Exploring Engineering Concepts

Overview

Year group: Year 2
Duration: 60 minutes
Class size: 20 students
Unit: Exploring Engineering Basics (Lesson 1 of 6)
National Curriculum Link:

Computing & Design Technology (DT) Programme of Study (KS1, Years 1-2)
Science Programme of Study (KS1, Years 1-2)
Key Stage 1 technology objectives:
- Understand what technology is and how it is used in everyday life
- Explore mechanisms and design products with a purpose
Design and Technology (Statutory Guidance for KS1):
- Design purposeful products
- Explore and evaluate existing products
- Generate, develop, and communicate ideas through talking and drawing
Science (Working scientifically, KS1):
- Asking simple questions and recognising that they can be answered in different ways
- Observing closely using simple equipment

Learning Objectives

By the end of the lesson, all students will:

Understand and explain what engineering is and identify its presence in everyday life (NC: Year 2 DT – Design purposeful products)
Recognise and name different fields of engineering in simple terms (mechanical, civil, electrical, etc.)
Be introduced to the engineering design process: Ask, Imagine, Plan, Create, Improve (linked to KS1: Design and Technology processes)
Discuss how engineers solve problems to help people
Demonstrate curiosity and ask questions about engineering-related objects around them

Resources Needed

Large poster or interactive whiteboard with a colourful diagram of the engineering design process
Selection of simple everyday objects (e.g. toy car, spoon, pencil, bridge photo, light bulb)
‘Engineering Explorer’ worksheet (age-appropriate with pictures and simple prompts)
Large sheets of paper + crayons/markers for drawing
Short animation/video (e.g., cartoon style) of an engineer solving a simple problem (pre-screened and prepared in advance)
“Engineer’s Hat” cut-outs to distribute for role-play
Timer or stopwatch

Lesson Structure

1. Introduction (10 minutes)

Hook: Show several everyday objects (toy car, spoon, pencil) and ask, “Who made these? How do you think they were made? What do engineers do?”
Brief Class Discussion: Use questioning to activate prior knowledge:
- What do you think an engineer is?
- Can you think of ways engineers help us every day?
Definition: Share a child-friendly definition:
- An engineer is someone who designs and builds things to help people.
Use the interactive whiteboard/poster to show pictures of different engineering types: mechanical (machines), civil (buildings/bridges), electrical (lights, computers).
Link back to objects shown, e.g. a toy car represents mechanical engineering, a spoon could link to design engineering.

2. Explore the Engineering Design Process (15 minutes)

Introduce the basic steps of the engineering design process using a colourful poster:
- Ask – What is the problem?
- Imagine – Think of ideas
- Plan – Draw or say how you will make it
- Create – Build or make it
- Improve – What could be better?
Use a class example to model this: Ask “What if we wanted to build a paper bridge to cross a small river?”
Students suggest ideas aloud (Imagine), teacher draws simple sketches (Plan), explain how engineers try then improve things over time.
Encourage students to ask questions and share their ideas during the discussion.

3. Interactive Video and Role Play (10 minutes)

Show a short, age-appropriate animation of an engineer working on a simple task (e.g., designing a ramp or fixing a toy).
After watching, invite students to put on “Engineer’s Hats” and role-play being engineers solving a problem in pairs (e.g., “How can we make a stronger paper tower?”).
Circulate and prompt students to use the design process steps in their talk: Ask, Imagine, Plan.

4. Guided Activity – ‘Engineering Explorers’ (15 minutes)

Each student receives an ‘Engineering Explorer’ worksheet that prompts them to:
- Draw one machine or building they like
- Write or dictate a sentence about what the engineer did
- Circle which step of the engineering process they think is the most fun
Support writing for less confident learners; allow drawings as evidence of understanding.
Prompt with questions: “What problem does this machine/building solve?” / “What do you imagine it looks like inside?”

5. Group Share and Reflection (7 minutes)

Invite some students to share their ‘Engineering Explorer’ drawings and ideas with the class.
Summarise key points:
- Engineers help make the world better by solving problems
- Everyone can be an engineer by asking questions and trying ideas
Reflect on the importance of teamwork and creativity in engineering.

6. Plenary and Assessment (3 minutes)

Quick Quiz (show pictures or ask questions):
- What does an engineer do?
- Name one kind of engineering.
- What is one step in the engineering design process?
Use thumbs up/down or mini whiteboards for instant assessment.
Collect worksheets to assess understanding and progress towards objectives.

Differentiation

Support: Provide visual step reminders, sentence starters on worksheets, paired work for less confident children.
Challenge: Ask advanced learners to think of an engineering problem they want to solve at home or school, and describe how they’d do it.
Use varied questioning styles from closed to open-ended to engage all levels.

Curriculum Mapping Summary

National Curriculum Element	How Addressed in Lesson
Design purposeful products (DT KS1)	Exploring everyday objects made by engineers; design process
Explore and evaluate existing products (DT KS1)	Discussion on objects and their engineering background
Generate, develop and communicate ideas (DT KS1)	Role-play and drawing/planning on worksheets
Working scientifically: asking questions (Science KS1)	Encouraging curiosity, questioning and observations

Teacher Tips

Encourage lots of talk and sharing ideas to build confidence and vocabulary.
Use enthusiasm and props (hats, animations) to keep young students engaged.
Consider inviting a local engineer in a later lesson or virtual tour to bring real-world connection.
Use real objects and photos students can relate to in their daily lives.

This lesson is designed to ignite curiosity about engineering right from Year 2 and build a foundation for deeper technological knowledge while incorporating critical thinking and creativity distinctly aligned with the National Curriculum for England.