh , remote control that you might have ideas about. Maybe it could be , instead of like a standard rectangular shape , it could be , um , something more interesting like


Alright. Anything about , um , the look of the , uh , remote control that you might have ideas about. Maybe it could be , instead of like a standard rectangular shape , it could be , um , something more interesting like

Any ideas will do that you have at this point.


Any ideas will do that you have at this point.


you know. Be like a shell-shaped remote.


you know. Be like a shell-shaped remote.

Are we going into kind of novelty factors here. Like , I've seen phones like a


you know. Be like a shell-shaped remote.

Are we going into kind of novelty factors here. Like , I've seen phones like a

Well if it's a trendy original , um , aspect we're going for.


Are we going into kind of novelty factors here. Like , I've seen phones like a

Well if it's a trendy original , um , aspect we're going for.


Are we going into kind of novelty factors here. Like , I've seen phones like a

Well if it's a trendy original , um , aspect we're going for.

I mean , you're the designers , you c , you can um decide what kind of , um , direction you wanna go in ,


Well if it's a trendy original , um , aspect we're going for.

I mean , you're the designers , you c , you can um decide what kind of , um , direction you wanna go in ,


I mean , you're the designers , you c , you can um decide what kind of , um , direction you wanna go in ,


I mean , you're the designers , you c , you can um decide what kind of , um , direction you wanna go in ,

but at this point in the , in the first meeting it can be any ideas that we just throw out there.


but at this point in the , in the first meeting it can be any ideas that we just throw out there.

Yeah. I suppose , if we're he heading to have it , like make a huge profit out of this , it needs to be quite a universally accepted thing. Like , a novelty thing might only sell a few things rather than , like , a general kind of more acceptable


Yeah. I suppose , if we're he heading to have it , like make a huge profit out of this , it needs to be quite a universally accepted thing. Like , a novelty thing might only sell a few things rather than , like , a general kind of more acceptable

But we don't wanna go towards boring , 'cause that wouldn't sell either.


But we don't wanna go towards boring , 'cause that wouldn't sell either.


But we don't wanna go towards boring , 'cause that wouldn't sell either.

And the key issue here is , is being trendy and original. Um , that does not necessarily mean it needs to be outrageous.


And the key issue here is , is being trendy and original. Um , that does not necessarily mean it needs to be outrageous.


And the key issue here is , is being trendy and original. Um , that does not necessarily mean it needs to be outrageous.

Right. Okay we have five minutes left. So , just to cover  We have one more thing. Um , like you can go over your ideas , of course , in your own personal times. Um , our next meeting will be in half an hour.


Right. Okay we have five minutes left. So , just to cover  We have one more thing. Um , like you can go over your ideas , of course , in your own personal times. Um , our next meeting will be in half an hour.

So you have half an hour to , uh , think about what you want to present. Or not present but bring to the meeting. Um , I_D_ , whatever that stands for.


So you have half an hour to , uh , think about what you want to present. Or not present but bring to the meeting. Um , I_D_ , whatever that stands for.


I have to remember these things. Um. You'll be beginning your , your working design.


I have to remember these things. Um. You'll be beginning your , your working design.

Um , U_I_D_ the technical functions design will , will be worked on the next thirty minutes. Um ,  maybe how this can be achieved , and , um , we need the user requirements from the manag Marketing Expert.


Um , U_I_D_ the technical functions design will , will be worked on the next thirty minutes. Um ,  maybe how this can be achieved , and , um , we need the user requirements from the manag Marketing Expert.

Um , you will get specific instructions , um , of what to do in the next half an hour. And I'll see you in half an hour , okay ?


Um , you will get specific instructions , um , of what to do in the next half an hour. And I'll see you in half an hour , okay ?


Good morning, everyone. Welcome to the Children, Young People and Education Committee this morning. I've received no apologies for absence. Can I ask Members if there are any declarations of interest, please? No. Okay, thank you. Item 2 this morning is our scrutiny session on Estyn's annual report 2018-19. I'm very pleased to welcome Meilyr Rowlands, Her Majesty's Chief Inspector, Estyn; Jassa Scott, strategic director at Estyn; and Claire Morgan, strategic director at Estyn. Thank you all for attending. We're looking forward to hearing what you've got to say. We'll go straight into questions from Suzy Davies.

Bore da. Good morning, everybody. Thank you for the papers upfront, in which you say that the most striking feature of the education system, looking forward, of course is the curriculum and the change that that's bringing. How can we be sure that, during this period of change, standards don't slip? And also, from the point of view of scrutiny, will we be back in a situation where we're being told, 'You can't compare one set of results against the previous year's results, because of the nature of the change'?

Bore da, bawb. Thank you for the invitation to come here. I think that's a good question. I think any kind of major educational reform has got risks attached to it, particularly if those changes were made too quickly. I think this process of reform has been going on in the background for a few years now, so I think there is a track record of standards and provision not slipping. We've seen small incremental improvements. So, overall, I think we can be fairly confident that standards won't slip during this period of preparation.


Bore da. Good morning, everybody. Thank you for the papers upfront, in which you say that the most striking feature of the education system, looking forward, of course is the curriculum and the change that that's bringing. How can we be sure that, during this period of change, standards don't slip? And also, from the point of view of scrutiny, will we be back in a situation where we're being told, 'You can't compare one set of results against the previous year's results, because of the nature of the change'?

Bore da, bawb. Thank you for the invitation to come here. I think that's a good question. I think any kind of major educational reform has got risks attached to it, particularly if those changes were made too quickly. I think this process of reform has been going on in the background for a few years now, so I think there is a track record of standards and provision not slipping. We've seen small incremental improvements. So, overall, I think we can be fairly confident that standards won't slip during this period of preparation.

Can I just ask: is that based on your evidence around primary schools, where the sort of ethos that we've seen in the curriculum has been already articulated through the foundation phase?


Bore da. Good morning, everybody. Thank you for the papers upfront, in which you say that the most striking feature of the education system, looking forward, of course is the curriculum and the change that that's bringing. How can we be sure that, during this period of change, standards don't slip? And also, from the point of view of scrutiny, will we be back in a situation where we're being told, 'You can't compare one set of results against the previous year's results, because of the nature of the change'?

Bore da, bawb. Thank you for the invitation to come here. I think that's a good question. I think any kind of major educational reform has got risks attached to it, particularly if those changes were made too quickly. I think this process of reform has been going on in the background for a few years now, so I think there is a track record of standards and provision not slipping. We've seen small incremental improvements. So, overall, I think we can be fairly confident that standards won't slip during this period of preparation.

Can I just ask: is that based on your evidence around primary schools, where the sort of ethos that we've seen in the curriculum has been already articulated through the foundation phase?

The track record I'm talking about is across the board, so it's very difficult to think of anything that's actually got worse over the last three or four years, so it's difficult to say that standards of provision is slipping. It might not be improving as quickly as we would like, but the purpose of major curriculum and, more generally, educational reform is to make sure that we do get a more substantial sort of improvement. I think we should congratulate the profession for the work they've been doing. A large number of schools and teachers and leaders have been part of preparing the new curriculum and all the associated work, as well as doing the day job. I think their commitment and their engagement with curriculum reform, and engagement with wider education reform, is to be congratulated. So, I think going forward, we must make sure that that is continued; that this process that's called co-construction—engaging with the profession, making sure that they're behind all the changes—continues. I think that's what's going to make sure that we don't see any slippage.


Bore da, bawb. Thank you for the invitation to come here. I think that's a good question. I think any kind of major educational reform has got risks attached to it, particularly if those changes were made too quickly. I think this process of reform has been going on in the background for a few years now, so I think there is a track record of standards and provision not slipping. We've seen small incremental improvements. So, overall, I think we can be fairly confident that standards won't slip during this period of preparation.

Can I just ask: is that based on your evidence around primary schools, where the sort of ethos that we've seen in the curriculum has been already articulated through the foundation phase?

The track record I'm talking about is across the board, so it's very difficult to think of anything that's actually got worse over the last three or four years, so it's difficult to say that standards of provision is slipping. It might not be improving as quickly as we would like, but the purpose of major curriculum and, more generally, educational reform is to make sure that we do get a more substantial sort of improvement. I think we should congratulate the profession for the work they've been doing. A large number of schools and teachers and leaders have been part of preparing the new curriculum and all the associated work, as well as doing the day job. I think their commitment and their engagement with curriculum reform, and engagement with wider education reform, is to be congratulated. So, I think going forward, we must make sure that that is continued; that this process that's called co-construction—engaging with the profession, making sure that they're behind all the changes—continues. I think that's what's going to make sure that we don't see any slippage.

Okay, and on that point of comparing year on year, we will be able to make those comparisons legitimately then?


Can I just ask: is that based on your evidence around primary schools, where the sort of ethos that we've seen in the curriculum has been already articulated through the foundation phase?

The track record I'm talking about is across the board, so it's very difficult to think of anything that's actually got worse over the last three or four years, so it's difficult to say that standards of provision is slipping. It might not be improving as quickly as we would like, but the purpose of major curriculum and, more generally, educational reform is to make sure that we do get a more substantial sort of improvement. I think we should congratulate the profession for the work they've been doing. A large number of schools and teachers and leaders have been part of preparing the new curriculum and all the associated work, as well as doing the day job. I think their commitment and their engagement with curriculum reform, and engagement with wider education reform, is to be congratulated. So, I think going forward, we must make sure that that is continued; that this process that's called co-construction—engaging with the profession, making sure that they're behind all the changes—continues. I think that's what's going to make sure that we don't see any slippage.

Okay, and on that point of comparing year on year, we will be able to make those comparisons legitimately then?

Yes, certainly, in terms of our inspection outcomes and our inspection work, yes.


The track record I'm talking about is across the board, so it's very difficult to think of anything that's actually got worse over the last three or four years, so it's difficult to say that standards of provision is slipping. It might not be improving as quickly as we would like, but the purpose of major curriculum and, more generally, educational reform is to make sure that we do get a more substantial sort of improvement. I think we should congratulate the profession for the work they've been doing. A large number of schools and teachers and leaders have been part of preparing the new curriculum and all the associated work, as well as doing the day job. I think their commitment and their engagement with curriculum reform, and engagement with wider education reform, is to be congratulated. So, I think going forward, we must make sure that that is continued; that this process that's called co-construction—engaging with the profession, making sure that they're behind all the changes—continues. I think that's what's going to make sure that we don't see any slippage.

Okay, and on that point of comparing year on year, we will be able to make those comparisons legitimately then?

Yes, certainly, in terms of our inspection outcomes and our inspection work, yes.

Okay. That's great, thank you. Can I just ask you then about the difference in preparedness between primary and secondary schools, which I've just mentioned previously, and also what your views are on the impact of funding for schools on that as well? Because we're in a situation where a number of primary schools have got surplus funds, sometimes that's because of end of year additional funds just being magicked up, but there is a serious worry that so many secondary schools are in deficit and that, overall, secondary schools are in deficit. Is there a correlation between those two positions, that secondary schools may be less ready for this than primary schools?


Okay, and on that point of comparing year on year, we will be able to make those comparisons legitimately then?

Yes, certainly, in terms of our inspection outcomes and our inspection work, yes.

Okay. That's great, thank you. Can I just ask you then about the difference in preparedness between primary and secondary schools, which I've just mentioned previously, and also what your views are on the impact of funding for schools on that as well? Because we're in a situation where a number of primary schools have got surplus funds, sometimes that's because of end of year additional funds just being magicked up, but there is a serious worry that so many secondary schools are in deficit and that, overall, secondary schools are in deficit. Is there a correlation between those two positions, that secondary schools may be less ready for this than primary schools?

I think it's probably true to say that secondary schools have a greater challenge than primary schools generally in terms of preparedness for the new curriculum. I think that's why we welcomed the phasing in of the new curriculum. With any sort of education reform, you've got that danger of people wanting to see change as soon as possible on the one hand, and on the other hand you need time to pilot things, to make sure that people have the right professional learning and make sure that there's opportunity for evaluation and thinking and so forth. So, we've got to get that balance right.


Yes, certainly, in terms of our inspection outcomes and our inspection work, yes.

Okay. That's great, thank you. Can I just ask you then about the difference in preparedness between primary and secondary schools, which I've just mentioned previously, and also what your views are on the impact of funding for schools on that as well? Because we're in a situation where a number of primary schools have got surplus funds, sometimes that's because of end of year additional funds just being magicked up, but there is a serious worry that so many secondary schools are in deficit and that, overall, secondary schools are in deficit. Is there a correlation between those two positions, that secondary schools may be less ready for this than primary schools?

I think it's probably true to say that secondary schools have a greater challenge than primary schools generally in terms of preparedness for the new curriculum. I think that's why we welcomed the phasing in of the new curriculum. With any sort of education reform, you've got that danger of people wanting to see change as soon as possible on the one hand, and on the other hand you need time to pilot things, to make sure that people have the right professional learning and make sure that there's opportunity for evaluation and thinking and so forth. So, we've got to get that balance right.

Sorry, that could be difficult to do if a school doesn't have money to create that space, couldn't it?


Okay. That's great, thank you. Can I just ask you then about the difference in preparedness between primary and secondary schools, which I've just mentioned previously, and also what your views are on the impact of funding for schools on that as well? Because we're in a situation where a number of primary schools have got surplus funds, sometimes that's because of end of year additional funds just being magicked up, but there is a serious worry that so many secondary schools are in deficit and that, overall, secondary schools are in deficit. Is there a correlation between those two positions, that secondary schools may be less ready for this than primary schools?

I think it's probably true to say that secondary schools have a greater challenge than primary schools generally in terms of preparedness for the new curriculum. I think that's why we welcomed the phasing in of the new curriculum. With any sort of education reform, you've got that danger of people wanting to see change as soon as possible on the one hand, and on the other hand you need time to pilot things, to make sure that people have the right professional learning and make sure that there's opportunity for evaluation and thinking and so forth. So, we've got to get that balance right.

Sorry, that could be difficult to do if a school doesn't have money to create that space, couldn't it?

Yes. You raised two issues, I think. One, about the difference between primary and secondary: I think what I'm saying there is I think the fact that the new curriculum is going to be brought in for all the years in primary, but it's going to be phased in year by year for secondary is a recognition of that difference. In terms of funding, probably everyone in this room, and certainly me included, would like to see more money for the education system—any educationalist would like to see that. But, you know, that is a decision for local and central Government to decide how much they can afford. I think there is an argument for saying that the funding has become more challenging for schools over time.


I think it's probably true to say that secondary schools have a greater challenge than primary schools generally in terms of preparedness for the new curriculum. I think that's why we welcomed the phasing in of the new curriculum. With any sort of education reform, you've got that danger of people wanting to see change as soon as possible on the one hand, and on the other hand you need time to pilot things, to make sure that people have the right professional learning and make sure that there's opportunity for evaluation and thinking and so forth. So, we've got to get that balance right.

Sorry, that could be difficult to do if a school doesn't have money to create that space, couldn't it?

Yes. You raised two issues, I think. One, about the difference between primary and secondary: I think what I'm saying there is I think the fact that the new curriculum is going to be brought in for all the years in primary, but it's going to be phased in year by year for secondary is a recognition of that difference. In terms of funding, probably everyone in this room, and certainly me included, would like to see more money for the education system—any educationalist would like to see that. But, you know, that is a decision for local and central Government to decide how much they can afford. I think there is an argument for saying that the funding has become more challenging for schools over time.

Can I ask, just to keep it on track, are you finding that that's having an impact on secondary schools particularly—their ability to make space to get their heads around the curriculum?


Sorry, that could be difficult to do if a school doesn't have money to create that space, couldn't it?

Yes. You raised two issues, I think. One, about the difference between primary and secondary: I think what I'm saying there is I think the fact that the new curriculum is going to be brought in for all the years in primary, but it's going to be phased in year by year for secondary is a recognition of that difference. In terms of funding, probably everyone in this room, and certainly me included, would like to see more money for the education system—any educationalist would like to see that. But, you know, that is a decision for local and central Government to decide how much they can afford. I think there is an argument for saying that the funding has become more challenging for schools over time.

Can I ask, just to keep it on track, are you finding that that's having an impact on secondary schools particularly—their ability to make space to get their heads around the curriculum?

I don't think you can make that straightforward correlation. But if you do look at surpluses and reserves, they have been more or less constant for primary schools over a long period of time, but they have declined for secondary schools. So, I think there probably is an argument for saying that we need to look at the funding of secondary schools in particular because, overall, they're in deficit now. So, I think there is an argument for looking at that. The other thing that's worth saying about funding is that even a small decrease in real terms can be disproportionately time consuming to manage. So, you know, if you have a large school and you have to maybe make one member of staff redundant, it can have a real big effect on the morale in the school. But also the time it takes for the headteacher and the senior staff to make those decisions can take their eye off the educational ball because they're looking at these financial and staffing issues.


Yes. You raised two issues, I think. One, about the difference between primary and secondary: I think what I'm saying there is I think the fact that the new curriculum is going to be brought in for all the years in primary, but it's going to be phased in year by year for secondary is a recognition of that difference. In terms of funding, probably everyone in this room, and certainly me included, would like to see more money for the education system—any educationalist would like to see that. But, you know, that is a decision for local and central Government to decide how much they can afford. I think there is an argument for saying that the funding has become more challenging for schools over time.

Can I ask, just to keep it on track, are you finding that that's having an impact on secondary schools particularly—their ability to make space to get their heads around the curriculum?

I don't think you can make that straightforward correlation. But if you do look at surpluses and reserves, they have been more or less constant for primary schools over a long period of time, but they have declined for secondary schools. So, I think there probably is an argument for saying that we need to look at the funding of secondary schools in particular because, overall, they're in deficit now. So, I think there is an argument for looking at that. The other thing that's worth saying about funding is that even a small decrease in real terms can be disproportionately time consuming to manage. So, you know, if you have a large school and you have to maybe make one member of staff redundant, it can have a real big effect on the morale in the school. But also the time it takes for the headteacher and the senior staff to make those decisions can take their eye off the educational ball because they're looking at these financial and staffing issues.

Okay, thank you. Siân might develop that a little bit further on. The final question from me is: there's a general concern about the number of teachers that we have in the system at the moment, particularly at secondary level and in particular subjects as well. How do you think we can improve that? What impact is it likely to have on the ability of secondary schools to really get a grip on this?


Can I ask, just to keep it on track, are you finding that that's having an impact on secondary schools particularly—their ability to make space to get their heads around the curriculum?

I don't think you can make that straightforward correlation. But if you do look at surpluses and reserves, they have been more or less constant for primary schools over a long period of time, but they have declined for secondary schools. So, I think there probably is an argument for saying that we need to look at the funding of secondary schools in particular because, overall, they're in deficit now. So, I think there is an argument for looking at that. The other thing that's worth saying about funding is that even a small decrease in real terms can be disproportionately time consuming to manage. So, you know, if you have a large school and you have to maybe make one member of staff redundant, it can have a real big effect on the morale in the school. But also the time it takes for the headteacher and the senior staff to make those decisions can take their eye off the educational ball because they're looking at these financial and staffing issues.

Okay, thank you. Siân might develop that a little bit further on. The final question from me is: there's a general concern about the number of teachers that we have in the system at the moment, particularly at secondary level and in particular subjects as well. How do you think we can improve that? What impact is it likely to have on the ability of secondary schools to really get a grip on this?

Obviously, the most important resource for the education system is the teachers. So, it is a concern that recruitment is getting more and more difficult and that targets for initial teacher training are not being hit. And we're not seeing them hit, if I remember correctly, even in primary, let alone secondary. So, there is a challenge, and I think we've got to look at this in the round. We've got to make sure that we have both a long-term strategy and a shorter term strategy for this. So, long term, we've got to make sure that education is an attractive option for young people and more mature people to want to go into. So, that is partly to do with workload and staff well-being. I think there's a general acceptance now that that needs to be higher up on the agenda, that people need to take that seriously, and there's work going on regarding the workload issue.


I don't think you can make that straightforward correlation. But if you do look at surpluses and reserves, they have been more or less constant for primary schools over a long period of time, but they have declined for secondary schools. So, I think there probably is an argument for saying that we need to look at the funding of secondary schools in particular because, overall, they're in deficit now. So, I think there is an argument for looking at that. The other thing that's worth saying about funding is that even a small decrease in real terms can be disproportionately time consuming to manage. So, you know, if you have a large school and you have to maybe make one member of staff redundant, it can have a real big effect on the morale in the school. But also the time it takes for the headteacher and the senior staff to make those decisions can take their eye off the educational ball because they're looking at these financial and staffing issues.

Okay, thank you. Siân might develop that a little bit further on. The final question from me is: there's a general concern about the number of teachers that we have in the system at the moment, particularly at secondary level and in particular subjects as well. How do you think we can improve that? What impact is it likely to have on the ability of secondary schools to really get a grip on this?

Obviously, the most important resource for the education system is the teachers. So, it is a concern that recruitment is getting more and more difficult and that targets for initial teacher training are not being hit. And we're not seeing them hit, if I remember correctly, even in primary, let alone secondary. So, there is a challenge, and I think we've got to look at this in the round. We've got to make sure that we have both a long-term strategy and a shorter term strategy for this. So, long term, we've got to make sure that education is an attractive option for young people and more mature people to want to go into. So, that is partly to do with workload and staff well-being. I think there's a general acceptance now that that needs to be higher up on the agenda, that people need to take that seriously, and there's work going on regarding the workload issue.

I suppose what I'm coming to, and I will finish with this, Chair, is, we're asking our existing workforce to undertake a fair bit of continuous professional development—let's call it that—in order to get ready for this curriculum when they've barely got time for lunch as it is. Do you think that's going to have an impact on the ability of secondary schools to get to grips with this, albeit that there'll be a phasing in?


Okay, thank you. Siân might develop that a little bit further on. The final question from me is: there's a general concern about the number of teachers that we have in the system at the moment, particularly at secondary level and in particular subjects as well. How do you think we can improve that? What impact is it likely to have on the ability of secondary schools to really get a grip on this?

Obviously, the most important resource for the education system is the teachers. So, it is a concern that recruitment is getting more and more difficult and that targets for initial teacher training are not being hit. And we're not seeing them hit, if I remember correctly, even in primary, let alone secondary. So, there is a challenge, and I think we've got to look at this in the round. We've got to make sure that we have both a long-term strategy and a shorter term strategy for this. So, long term, we've got to make sure that education is an attractive option for young people and more mature people to want to go into. So, that is partly to do with workload and staff well-being. I think there's a general acceptance now that that needs to be higher up on the agenda, that people need to take that seriously, and there's work going on regarding the workload issue.

I suppose what I'm coming to, and I will finish with this, Chair, is, we're asking our existing workforce to undertake a fair bit of continuous professional development—let's call it that—in order to get ready for this curriculum when they've barely got time for lunch as it is. Do you think that's going to have an impact on the ability of secondary schools to get to grips with this, albeit that there'll be a phasing in?

Yes. I think it will have an effect, but I think it'll have a positive effect. I think the new curriculum, one of the things about the new curriculum is that it re-professionalises the profession. It gives back agency and ownership to teachers. I think it's really important. And one of the reasons why teaching maybe hasn't been that attractive a profession is that teachers in the past have just been delivering a set curriculum, and now they've got a much more creative part in deciding for themselves how to teach something and what to teach. So, I think that is a very important part of attracting intelligent people into the profession.  There are short-term things we need to do, of course, as well. I think we need to have a much more varied set of routes into teaching, so I welcome some of the part-time Open University courses, for example. So, there are lots of ways—we were talking about maybe converting people from primary into secondary, particularly in Welsh-medium, where there's a shortage. So, all those kinds of varied routes, I think, into teaching, are important as well.


Obviously, the most important resource for the education system is the teachers. So, it is a concern that recruitment is getting more and more difficult and that targets for initial teacher training are not being hit. And we're not seeing them hit, if I remember correctly, even in primary, let alone secondary. So, there is a challenge, and I think we've got to look at this in the round. We've got to make sure that we have both a long-term strategy and a shorter term strategy for this. So, long term, we've got to make sure that education is an attractive option for young people and more mature people to want to go into. So, that is partly to do with workload and staff well-being. I think there's a general acceptance now that that needs to be higher up on the agenda, that people need to take that seriously, and there's work going on regarding the workload issue.

I suppose what I'm coming to, and I will finish with this, Chair, is, we're asking our existing workforce to undertake a fair bit of continuous professional development—let's call it that—in order to get ready for this curriculum when they've barely got time for lunch as it is. Do you think that's going to have an impact on the ability of secondary schools to get to grips with this, albeit that there'll be a phasing in?

Yes. I think it will have an effect, but I think it'll have a positive effect. I think the new curriculum, one of the things about the new curriculum is that it re-professionalises the profession. It gives back agency and ownership to teachers. I think it's really important. And one of the reasons why teaching maybe hasn't been that attractive a profession is that teachers in the past have just been delivering a set curriculum, and now they've got a much more creative part in deciding for themselves how to teach something and what to teach. So, I think that is a very important part of attracting intelligent people into the profession.  There are short-term things we need to do, of course, as well. I think we need to have a much more varied set of routes into teaching, so I welcome some of the part-time Open University courses, for example. So, there are lots of ways—we were talking about maybe converting people from primary into secondary, particularly in Welsh-medium, where there's a shortage. So, all those kinds of varied routes, I think, into teaching, are important as well.


I suppose what I'm coming to, and I will finish with this, Chair, is, we're asking our existing workforce to undertake a fair bit of continuous professional development—let's call it that—in order to get ready for this curriculum when they've barely got time for lunch as it is. Do you think that's going to have an impact on the ability of secondary schools to get to grips with this, albeit that there'll be a phasing in?

Yes. I think it will have an effect, but I think it'll have a positive effect. I think the new curriculum, one of the things about the new curriculum is that it re-professionalises the profession. It gives back agency and ownership to teachers. I think it's really important. And one of the reasons why teaching maybe hasn't been that attractive a profession is that teachers in the past have just been delivering a set curriculum, and now they've got a much more creative part in deciding for themselves how to teach something and what to teach. So, I think that is a very important part of attracting intelligent people into the profession.  There are short-term things we need to do, of course, as well. I think we need to have a much more varied set of routes into teaching, so I welcome some of the part-time Open University courses, for example. So, there are lots of ways—we were talking about maybe converting people from primary into secondary, particularly in Welsh-medium, where there's a shortage. So, all those kinds of varied routes, I think, into teaching, are important as well.

Yes, I think it's well worth exploring that. Yes.


Yes. I think it will have an effect, but I think it'll have a positive effect. I think the new curriculum, one of the things about the new curriculum is that it re-professionalises the profession. It gives back agency and ownership to teachers. I think it's really important. And one of the reasons why teaching maybe hasn't been that attractive a profession is that teachers in the past have just been delivering a set curriculum, and now they've got a much more creative part in deciding for themselves how to teach something and what to teach. So, I think that is a very important part of attracting intelligent people into the profession.  There are short-term things we need to do, of course, as well. I think we need to have a much more varied set of routes into teaching, so I welcome some of the part-time Open University courses, for example. So, there are lots of ways—we were talking about maybe converting people from primary into secondary, particularly in Welsh-medium, where there's a shortage. So, all those kinds of varied routes, I think, into teaching, are important as well.

Yes, I think it's well worth exploring that. Yes.


Yes, I think it's well worth exploring that. Yes.

Okay. Siân Gwenllian now has some questions on secondary schools causing concern. Siân.


Yes, I think it's well worth exploring that. Yes.

Okay. Siân Gwenllian now has some questions on secondary schools causing concern. Siân.

Yes. Just before going on to that, just to pick up on that last point that you made about the shortage of teachers and losing teachers during the first year of their training. Has Estyn done any themed work on that particular issue, or do you intend to do anything on that? Also, looking at the financial incentives and how they compare with the situation in England, for example; do we need, perhaps, to think about financial incentives, not just for specific subjects, but for going to schools where there are particular issues, perhaps?


Okay. Siân Gwenllian now has some questions on secondary schools causing concern. Siân.

Yes. Just before going on to that, just to pick up on that last point that you made about the shortage of teachers and losing teachers during the first year of their training. Has Estyn done any themed work on that particular issue, or do you intend to do anything on that? Also, looking at the financial incentives and how they compare with the situation in England, for example; do we need, perhaps, to think about financial incentives, not just for specific subjects, but for going to schools where there are particular issues, perhaps?

Well, yes, there are currently discussions ongoing between us and the Government about working in those early years for teachers. It's possible that we will be undertaking work in the near future on that. I know that Professor Mick Waters is looking at this currently, and we've had the discussion with him. And I think we would welcome the opportunity to look at this particular period. Now, we are, of course, looking at initial teacher training, but we haven't looked at the first couple of years for many a year.


Okay. Siân Gwenllian now has some questions on secondary schools causing concern. Siân.

Yes. Just before going on to that, just to pick up on that last point that you made about the shortage of teachers and losing teachers during the first year of their training. Has Estyn done any themed work on that particular issue, or do you intend to do anything on that? Also, looking at the financial incentives and how they compare with the situation in England, for example; do we need, perhaps, to think about financial incentives, not just for specific subjects, but for going to schools where there are particular issues, perhaps?

Well, yes, there are currently discussions ongoing between us and the Government about working in those early years for teachers. It's possible that we will be undertaking work in the near future on that. I know that Professor Mick Waters is looking at this currently, and we've had the discussion with him. And I think we would welcome the opportunity to look at this particular period. Now, we are, of course, looking at initial teacher training, but we haven't looked at the first couple of years for many a year.

Right, thank you very much. And for your information, I've commissioned a piece of work on that particular issue, and that work will be published in due course. So, I hope to have a discussion with you about that.


Yes. Just before going on to that, just to pick up on that last point that you made about the shortage of teachers and losing teachers during the first year of their training. Has Estyn done any themed work on that particular issue, or do you intend to do anything on that? Also, looking at the financial incentives and how they compare with the situation in England, for example; do we need, perhaps, to think about financial incentives, not just for specific subjects, but for going to schools where there are particular issues, perhaps?

Well, yes, there are currently discussions ongoing between us and the Government about working in those early years for teachers. It's possible that we will be undertaking work in the near future on that. I know that Professor Mick Waters is looking at this currently, and we've had the discussion with him. And I think we would welcome the opportunity to look at this particular period. Now, we are, of course, looking at initial teacher training, but we haven't looked at the first couple of years for many a year.

Right, thank you very much. And for your information, I've commissioned a piece of work on that particular issue, and that work will be published in due course. So, I hope to have a discussion with you about that.


Well, yes, there are currently discussions ongoing between us and the Government about working in those early years for teachers. It's possible that we will be undertaking work in the near future on that. I know that Professor Mick Waters is looking at this currently, and we've had the discussion with him. And I think we would welcome the opportunity to look at this particular period. Now, we are, of course, looking at initial teacher training, but we haven't looked at the first couple of years for many a year.

Right, thank you very much. And for your information, I've commissioned a piece of work on that particular issue, and that work will be published in due course. So, I hope to have a discussion with you about that.

In terms of the secondary schools, that’s where the problem lies, isn’t it, rather than the primary sector. How much of a concern is it to you that children’s chances of going to a secondary school that is good or better appear to be 50:50, and that, indeed, over 10 per cent of secondary schools are judged to be failing and 12 per cent are under Estyn review? How much of a concern is that to you?