Year 4 Design and Technology

Pavillions (Structures)

Pupils investigate and model frame structures to improve their stability, then apply this research to design and create a stable, decorated pavilion.

1. What structure can I create?- To create a range of different shaped frame structures. 

2. What design criteria does your pavillion need?- To design a structure. 

3. Can you create a strong structure?- To build a frame structure.

4. What type of cladding can you add to your structure?- To add cladding to a frame structure. 

National Curriculum Objectives

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, patterns and computer-aided design.

Make

• Select from and use a wider range of materials, and components, including construction materials, according to their functional properties and aesthetic qualities.

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

Evaluate

• Investigate and analyse a range of existing products.

Technical Knowledge

• Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.

Torches (Electrical Systems)

Pupils identify the difference between electrical and electronic products. Evaluate a range of existing torches and their features, then develop a new functional torch design.

1. What components do we need to complete an electrical circuit with a switch? - To learn about electrical items and how they work.

2. What are the features of a torch?- To analyse and evaluate electrical products.

3. What can we use to create our own torches?- To design a product to fit a set of specific user needs.

4. Can we create a torch?- To make and evaluate a torch.

National Curriculum Objectives

Design

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

Make

• Select from and use a wider range of tools and equipment to perform practical tasks.

• 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

• Investigate and analyse a range of existing products.

• Understand how key events and individuals in design and technology have helped the world.

Technical Knowledge

• Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors].

• Understand and use electrical systems in their products.

Making a Slingshot Car (Mechanisms)

Pupils use a range of materials, design and make a car with a working slingshot mechanism and house the mechanism using a range of nets. 

1. What do we need to make a car chasis?- To build a car chassis.

2. What design would be thes best for a car's body?- To design a shape that reduces air resistance.

3. What decorations can I add to the car panels?- To make a model based on a chosen design. 

4. How can I test the design of my car?- To assemble and test my completed product. 

National Curriculum Objectives

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

• Investigate and analyse a range of existing products.

• Understand how key events and individuals in design and technology have helped shape the world.

• 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.

• Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages].