Teaching a unit of work in D&T at KS2. Planning for design & technology… Long Term Plan.

Teaching a unit of work in D&T at KS2.

Planning for design & technology…

YEAR1 * / 2

YEAR3 *

YEAR4 / 5 *

YEAR6

UNIT 4 - TextilesFocus: S tructures, TextilesContext: Bag Design for Little Red Riding Hood

UNIT 7 - Moving VehicleFocus: MechanismsContext: Make a moving vehicle using a framework construction method

UNIT 13 - FasteningsFocus:TextilesContext: D esign and make a piece of Roman clothing

UNIT 1 - W heels and AxlesFocus: MechanismsContext: Making a car for Teddy

UNIT 3 - Levers and HingesFocus: MechanismsContext: Make a face with moving parts

UNIT 10 - PulleysFocus: MechanismsContext: Pulleys to transport water from a well

Rom an FoodFocus: FoodContext: Making food for a Roman feast

UNIT 12 - HydraulicsFocus: Systems and controlContext: Making a picture w ith a moving part

UNIT 16 - Fairground RideFocus: Control - electricalContext: Motorised Victorian Fairground Rides

UNIT 14 - Motorised VehicleFocus: Control - electricalContext: Make a motorised buggy

UNIT 18 - BridgesFocus: S tructures, MechanismsContext: Moving Bridges

UNIT 15 - Gears and CamsFocus: MechanismsContext: Moving Toy

UNIT 17 - Healthy DrinkFocus: FoodContext: Fruit drinks

Breakfast CerealFocus: FoodContext: H ealthy Breakfast Cereal

Long Term Plan

Planning for design & technology…

Medium Term PlanAim s of Unit

Learn ing Objectives - FPTFocused Practical Tasks

Learn ing Objectives - D M ADesign and M ake Assignm ent

AUTUMNTERM UNIT 4 - TextilesLearning Objectives: IDEA: FPT: DMA:

Focus: StructuresTo develop understanding of the design process and the importance of teamwork. To develop understanding of, and skill in using techniques to join fabric.Read - Little Red Riding Hood. What did she need a bag to be able to do? Examine a range of bags and discuss simple fastening and joining techniques. How to make a simple pattern. How to make a permanent join and use simple fastenings.Design and make a bag for Little Red Riding Hood to carry some cakes to Grandma.(For further information see Wirral Scheme of Work KS1 - Unit 4)

UNIT - Breakfast CerealLearning Objectives: IDEA: FPT: DMA: Focus: FoodTo develop skills of sensory evaluation and making choices about ingredients chosen.Story as stimulus - Tigger comes to the forest and has breakfast. What kinds of cereals do we eat at breakfast time. How to weigh ingredients.Design a breakfast cereal for Tigger.(For further information see Wirral Scheme of Work Food Technology in KS1 - Unit 28)

SPRINGTERM UNIT 1 - Wheels and AxlesLearning Objectives: IDEA: FPT:DMA: Focus: MechanismsTo develop understanding of the role of wheels and axles in a basic mechanical system.Investigate a collection of vehicles for different purposes - how they move etc.Identify components and their function and the sequence of building using construction kits. Carry out a series of tasks to join wheels securely to axles. Design and make a car to take Teddy on a journey.(For further information see Wirral Scheme of Work KS1 - Unit 1)

SUMMERTERM UNIT 3 - Levers and HingesLearning Objectives: IDEA: FPT:DMA: Focus: MechanismsTo develop understanding of how a lever and hinge works.Investigate how levers and hinges are used to make moving pictures in story books. Make simple lever pictures, develop understanding of linear and rotational movement. Design and make a face with a moving part(For further information see Wirral Scheme of Work KS1 - Unit 3)

A U TU M NTER M

UNIT 4 - Textiles

Learning Objectives:

IDEA:

FPT:

DMA:

Focus: S tructures

To develop understanding of the design process and the importance of teamwork. To develop understanding of, and skill in using techniques to join fabric.

Read - Little Red Riding Hood. What did she need a bag to be able to do? Examine a range of bags and discuss simple fastening and joining techniques.

How to make a simple pattern. How to make a permanent join and use simple fastenings.

Design and make a bag for Little Red Riding Hood to carry some cakes to Grandma.

(For further information see Wirral Scheme of Work KS1 - Unit 4)

UNIT - Breakfast Cereal

Learning Objectives:

IDEA:

FPT:

DMA:

Focus: Food

To develop skills of sensory evaluation and making choices about ingredients chosen.

Story as stimulus - Tigger comes to the forest and has breakfast. What kinds of cereals do we eat at breakfast time.

How to weigh ingredients.

Design a breakfast cereal for Tigger.

(For further information see W irral Scheme of Work Food Technology in KS1 - Unit 28)

SP R IN GTER M

UNIT 1 - W heels and Axles

Learning Objectives:

IDEA:

FPT:

DMA:

Focus: Mechanisms

To develop understanding of the role of wheels and axles in a basic mechanical system.

Investigate a collection of vehicles for different purposes - how they move etc.Identify components and their function and the sequence of building using construction kits.

Carry out a series of tasks to join wheels securely to axles.

Design and make a car to take Teddy on a journey.

(For further information see W irral Scheme of Work KS1 - Unit 1)

SU M M ERTER M

UNIT 3 - Levers and Hinges

Learning Objectives:

IDEA:

FPT:

DMA:

Focus: Mechanisms

To develop understanding of how a lever and hinge works.

Investigate how levers and hinges are used to make moving pictures in story books.

Make simple lever pictures, develop understanding of linear and rotational movement.

Design and make a face with a moving part

(For further information see W irral Scheme of Work KS1 - Unit 3)

Planning for design & technology…

Short Term Plan Lesson Plan

Lesson O bjectives:

To develop understand ing of how w heels a re connected to an axle. To know that there a re m any d ifferent types o f vehic les and tha t they have diffe ren t features. To know that veh ic les a re m ade up of differen t parts / com ponents. To develop g raph ic skill in m aking labeled d raw ings.

Differentiation

C hild ren w ork in ab ility groups w ithin the c lass - W ork w ith c lassroom assistan t and use ‘ca rd fram es’ to isola te w hee l and axle join t during

c lose-up d raw ing . U se prepared sheets w ith printed labe ls at s ide . D raw a line to the correct w ord at the add ing labels stage.

- U sing prepared sheets m ake draw ings o f s ide, fron t and underneath o f the veh ic le . A dd labe ls using ru ler and hand w ritten labe l.

- As above, but also using p repared sheet describe the veh ic le eg . W hat m ate ria l is the veh ic le m ade from , w hat is it used fo r, w hich parts m ove, how are the w heels jo ined to the axle?

B lue Group

O range Group

G reen G roup

ResourcesC ollection o f vehic les eg . C oach, van, lorry, tractor, car, construction k it m ode lsInvestiga tion d raw ing sheets fo r each group. Pencils / coloured pencils, rulers, flashcards, ‘W heels on the B us’ m usic and tape recorder.

Lesson Structure:1. Investiga te co llection o f toy vehicles and som e m ade from construction k its.

‘Pass the Veh ic le ’ Activ ity (s im ilar to P ass the P arcel in that children pass a veh ic le a round and each has to nam e a part, describe a feature, or answ er a question from the teacher. Introduce a new veh ic le as appropriate ). Q uestions during the activ ity a re ;- W hy do veh ic les have w hee ls?, D o a ll veh ic les have the sam e num ber / s ize o f w hee ls?, W hich parts of the vehic le m ove?, W hy are som e vehic les differen t shapes?, H ow do you think the w hee ls join on to the veh ic le?, Are they fixed or do they m ove freely? , W hat stops the w heels from fa lling o ff? , D o the w hee ls turn at differen t speeds or in d iffe rent directions?

C h ild ren to draw a pictu re o f the veh ic le on the prepared sheet. In the ‘c lose-up ’ box m ake a d raw ing to show how the w hee ls join to the vehic le.P rio r to adding labe ls to the d raw ings - go through m atching nam es to parts. U se flashcards to rem ind children o f fo llow ing w ords; whee l, axle , w indow, roof, ligh t, engine .

Ind iv idua l Activ ity

UNIT: W heels and Axles Tim e: 1 hour YEAR G RO UP: Y1 and 2

• Objectives

• Structure

• Differentiation

• Resources

• Learning Outcomes

3 Elements of a Unit of Work

• Product Analysis (Evaluation, IDEA’s)

• Focussed Practical Task

• Design and Make Assignment (DMA)

Where does Product Analysis fit in at KS2?

• 3a Pupils should think about what products are used for and the needs of the people who use them.

• 3c Pupils should be taught to recognise that the quality of a product depends on how well it is made and how well it meets its intended purpose.

• 5a Pupils should investigate and evaluate a range of similar products, thinking about how they work, how they are used and the views of the

people who use them.

Promoting key skills and other aspects of the curriculum through Product Analysis

• Working with others - discussing their own and other peoples designs, individually and in groups.

• Problem-solving - considering alternatives in designing when investigating and evaluating products.

• Enterprise and entrepreneurial skills - finding out about the making and marketing of a product and evaluating the process.

• Education for sustainable development - exploring values and ethics in relation to the application of Design & Technology.

Why are products the way they are?

• What influences their appearance?

• Why are the products we use today different from those our parents used?

• Why will the products our children use in the future be different from those we use today?

Answers to these intriguing question lie at the heart of understanding the designing and making of the made world

Where to start?

• Make exemplar mood board of everyday products.

• Set up a ‘Favourite products’ table.• Encourage pupils to look, touch, feel

and question products.• Use question sheets, record answers

and evaluate (drawing is good too).

Questions to ask What is your first reaction?Do you want to touch it, taste it, use it, throw it away?Who might the owner be?Would you buy it?Is the colour important?What is it made of?How does it work?Does it work well?Do you think the product could be used again?Can it be re-cycled?

Recording and Evaluation

Using ‘friendly’ worksheets, (included in your pack) pupils need to record their findings.

• A drawing with arrows pointing to any interesting or moving parts is helpful.

• Use clear headings, these may vary but typically could include,- colour, name, function, material, cost?

• This work can then be kept or used in conjunction with a larger topic or project .

How does Product Analysis fit in to the National Schemes of Work at KS2.

• The phrase ‘Product Analysis’ will not appear.• It is discreet, but is an essential component which

will extend pupils knowledge and improve thinking skills.

• It will be an integral part of ‘INVESTIGATIVE,DISASSEMBLY AND EVALUATIVE ACTIVITIES - (IDEAs)’.

• It is a valuable motivational tool with which to introduce a unit of work.

D&T KS2 - Unit 4C - Torches LEARNING OBJECTIVES POSSIBLE TEACHING ACTIVITIES LEARNING OUTCOMES

CHILDREN SHOULD LEARN CHILDREN

INVESTIGATIVE, DISASSEMBLY AND EVALUATIVE ACTIVITIES (IDEAs)

simple safety when using

electricity that torches are designed

with the particular needs of

the user in mind and that

these needs can vary widely that commercially available

torches contain a simple

circuit involving metal

connectors which do not

necessarily have to be wires that torches are made of a

variety of materials suited to

the purpose for which they

are employed

Ask the children to investigate a collection of torches,

cycle lamps and other battery-powered lights eg pocket

torches, ‘miners’’ head lamps, rear bicycle lamps,

camping table lamps. How does the casing stay together?

How is the light reflected? How does the switch work?

How many batteries are used? What type are they? What

materials have been used and why? Are there any special

surface textures? What shape is it and why? How heavy

is it? Discuss the circumstances in which each light is used and

relate this to the particular features of its design eg a

‘Pools’ coupon collector who visits houses in winter, the

milk deliverer, a caving enthusiast, a cyclist. How does a

designer take account of individual differences of a

person’s anatomy (eg hand size) when designing a

product to be used by the general population? Where do

they get information from about body sizes? Children

could do a survey of head/hand sizes to highlight the

need for adjustment within the specification of a product. Explain to the children how a torch works, identifying the

key features eg bulb, reflector, battery, switch, casing. If

possible take apart an old torch to discover how it is

made, especially the way a complete circuit is made using

a switch. Investigate how the torches are designed to be

safe. Discuss the advantages/disadvantages of disposable

products eg torches. Discuss the life-cycle of a torch,

showing the materials used from source to disposal. Children could find out about Morse code and try sending

simple messages to one another.

identify the features of a

commercially available torch

which make it suitable for a

specific purpose and user describe how the torch

works know some simple principles

about the safe use of

electricity

essential activities optional activities assignment stages (all are essential)

Begin the project by discussing with the pupils the instances when it is important to have a portable source of light, (in the car, by the fuse box, looking at fireworks etc. Which design criteria would be important for different users?

If possible dis-assemble an old torch to show the children the various common parts before setting them the task of completing this data sheet

Looking at Torches

Data Sheet

Label the torch by placing a number in the correct position. 1. Lens 2. Bulb 3. Case 4. Switch 5. Battery case

Arrange a selection of torches on a table and encourage the pupils to select them in turn, discuss them in groups and finally write about them using the prompt questions here.

If there is time, the children could write to torch manufacturers to request additional information.

Looking at Torches

Answer sheet

1. _ _ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

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This answer sheet is to be used in conjunction with the list of questions. Pupils should be encouraged to record their answers as a report. They could use more paper if required.

Focussed Practical Task

SKILLS

PROCESSES

TECHNIQUES

that need to be taught in a unit