DESIGN & TECHNOLOGY

INTENT:  To know what a slider is and who invented sliders. 

IMPLEMENTATION:  The children were introduced to what a slider is, their purpose and where they would find one. They learnt about origin of sliders and how they are used them in books.

IMPACT: Children know what a slider is and their origin.

INTENT:  To practice the skills needed to  make a slider.

IMPLEMENTATION: Children were shown how to make their own slider. They were given the opportunity to create their  own background and object. They cut a slit in their background and attached a strip of card to their object that moves on the slider. They decided whether their slider moved horizontally or vertically.

IMPACT: Children were able to create a slider and correct any mistakes that they may have had prior to designing and making their final product.

INTENT:  To make a slider based on my design and the design criteria.

IMPLEMENTATION: Children used their designs and created their moving picture based on their design. They were able to make changes or adapt their designs to ensure they could make their final product. They were encouraged to solve any difficulties or problems that became apparent during the making task.

IMPACT: Children were able to follow their designs and used the skills they learnt to make and decorate their moving picture.

INTENT: To research house structures and identify their features from 1666.

IMPLEMENTATION: Children looked at a selection of houses from 1666. They identified their features and more interestingly what they were made of.  They made comparisions to modern day  houses.

IMPACT: Children are able to identify houses from 1666 and the materials they were made from.

INTENT: To explore different structures, identify ways to strengthen and evaluate them.

IMPLEMENTATION: Children looked back at the houses from 1666 and recapped features. They identified how the houses were made and focused on the roofs. Children identified how a structure can be strengthen by using a triangular structure are stronger than a square. They created a table based on triangles to  hold a book. They  discussed which were the strongest and weakest.

IMPACT:  Most children knew that a triabular shape is more stable than a square and were able to make a stable 

INTENT:  To make a 1666 house based on my design and work with group.

IMPLEMENTATION: Children working in groups of threes, looked back at their plans and reminded themselves what their house looked like. They completed their build in stages by putting a small box on top of a big box, making it stable. They added detail including beams using strips of paper or lolly sticks and straw for the roof.

IMPACT: Children, working in groups were able to make their houses, including some of the features and making them stable. SOme included triangular suppports to help with stability.

INTENT:  To evaluate a range of products.

IMPLEMENTATION: This lesson focused on what makes a good headband. Children looked at videos and pictures of different examples  of headbands. They identified their features and  what they liked and disliked about them. They created their design criteria for their own headband.

IMPACT: Children were able to identify the features of a headband and what the different headbands look like.

INTENT:  To explore different clasps, practise making them  and decide which one to use.

IMPLEMENTATION: Children discussed how they would attache the two ends of their  length of card together. The children practiced  making  a clasp making sure it was secure.

IMPACT: Children were able to make a clasp following the instructions  and ensure it was secure. 

INTENT: To  make a headband based on a design criteria.

IMPLEMENTATION: Children referred back to their design. They identified what decoration and equipment they needed. The children measured the circumference of their head and made the clasp. They decorated their headbands using the materials.

IMPACT: The  children were able to measure their circumference, make the clasp and decorate their headbands.

INTENT:  I know where different foods come from.

IMPLEMENTATION: Children talked about their favourite foods and why they liked them. As a class, we looked at different foods and discussed where they came from.

IMPACT: Children could identify where different foods come from and say which foods are their favourite.

INTENT:  I know the different food groups and identify which food belongs to each one.

IMPLEMENTATION: Children discussed the five food groups and referred back to their previous learning in PSHE about Healthy Living. they leanrt which foods belonged to which food groups and that it was important to eat a healthy diet and drink healthily.

IMPACT: Most children could name the five food groups and identified foods that belong to them.

INTENT:  I can design make and evaluate a healthy snack.

IMPLEMENTATION: Children were shown how to use a knife safely and they had a go at cutting fruit into small chucks. They then pushed their chosen fruits onto a skewer. They enjoyed eating their fruit kebab. After they were eaten, the children evaluated their kebabs and discussed what they would change of they made it again. Many suggestions were using different fruits.

IMPACT:  Children were able to choose and prepare the fruit for their  fruit kebab and enjoyed eating them. They were able to suggest what they would differently if they made them again.