Design and Technology

Year 5

Module 6

Viking Longships

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

evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Technical knowledge

apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Module 5

Mechanisms

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

Evaluate

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

This term we have been exploring mechanisms in DT. We have been learning about how cams work and how they can be used to create moving parts. We investigated different types of cams to find out how they work and what effect they have on an object. Finally, created our own moving toy design which we then made into a protype. We used our cutting skills to make our own box which we glued together and added our cams.

Module 4

Food and nutrition

understand and apply the principles of a healthy and varied diet
prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

Lesson 1: Senses

Children explored how our different senses can affect the taste of food. Kestrel class tried different chocolate while listening to high and low-pitch music, smelled different scents while eating crackers and ate yoghurt that was and wasn't dyed a strange colour. Children recorded their results and deduced what they had found out from their findings.

Lesson 2: Types of taste

In this lesson, Kestrel classed found out about the 5 main types of taste: sweet, bitter, sour, salt and umami. The children tasted 5 different foods and drinks and tried to identify the prominent type of taste. We explored how sensitivity to all tastes is distributed across the whole tongue (and indeed other regions of the mouth where there are taste buds), but some areas are more responsive to certain tastes than others.

Children had scratch and sniff cards of different herbs and spices and tried to identify if they were a herb or a spice and rated how appealing they were. Some children were able to name some of the herbs and spices that they have experienced before.

Lesson 3: Herbs and spices

We found out where different herbs and spices originated from around the world and discovered the difference between a herb and a spice.

Lesson 4: Making dal

In groups, children had to decide which ingredient to add to the original dal recipe (peas, sweetcorn, potato, spinach, carrots). Groups communicated well to follow the recipe carefully and share out the different responsibilities. Once cooked, children tasted their own dal and evaluated it using a spider graph; they selected their own criteria e.g. taste, texture, aroma, spice. Children were then able to taste other groups' dal. At the end of the day, parents and carers came in to taste the dal and complete their own spider graph. Many children were very happy to be able to take a tupperware dish home to havefor their tea!

Module 3

Textiles

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

Lesson 1: Design boards

Children will be making heir own cases. During the lesson, we mind mapped the possible different purposes for the case, shape, theme, materials and colour schemes.

Kestrel Class created their own design boards to layout their initial ideas.

Lesson 2: Case designs

Children used their design boards to carefully design their cases. They labelled their design with key information:

Materials
Construction
Size
Colour
Theme

Lesson 3: Making the cases and evaluation

Parents and carers came into school to support their children in making their cases. A variety of materials were brought in from home and children had access to felt, buttons and ribbons; they could use glue sticks, glue guns and needle and threads to create their designs. Children used their design as much as possible but they did make changes and improvements. Parents and carers evaluated the cases on post-it notes and children completed evaluations in their book.

Thank you to everyone for coming to school and for all your support; we hope you all enjoyed it as much as we did!

Module 1

Creating packaging for a chocolate bar

Module 1: Creating packaging for chocolate

This term we have been researching, designing and creating our own packaging for chocolate. We have used the TASC wheel to help us to research our final design and will be writing our own persuasive advert to sell the chocolate for our packaing to link to our Persuasive Writing English unit. We have explored a variety of packaging and evaluated the different structures and the suitability of these.

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

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

Gathering ideas and identifying the task

We began our project by researching different ideas of packaging. We identified what we knew about the product already and what we understood about why certain materials are used we securing chocolate. We then listed some questions we had about packaging before we started our designing procedure.

Once we had gathered our ideas and organised them, we then moved on to identifying the task set. We started by thinking about what our goals for the project were and what obstacles we might face whilst completing our task.

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 and Design

The next part within our design and implementation of creating chocolate packaging was to generate ideas and then decide on the best one for the task. We researched more ideas of packaging styles and materials that were best suited to this project and design a number of options for our final design based on all of the research we had conducted.

generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.

Implement

After researching and generating designs, we then began making our design. We thought about the name being displayed upon it and what colours we thought we make our product sell. This involved creating a template and then implementing our design upon it before building the net to make the final product.

Module 2

Designing, creating and evaluating a bridge

Lesson 1:

This term, linking with our central idea - Rivers may influence how humans interact with their local area, we are going to be building our own bridge that can support a marble rolling from one end to the other successfully.

Today we investigated different bridge types (suspension bridges, arch bridges, beam bridges and cantilever bridges) and thought about which design we would choose if we were to build a bridge based on the research we had collated. We will then be looking at how we can strengthen these types of structures through the use of different joins. This will enable us to build the strongest bridge we can to fulfil our given task.

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

Lesson 2: Strengthening Structures

This week we have been researching how to strengthen structures in relation to building a bridge. We investigated the triangular shape that help strengthen structures and that when bridges do not have triangluar shapes to help structure them, they have suspension cables to act in the same way. We researched different bridges around the world, and what strengthening structures they used.

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

Lesson 3: Planning and Designing

After learning about all the different bridge types and ways to stregthen a structure, we started to plan and design our own bridge struture to fit a criteria. We were given the task to build a bridge that was 40cm and that could hold atleast 100 coins without needing support. First we planned and designed a structure independently, and then we joined with some of our peers to compare our ideas. As a group, we then planned a final design that we then began to build using a variety of resources such as lolly sticks, paper clips, tape, straws and card etc.

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

Technical knowledge

apply their understanding of how to strengthen, stiffen and reinforce more complex structures

Make

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

Lesson 4: Evaluating

As a group, we tested our structures to see if they could withold the desired amount of weight given in our brief and evaluated the strength of our bridge. We completed a good form to consider whether our structure met the design brief and thought about the strengths of our design in comparison to what we had learnt about bridge structures that already exsist. We then considered what changes we would make if we were to carry out the project again.

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

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