Design and technology project

Mechanical systems- Pulleys or Gears 

Prior learning

• Experience of axles, axle holders and wheels that are fixed or free moving. 

• Basic understanding of electrical circuits, simple switches and components. 

• Experience of cutting and joining techniques with a range of materials including card, plastic and wood.

• An understanding of how to strengthen and stiffen structures.

Designing

• Generate innovative ideas by carrying out research using surveys, interviews, questionnaires and web-based resources.

• Develop a simple design specification to guide their thinking.

• Develop and communicate ideas through discussion, annotated drawings, exploded drawings and drawings from different views.

Making

• Produce detailed lists of tools, equipment and materials. Formulate step-by-step plans and, if appropriate, allocate tasks within a team.

• Select from and use a range of tools and equipment to make products that that are accurately assembled and well finished. Work within the constraints of time, resources and cost.

Evaluating

• Compare the final product to the original design specification.

• Test products with intended user and critically evaluate the quality of the design, manufacture, functionality and fitness for purpose. 

• Consider the views of others to improve their work.

• Investigate famous manufacturing and engineering companies relevant to the project.

Technical knowledge and understanding

• Understand that mechanical and electrical systems have an input, process and an output.

• Understand how gears and pulleys can be used to speed up, slow down or change the direction of movement.

• Know and use technical vocabulary relevant to the project

Skills progression

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.

Key vocabulary

pulley, drive belt, gear, rotation, spindle, driver, follower, ratio, transmit, axle, motor circuit, switch, circuit diagram annotated drawings, exploded diagrams mechanical system, electrical system, input, process, output