A comprehensive series of multimedia materials to support the teaching of the GCSE Design and Technology Food Technology course. The materials can be downloaded as a complete Moodle course or as individual elements. The bilingual resources include video clips, animations, text and quizzes within Moodle and can be used on an interactive whiteboard for whole class teaching or by students on individual computers. The images included in this work, to the best of our knowledge, are from sources that their use do not breach any copyright rules. Please visit the NGfL site, linked below

This lesson plan is designed to show pupils on screen how: • pneumatic mechanisms can lift weights • a syringe works • a closed pneumatic system works

Year 1/2 Fruit and Vegetables: A seven week lesson plan and worksheets which include activities for looking at fruit and vegetables, making coleslaw, designing and making a fruit salad and making soup. Year 3/4 Money Containers: A seven week lesson plan and worksheets which include activities for designing, making and evaluating a money container. Two photostory presentations show examples of the work completed by the pupils.

This lesson contains activities designed to illustrate to pupils the main features of wheels and axles and how to make a simple vehicle. The first activity shows the effects of placing axles off centre. The second shows how two axles and a chassis can make a moving vehicle.

The first activity shows a completed hand puppet that teachers can discuss and disassemble on the whiteboard and then reassemble with input from the pupils. The second activity involves a virtual needle game where teachers or pupils have to sew online! The second screen allows pupils to create patterns using the stitching technique and choose different coloured threads. When using the resources teachers should introduce and discuss the following words and concepts: template, fabric, sewing, needle, running stitch, puppet, seam, stitch and thread.

A game testing children's addition and subtraction skills, reinforcing key food safety messages.

The resource includes lesson plans and activities to produce a mobile phone holder and a keyring. There are also detailed teacher notes and ideas for projects at KS3 as well as samples of GCSE and A level work.

Explain how the different parts of a circuit make a bulb light up for use in a torch.

A comprehensive series of multimedia materials to support the teaching of the GCSE Design and Technology Textiles Technology course. The materials can be downloaded as a complete Moodle course or as individual elements. The bilingual resources include video clips, animations, text and quizzes within Moodle and can be used on an interactive whiteboard for whole class teaching or by students on individual computers. The images included in this work, to the best of our knowledge, are from sources that their use do not breach any copyright rules. Please visit the NGfL site, linked below.

By the end of this lesson students should: * understand that different products are manufactured in very different quantities depending on the type of product and its customer demand * know when mass production was first introduced * know about the effect mass production has had on the economy and society * understand how quality control is achieved through the use of jigs

A comprehensive series of multimedia materials to support the teaching of the GCSE Design and Technology Textiles Technology course. The materials can be downloaded as a complete Moodle course or as individual elements. The bilingual resources include video clips, animations, text and quizzes within Moodle and can be used on an interactive whiteboard for whole class teaching or by students on individual computers. The images included in this work, to the best of our knowledge, are from sources that their use do not breach any copyright rules. Please visit the NGfL site, linked below.

PICAXE08 Project with PCB and Tutorials to create a decorative / safety product.

The aim of the lesson is to introduce students to a variety of different materials. Students will examine a number of common hardwoods, softwoods, manufactured boards, plastics, metals and compliant materials such as card. Students studying a resistant materials course will be expected to have a knowledge of woods, manufactured boards, metals and plastics whereas students choosing a product design course will study compliant materials such as card and paper in combination with one or two other resistant materials such as metal, woods or plastics.

An extended novel that brings all important food safety messages to life and associated lesson plans.

Identifying primary/secondary research sources using them to maximise their design project By the end of this lesson students should know: the difference between primary and secondary research sources and how to use these sources to maximise their design project how to formulate and analyse a questionnaire as part of their research how to carry out research by evaluating existing products

This lesson helps students to communicate design ideas effectively by using graphical techniques. By the end of this lesson students should have: an understanding of the importance of communicating design ideas to others an awareness of graphical techniques for communicating ideas in a design project an understanding of how ICT can be used to help communicate ideas

An interactive resource that allows children to identify the main features of structures by disassembling and building a house and a hinge.

By the end of this lesson students should know: * the difference between primary and secondary research sources and how to use these sources to maximise their design project * how to formulate and analyse a questionnaire as part of their research * how to carry out research by evaluating existing products

This lesson describes production scales such as one-off production, batch production, mass production and continuous production.

These resources support the delivery of Engineering Studies in the FE sector. This session is aimed at students studying a Level 3 Automotive Engineering course. The students should have previous background knowledge with regards to vehicle braking systems and a basic engineering background. They should have all studied at least to a GCSE level. It can also be used as revision aids for students studying at a higher level, or to anyone with an interest or who are in industry. For more materials relating to this resource, please visit the NGfL site, linked below.