Electrical systems- Simple circuits and switches
Prior learning
• Constructed a simple series electrical circuit in science, using bulbs, switches and buzzers.
• Cut and joined a variety of construction materials,
such as wood, card, plastic, reclaimed materials and glue.
Designing
• Gather information about needs and wants, and develop design criteria to inform the design of products that are fit for purpose, aimed at particular individuals or groups.
• Generate, develop, model and communicate realistic ideas through discussion and, as appropriate, annotated sketches, cross-sectional and exploded diagrams.
Making
• Order the main stages of making.
• Select from and use tools and equipment to cut, shape, join and finish with some accuracy.
• Select from and use materials and components, including construction materials and electrical components according to their functional
properties and aesthetic qualities.
Evaluating
• Investigate and analyse a range of existing battery-powered products.
• Evaluate their ideas and products against their own design criteria and identify the strengths and areas for improvement in their work.
Technical knowledge and understanding
• Understand and use electrical systems in their products, such as series circuits incorporating switches, bulbs and buzzers.
• Apply their understanding of computing to program and control their products.
• Know and use technical vocabulary relevant to the project
Key Stage 2
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].
When designing and making, pupils should be taught to:
Design
use research and develop design criteria to inform the design of innovative, functional,
appealing products that are fit for purpose, aimed at particular individuals or groups
generate, develop, model and communicate their ideas through discussion, annotated
sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and
computer-aided design
Make
select from and use a wider range of tools and equipment to perform practical tasks
[for example, cutting, shaping, joining and finishing], accurately
select from and use a wider range of materials and components, including construction
materials, textiles and ingredients, according to their functional properties and aesthetic
qualities
Evaluate
investigate and analyse a range of existing products
evaluate their ideas and products against their own design criteria and consider the
views of others to improve their work
understand how key events and individuals in design and technology have helped
shape the world
Technical knowledge
apply their understanding of how to strengthen, stiffen and reinforce more complex
structures
understand and use mechanical systems in their products [for example, gears, pulleys,
cams, levers and linkages]
understand and use electrical systems in their products [for example, series circuits
incorporating switches, bulbs, buzzers and motors]
apply their understanding of computing to program, monitor and control their products.
series circuit, fault, connection, toggle switch, push-to-make switch, push-to-break switch, battery, battery holder, bulb, bulb holder, wire, insulator, conductor, crocodile clip control, program, system, input device, output device