Sir Lewis Hamilton Design Competition
Learning Objectives
Before students get started on their designs you could use the teacher resource to initiate conversations around:
- Sir Lewis and what it takes to be a Formula 1 driver
- Diversity, representation and inclusion
- Helmet function and design
Lesson Description
Get ready to unleash your student’s creativity and speed into the spotlight with the INEOS Go Humans Academy, in partnership with Mercedes AMG Petronas Formula 1!
This is more than a competition; it’s a chance for your students to design a helmet design for Sir Lewis Hamilton that celebrates and promotes a sense of inclusion.
Winning students will see their designs at the 2024 Grand Prix. And there is also exclusive Formula 1 signed merchandise and experiences up for grabs!
Taking part is easy – simply use the teacher resource to initiate conversations around what it takes to be a Formula 1 driver, diversity, representation and inclusion and/or helmet function and design.
Then share the entry template with students and let their imaginations run wild. Just remind them judges will be looking for designs that celebrate and promote a sense of inclusion. And that their entries should not include other brand IP, livery or insignia.
The competition is open to all young people aged 11 – 18 years who are currently studying at a school in the UK.
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1.Teacher discussion guide
Use this resource to initiate conversations around what it takes to be a Formula 1 driver, diversity, representation and inclusion and/or helmet function and design
2.Let students hear from Sir Lewis Hamilton before they create their helmet design.
Get ready to unleash your student’s creativity.
3.Entry template
Designs can be added digitally to this template or scanned from a physical design (but must stay within the boundaries of the helmet outline)
4.Terms and Conditions
Read the full terms and conditions before submitting student entries.
These activities cover the National Curriculum requirements below:
Design and technology KS3
Design
• identify and solve their own design problems and understand how to reformulate problems given to them
• develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
• use a variety of approaches [for example, biomimicry and user-centred design], to generate creative ideas and avoid stereotypical responses
• develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools
Evaluate
• analyse the work of past and present professionals and others to develop and broaden their understanding
• investigate new and emerging technologies
• test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups
• understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists
RSHE
Respectful relationships
• the characteristics of positive and healthy friendships (in all contexts, including online) including: trust, respect, honesty, kindness, generosity, boundaries, privacy, consent and the management of conflict, reconciliation and ending relationships. This includes different (non-sexual) types of relationship.
• how stereotypes, in particular stereotypes based on sex, gender, race, religion, sexual orientation or disability, can cause damage (e.g. how they might normalise non-consensual behaviour or encourage prejudice).
• that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including people in positions of authority and due tolerance of other people’s beliefs.
• about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders to report bullying and how and where to get help.
• the legal rights and responsibilities regarding equality (particularly with reference to the protected characteristics as defined in the Equality Act 2010)
