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Introduction
The unit 'Storybooks' developed the popular activity of making greetings cards and the moving picture made in key stage 1. # researched the content of a book and how it was designed and made ~ own book that was finished to a high standard. ~ book's pages incorporated moving parts, including linkages and levers. # gained an understanding of linkage-type mechanisms through investigating a range of products e.g. books or greetings cards. Through focused practical tasks, ^ developed further ~ skills and understanding relating to the construction and assembly of a range of simple mechanisms that could be incorporated into a book with moving parts. # developed ~ ability to work in a group as ~ made decisions about the book and shared out tasks to the rest of the group.
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Investigation
Section 1: Investigative, disassembly and evaluative activities (IDEAs)
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^ could recognise different products that contained linkage-type mechanisms and ^ could describe how they worked and how the movement was produced.
^ explained why a particular mechanism had been used and the way it worked for the intended purpose.
^ can use technical vocabulary to describe the properties of a range of materials and mechanisms e.g. lever, linkage, pivot
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PracticalTasks
Section 2: Focused practical tasks (FPTs)
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^ can cut and shape materials and components with some precision, to enable ~ mechanism examples to work.
^ was able to produce a range of different mechanisms and develop an understanding of how they work.
^ could show that ^ has knowledge of a range of fonts and graphic techniques, which are suitable for different purposes in ~ task.
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Making

Section 3: Design and make assignment (DMA) Design and make a storybook that has moving ---------------------------------------------------------------------------------------------------------------
parts for a particular purpose
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# could apply what ^ has learnt through the investigation and practical tasks in ~ designing and making stages.
^ could identify the audience and a purpose for ~ book.
# can illustrate alternative ideas for ~ books using ~ drawings and models, and make ~ choices between them.
^ can produce an outline plan that identified the main stages in making ~ book, and ^ could also list the tools, materials and processes needed to complete ~ work.
^ could identify what did and what did not working well in ~ book and what provided a quality finish to ~ work.
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Comment 5

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Comment 6

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