Design and Technology

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
select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

evaluate their ideas and products against design criteria

build structures, exploring how they can be made stronger, stiffer and more stable

Lesson 1 - Classroom

In the classroom we looked at different lanterns from around the world and design our own in our Sketchbooks

We took inspiration from the shape and size of those we had seen online.

We then made paper lanterns using card, glue and scissors.

Lesson 1 - Workshop

In the workshop , our first task was to identify risks and to ensure we knew how to be safe.

Wearing our protective earwear and aprons we used vices and junior saws to cut our wood after careful instructions from our DT teacher.

After a clear demonstration of how to be saw with the hammer, we then joined our pieces of wood together which will become the frame of our lantern.

Lesson 2 - classroom

We were beinging designings by designing three pictures which would be on the panels of our lanterns.

We had four main parts of our session today. Draw our design, paint, create the outline using a black pen and then finally create paper chains which will hang from our lanterns.

Lesson 2 - workshop

In the workshop this week we finished the frame we had begun to make last time. We called this a C frame as it had three pieces of wood.

Although we are making our own we did help each other so that we could all be successful in our task.

Lesson 3 - workshop

We made more square pieces that we will use to make our lanterns. We are now one step closer to finishing these. - Mia

I used a saw to cut the wood to the correct size. We were using tools to help us join the wood together. We used hammers to knock the nails into the wood. - Oscar R

Lesson 3 - Classroom

We drawn our designs onto acetate paper. This was on the shiny side. We added colour so it stands out on our lanterns. - Oscar

We have been finishing our designs. We used bright colours, added detail and then used a black pen for the outline. - Mia

Module 2

Lit Lanterns

Pupils will be taught to:

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
select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

evaluate their ideas and products against design criteria

build structures, exploring how they can be made stronger, stiffer and more stable

Classroom lesson 1

We have been making the extras that we will attach to our lantern frames.

We made colourful paper chains. They had four loops on each chain and we made four chains.

We finished colouring our design panels and then using string we made the handle.

Workshop lesson 1

Our main focus this week was to finish our frames.

We needed to cut the dowels to make the frames. We needed to make squares that we then nailed together to make a cube.

The easiest part was making the squares but cutting and nailing the pieces of dowels. The hardest part was joining the squares together as we didn't always measure the sides correctly. Mia

Week 2 - Completing our lanterns

Todays session was focused on finishing all of the elements of our lanterns. A few children used the workshop to complete their frames while the majority of us stayed in the classroom ans added our pictures to the frame and added our handle and the coloured paper which creates the colourful edges.

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Module 3

Pandora's Box

Pupils will:

generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Opening the box...

After reading the story of Pandora's Box, we discussed what would make us open a box. We considered what features are on different boxes that are used to appeal to people buying things.

Designing our own boxes

We designed our own box for an item of our choice. This had to be appealing to others and include some of the features we had already discussed.

Module 4

Torches

Pupils will be working on their Technical knowledge

apply their understanding of how to strengthen, stiffen and reinforce more complex structures
understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

Developments in lighting

Research -

Designing our own torches

On our designs we had to include the circuit on the inside and the design for the outside. - Mia

Making our torches

Circuits

The circuits need to have all the components that we used in our Science lesson to make a the bulb work. We used crocodile clips to help to circuit light up. - Will

Switches

The switches will help to make it a complete circuit. Some people are using paper clip switches and others are using tin foil. - Oscar C

I'm using tape so I can make a funnel at the top. to reflect the light. I also making a handle. - Margaret

I have used a plastic bottle top and added it to a cardboard tube. I've added a handle so it can be held by the user. We added more tape as it wasn't strong enough. - Finley

Daisy and I have been a half of a plastic bottle and toilet tubes. We stuck them together to help make the shape of our torch. We will be adding another jelly pot and then colouring the tape so that it shines with different colours. - Lily-Rose

Module 5 - Cooking & Nutrition

Design and create a protein packed lunch for an athlete.

Children were taught to use the following techniques: peeling, chopping, slicing, grating and spreading.

Children made a sandwich suitable for an athlete. They used a variety of vegetarian ingredients to prepare a healthy sandwich using the DT skills for year 4.

Spreading is a skill in year 4.

Children used a plastic knife and safely manoeuvred it to spread the vegan fat evenly

Skeyla and Luna attempted to to spread right to the edges

Using the knife safely and making sure that there is a healthy amount of spread in a sandwich

Slicing is another skill in year 4.

Applying the correct pressure depending on the object is also an important skill

Knowing how many slices is enough for the sandwich and spreading them out appropriately depends on how many tomatoes you have!

Children also needed to know how to peel something, so we chose an egg for our sandwich as it is high in protein and an athlete would find that an eggcellent choice!

Cracking the egg first so that there is room to peel away the shell

Now we slice the egg so that there is an even amount across the slice of bread...

Finally we grated some cheese as it is another DT skill that the children should know. We then placed the slices together to create our sandwich for an athlete!