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DT

National Curriculum Aims

The national curriculum for design and technology aims to ensure that all pupils:

  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
  • critique, evaluate and test their ideas and products and the work of others
  • understand and apply the principles of nutrition and learn how to cook

Key stage 1

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment]. When designing and making, pupils should be taught to:

Design

  • design purposeful, functional, appealing products for themselves and other users based on design criteria
  • generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

Make

  • select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

  • explore and evaluate a range of existing products
  • evaluate their ideas and products against design criteria

Technical knowledge

  • build structures, exploring how they can be made stronger, stiffer and more stable
  • explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

Key stage 2

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment]. When designing and making, pupils should be taught to:

Design

  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make

  • select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
  • select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate

  • investigate and analyse a range of existing products
  • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

  • apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
  • understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
  • apply their understanding of computing to program, monitor and control their products.

Cooking and nutrition

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. Pupils should be taught to:

Key stage 1

  • use the basic principles of a healthy and varied diet to prepare dishes
  • understand where food comes from.

Key stage 2

  • understand and apply the principles of a healthy and varied diet
  • prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Design Technology Curriculum Rationale

At Coleridge we are designers and technologists! We want our children to love design technology. We want them to have no limits to what their ambitions are and grow up wanting to be architects, graphic designers, chefs or carpenters. The design technology curriculum has been carefully crafted so that our children develop their design and technology capital. We want our children to remember their DT lessons in our school, to cherish these memories and embrace the DT opportunities they are presented with!

Curriculum Intent

The design technology curriculum promotes curiosity and a love and thirst for learning. It is ambitious and empowers our children to become independent and resilient – like all curriculum areas.

We want to equip them with not only the minimum statutory requirements of the design technology National Curriculum but to prepare them for the opportunities, responsibilities and experiences of later life.

We want our children to use the vibrancy of our local context to learn from other cultures, respect diversity, co-operate with one another and appreciate what they have. We achieve this by providing a strong SMSC curriculum, with British Values and our core values placed at the heart of everything we do. This often feeds into the design technology curriculum where we will ensure that our DT sessions are the focus of an end outcome. For example, we use our cooking skills to prepare dishes for our Eid Festival and we use our textile skills to make items to sell at our Christmas Market.

We enrich their time in our school with memorable, unforgettable experiences and provide opportunities which are normally out of reach – this heightens their interests and passions. We firmly believe that it is not just about what happens in the classroom, it is about the added value we offer to really inspire our children.

Curriculum Implementation

In September 2020, a complete audit of the design technology curriculum was conducted. On the back of the findings from this audit, the design technology curriculum has been carefully built and the learning opportunities and assessment milestones for each year group crafted to ensure progression and repetition in terms of embedding key learning, knowledge and skills.

Design technology subject specific characteristics, which we expect the children to demonstrate, have been developed and shared with all stakeholders. These characteristics underpin all work in DT and form a focal point for display areas and provide a common subject specific vocabulary for staff and pupils. These characteristics are:

  • Significant levels of originality and the willingness to take creative risks to produce innovative ideas and prototypes.
  • An excellent attitude to learning and independent working and passion for the subject and knowledge of, up-to-date technological innovations in materials, products and systems.
  • The ability to use time efficiently and work constructively and productively with others.
  • The ability to carry out thorough research, show initiative and ask questions to develop an exceptionally detailed knowledge of users’ needs.
  • The ability to act as responsible designers and makers, working ethically, using finite materials carefully and working safely.
  • A thorough knowledge of which tools, equipment and materials to use to make their products.
  • The ability to apply mathematical knowledge.
  • The ability to manage risks exceptionally well to manufacture products safely and hygienically.

We empower our staff to organise their own year group curriculums under the guidance of our subject leaders. Teachers are best placed to make these judgements. Staff develop year group specific long-term curriculum maps which feed into our end outcomes which link to Christmas, Easter and Eid. The vast majority of subjects are taught discretely but staff make meaningful links across subjects.

Our short-term plans are produced on a weekly and daily basis. We use these to set out the learning objectives for each lesson, identifying engaging activities and resources which will be used to achieve them.

In most subject areas we encourage staff to teach a weekly lesson; however, this is not the case for design technology. This was a notable change after the design technology audit. Each term, the whole-school has a design technology week. This helps to ensure that the children see the whole process from start to finish – from existing products through to their finished product. We believe that by crafting our curriculum this way, we improve the potential for our children to retain what they have been taught, to alter their long-term memory and thus improve the rates of progress they make.

Curriculum Impact

We use both formative and summative assessment information in every design technology lesson. Staff use this information to inform their short-term planning. This helps us provide the best possible support for all of our pupils, including the more able. Children will be assessed next to the progression of skills and also against our exemplification books. We will then look at the quality of products and pupil voice to ascertain if children are working at their year group expected level. This means that skills in design technology are progressive and build year on year.

A comprehensive monitoring cycle is developed at the beginning of each academic year. This identifies when monitoring is undertaken. Monitoring in design technology includes: book scrutinies, lesson observations and/or learning walks, pupil/parent and/or staff voice.

All of this information is gathered and reviewed. It is used to inform further curriculum developments and provision is adapted accordingly.

 

Cultural Capital

Cultural capital is the accumulation of knowledge, behaviours and skills that a student can draw upon and which demonstrated their cultural awareness, knowledge and competence. It is one of the key ingredients a student will draw upon to be successful in society, at Clifton and further education and eventually their career and the world of work.

At Coleridge we enhance children’s experience and learning by utilising different opportunities in our DT curriculum and around school and within our wider community.

We plan and deliver DT weeks linked to celebrations within school so outcomes are tangible and link to our current context. Whilst teaching the National Curriculum, we also embed various experiences to develop their skills in the curriculum area and prepare children for the real world. We ensure we provide exciting and engaging DT weeks to develop their thinking and practical skills whilst encouraging children to extend their vocabulary within DT.

Within this we also demonstrate and encourage our school values within the community projects of Aspire, Desire, Believe and Achieve. We always ensure that parents are involved and participate in DT activities, mainly working with Rotherham CLC, to ensure we model behaviours we want to promote in our school and the community and sharing ideas with them on activities to take place at home.

At Coleridge Primary school we believe that a high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

What Art and DT look like in our school….

  • In the Early Years, children will be given the opportunity to explore colour, texture, shape and form in two and three dimensions. The children will have access to a wide range of constructions, collage, painting and drawing activities, using appropriate tools and art materials. In order to tap their artistic potential, the children will be encouraged to develop their own creative ideas.
  • In Key Stage 1, Art and DT is about expanding children’s creativity and imagination through providing art, craft and design activities relating to the children’s own identity and experiences, to natural and manufactured objects and materials with which they are familiar, and the locality in which they live. Children will explore the visual, tactile and sensory qualities of materials and processes and begin to understand and use colour, shape and space, pattern and texture, to represent their own ideas and feelings. Children will focus on the work of artists, craftspeople and designers by asking and answering questions, such as: ‘What is it like?’ ‘What do I think about it?’
  • In Key Stage 2, children learn to master the skills and techniques acquired in KS1 and learn to become more critical of their own work, discussing how they could improve and refine their work. Art and Design is about fostering children’s creativity and imagination by building on their knowledge, skills and understanding of materials and processes, through providing more complex activities. Children’s experiences help them to understand the diverse roles and functions of Art and Design in the world around them.

Picture This!

Last year Coleridge took part in the Rotherham Picture This project. We made our own interpretation of Monet’s the Lilypad pond using watercolours. We also linked this to the issues around plastic pollution and incorporated this into our paintings. We created a whole school montage, which we then proudly showcased at the Picture This exhibition in Magna.

If you would like any information about our knowledge organisers then please contact us at enquiries@coleridgeprimary.org

Year Group: Year 1

Strand: Mechanisms – Wheel and Axles

Enquiry Question: How do wheels work?

 

Final Outcome: Children will create their own model car design for ‘Porsche’, with moving wheels and axels. All vehicles will be judged by ‘Porsche’.

Programme of Study

NC Requirements

Design purposeful, functional, appealing products for themselves and other users based on design criteria

Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

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

Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Explore and evaluate a range of existing products

Evaluate their ideas and products against design criteria

Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

 

Links to previous learning:

During FS2 pupils have been exposed to moving vehicles with wheels during continuous provision.

 

Learning Objectives Subject Specific Vocabulary What do we want children to know? Assessment Questions Suggested Learning Activities Resources End Point
L.O. to create my own moving wheels using axels

 

 

 

Axle

Axle holder

Diagram

Mechanism

Wheel

 

To know how wheels move

 

To know what an axel is and how it helps wheels to move.

To identify what mechanism makes a toy or vehicle roll forwards

To know that in order for a wheel to move it must be attached to an axle

To know how to draw and label a diagram of an axle, wheel and axle holder

·         How do you think the wheels move?

·         How do you think the wheels are fixed on?

·         Why do you think the product has the number of wheels it does?

·         Why do you think the wheels are round?

 

https://www.kapowprimary.com/subjects/design-technology/key-stage-1/year-1/mechanisms-wheels-and-axles/lesson-1-how-do-wheels-move/

 

Pick one of the wheeled objects from the Attention grabber (Kapow) and model how to draw a diagram of it, using the appropriate vocabulary to label it (‘wheel’, ‘axle’, and ‘axle holder). Model how to show the movement, drawing an arrow with a coloured pen. Ask pupils to consider:To what the wheels are attached. How the wheels are attached. Where the wheels are placed in relation to the shape of the body.

Make sure to use the vocabulary ‘wheel’, ‘axle’, and ‘axle holder’. These words are shown on slide 11 of the Presentation: Wheels and axles. Keep this slide displayed so the class cn refer to the words during the rest of the lesson. Alternatively, use the print out of the Activity: Wheels and axles – key vocabulary.

The children now work in groups to create their own diagrams of different objects, just as you modelled.

Look at each of the diagrams in turn and ask children which parts they think are moving.

Give the children straws, paper, scissors and glue or masking tape and ask them to see if they can replicate the way in which a moving part is attached to a non-moving part. Just let the children experiment and do not expect a finished product.

Rather than give instructions, work on a table with a group and experiment yourself, making some silly mistakes, encouraging children to problem solve and collaborate.

If the children require more direction and support use Activity: Wheel, axle and axle holder model guide.

Finish by asking pupils how wheels work

 

Presentation: Wheels and axles (see Attention grabber)

Items that have wheels, such as bicycles, tricycles, trundle wheels, toy cars, skateboards, trolleys, arranged around the classroom for the children to inspect (see Attention grabber)

Straws

Paper

Glue or masking tape

Scissors

 

Children will be able to move a wheel around different axis (experimenting with different axis and wheels)
L.O. To identify why wheels are not working and fix problems.

 

In previous lesson pupils have explored and investigation how wheels move and used trial and error to create their own wheels.

 

Axle

Axle holder

Equipment

Mechanism

Wheel

 

Children see examples of wheels that do not work and use their problem-solving skills to diagnose the issue.

 

Understand that a wheel needs an axle in order to move

To fix a design so that the wheel can move

To use appropriate vocabulary to describe which parts are moving or not

 

 

What is not working?

How do you know?

What should it be doing?

What would you need to change/fix to get it to work?

How would you know if it was working again?

 

https://www.kapowprimary.com/subjects/design-technology/key-stage-1/year-1/mechanisms-wheels-and-axles/lesson-2-fixing-broken-wheels/

 

Using the Activity: Broken vehicles images and the Activity: Repair tickets, the children will write a repair ticket for each of the three ‘broken’ toy car images, explaining why the toy is not working and what should be done to fix it.

The images are designed to highlight any misconceptions the children may have. By asking the children to identify and suggest how to fix the problems, the children will be less likely to make the same errors themselves later in the topic.

Hand out to each child a copy of the Activity: Broken vehicles images and the Activity: Repair tickets and ask the children to work independently to note on the repair ticket what they think the issue is with each of the broken vehicles.

Now show pupils the Video: Fixing broken wheels – Vehicle D, which shows a vehicle with an axle glued to the axle holder.

 

Link: ‘Sid the science kid- How wheels work’ on VideoLink

 

Video: Fixing broken wheels – Vehicle D

Activity: Broken vehicle images (see Classroom resources) – one per child

Activity: Repair tickets (see Classroom resources) – one per child

 

Children will be able to articulate why a wheel is not working using subject specific vocabulary
L.O. To design a vehicle

 

In previous lesson pupils have looked and fixed problems with wheels to ensure they have a clear understanding of how they work.

 

·         Axle

·         Axle holder

·         Chassis

·         Mechanism

·         Wheel

 

To design a moving vehicle

·         I know what makes a wheel and an axle work

·         I can design a moving vehicle

·         I can label my design using appropriate vocabulary

 

How does a wheel work?

What do we need to make sure to guarantee our vehicles move?

What else do we need to consider for our vehicles?

 

https://www.kapowprimary.com/subjects/design-technology/key-stage-1/year-1/mechanisms-wheels-and-axles/lesson-3-designing-a-vehicle/

 

Play the Mission Impossible soundtrack as you announce the day’s mission: to turn cardboard tubes (tissue box or similar) into a moving vehicle!

The children will use what they have learned from previous lessons about wheels, axles and axle holders, in particular, the mistakes that the children solved in Lesson 2 (see ‘Lesson 1: How do wheels move?‘  and ‘Lesson 2: Fixing broken wheels‘).

Remind the children that at the end of Lesson 2, we looked at a list of design criteria for the vehicle the children will each make:

The vehicle should have round wheels that balance the body.

The wheels need to be attached to an axle.

The axle needs to fit inside an axle holder but not be attached to the axle holder.

 

As the children are making their own vehicles, they should also now consider if there are other points they should add to the list of design criteria, such as strength, colour, appearance and material.

Model planning the vehicle design by measuring the body and drawing on a copy of the Activity: Vehicle design sheet. Remind pupils to label their design, including the body of the vehicle, and introduce the word ‘chassis’.

In a different colour, add in the axle holder, axle and wheels, labelling them and including their length. Remember to discuss where and how each item will be attached. You might want to annotate some of this on your design.

 

Hand out to each child a copy of the Activity: Vehicle design sheets and give the children time to complete them. Use Activity: Vehicle design sheet with template if required for any children needing additional support.

Make available materials for making the vehicles. There is no need for glue or scissors at this stage. The children are not making their vehicles yet, only deciding which objects and materials they will use, and making sure that they have allocated an item for each of their vehicle components: wheel, axle, axle holder, body/chassis.

Review

Ask the children to leave their plans on their tables and to move around the room looking at everyone else’s plans.

Once they have done this, they can revisit their own plans and make any amendments, based on ideas they have seen.

The children will need their vehicle design sheets for the next lesson

 

Ruler

Materials for making vehicles:

Body: cardboard tubes, cardboard boxes, yoghurt pots

Axle: straws, dowel (cut to size)

Wheels: wooden wheels, card discs, plastic cotton reels

 

Children will have a plan for their own vehicle which details where wheels and axels will be used
L.O. To follow a design to build my own vehicle

 

In previous lesson pupils have created their own design brief.

 

Axle

Axle holder

Chassis

Dowel

Mechanism

Wheel

·

To know how to build their own moving vehicle.

 

I can make a wheel and axle mechanism

I can evaluate my design to make it even better

 

 

 

How does a wheel work?

What do we need to make sure to guarantee our vehicles move?

What else do we need to consider for our vehicles?

 

https://www.kapowprimary.com/subjects/design-technology/key-stage-1/year-1/mechanisms-wheels-and-axles/lesson-4-wacky-races/

 

Recap the design criteria that you shared as a class in ‘Kapow Primary, Design & Technology, Year 1, Mechanisms: Wheels and axles, Lesson 3: Designing a vehicle’, including any of the children’s suggestions:

The vehicle should have round wheels that balance the body.

The wheels need to be attached to an axle.

The axle needs to fit inside an axle holder but not be attached to the axle holder.
Use Slides 9 and 10 in the Presentation: Wacky races to provide a visual if necessary.

Remind the children of the instructions they composed at the end of the last lesson, such as:

Cut your axle holders with scissors to the right size and tape them to the body/chassis.

Attach one wheel to each side of the axle and then thread through the axle holder.

Attach the other wheel to other end of the axle.

 

Ask the children if they have any questions and point out where they can find the relevant materials and equipment for making their vehicles.

Play the Pupil video: Wacky races and consider leaving this to run during the lesson so the children can continue to refer to it.

Give each child:

Their vehicle design sheet from Lesson 3.

Two 20 cm pre-cut lengths of dowel (or other suitable materials) for the axle.

 

Ask pupils to refer to their design sheets and gather all the materials they will need.

Stress the need for accurate cutting and using the correct amounts of glue or masking tape, as using too much could affect the overall look of their product.

 

Top tip: Give children a labelled plastic wallet to keep all of their parts in and keep tools and offcuts in clear labelled trays.

 

Re-cap and demonstrate how to attach the axle holders to the chassis, using card pieces (see Teacher video: Wacky races) or play the Pupil video: Wacky races again.

Give the children time to attach their axle holders to their own vehicles.

Once most pupils have completed the first section, model attaching the axle to the wheel using glue or masking tape, then threading it into the axle holder before attaching the last wheel (or play the relevant part of the Pupil video: Wacky races).  Children then complete this second stage.

Encourage children to work together especially on the more fiddly parts.

Depending on your agreed design criteria and time available, you may want to give children time to decorate their vehicles, using paint, tissue paper glitter, etc.

 

 

·         Children’s vehicle design sheets from Lesson 3 (see ‘Kapow Primary, Design & Technology, Year 1, Mechanisms: Wheels and axles, Lesson 3: Designing a vehicle

·         Materials for making vehicles, such as card boxes, cotton reels, straws, pipe cleaners,

·         Dowel pre-cut to 20cm lengths for the axles, or alternative suitable materials (two lengths per pupil)

·         Materials for decorating vehicles, such as tissue paper, glitter, googly eyes (optional)

 

Children will have built their own vehicle with functioning axels and wheels

Y1 Unit 1 Mechanisms – Wheels and Axels

 

DT Skills Progression- Design, Make and Evaluate

Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Design Use criteria to

design and

make purposeful,

functional items.

 

Make pictures of their design saying what they want to make.

 

Critique and redraft the product when

necessary.

Design and

make

purposeful and

functional

products.

 

Use pictures and words to convey what they want to design and make.

 

Describe and

explain what they are making, how it works and what

they need to do

next.

Design and

make purposeful,

functional and

appealing products.

 

Use drawings

with notes to

record ideas as

they are

developed.

 

Discuss their

work as it

progresses.

Use research to

develop the

design of

functional and

appealing

products.

 

Record plan by

drawing labelled

sketches or writing and discuss this

while working.

Use research

and develop

design criteria

to design functional and

appealing products that are fit for purpose.

 

Consider different ways in which they can creatively record their planning to

engage an audience.

Use research

and develop

design criteria

to design

innovative,

functional and

appealing products that

are fit for purpose and aimed at

particular groups or individuals.

 

Develop and

communicate

design ideas

using annotated

sketches,

detailed plans,

oral and digital presentations.

 

Use research

and exploration

to identify and

understand

user needs

when designing

a product.

 

Develop and

communicate

design ideas

using annotated

sketches, detailed plans, oral and digital presentations

and computer

based tools.

Make Use the correct

tools for the job.

 

Know the tools

they are using.

 

Use equipment

safely.

Name the tools

you are using.

 

Use given tools for a variety of

tasks eg knife,

grater, chopping

board, scissors,

needles, pins,

scissors, templates, glue

and tape.

 

Join

appropriately

for different

materials and

situations.

 

Explore ideas

by rearranging

materials eg

paper, card,

ingredients,

fabrics, sequins,

buttons, tubes,

dowel, cotton

reels, paper,

card and

mouldable materials.

Select and

name the tools

needed to work

the materials eg

spoons, cups,

needles, yarn,

scissors, saws

and drills.

 

Select materials

from a limited

range to meet

design criteria.

Think ahead

about the order

of their work

and plan tools

and materials

needed. E.g.

Weighing

scales, glue

gun, ruler.

 

Consider

working

characteristics

of materials.

Use tools and

equipment,

including those

needed to weigh and measure

ingredients,

with accuracy.

 

Join and

combine a

range of materials, some

with temporary,

fixed or moving

joints.

Select and use

tools and

equipment for a

range of uses.

E.g. cut and

Shape ingredients, join

fabrics, cut

accurately and

safely, use

bradawl to

mark holes,

hand drill and

pin and tacks

during textile

work.

 

Join and combine a range of materials and

ingredients

using appropriate

methods. E.g.

beating, rubbing in, drilling, glueing, sewing,

screwing.

Select from and

use specialist

tools and

techniques for a

range of uses.

E.g. Whisk,

craft knife,

cutting mat,

safety ruler.

 

Select from and

use a wider range of materials,

components

and ingredients

taking into

account their

aesthetic properties.

Evaluate Say what they

like and dislike

about products

that are already

known.

 

Begin to say

how they could

improve a product offering own ideas.

Explore existing

products.

 

Say what they

like and do not

like about

products they

have made.

 

Consider and

explain how the

finished product

could be improved.

Explore and

evaluate

existing products.

 

Talk about their

developing

designs and identify good

points and areas to improve

throughout the

design process.

 

Evaluate their

product and its

appearance

against a

design criteria.

Investigate and

analyse a range

of existing products.

 

Identify strengths and areas to

improve in their

own design.

 

Identify what

does and does

not work in the

product.

Use investigations

of existing

products to

inform planning

of their own

product.

 

Check their work as it develops and modify approach in

light of progress.

 

Discuss how well their product meets the design

criteria and the

needs of the user.

Show a clear

understanding

of the specification

and use this to

inform decisions.

 

Justify decisions

about materials

and methods of

construction.

 

Evaluate products and use of information

sources.

Test, evaluate

and refine ideas

and products

against a

specification.

 

Justify decisions

made during

the design

process.

 

Evaluate

products and

use of

information

sources

throughout the

process and use

this to inform

planning.

 

 

Progression of Strands across Year Groups

Food Mechanisms Structures Textiles Electrical Systems Digital World
FS2 Handle and use tools with independence, care and increasing control.

 

To use a range of tools safety, competently and confidently.

To plan techniques for joining materials.

Handle and use tools with independence, care and increasing control.

Show greater control and proficiency in using tools such as scissors, paint brushes, pens and pencils.

 

 

 

To use a range of tools safety, competently and confidently.

To use a range of materials to construct with.

Handle and use tools with independence, care and increasing control.

Show greater control and proficiency in using tools such as scissors, paint brushes, pens and pencils.

 

 

To plan techniques for joining materials.

Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function;

 

 

Year 1 Food: Fruit and Vegetable Smoothie

Children learn how to identify fruits and vegetables and then design and make a smoothie

Designing for others

Chopping fruit and vegetables

Making a smoothie

Evaluating and adapting designs

Describing and grouping fruits by texture and taste

Understanding the difference between fruit and vegetables

 

Mechanisms: Wheels and Axles

Pupils experiment with mechanisms and troubleshoot why some wheels don’t rotate, before designing and building a moving vehicle

Designing mechanisms

Adapting Mechanisms

Measuring and cutting accurately

Following a design brief

Working to scale

Identifying materials commonly used for wheels

Researching and testing mechanisms

Understanding how an axle works

 

 

Structures: Windmills

Through the theme of windmills, pupils design and create their own structure and functioning windmill

Designing for others

Assembling different components to work together to create motion

Assembling accurately

Cutting neatly

Testing a finished product

Developing awareness of different structures for different purposes

Understanding how to turn 2D nets into 3D structures

Understanding what mechanisms are

 

NA NA
Year 2 Food: A Balanced Diet

Pupils explore what makes a balanced diet and taste test combinations of different food groups before designing and making a wrap

Designing packaging for their smoothie

Preparing food safely and hygienically

Chopping safely using the bridge grip

Conducting product research

Evaluating a design

Understanding how fruit and vegetables grow

Knowing the food groups

Understanding what makes a balanced diet

 

Mechanisms: Ferris Wheel

Pupils explore existing mechanisms in order to design, test and make their own big wheel style ride

Designing mechanisms

Measuring and cutting accurately, working to scale and following a design brief

Testing and adapting mechanisms

Researching mechanisms

Understanding how an axle works

Know materials commonly used for wheels

 

Textiles: Pouches

Children design and make their own wallet or purse, learning to use running stitch to join two pieces of fabric together

Considering purpose in the design process

Threading a needle

Sewing a running stitch

Preparing fabrics for sewing

Discuss the making process and the finished product

Identifying parts of a needle (point and eye)

Understand the alternative ways of joining fabrics and embellishments

 

NA NA
Year 3 Food: Eating Seasonally

Pupils learn about seasonality and how the climate a food is grown in can alter the way it tastes and make a crumble and tart using seasonal ingredients

Designing to criteria

Safely preparing fruit and vegetables

Following a recipe

Tasting and evaluating their dessert

Knowing what foods are in season and when

Understanding the benefits of foods by their colour

Knowing how climate alters the sweetness of food

 

Structures: Castles

Pupils learn more advanced construction techniques and plan for complex arrangements of structures with continual emphasis on evaluating throughout

Planning for manufacture

Establishing and using a design criteria to help focus and evaluate their work

Using more demanding practical skills (paper engineering/paper folding techniques)

Evaluating as they work

Evaluating their own and other’s final product

Application of prior knowledge and increasing knowledge of nets

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Textiles: Cushions

Pupils learn to sew cross stitch and appliqué and then apply this to the design and creation of a cushion

Designing for a purpose

Sewing cross stitch and using applique

Compare to designs

Construction of cushions

Understanding that fabrics can be layered for effect

Knowing different stitch types

Year 4 Food: Adapting a Recipe

Pupils adapt a recipe by adding or altering the ingredients and then work in groups to create a final

design that falls within a set

budget and design brief

Working within a design brief

Following but adapting a recipe

Preparing food hygienically

Discuss flavours identified

Understanding the costs behind professional food preparation

Understanding the factors that contribute to product design

 

Mechanisms: Slingshot Cars

Pupils use kinetic energy to power slingshot cars, designing and making their own and then testing their effectiveness in time trials

Developing designs using the views of others to improve them

Using nets and tabs to design and make the car body

Measuring, marking,cutting and assembling accurately

Testing products in time trials

Component names (chassis, axle etc.)

Car body shape can impact speed (air resistance)

 

Electrical Systems: Torches

Pupils are introduced to electricity and electrical safety before making a simple electric circuit to create a functioning torch

Designing for others

Creating neatly presented work

Making an electrical circuit

Evaluating to improve their work

Testing their final products

Electricity is energy

Batteries are used to store electricity

Know terminology of: insulator, conductor, L.E.D., battery, coin cell batteries

Year 5 Food: What Could Be Healthier?

Pupils adapt a bolognese recipe by adding or altering ingredients and learn about the ethical and hygienic issues of food

Adapting a recipe

Cutting and preparing vegetables hygienically Cooking meat safely

Tasting and adapting the dish during cooking process

Know where meat comes from and understand ethical issues around beef

Know nutritional values of packaged food

 

Mechanisms: Pop-Up Books

Pupils use a range of mechanisms and construction techniques to create a pop up story book for younger children

Planning using storyboards and designs, communicating through words and illustrations

Making functional components

Using layers and spacers to construct pages

Cutting and assembling with accuracy

 

Constantly evaluating progress against design

Understand sliders, levers and linkages

Understand structures and mechanisms

 

Electrical Systems: Electric Greetings Cards

Pupils explore electric circuits and apply this knowledge to design and make their own electric greetings cards

Applying knowledge to generate design ideas

Identifying target audiences

Making circuits

Experimenting with circuits to consolidate knowledge of function

Testing function of product

Drawing circuit diagrams

Knowing the function of different components

Understanding the terminology: insulator, conductor, LED, battery

Year 6 Structures: Playgrounds

Pupils have the opportunity to be creative and experiment with a wide range of materials and equipment, applying prior knowledge of net and frame structures as well as bracing and cladding to design and make a playground

Establishing and using a design criteria to help focus and evaluate their work

Increasingly more demanding practical skills

Selecting materials for their aesthetic and functional properties

Make, strengthen and stiffen a range of structures

Exploring existing playground structures

Applying knowledge of construction techniques to realise design ideas

Stabilising more complex structures using bracing

Textiles: Waistcoats

After drawing a design in accordance with their own criteria, pupils learn how to measure, cut and assemble fabric to create a waistcoat

Designing for a process

Accurate cutting and joining, using running stitch

Creating something in a given style

Evaluating work continually

Knowing how to create hidden seams

 

Digital World- Navigating the world

Pupils can write a design brief from information submitted by a client

Pupils can develop design criteria to fulfil the client’s request

Pupils can consider and suggest additional functions for my navigation tool.

Pupils can program an N,E, S,W cardinal compass

Pupils can explain the key functions in my program, including any additions

Pupils can explain how my program fits the design criteria and how it would be useful as part of a navigation tool

 

 

 

DT Progression of Strands

DT Progression of skills

EYFS Overview

Autumn Spring Summer
Junk Modelling

 

To explore and investigate the tools and materials in the junk modelling area.

To develop scissor skills.

To investigate cutting different materials.

To learn how to plan and select the correct resources needed to make a model.

To verbally plan and create a junk model.

To share a finished model and talk about the processes in its creation.

To explore different ways to temporarily join materials together.

 

Seasonal Project

 

To create a picture with a simple sliding mechanism.

Textiles – Book Marks

 

To develop threading and weaving skills.

To practise and apply weaving skills to a specific material e.g. paper.

To practise and apply threading skills with specific materials e.g. hessian and wool.

To use threading or sewing to design a product (bookmark).

To create a textiles product (bookmark) following their own design.

To reflect with children on how they have achieved their aims.

 

Food – Soup

 

To explore fruits and vegetables and the differences between them.

To use adjectives to describe how fruits and vegetables look, feel, smell and taste.

To listen to and recall elements from the story ‘The Best Pumpkin Soup.’

To explore a pumpkin and describe it using the five senses.

To design a fruit and vegetable soup recipe.

To practise cutting with a knife.

To learn how to use a knife safely.

To safely use tools to prepare ingredients.

To describe the finished product and evaluate the process.

To design food packaging.

 

Structures – Boats

 

To understand what waterproof means and to test whether materials are waterproof.

To test and make predictions for which materials float or sink.

To learn about the different features and structures of boats and ships.

To investigate how the shape and structure of boats affects the way they move.

To design a boat.

To create a boat based upon their own design.

DT EYFS Overview