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These examples have contributed to QCA's ongoing
work on developing the Schemes of Work at Key
Stages 1 and 2. Materials to support the combining
of units from different subjects are planned for
2003. Feedback on how you have used these examples
and suggestions for further development would
be welcomed by QCA. Please contact Martin Hollins
of the science team, email: hollinsm@qca.org.uk
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There are a number of ways to link the two units of
Ourselves (Sc 1A) and Eat More Fruit (D&T
1C). Here we suggest that investigating fruit and vegetables
provides a good context for learning about the senses,
whilst also providing children with knowledge about
taste, smell and appearance of foods that they will
use when designing a salad in design & technology.
In the science work children find out about changes
with age - design & technology work will give them
first-hand experience of how skills (in this case, to
prepare food) improve with age and experience as they
learn to be more dextrous. Survey skills are developed
in science and can be used to inform the design process
as children consider the preferences of others. The
design & technology DMA provides opportunities for
the knowledge and skills gained during these units to
apply in the real context of making a product. Non-statutory
PSHE objectives can also be achieved through this unit
(KS1.3).
Investigating a collection of musical instruments is
a good starting point for work in both units. This activity
could have the scientific objectives of finding out
the different ways in which sounds are made whilst D&T
learning might focus on the construction of each instrument,
its form and surface decoration. Considering cultural
importance of music provides meaningful links with PSHE
and RE, whilst investigating vibration, pitch and loudness
could be incorporated as additional FPTs. This would
give children a greater background experience and understanding
to draw upon when designing and making their own instrument.
The scope of the science unit extends to considering
ways of insulating sound, which is unlikely to link
directly with the DMA, though children could consider
materials suitable for lining practice rooms. As well
as considering strength of materials during the FPT,
acoustic properties could be investigated by using science
activity 4.
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