Planning an Integrated Curriculum Unit of Work

BAND: Early Years / Year 1

UNIT/TOPIC DESCRIPTION: On The Move – Students develop an understanding 
of how things move.   They explore the push and pull forces they can use to move 
objects in ways such as sliding, bouncing, and spinning.   Through  investigations, 
students observe and gather evidence about rolling objects and explore the idea of 
fair testing.

Essential  Equity Cross Curriculum  Key Competencies ICTs

Learnings Perspectives and Vocational 
Education
√ Futures  Aboriginal & Torres Strait  √ Collecting, analysing, organising √ Digital camera
Islander peoples’ information √ Computer/Printer
 Identity Multicultural √ Communicating ideas and   Video camera
Gender information  Calculator
√ Socio­economic √  Planning and organising   Internet
Interdependence Disability activities  CD Player
Rural & isolated √  Working with others in teams  Clock
√ Thinking Enterprise education √ Using mathematical ideas and   Fax
Career education techniques  Scanner
√ Communication Work­based learning √  Solving problems  Email
Community­based learning   Using technology

Learning  Strand Key ideas Outcomes

Area

Science Energy Systems Children  pose  questions,  investigate  and  1.4 ­ Poses questions  and explores 

share   ideas   about   the   different   ways   in  the ways in which different objects 
which   simple   devices   operate.  [T]  [C]  move. [T] [KC2]
[KC1] [KC2] [KC6]

Health Personal and  Children   conceptualise   identity   through  1.4 ­ Recognises diversity in growth 

Social  understanding  the  changes  that   occur  in  patterns, can name body parts, and 
Development themselves   and   others   through   growth.  raises   questions   about   new 
[F] [Id] [KC1] responsibilities   and   achievements 
that   occur   as   they   change   and 
grow. [F] [Id] [KC1]

Art Arts Practice Children identify a range of concepts for  1.2 ­ Explores skills, techniques and 

each   arts   form,   explore   new   arts   skills,  technologies   from   each   arts   form 
and   experiment   with   a   range   of  and engages in activities specific to 
traditional  and emerging techniques  and  each   arts   form   to   produce   arts 
technologies.   They   begin   to   understand  works. [T] [KC6] [KC7]
how   these   can   be   used   to   explore   ideas 
and generate solutions to problems within 
each arts form. [T] [KC6] [KC7]
Physical  Physical Activity  Children explore movement patterns and  1.1   ­   Demonstrates   self­awareness 
Education and Participation refine   coordinated   actions,   developing  and confidence in coordination and 
self­awareness   and   skills   that   facilitate  control   of   movement   skills   for 
ongoing participation in physical activity.  widening   involvement   in   physical 
[Id] [KC5] [KC6] activities   in   different   settings.  [Id] 
[C]

Drama Arts Practice Children   spontaneously   express   and  1.1   ­   Confidently   uses   play   and 
communicate   their   feelings   and   ideas  imagination to create/re­create arts 
about   the   past,   present   and   future  works   within   each   arts   form.  [Id] 
through the images and forms they create.  [T] [KC6]
[F] [Id] [T] [KC2] [KC6]

Design and  Designing Children recognise and use different ways  1.2 ­ Demonstrates an initial variety 

Technology of thinking, planning and preparing that  of  design   practices   and   recognises 
are   helpful   in   achieving   and   presenting  design as a tool for change.  [F]  [T] 
their   designs.   They   learn   that   by  [C] [KC6]
designing   it   is   possible   to   effect   change. 
[F] [T] [C] [KC1] [KC2] [KC3]

Making Children   develop   confidence   in   their  1.4   ­   Acts   confidently   through 

capacity to use materials and equipment  using   materials   and   equipment   to 
to make products, processes and systems  make   products,   processes   and 
and,   in   so   doing,   reflect   on   how   they  systems. [T] [KC7]
work. [T] [KC1] [KC6] [KC7]

English Texts and  Children   recognise   the   range   of  1.3   ­   Reads   and   views   a   range   of 
Contexts experiences  and  views  shared  by people  texts containing familiar topics and 
as they read, view and critically interpret  language   and   predictable   text 
different   visual   and   written   texts  structures   and   illustrations   and 
containing   familiar   and   new   content,  recognises   the   ways   that   texts   are 
language and text structures. [T] [KC1] constructed   to   represent   real   and 
imaginary   experiences.  [Id]  [T] 
[KC1]
 Topic/Issue Brainstorm

ART

∗
HEALTH

SCIENCE

∗
On the 
Move

PE

DRAMA ENGLISH

∗ ∗
 CRITERIA  WHO 
KEY  LEARNING  ASSESSMENT SACSA  RECORD OF 
CORE TEACHING EVENTS RESOURCES FOR  WILL 
IDEAS OUTCOMES STRATEGY OUTCOME ASSMNT
ASSESSMENT ASSESS?
Lesson #1

SCIENCE
Students   will   be  Introduce and play musical statues. CD Students  Observation Self  1.4   ­   Poses  Observatio
Children  questions 
able   to   represent  observe   their  Assessme n   notes 
pose  and explores 
questions, 
their   current  Introduce the idea of being still; CD player partner  nt kept   in 
the   ways   in 
investigate  understanding   as  ∗ What do we mean by ‘being still’ trying   to  students 
which 
and   share  they; ∗ Have you ever had to be still? Science  move   and  be  science 
different 
ideas about  ∗ Identify and  ∗ Where and when have you had to be still? book. still.     They  objects  books
the  describe   various  record this in  move.  [T] 
different  voluntary   and  Explain that  we  are going  to  play  musical  statues  their   science  [KC2]
ways   in  involuntary  with a partner.   Whilst one partner moveds to the  books
which  human  music   the   other   observes   both   moving   and   being 
simple 
movements still.
devices 
operate.  ∗ Identify and 
[T]  [C]  describe   some  Swap over several times
[KC1]  body   parts   that 
[KC2]  enable   humans  Help   students   to   become   aware   of   involuntary 
[KC6] to move movements   by   discussing   their   observations   and 
asking questions;
∗ When the music stopped did your partner 
move at all?
∗ Did you see any part of their body move?
∗ What sorts of movements did you see?

Discuss   how   some   body   movements   happen 

without   us   thinking   about   them.   For   example 
breathing,   blinking,   swallowing,   coughing,   and 
sneezing.

Introduce and play Simon says to allow students to 
demonstrate their understanding of body parts that 
can move.

Play in pairs (time permitting)

Explain  that   in this  unit   students  wull  investigate 

things that move and the ways they move.
 Students   record   in   their   science   book   what   they 
learnt, noticed, or observed in today’ lesson.

Lesson #2
Skeleton  Students   are  Product  Teacher Skeletons 
HEALTH Students   will   be  Students are asked how they think their body was  cut out able   to   cut  Analysis:  1.4 ­  will   be 
able   to   understand  able   to   move   whilst   playing   musical   statues   and  out   their  Students   are  Recognises  displayed 
how   the   skeletal  Simon says? Split pins skeleton  able   to  diversity in  around   the 
Children 
growth 
conceptual system   moves   to  correctly   and  complete   the  classroom
patterns, can 
ise   identity  make   our   bodies  Discuss the concept of the skeletal system to   identify  task 
name body 
through  move the   joints  successfully parts, and 
understan Give each student a copy of the skeleton cut out (split   pins)  raises 
ding   the 
that   help   us  questions 
changes 
Ask students to cut out and attach with split pins. move about new 
that   occur 
responsibiliti
in 
Students can experiment by moving the body parts  es and 
themselves 
of their skeleton. achievement
and   others 
s that occur 
through 
as they 
growth.  [F]  Each   student   can   put   their   skeleton   into   their 
change and 
[Id] [KC1] favourite   position.   They   can   then   be   displayed  grow. [F] 
around the classroom [Id] [KC1]

Lesson #3

SCIENCE
“Things  Students   are  Observation Teacher
Children  Students   will   be  Explain   that   students   are   going   to   observe   things  That  actively  1.4   ­   Poses 
pose  able to; that move in three different places; Move”  involved  questions 
questions,  ∗ Identify and  ∗ In the classroom table on A3  within   the  and explores 
investigate  describe   some  sheet task.     the   ways   in 
∗ In the school grounds
and   share  which 
things that move  ∗ Outside the school grounds They are able 
ideas about  different 
and   the   ways  to   contribute 
the  objects 
different  they move Introduce the “Things That Move” table. to   the 
move.  [T] 
ways   in  ∗ Predict   and  classroom  [KC2]
which  observe   things  Ask students to predict things that they might see  discussion
simple  that move inside  move   in   the   classroom   by   closing   their   eyes   and 
devices  and   outside   the  visualising.
operate.  classroom
[T]  [C] 
Record   their   predictions   using   a   red   texta   in   the 
[KC1] 
appropriate section of the table.
[KC2] 
[KC6]
 Give   students   two   minutes   to   observe   things   that 
move inside the classroom.

Use  a green texta to record what  they  saw move. 

Compare the predictions and the observations.

Repeat   prediction   and   observation   activity   for 

things that move in the school grounds and things 
that move outside the school grounds

Example:
Classroom:
pets, clock hands, students, displayed work
Outside:
Flag, trees, birds, leaves, play equipment
Outside school grounds:
Cars, buses, trains, animals, people

Encourage   students   to   describe   the   way     things 

move
e.g. How would you describe the way an ant/tree 
branch/ swing moves?
Encourage words such as crawls, sways, rolls, hops, 
jumps, walks.   Record these on a movement word 
wall.

Ask   students   to   draw   in   their   science   books   one 

thing   they   saw   move   inside,   outside,   and   outside 
the school.

Lesson #4

ART
Students   will   be  Students   are   reminded   of   their   learning   about  Magazines Students   are  Observation  Teacher 1.2   ­  Display 
able to; movement and stillness.   able   to   work  and   product  Explores  collage 
Children 
∗ Select   a  Travel  co­ analysis skills,  around   the 
identify   a 
techniques 
range   of  range of pictures  Describe that in this lesson we will be working as a  brochures operatively  room
and 
concepts  based   on   the  team to find pictures of movement and pictures of  within 
technologies 
for   each  movement   or  stillness. Butchers  groups   to  from   each 
arts   form,  lack   of  paper produce   a  arts   form 
explore 
movement Students are then divided up into two teams. One to  collage  and   engages 
new   arts 
∗ Arrange  search for and cut out movement pictures and the  representing  in   activities 
skills,   and 
experiment  these pictures by  other to do the same for stillness. movement  specific   to 
each   arts 
with   a  grouping them and still form   to 
range   of  These will then be collated into a collage with one  produce   arts 
traditional  side of the collage displaying things that move and  works.  [T] 
and  [KC6] [KC7]
movement and the other side showing things that 
emerging 
are still.
techniques 
and 
technologi
es.   They 
begin   to 
understan
d   how 
these   can 
be   used   to 
explore 
ideas   and 
generate 
solutions 
to 
problems 
within 
each   arts 
form.  [T] 
[KC6] 
[KC7]

Lesson #5
1.4   ­   Poses 
SCIENCE Students   will   be 
questions 
able to; Explain   that   students   are   going   to   work   with   a  nil Students   are  Observation  Teacher and explores 
Children  ∗ Observe  partner   to  investigate   how  people  move.    Explain  able   to   work  and   product  the   ways   in 
pose  and   describe  that   one   partner   from   each   pair   will   move   on  effectively  analysis which 
questions,  movements  playground   equipment   whilst   the   other   student  both   with   a  different 
investigate 
made   by  observes them.  They will then swap roles. partner   and  objects 
and   share  move.  [T] 
humans individually 
ideas about  [KC2]
the  ∗ Identify and  Discuss   the   appropriate   noise   level   –   remember  to   observe 
different  describe   some  other   classes   will   be   learning   in   their   classrooms.  and   record 
ways   in  ways   in   which  When   the   whistle   blows   they   are   to   hop   off   the  movements
which  humans move equipment and sit along the edge of the bench ready 
simple  ∗ Identify  to swap over.
devices  some body parts 
operate.  involved   in  Form pair and go to playground
[T]  [C] 
human 
[KC1] 
movement Provide students time to observe each other moving 
[KC2] 
[KC6]
on the play equipment.
 Return to classroom. Ask students to draw a picture 
of their partner playing on one piece of equipment.

Ask   students   to   record   a   sentence   about   the 

movement that observed e.e. Sam is sliding  down 
the monkey bars.

(this next part can be done later in the week if time 
runs out)

Share our observations and drawings as a class

Use students drawings to discuss how people move,
∗ How did you partner move?
∗ What body parts did they use?
Record these in a table that has headings movement 
and body parts used.

Students   can   then   draw   another   picture   of   their 

observations this time labelling the body parts used 
for the movement

1.3   ­   Reads 
Students   will   be  and   views   a 
Lesson #6
able to; range   of 
texts 
ENGLISH ∗ Use  Read some poems about people moving. Poems   on  Students   are  Presentation Self 
containing 
movement  movement? able   to  assessme
familiar 
Children  words   to   create  Refer   students   to   the   word   wall   with   movement  ? incorporate  nt topics   and 
recognise  poetry   and  words.  Read through them a s a class. movements  language 
the   range  rhymes   about  words   into  and 
of 
how   people  Ask students to each write a poem with movement  their   poems  predictable 
experience
move. words in it and   to  text 
s   and 
express  structures 
views 
These will then be read to the class movement   in  and 
shared   by 
illustrations 
people   as  words
and 
they   read, 
recognises 
view   and 
the   ways 
critically 
that texts are 
interpret 
constructed 
different 
to   represent 
visual   and 
real   and 
written 
imaginary 
texts 
experiences. 
containing  [Id]  [T] 
familiar  [KC1]
and   new 
content, 
language 
and   text 
structures. 
[T] [KC1] 1.1   ­ 
Demonstrate
Lesson #7 Students are able to; s   self­
∗ Use   their  Students are given a chance to put their studies of  awareness 
PE bodies   to   move  movement into practice.   whistle Students   are  observation teacher and 
confidence 
in different ways able   to   listen 
Children  in 
During this lesson they will each be given a chance  to 
explore  coordination 
to lead the rest of the class in an obstacle / follow  instructions,  and   control 
movement 
the leader game.   and work co­ of 
patterns 
and   refine  operatively  movement 
coordinate The  students are encouraged to think about using  in a team skills   for 
d   actions,  all   the   different   forms   of   muscle   and   movements  widening 
developing  that they have learnt about so far. involvement 
self­ in   physical 
awareness  Before you go outside read through the word wall  activities   in 
and   skills  different 
to help students think about the different kinds of 
that  settings.  [Id] 
movements they could do.   [C]
facilitate 
ongoing 
participati Also   refresh   the   rule   for   going   outside.     If   the 
on   in  whistle blows once it means that the leader must  go 
physical  to the end of the line and the next person in the new 
activity.  leader.  If it blows twice – freeze.
[Id]  [KC5] 
[KC6] 1.4   ­   Poses 
questions 
and explores 
Students   will   be  the   ways   in 
Lesson #8
able to; Place the range of toys on the floor.  Ask students to  which 
SCIENCE ∗ Observe  look at the toys and suggests ways they can move  Range   of  Students   are  Observation Teacher different 
moving toys (e.g. the car can roll) moving  able   to   work  objects 
Children  ∗ Predict,  toys,   such  within   their  move.  [T] 
pose  identify   and  Select   an   example   toy   and   ask   the   students   to  as: pair   and   the  [KC2]
questions,  describe   the  describe the parts they observe that allow the toy to  class   to 
investigate  ways   in   which  move.  E.g. the car uses wheels to roll, and springs Bouncing: identify   and 
and   share  toys move Balls describe 
ideas about  Group students in pairs.   ways   of 
∗ Identify 
the 
specific   features  Rolling: moving toys
different 
of   toys   that  Each   pair   will   select   a   toy   to   observe.     Ask   the  Cars, 
ways   in 
which  move students   to   describe   the   way   they   toy   moves   (eg  marbles
simple  ∗ Group   toys  rolls)   and   to   try   to   identify   what   parts   help   it   to 
devices  in categories move (eg. Wheels). Spinning:
operate. 
Yoyo, 
[T]  [C] 
Re­group on the floor an go around asking each pair  spinning 
[KC1] 
[KC2]  to   report   back   to   the   group.     Add   any   new  top
[KC6] movement words to the word wall.
Jumping:
Explain that  we  will  be  looking  at  the  similarities  Jack­in­the­
between the toys by arranging them in groups.   box

Put   two   hoops   in   the   middle   of   the   room  Two hoops

(overlapping) explain that toys that move will go on 
one side and toys that are pushed don’t he other. 
Toys   they   can   be   used   doing   both   will   go   in   the 
middle.

Go around the circle and have each pair test their 
toy and then put it in the appropriate place.  

If time permits to the same activity but group the 
toys according to the parts that allow them to move 
or the action that makes them move.
1.4   ­   Poses 
questions 
and explores 
the   ways   in 
Lesson #9 Students   will   be  Review   the   students’   observations   by   asking  which 
able to; questions; Chance  Students   will  Student  Teacher  different 
SCIENCE ∗ Identify and  ∗ What are some ways humans can move? dice   cube  be able to use  feedback in  objects 
printouts their   bodies  informal  move.  [T] 
describe  ∗ What are some ways toys move?
Children  [KC2]
pushing,  ∗ What   are   the   parts   that   help   them  to   show  discussio
pose 
pulling,  (humans / toys) move? different  n
questions, 
investigate  bouncing,  forms   of 
and   share  sliding,   rolling,  Introduce  the  cube  with the  words ‘push’,    ‘pull’,  movement. 
ideas about  and spinning ‘bounce’, ‘slide’, ‘roll’, and ‘spin’.  Roll the cube and  Along   with 
the  ask   for   a   volunteer   to   demonstrate   the   word  the   different 
different  displayed. speeds   and 
ways   in  heights   of 
which  Ask   the   class   to   comment   in   the   volunteers’  movement
simple 
demonstration   of   the   word.     Invite   students   with 
devices 
operate. 
different ideas  to demonstrate how they think the 
[T]  [C]  word is better represented.
[KC1] 
[KC2]  Discuss the need for students to have a safe amount 
[KC6] of   space   around   them   while   demonstrating   the 
movements.

Discuss   the   different   ways   students   have 

represented each of the words (for example pushing 
can be demonstrated by using the arms, legs, or the 
arms and legs).
**   for   an   example   of   actions   look   at   page   25   of 
Primary Science

Introduce the cube with the adverbs.  Repeat the itro 
as above.

After the words and adverbs have been explained, 
introduce the ‘chance dance’ activity.   This activity 
requires   students   to   move   to   music   in   the   way 
specified by the roll of the cubes. 

Play two or three rounds of the ‘chance dance’ using 
the   first   cube   before   introducing   the   adverbs   into 
the game.  

Bring the class together to discuss their experiences 
in this lesson.

1.4   ­   Poses 
questions 
and explores 
the   ways   in 
which 
Students   will   be  Explain that students are going to work in teams to 
different 
Lesson #10 able to; investigate  objects  that  are  easy  to  roll or  hard to  objects 
∗ With  roll.     Model   rolling   and   easy­to­roll   object   and   a  Objects  Students   are  Class  Peer move.  [T] 
SCIENCE support,  hard­to­roll object. that roll able   to   work  discussion [KC2]
investigate   how  ∗ Bal cooperatively 
Children  the   shape   of   an  Give students time to test all the objects. l in   teams   to 
pose  object   affects   its  ∗ To test   how 
questions,  ability to roll After   the   investigation   invite   each   team   to   share  y car easily   objects 
investigate  what they learnt about the objects that were easy to  ∗ can   roll. 
Car
and   share 
roll and hard to roll.   dboard  They   will   be 
ideas about 
the  roll able     to 
different  Discuss   students’   ideas   about   why   some   objects  ∗ Ro identify   why 
ways   in  were easy to roll while others were hard to roll und  some   objects 
which  ∗ “Why do you think the car rolled easily?” plastic  roll and other 
simple 
∗ “Why  do you think the  block  did not  roll  bottle do not
devices 
operate. 
easily?”
[T]  [C]  Objects 
[KC1]  that do  not 
[KC2]  roll easily
[KC6] ∗ Car
dboard 
box
∗ Lu
nch box
∗ bo
ok 1.2   ­ 
Explores 
skills, 
How did it 
techniques 
roll 
and 
Students will be shown how to use a spoon to scoop  worksheet  technologies 
Students   will   be  a marble out of the paint tray.   pg 31 from   each 
Lesson  able to; arts   form 
#11 ∗ Investigate  They will carefully put the marble onto the paper  Students   are  Product  Teacher and   engages 
the   effects   of  within a cardboard box.   The students will then be  able   to   work  Analysis in   activities 
ART rolling  shown how to gently move the box around to create  independentl specific   to 
movements   on  paint trails. y   to   create  each   arts 
Children  movement  form   to 
paper
identify   a  produce   arts 
Students will also be shown a second technique to  A3 paper paintings.
range   of  works.  [T] 
create marble paintings.
concepts  [KC6] [KC7]
for   each  Paint
arts   form,  For this technique students put a few drops of paint 
explore  around the page.   They then add a couple of clean  Marbles
new   arts  marbles.  They then move the box around to create a 
skills,   and  rolling effect. A3   paper 
experiment  box lids
with   a 
range   of 
Plastic 
traditional 
spoons
and 
emerging 
techniques 
and 
technologi
es.   They 
begin   to 
understan
d   how 
these   can 
be   used   to 
explore 
ideas   and 
generate 
solutions 
to 
problems 
within 
each   arts  1.4   ­   Poses 
form.  [T]  questions 
[KC6]  and explores 
[KC7] the   ways   in 
which 
different 
Explain that students’ are going to investigate how  objects 
Lesson  Students   will   be  far a toy or marble rolls over two different surfaces.  move.  [T] 
#12 able to; Introduce the two surfaces that will be used for the  [KC2]
∗ With  investigation   (e.g.   cardboard,   bubble   wrap,   carpet  Students   are  Class  Peers 
SCIENCE support,  etc).  Ask students to feel the two surfaces.  Discuss  able   to   work  discussion and 
investigate   how  the differences between the two surfaces (e.g. one is  within   a  Teacher
Children 
far things roll on  smooth and the other is bumpy).   group   to   test  Recoding 
pose 
different  the   effects   of  findings   in 
questions, 
investigate  surfaces. Ask students to predict how the toy will be affected  Surfaces surface   on  book
and   share  by the different surfaces and discuss the reasons for  e.g. movement. 
ideas about  their ideas.   Record predictions and reasons on the  ∗ car They are able 
the  board. dboard to   utilise   the 
different  ∗ car ideas   of   a 
ways   in  Arrange two volunteers to stand at the front of the  pet ‘fair’   test 
which  class,   one   in   front   of   each   surface.     Provide   one  ∗ during   their 
pa
simple 
student   with   a   ball   and   one   with   a   square   block.  per experiment 
devices 
Ask the class if this test looks fair?? ∗ tab and to record 
operate. 
[T]  [C]  le their findings 
[KC1]  Discuss   what   is   meant   by   a   ‘fair   test’.     Ask   for  ∗ gra in   their   book 
[KC2]  suggestions   how   the   situation   with   the   two  ss and   discuss 
[KC6] volunteers   could   be   made   more   fair.   E.g.   both  with the class
students   stand   in   the   same   place,   both   have   the  Rolling 
same ball/ object tto roll, both use the same force  ∗ toy
when rolling the object. s
∗ car
Discuss how we change only on thing at a time to  s
make the experiment fair. ∗ ma
rbles
Discuss why it is important for the experiment to be 
 fair.  E.g.  so   we  know  what  causes   any  change   or  Streamers
difference in the distance rolled.

Show students how to roll an object and then mark 
where it stops using a length of streamer

Students   in   groups   or   pairs   may   now   start   to 

investigate the effects of surface on the rolling of an 
object.     They   are   to   stick   the   streamers   into   their 
science   books   as   a   way   of   recording   the   distance 
travelled on each surface.

Review what was learnt today about fair testing and 
different surfaces.

1.2   ­ 
Demonstrate
s   an   initial 
variety   of 
design 
Students design and then make their own shadow 
practices 
puppets and 
Lesson  recognises 
#13   /   14   /  Students   will   be  design   as   a 
16 able to; tool   for 
∗ Use   what  change.  [F] 
D&T they  have  learnt  [T] [C] [KC6]
about movement 
Children  to   design   and 
recognise  make   their   own 
1.4   ­   Acts 
and   use  moveable toy confidently 
different 
through 
ways   of 
using 
thinking, 
materials 
planning 
and 
and 
equipment 
preparing 
to   make 
that   are 
products, 
helpful   in 
processes 
achieving 
and systems. 
and 
[T] [KC7]
presenting 
their 
designs. 
They   learn 
that   by 
designing 
it   is 
possible   to 
effect 
change.  [F] 
[T]  [C] 
[KC1] 
[KC2] 
[KC3]

Children 
develop 
confidence 
in   their 
capacity   to 
use 
materials 
and 
equipment 
to   make 
products, 
processes 
and 
systems 
and,   in   so 
doing, 
reflect   on 
how   they 
work.  [T] 
[KC1] 
[KC6] 
[KC7]