Skills that will be taught:

• Designing a pouch, considering the main component shapes of their pouch.

• Creating an appropriate template for their stuffed pouch.

• Joining two pieces of fabric using a blanket stitch.

• Neatly cutting out their fabric.

• Using appliqué or decorative stitching to decorate the front of their pouch.

• Using blanket stitch to assemble their pouch, repairing when needed.

• Identifying what worked well and areas for improvement.

Skills that will be taught:

• Identifying simple circuit components (battery, bulb and switch) with a basic explanation of their function.

• Explaining that a series circuit is assembled in a loop to allow the electricity to flow along one path.

• Describing a motor as a circuit component that changes electrical energy into movement.

• Providing examples of motorised products that use movement to rotate or spin different parts.

• Removing and replacing different parts of a Doodler, as part of a team.

• Suggesting ways to switch the configuration to amend the form or function of the Doodler.

• Explaining, in an investigation report, each of the changes they made and the effect this had on the Doodler’s ability to draw scribbles (function) and appearance (form).

• Developing design criteria with consideration for the target user, the purpose of their Doodler, a key function and the Doodler’s form and final appearance (e.g. fun, bright, soft).

• Explaining simply why their Doodler has a certain configuration based on the findings of their investigation (e.g. I used four pens because the Doodler would fall over with two).

• Creating a functional Doodler that creates scribbles on paper with or without a switch.

• Identifying and listing each of the required materials, tools and circuit components required to build a Doodler.

• Explaining simply the steps to assemble a Doodler as part of a set of instructions (or storyboard).

• Writing instructions to build a functional circuit, explaining how to identify if it is functional or not.

• Providing suggestions to improve a peer’s set of instructions after testing how effective they are at guiding someone.

Skills that will be taught:

• Describing the process of food production.

• Researching a traditional recipe and making changes to it.

• Adding nutritional value to a recipe by selecting ingredients.

• Preparing and cooking a new version of a product.