Serious about sugar, passionate about people. Why is sugar not so sweet? Narrative

In the Summer of 2022, Year 3 and 4 pupils from primary schools across the XP Trust studied a cross-curricular expedition looking to answer the guiding question, ‘Why is sugar not so sweet?’

The Learning Targets were:

Case Study 1 - HISTORY

• I can compare some of the times studied with those of other areas of interest around the world.

• I can describe the social, ethnic, cultural or religious diversity of past society.

• I can describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.

• I can use appropriate historical vocabulary to communicate, including: dates, time period, era, change chronology

• I can study an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066.

Case Study 2 - SCIENCE

• I can compare and group materials together, according to whether they are solids, liquids or gases.

• I can observe that some materials change state when they are heated or cooled, and measure the temperature at which this happens in degrees Celsius (°C), building on their teaching in mathematics.

Children also developed their knowledge and skills of ‘Working Scientifically’ throughout the Case Study.

Case Study 3 - DESIGN AND TECHNOLOGY

• I can 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

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

• I can prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.

• I can assemble or cook ingredients (controlling the temperature of the oven or hob, if cooking).

• I can measure and mark out to the nearest millimetre.

• I can 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.

• I can select from and use a wider range of tools and equipment to perform practical tasks.

• I can 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

• I can investigate and analyse a range of existing products

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

• I can understand how key events and individuals in design and technology have helped shape the world.

• I can improve upon existing designs, giving reasons for choices.

• I can disassemble products to understand how they work.

Immersion

As part of hook week, children across the trust completed fieldwork at Brodsworth Hall, where they looked at the history of slave trade. To immerse the children back in after half term, they went on a trip to John Bull Confectionaries in Bridlington. Children were able to have a tour of the factory and have the opportunity of creating their own flavoured rock.

Throughout the Expedition, we have had a variety of Experts such as; a virtual lesson by the International Slavery Museum in Liverpool, a visit from an Haribo employee that shared their expertise, Chris Marsden who worked with children on the design and branding of the product.

Our Learning

To provide context and develop background knowledge, the first case studied centred around the history of the triangular slave trade. Children have researched where slaves come from and how thier lives were affected. We have linked our learning to the story ‘The Amazing Adventures of Equiano’ which was based on the real life experiences of an African slave and his fight for freedom.

The second case study focused on different states of matter. First, children looked at the differences between solids, liquids and gases. They took on the roles of particles to show how they change in different states of matter. We then looked at grouping different materials based on their properties before looking in more depth at the changes of state.

The final case study tied together all the children’s learning from the previous case studies and gave them the opportunity to create their final product. To start the case study, children have engaged in market research around a range of existing products to evaluate current designs and gained inspiration for their own sweets. Then, they designed their own sweet products and created prototypes before deciding on their final recipe. We then looked at artists to inspire our packaging design. Children created their own fabric prints and name labels to decorate their jars.

Final Product and Celebration of Learning

The final product drew together learning from both the Science and DT case studies. The product was a variety of confectionary treats showcasing the use of sugar. As part of the DT case study, children created their own reusable packaging, creating an eye-catching label as well as a sustainable covering. The covering incorporated learning from science as well as linking back to our Spring Expedition. Furthermore, children also filled essential roles such as writing up scientific experiments and recipes for their product. Ultimately, children learned about the history of the triangular slave trade and how this contributed to the sugar that we enjoy today. To celebrate our learning, we sold our sweets to raise money for chosen charities linking to modern slavery.