Example · Design and technology · Year 4 · England

Moving Anglo-Saxons of Sutton Hoo

Tom, Ipswich, Suffolk

Built by ALF Studio from exactly what each teacher typed, then changed the way that teacher teaches.

What he typed · word for word

“Can a cam make a Saxon warrior row? Pupils investigate cams and followers, sketch the ship and helmet at Sutton Hoo, then design and build a wooden automaton that brings one burial object to life, test it with Year 1 and display it at open evening.”

On the form: England (National Curriculum) · Year 4 · Design and technology · 5 weeks · 1 lesson a week, 100 minutes · Ipswich, Suffolk

Why it is here

A real mechanism, a heritage site twenty minutes away, and a Year 1 test panel.

What a school would ask first

Junior hacksaws with bench hooks, one to one at the cutting station; adult-operated glue guns.

Example teacher

Tom

Ipswich, Suffolk

Teaches: Year 4 Design and technology, England (National Curriculum).
His lessons: 1 a week, 100 minutes.

Standards on the form

KS2 Design and technology: understand and use mechanical systems…: understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]Suggested by ALF, kept
KS2 Design and technology: generate, develop, model and communicate…: generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided designSuggested by ALF, kept
KS2 Design and technology: select from and use a wider range of tools…: select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accuratelyChosen with Choose your own

The unit as he left it

Drafted Oct 8 in 20 seconds · 4 changes since

Design and technology · Year 4 · 5 weeks

Moving Anglo-Saxons of Sutton Hoo

Driving question

How can we use cams to make an Anglo-Saxon story from Sutton Hoo move for Year 1?

Standards

KS2 Design and technology: understand and use mechanical systems…

understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

TAUGHT IN Week 1, activity 1; Week 4, activity 1ASSESSED BY Mechanical Movement

KS2 Design and technology: generate, develop, model and communicate…

generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

TAUGHT IN Week 2, activity 1; Week 5, activity 1ASSESSED BY Communicating Designs

KS2 Design and technology: select from and use a wider range of tools…

select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

TAUGHT IN Week 3, activity 1; Week 4, activity 1; Week 5, activity 1ASSESSED BY Tool Use and Construction

Contains public sector information licensed under the Open Government Licence v3.0.

Overview

Pupils explore mechanical cams and followers through handling wooden toys and examining artefacts found nearby at Sutton Hoo. Working in pairs, they plan, saw, assemble, and test a moving wooden automaton depicting an Anglo-Saxon scene, such as a warrior rowing a burial ship. They share their working models with Year 1 pupils for interactive testing and exhibit them for families at the school open evening.

Entry event

The teacher places a mystery wooden crank box on each table alongside photographs of the Sutton Hoo helmet and ship. When pupils turn the handles, a small carved figure bobs up and down. A letter from the Year 1 teachers asks Year 4 to make moving toys that tell local history stories.

Need to know

What is a cam and how does it make things move?
Which Anglo-Saxon objects from Sutton Hoo can we turn into a moving toy?
How do we cut and join the wooden frame safely and accurately?
Will Year 1 children be able to turn the handle without breaking it?

Week by week

Your lessons: 1 a week, 100 minutes.

Week 1

Test different cam mechanisms and choose an Anglo-Saxon scene to animate.

Examine working cam toys, test round, pear-shaped, and snail cams on test rigs to observe follower movement, and sketch an Anglo-Saxon scene linked to Sutton Hoo. Visit Sutton Hoo at Woodbridge for the sketching lesson rather than relying on the British Museum website pictures.
· 1 lesson

Supports

Provide labelled photographic cards of cam types for EAL pupils; pre-drilled test blocks for pupils with SEND; challenge advanced pupils to predict motion changes when rotating eccentric cams.

Deliverable

A tested cam exploration sheet with notes on how different cams lift the follower.

Week 2

Design the moving toy with clear measurements and an annotated diagram.

Create an exploded diagram of the automaton showing the wooden frame, axle, cam, follower, and decorated topper, noting measurements and cutting lines. Replace the cam worksheet with a card and split-pin test rig so pupils feel how the cam shape changes the follower's movement before they draw anything.
· 1 lesson

Supports

Offer sentence starters and a partially completed exploded diagram template for EAL and SEND pupils; encourage advanced pupils to include a cross-sectional diagram showing axle guides.

Deliverable

An annotated design sheet showing materials, measurements, and the chosen cam shape.

Week 3

Measure, cut, and join the wooden frame safely using bench hooks and junior hacksaws.

Measure wooden strip timber, cut pieces accurately using bench hooks and junior hacksaws, and glue the frame together using card corner triangles for strength. Let pupils choose any object from the burial (ship, helmet, shield, lyre, purse lid) to animate rather than everyone making the warrior.
· 1 lesson

Supports

Provide pre-marked cutting lines and tactile grip aids on tools for pupils with SEND; paired visual cutting guides for EAL pupils; prompt advanced pupils to check internal frame squareness using a try square.

Deliverable

A rigid, square wooden box frame assembled with glued corner braces.

Week 4

Build the mechanical axle and cam system and test the draft toy with Year 1.

Drill guide holes, mount the dowel axle and chosen cam, attach the follower, test that the mechanism turns smoothly, and run a peer test trial with Year 1 pupils.
· 1 lesson

Supports

Offer pre-cut cardboard cams and guide sleeves for pupils with SEND; illustrated instruction strips for EAL pupils; task advanced pupils with adjusting cam friction using masking tape spacers.

Deliverable

A working draft automaton tested for smooth movement.

Week 5

Refine the mechanism, complete historical finishes, and present the final automaton.

Adjust the follower based on testing feedback, paint historical details on the topper, and demonstrate the completed automaton to families at the school open evening.
· 1 lesson

Supports

Provide a word bank of historical terms for EAL pupils during presentations; adult-supported fine detail painting for pupils with SEND; encourage advanced pupils to explain the mechanical advantage of their cam shape to visitors.

Deliverable

The finished Anglo-Saxon automaton on display with a pupil explanation label.

Critique and revision

Week 4, halfway through the lesson.

Year 1 pupils turn the crank handles and say whether the figure moves reliably, while Year 4 peers check if the axle slips or catches using a simple two-star-and-a-wish tick sheet.

Student reflection

Pupils complete a three-question reflection sheet explaining which cam shape gave the best movement, how they made the frame sturdy, and what they would change if making it again.

Final product

What they make

A hand-cranked wooden cam automaton featuring an Anglo-Saxon figure or ship that moves smoothly when turned.

Options

Pupils choose their cam shape (round, pear, or snail) and decide whether their moving scene shows a rowing warrior, a blacksmith, or a treasure chest opening.

Who sees it

Year 1 pupils during testing in week 4 and families at the school open evening at the end of week 5.

Teams

Pupils work in pairs chosen by the teacher, sharing cutting equipment while each designing their own moving character.

Rubric3 rows · 4 levels

Criterion	beginning	developing	proficient	advanced
Mechanical Movement KS2 Design and technology: understand and use mechanical systems… · individual	The cam turns but the follower catches or does not lift the figure reliably.	The cam lifts the follower, but the axle slips or requires repeated adjustments.	The cam rotates smoothly and lifts the follower to create clear, repeated movement.	The cam rotates smoothly and the chosen cam shape precisely matches the intended historical motion.
Communicating Designs KS2 Design and technology: generate, develop, model and communicate… · individual	The design shows an outline of the toy without labels or measurements.	The sketch includes labels for the cam and frame but lacks clear dimensions.	The design clearly shows an annotated diagram with measurements, materials, and cam shape.	The diagram includes clear exploded views or notes showing how parts connect and align.
Tool Use and Construction KS2 Design and technology: select from and use a wider range of tools… · team	Timber edges are unevenly cut and the frame leans or breaks under pressure.	Timber is cut with reasonable accuracy, but joints require extra support to stay square.	Cuts are straight and the timber frame is joined securely and squarely using corner braces.	All frame pieces are measured, cut, and sanded accurately, creating an exceptionally stable structure.

Mechanical Movement

KS2 Design and technology: understand and use mechanical systems… · individual

beginning

The cam turns but the follower catches or does not lift the figure reliably.

developing

The cam lifts the follower, but the axle slips or requires repeated adjustments.

proficient

The cam rotates smoothly and lifts the follower to create clear, repeated movement.

advanced

The cam rotates smoothly and the chosen cam shape precisely matches the intended historical motion.

Communicating Designs

KS2 Design and technology: generate, develop, model and communicate… · individual

beginning

The design shows an outline of the toy without labels or measurements.

developing

The sketch includes labels for the cam and frame but lacks clear dimensions.

proficient

The design clearly shows an annotated diagram with measurements, materials, and cam shape.

advanced

The diagram includes clear exploded views or notes showing how parts connect and align.

Tool Use and Construction

KS2 Design and technology: select from and use a wider range of tools… · team

beginning

Timber edges are unevenly cut and the frame leans or breaks under pressure.

developing

Timber is cut with reasonable accuracy, but joints require extra support to stay square.

proficient

Cuts are straight and the timber frame is joined securely and squarely using corner braces.

advanced

All frame pieces are measured, cut, and sanded accurately, creating an exceptionally stable structure.

Materials

Square section softwood timber strips (15mm x 15mm)
Wooden dowel rods (6mm diameter) for axles and followers
Junior hacksaws and wooden bench hooks
PVA wood glue and rigid card for corner reinforcing triangles
Pre-cut plywood or MDF cam blanks (round, pear-shaped, snail)
Photographs of Sutton Hoo burial treasures and ship finds from Suffolk
check before use

Week 4, ready to teach

1 lesson · Built Oct 8 in 59 seconds

The week card on his unit reads: "Started from your changes to weeks 1, 2 and 3: Made it local, Made it hands-on, Gave students a choice." Each lesson is a page for him, the task sheet is for the class, and ALF wrote the attachments the lessons hand out.

Week 4 · Lesson 1 of 1

Axles, cams, and Year 1 testing

Minutes100

Prep10 minutes

Parts5

BuiltOct 8

Checkpoint

The mechanical axle, cam, and follower are mounted in the wooden box frame and tested by Year 1 pupils, recorded on individual testing cards.

Learning objective

Understand and use mechanical systems in products by assembling an off-centre circular cam to convert rotary motion into linear motion.

I can mount an axle and cam inside a timber frame so they rotate freely

I can align a follower directly above a cam using a guide tube to create smooth up-and-down movement

I can evaluate mechanical movement using recorded test feedback

Need to know

How do we make our Sutton Hoo character rise and fall smoothly when a Year 1 child turns the handle?

Sequence, 100 minutes75 of 100 minutes planned. The rest is yours.

Starter · 8 min

Pairs collect their rigid wooden box frame from last week. The teacher demonstrates how inserting a dowel through opposing side holes creates an axle that converts turning into movement.

Main · 14 min

The teacher demonstrates three mechanical principles: continuous rotary motion turns into reciprocating linear motion; an off-centre circular cam provides a steady rise and fall; and a guide directly above the cam prevents jamming. Worked example, with example figures: threading an axle of 6 mm into an 8 mm hole leaves 2 mm clearance to reduce friction, while fixing a cardboard guide tube exactly over the cam peak keeps the follower rod moving straight up and down.

Work time · 38 min

Working in pairs, each pupil builds their own draft working automaton: they thread the dowel axle, secure the off-centre circular cam, glue the cardboard guide tube, insert the follower dowel rod, and attach the hand crank handle. Both partners test the mechanical alignment and evaluate friction as the glue sets. The teacher circulates, checking alignment and follower stability.

Check · 7 min

Each pupil hands in their completed Year 1 testing card recording turning smoothness and movement ticks, which the teacher collects and retains. The teacher notes any pupil whose card indicates jamming and marks their frame for friction adjustments before next lesson.

Plenary · 8 min

Pupils return unused dowels, store their draft working automaton on assigned drying shelves, and clear work benches.

Resources

haverigid wooden box frame, wooden dowels, card discs, glue, and scissors

makeYear 1 testing card

Misconceptions

Follower dowel rods tilting and jamming when the axle turns; ensure the cardboard guide tube sits directly above the cam crest.

Safety

Ensure PVA glue is used cleanly and dowel ends are smoothed of splinters before handing models to visiting Year 1 pupils.

Adaptive teaching

Scaffold.Fine motor barrier when aligning mechanisms: offer pre-cut cardboard cams and guide sleeves, alongside vocabulary lists in home languages where the school has them, with pictures where it does not.

Challenge.Task pupils with adjusting cam friction and follower travel height using masking tape spacers along the axle.

Next lesson

The visiting Year 1 testing moves to next lesson, once the glue has fully dried.

His three edits

Each labeled by ALF after the save

What Tom changed in the draft, in his own words, with the label ALF gave each change and the reason it suggested.

Made it localWeek 1 · Activity 1Probably: local context
Examine working cam toys, test round, pear-shaped, and snail cams on test rigs to observe follower movement, and sketch an Anglo-Saxon scene linked to Sutton Hoo. Visit Sutton Hoo at Woodbridge for the sketching lesson rather than relying on the British Museum website pictures.
Made it hands-onWeek 2 · Activity 1Maybe: fits my students
Create an exploded diagram of the automaton showing the wooden frame, axle, cam, follower, and decorated topper, noting measurements and cutting lines. Replace the cam worksheet with a card and split-pin test rig so pupils feel how the cam shape changes the follower's movement before they draw anything.
Gave students a choiceWeek 3 · Activity 1Maybe: fits my students
Measure wooden strip timber, cut pieces accurately using bench hooks and junior hacksaws, and glue the frame together using card corner triangles for strength. Let pupils choose any object from the burial (ship, helmet, shield, lyre, purse lid) to animate rather than everyone making the warrior.

Then he pressed Adapt this week

Week 3 · Running behind

His note, with Running behind picked

“Dowel cutting took the whole lesson; drop the decorative painting and get every mechanism turning first.”

ALF suggested. Prioritise mechanism assembly over decorative painting.

Kept · ChangedTrimmed it
Drill guide holes, mount the dowel axle and chosen cam, attach the follower and Anglo-Saxon figure, and run a peer test trial with Year 1 pupils.
Drill guide holes, mount the dowel axle and chosen cam, attach the follower, test that the mechanism turns smoothly, and run a peer test trial with Year 1 pupils.
Dropping decorative finishes ensures pupils focus entirely on getting every mechanism turning smoothly.

He kept 1 of 1, on ALF's second try.

Then ALF built week 4. The week card reads “Started from your changes to weeks 1, 2 and 3: Made it local, Made it hands-on, Gave students a choice.” Read the lessons.

Build one from your own idea

Type what you want to teach the way Tom did. ALF drafts the unit, and you change whatever does not fit your class.

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