Sal 26

MediumTerm Year Group Planning Sheets

Subject: Design andTechnology

Teacher/s:

Yr.Gp.

5

Term: Ac.Year:

Autumn

Key Learning Objectives(Taken from theSchools Design & Technology Scheme of Work):

Textiles

      Decoration offabric using stitch work;

      Cut fabric tosize, leaving an allowance for finishing.

MouldableMaterials

      Finishingtechniques (quality outcome);

      Rolling tospecific thickness;

      Cutting carvingtools, cutting clay (knife)

week

unit

LearningSteps

Activities/skills

Resources

Organisation

Differentiation

IntendedOutcomes/ Assessment Activities

Cross

Curric.Links

I.C.T

Unit 1

Textiles:

Design a calendarto show the year in cross-stitch digits.

Using squaredpaper, plan where each cross should go to create the numbers ofthis years date, ensuring numbers are the samewidth/breadth.

Squaredpaper.

Whole classdiscussion

I

Individualdesigns

I

Plenary

Amount ofassistance given and complexity of design. Extension: picturedesign for calendar.

Childrendemonstrate that they can produce a pattern which can be used tocreate cross-stitch. They show they understand how the patternrelates to binka and stitch.

Unit 2

Createcross-stitch design onto Binka. Choose and use wool or embroiderycotton.

Practice producinga cross-stitch and a group of stitches. Select desiredwool/cottons and stitch the years date following the patterndesign.

Binka, bluntedneedles, wool, embroidery, cotton, scissors, patterns made.

Teacherdemonstration

I

Individualactivity

I

Plenary

Mixed abilitygroupings.

Childrendemonstrate they can produce the years date incross-stitch.

Unit 3

Decorate usingvaried stitching on border. Back onto card, adding ribbon hangerand calendar.

Show variedstitches on sampler. Ch experiment with various stitches to createborder to date, possibly also incorporate a picture (see unit 1).Complete calendar by backing onto card, adding ribbon hangers& calendars.

Designs. Binka/cross-stitch so far, embroidery cotton, wool scissors, bluntedneedles, card ribbon, calendars, PVA glue and spreaders.

Teacherdemonstration

I

Individualactivity

I

Plenary

Less able childrenare supported to produce a simply stitched design. More able areencouraged to attempt more complexly stitched designs.

Childrendemonstrate they can produce a completed decorativecalendar.

Unit 1

Rag-rugging.

Visitingcraftslady. Design/create/produce wall hangings based ontraditional techniques using old and new materials.

*      Design for ragrug;

*      Work to design inpairs, preparing hessian piece and snippets,

*      Write about whatthey have learnt and done.

Scissors, hessian,podgers, paper, felts, materials.

Teachinginput

I

Paired work ondesign and production of rag rugs

I

Write upactivity

I

Plenary

Less able aresupported to produce a simplified design using the looser hessian &easier podging tool. More able are encouraged to create a moreelaborate design.

Childrendemonstrate they have an understanding of the history of clothingand rag rugging. They demonstrate that they are able to constructa rag rug using materials and tools effectively.

Children evaluatewhat they have done.

Rag rug designsmay be produced using the computer. Research may be carried outusing the computer.

week

unit

LearningSteps

Activities/skills

Resources

Organisation

Differentiation

IntendedOutcomes/ Assessment Activities

Cross

Curric.Links

I.C.T

Unit 1

MouldableMaterials:

Discuss TudorTalismans and their meanings. Design individual talisman &lantern.

Talisman design insketch books, which is to be made in clay. Children designlanterns.

Talismaninformation sheet. Children's sketch books.

Whole classdiscussion

I

Individualdesigns

I

Plenary

Children who havedifficulty with fine motor skills are encouraged to choose asimpler design.

Children with goodfine motor skills are encouraged to try more intricatedesigns.

Childrendemonstrate that they can produce a design for a Tudor Talisman andLantern which can be made in clay.

History topic the Tudors.

Children may useICT to research the meaning of talisman symbols

Unit 2

Roll clay usingrolling pin, spacers and board. Trim to size. Create design usingadding and mark making techniques.

Roll out clay toproduce smooth surface and trim to size. Decorate by adding clay,using slick then mark making using various tools. Childrenassemble lanterns.

Clay spacers,rolling pins, clay boards, tools for mark making, aprons.

Teacherdemonstration

I

Individualactivity

I

Plenary

Children who havedifficulty with fine motor skills are encouraged to choose asimpler design.

Children with goodfine motor skills are encouraged to try more intricatedesigns.

Childrendemonstrate they can produce their design in clay using advisedthickness of clay and joins securely made.

History topic the Tudors

Unit 3

After firing,paint on chosen glazes. Fire again.

Select colours andpain glazes onto biscuit. Avoid painting under surface and keepcolours separate and brushes clean.

Glazes, firedclay, paint brushes, water and pots.

Teacherdemonstration

I

Individualactivity

I

Plenary

Less able childrenencouraged to use one or two colours. More able childrenencouraged to choose a more detailed colour scheme.

Childrendemonstrate they can use appropriate colours to complete theirTudor Talisman and Lantern. They show they are able to work withcare and follow the instructions given.

History topic the Tudors