National Curriculum National Curriculum National Curriculum Design purposeful, functional, appealing Build structures, exploring how they Select from and use a wide range of products for themselves and users can be made stronger, stiffer and more materials and components, including based on design criteria stable construction materials, textiles and ingredients, according to their Select from and use a range of tools Explore and evaluate a range of characteristics and equipment to perform practical existing products tasks [for example, cutting, shaping, joining and finishing] Explore and use mechanisms [for example, levers, sliders, wheels and in their products Engineering: Textiles (science link) Engineering: Build the tallest freestanding tower Design a sleeping bag for Action Design and make a moving toy (TTS Make: Children to try building a tower Man? kit) using art straws + paper clips Research: Look at of fabrics Research and Skill: How do Cams Research and evaluate: Look at /materials needed for a sleeping bag in work? Look at Existing toys as well as current tall structures. Discuss a particular climate eg. Africa or the cams they will be using similarities Antarctica. Design: Design a moving toy using the Skill and design: Show how to make Evaluate: Test different materials materials available strong shapes. Children to redesign ability to keep in heat (science) Make: Make toy tower Design and make: Create a sleeping Make: Finishing techniques Make: Make structure again back look at sewing techniques to Evaluate: Take toys to other classes ensure no and get pee feedback. – Cooking: Cooking: Baking wholemeal bread Cooking Vegetable Cous Cous Making (fruit)mince pies Look at the production of flour. History link Past and present Science (plants) or Science – Look at different plants in Discuss why wholemeal bread may be school garden that can be used in cous healthier than white bread? cous (peppers, fennel, coriander, Research ingredients for healthy loaf. tomatoes). Children to pick vegetables Cooking – Cook a vegetable cous cous as a class. Compare the recipes/fillings from the Recipes: Children to write their own past (e.g 18th Century or Tudor minced Make and Evaluate recipe based on previous cooking, pies), with todays minced pies. Discuss Use food vocabulary e.g. smell, texture focusing on including key details where the ingredients of today’s mince and feel when evaluating. (cooking time, exact measurements…) pies might come from. Make and Evaluate Autumn Spring Summer 3
National Curriculum Build structures, exploring how they can be made stronger, stiffer and more stable Explore and evaluate a range of existing products National Curriculum Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics National Curriculum Design purposeful, functional, appealing products for themselves and users based on design criteria Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] Explore and use mechanisms [for example, levers, sliders, wheels and in their products Engineering: Build the tallest freestanding tower Make: Children to try building a tower using art straws + paper clips Research and evaluate: Look at current tall structures. Discuss similarities Skill and design: Show how to make strong shapes. Children to redesign tower Make: Make structure again Textiles (science link) Design a sleeping bag for Action Man? Research: Look at of fabrics /materials needed for a sleeping bag in a particular climate eg. Africa or Antarctica. Evaluate: Test different materials ability to keep in heat (science) Design and make: Create a sleeping back look at sewing techniques to ensure no Engineering: Design and make a moving toy (TTS kit) Research and Skill: How do Cams work? Look at Existing toys as well as the cams they will be using Design: Design a moving toy using the materials available Make: Make toy Make: Finishing techniques Evaluate: Take toys to other classes and get pee feedback. Cooking: Making (fruit)mince pies History link Past and present or Compare the recipes/fillings from the past (e.g 18th Century or Tudor minced pies), with todays minced pies. Discuss where the ingredients of today’s mince pies might come from. Make and Evaluate Cooking: Baking wholemeal bread Look at the production of flour. Discuss why wholemeal bread may be healthier than white bread? Research ingredients for healthy loaf. Make and Evaluate Use food vocabulary e.g. smell, texture and feel when evaluating. Cooking – Vegetable Cous Cous Science (plants) Science – Look at different plants in school garden that can be used in cous cous (peppers, fennel, coriander, tomatoes). Children to pick vegetables Cooking – Cook a vegetable cous cous as a class. Recipes: Children to write their own recipe based on previous cooking, focusing on including key details (cooking time, exact measurements…) 3 Autumn Spring Summer
STEM__Engineering_Breadth_of_Study.docx