Embedded Files
Module 1
Researching a Stone age Tool
In our first Design and Technology lesson, we had to research what different tools were being used and what time period these might have been used in. We had to make sure that we used our self management skills and communication skills to find what tools were used. We did this so when we design a new tool we new what ones were already used and how we make make a better design. We also had to research what materials were used during that time period.
NC: 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.
Designing a Stone age tool
In this lesson, we had to use our research of stone age tools and previous learning to help design a new stone age tool or redesign a tool they did use but make it better. We had to draw it out and then label each part with the material that we would need to use. Once we had finished that we wrote a bit of information about the tool: What it is/its name, when it would have been used and what it is used for.
NC: generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Module 2
Researching and designing an Egyptian mask
During this lesson, we had to research what an Egyptian mask was, why they were used and who had them. We then had to research what they were made out of and why this material was used. After finding all this information out we had to design our own Egyptian mask and state what we are going to use to create it.
NC: 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.
Making an Egyptian mask
Over the course of a few lessons we made our Egyptian masks. We had to uses a range of tools including, scissors and knives, and materials to create the different elements of it. We had to make sure that we were safe when using the equipment and also followed our plan to make sure they look good and like Egyptian masks should.
NC: 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
Module 3
Bridge Planning
This lesson we started our Secondary DT lesson. WE had to create different shapes use 3 or 4 lollipop sticks and see which shapes were stronger than others. After this, we had to try and identify different shapes in a range of different bridges from around the world. We then were able to use these bridges as well as some other designs of bridges to help design our own one. Finally, we had to work in a group and plan our own bridge design and begin to draw it as a birds eye view and side view.
NC: 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
Bridge Planning
This lesson we started planning our bridges
NC: 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
Bridge building
This lesson we started building our bridges. We had to select the right resources to amke sure we had the strongest bridge. We then had to copy our plan and uses a range of different materials, wooden dalls, cardboard and paper straws as well as specific equipment to make sure that they were study and strong. We used glue guns, scissors and pliers whilst wearing gloves and eye protectors.
NC: 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
Module 4
Bridge building
Today we continued to build our bridges using the plan that we made last module. We had to use pliers and scissors to cut the paper straws and wooden dowels and then stick them to the base of our bridge that we started last lesson. We used glue guns to glue the pieces together. In our groups we all had specific role (gluer, organiser and cutter) to make sure that everyone had a part to play.
NC: 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
Bridge Evaluation
This lesson we evaluated ur bridges by looking at the design (was it designed correctly?), the actual creation of the bridge (was it created to look like the design?) and how strong the bridge actually was (how much weight could it hold?). To find out these questions we had to fill in a ealuation sheet and look, in detail of our bridge and rank it out of 10. To find out how much it cold weight, we tested each brigde over a valley and put weight on it going up in incraments of 100g to find out how much it would hold until it broke.
NC: 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
Module 5
Planning a new Light
This module we were have been looking at light and how it is used in everyday life and in celebrations. Due to this the children designed a new light. The children first researched what different lights were used for throughout history and then what sort of materials they would have been used for. After this the children then created their own designs for their new light and labelled what materials it would be made from.
NC: 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
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