Unit outcomes
Pupils who are secure will be able to:
- Explain simply what is meant by ‘form’ (the shape of a product) and ‘function’ (how a product works).
- State what they like or dislike about an existing children’s toy and why.
- Learn about skills developed through play and apply this knowledge in a survey of one or more children’s toys.
- Identify the components of a steady hand game.
- Design a steady hand game of their own according to their design criteria, using four different perspective drawings.
- Create a secure base for their game, with neat edges, that relates to their design.
- Make and test a functioning circuit and assemble it within a case.
Suggested prior learning
Electrical systems: Wobble bots
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Lesson plans
Lesson 1: Developing through play
Lesson 2: Game plan
Lesson 3: Base building
Lesson 4: Electronics and assembly
Key skills
Design
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Key knowledge
Design
To know:
-
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Key vocabulary
assemble (Y5/6)
battery (Y3/4)
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Equipment list
Equipment needed across all lessons in this unit.
This list does not include equipment which is usually readily available in the classroom (e.g pencils, A4 paper etc)
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Full equipment list for the subject
Quantities marked × will update. Items without quantities are unaffected
- Range of children’s toys ×8
- Colouring pencils ×30
- Pens ×30
- Scissors right- and left-handed options recommended. ×30
- Glue stick ×30
- Set squares (extension) ×30
- Electrical wires – preferably with crocodile clips ×15
- Buzzers OR bulbs and bulb holders ×15
- Battery pack ×15
- AA batteries ×15
- Wire ×30
- Wire cutters ×1
- Pliers ×1
- Switches ×15
- Playdough or plasticine in primary colours
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Related content
Unit resources
Knowledge organiser – DT Y6: Steady hand game
Aimed at pupils, a single page which gives key facts and definitions from the unit 'Electrical systems: Steady hand game.'
Vocabulary display – D&T Y6: Electrical systems: Steady hand game
A display version of the vocabulary from the unit 'Steady hand game'.
Subject resources
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Cross-curricular opportunities
Computing
‘Pupils should be taught to:
- use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content’
See National curriculum - Computing key stages 1 to 2.
Science
‘Pupils should be taught to:
- compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches
- use recognised symbols when representing a simple circuit in a diagram’
See National curriculum - Science key stages 1 to 2.
Mathematics
‘Pupils should be taught to:
- recognise, describe and build simple 3-D shapes, including making nets’
Build on the learning
Mechanical systems: Automata toys
Pupils build on their understanding of form and function from evaluating their steady hand game to create a functional automata toy with moving parts.
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