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Introduction
In the unit 'Lighting it up', # applied the knowledge about electric circuits that ^ had acquired in science in a purposeful way. ^ learnt how to design and make something that would shine light e.g. a table lamp, a light in a room, or one that lights up a poster, a Christmas tree or a display. # also needed to consider what kind of lights were switched on and off by remote control e.g. in a corridor or in a home so that it looked lived in. While many of the designing and making skills were used, there were two particular focuses. # was encouraged to define a set of clear specifications for the light by considering who will use it, and the conditions under which it might be used. ^ also used ICT tools to support ~ research into the range of lights available and how to control ~ light, switching it on and off when required.
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Investigation
Section 1: Investigative, disassembly and evaluative activities (IDEAs)


^ could identify the features of different commercially available lights which made them suitable for a specific purpose and user.
^ was able to identify examples of lights which are switched on and off by remote control or control devices.
^ described how a light and switches work.
^ successfully identified materials used to make the lights and why they might have been chosen.
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PracticalTasks
Section 2: Focused practical tasks (FPTs)


^ understood and ^ used safe practices.
^ could make a bulb light up in a simple electric circuit.
^ made ~ own switch and knew how to place it in a circuit to control a bulb.
^ named the electrical components being used.
^ used ICT to acquire information about a range of lights.
^ has used a control box program.
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Making
Section 3: Design and make assignment (DMA) Design and make a new type of light that you can control and that satisfies certain needs of the person who will use it
Children:

# could apply what ^ had learnt during the investigation and practical task stages in the designing and making stage.
# could identify a number of specific needs a user might have when they needed to use a light in and ^ was able to prioritise these needs in a specification.
^ designed and made a product which took into account some of the needs of a user.
^ was able to make a labelled drawing which shows the key features of a product that has not yet been made.
^ had experience of controlling ~ light through the use of a control box program.
^ evaluated the light against ~ original design criteria and ^ identified some modifications ^ had made to the light, including how ^ had evaluated the safety of the product.
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Comment 5

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Comment 6

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