DT 18.12.20

Good morning Year 4.

I hope you all enjoyed the pantomime and dressing up in your Christmas jumpers. It’s great to see how we all continue to keep each other safe even when exciting, fun activities are happening.

Let’s revisit our DT constructions.

Make sure you have the decoration you constructed last week.

We know your family will enjoy having your decorations around your home as part of the winter celebrations.

Send your evaluation notes to us through our year group email.

The Year Four Team


Happy Tuesday Year 4 designers.

Today we shall work some more on getting our winter celebration products ready for the coming holiday!

Enjoy your Tuesday and share your work with using our Year 4 email address.

The Year 4 Team

D.T. 23.10.20: Learning from Home

In D.T., in the lead up to Christmas we will be going through the design process to design and make an appropriate school uniform for our fictional school – Sky Academy.

The first stages in our design process will include:

  1. Identifying our customer: who are we making the product for? Who is going to wear the uniform?
  2. Creating our Design Criteria: What are our short, specific goals that we need to complete for our uniform to be successful?

We will be learning about the purpose of a design criteria, and writing our design criteria in our lesson today.

Questions to be thinking about:

  1. What is a design criteria? 
  2. Why do we use a design criteria?
  3. How can a design criteria help us in designing our product? 
  4. What should a design criteria include?
  5. Who are we making it for? 
  6. What are we making it for?
  7. What does the uniform need to be to be successful?

Have a look at our learning slides on the document attached below. This will give us more detail about Sky Academy and the product we need to be designing and creating:

Now that we understand more about the design criteria, we need to create our own, considering these questions:

  • Who is the audience?
  • Why is this uniform being made?
  • What is it going to need to be successful?
  • What materials will need to be used to meet the user needs?

Have a look at the example of a design criteria, below, for the uniform. The example gives some brief points, you need to think of your own points and add some more detail to reason with your criteria:

Don’t forget to send us your work, so we can appreciate it and provide feedback to your learning:


Take care,

The Year 4 Team 🙂

D.T. Under the Sea (lesson6, week 7) Sounds of the Sea

We hope you have enjoyed learning about the sea (oceans) this last half term and that you have challenged yourself to be as investigative and creative as possible?


For today’s activity, we would like you to investigate and recreate the sounds of the sea!


We have learnt about the impact of pollution on our seas and the consequences of plastics (etc) on the creatures living there and the environment. Therefore, we would like you to use such items to recreate the sounds of the fish, mammals, tide etc that you can hear. Please take a look at these examples…




What can you hear?




Take a look around you and decide what items you might be able to use… Plastic bottle? Box? Pebbles? Twigs? Pencils? Your voice? Food? Hands/feet? Clothing?


What creatures and/or environment will you recreate? Have you learnt anything that you didn’t already know? Please share your work and ideas with the class and enjoy!

D.T Under the Sea (lesson 5, week 6) Sustainable Fishing

Our oceans are in crisis and there are lots of things we can do to help. Actions such as recycling (disposing of our rubbish sensibly), using less plastics (reusing bags, less packaging), considerate travel (less pollution, fuel leaks) and sustainable fishing (careful use of nets, avoiding over-fishing and by-caught marine life). Sustainable fishing guarantees there will be populations of ocean and freshwater wildlife for the future.



Over the past few weeks you have been able to explore lots of useful links and information about the crises in our oceans and causes and effects for this. This week we would like you to create a persuasive piece of work so that our school only use fish that has met the M.S.C (Marine Stewardship Council’s) environmental standard. You can present this as a leaflet, poster, or letter to your school to support sustainable fishing and give reasons why it is so important and the effects it will have.



Please take a look at some examples, videos and useful links below.








Things to consider:


What is sustainable fishing? Why is it so important? What will be the impact on the ocean if the issues aren’t addressed? Which sea creatures are affected by over-fishing? What is the safest way to fish and can you name these? What might happen if we run out of fish? What is the impact on the marine eco-system and food chains? What does the MSC logo represent? Have you seen the logo on any food labels? Can you think of any persuasive and emotive language to use so that schools only use food with the logo on?



Please take the time to share your work with the year group

year4@selsdon primary.org.uk

D.T. Under the Sea (lesson 4, week 5) Food Chains

This week we would like you to investigate, then present, the food chain (web) of the ocean.

Information: All living things in an ecosystem depend on each other for food. Food chains are a flow of energy that show who eats what (e.g. plants absorb energy from sunlight and animals their energy from eating plants or herbivores). They overlap and interlink to produce complex food webs. If one animal’s source of food disappears, perhaps from a natural cause such as drought or disease, many other animals in the chain are affected. Plants are at the bottom of the chain, and humans are usually at the top. Humans are often responsible for disrupting food webs and damaging fragile ecosystems.

Things to consider: What is a food chain? What does it represent? Why is it important? What might happen if the food chain is broken or damaged?

What do you notice about where the sea creatures are commonly found (Antartica/Arctic/Atlantic oceans , salt water etc)? Can you describe the features? In which layers (zones) of the sea can they be found? What do they consume? Do sea creatures migrate so they have food?

Useful links:





Activity: To present your ocean food chain (web) as a poster, diagram, in 3D or as a leaflet.

Here are some examples:

We hope you enjoy learning about the food chain and look forward to seeing your work!


D.T. Under the Sea (lesson 3, week 4) Our Ocean in Crisis

Our Ocean in Crisis

This week, we would like you to use your investigative skills to find out about our ocean in crisis and creative skills to represent these changes / issues.

Things to consider:

How has life in the sea changed? What has been most affected and how? What has caused the worst damage? (Pollution? Climate change? Over-fishing? Vessels?) What does life in the ocean look like now compared to (say) twenty, thirty years or even 40 years ago?

Create a picture/poster/scene/leaflet/diorama to show the cause and effect these issues have had in the ocean. Are there any household items you could use to emphasise the issue? (e.g. plastic wrappers, bottles etc). You may prefer to sketch, make and/or design your own creatures and sea plants!

Poster ideas
Creative ideas

Listed below are some links and information, that might be helpful…





Can you answer some of these questions based on the facts you have found out?

How long does it take for plastics to break down?

Name three things we could do to help to reduce damage to the ocean?

How much oxygen does the sea help to create?

How much of the world is covered by the ocean?

We would love to see your creations so please email them in!


From Ms Jacquart and the Year 4 Team

D.T. Under the Sea (lesson 2, week 3)


This week, we would like you to use your investigative and note taking skills to research creatures in the ocean.

Things to consider:

In which layers of the ocean are they found? What special features do they have? (e.g. teeth, shape, size). What diet do they have? What is their habitat like? Have they adapted to their environment? Do they migrate? Why? Have they been impacted by pollution, fishing, climate change or anything else?

Have a think about how you might present this… Fact File? Poster? Leaflet? Fact Cards?Can you compare creatures that live in different layers?

I have provided you with some links and information below, that might help you on your way 🙂









From Ms Jacquart and the Year 4 Team