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?
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Final Outcome: Children will create their own model car design for ‘Porsche’, with moving wheels and axels. All vehicles will be judged by ‘Porsche’. |
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| 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.
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| Links to previous learning:
During FS2 pupils have been exposed to moving vehicles with wheels during continuous provision.
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| 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
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Axle
Axle holder Diagram Mechanism Wheel
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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?
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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
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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
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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.
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Axle
Axle holder Equipment Mechanism Wheel
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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
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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?
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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.
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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
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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.
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· Axle
· Axle holder · Chassis · Mechanism · Wheel
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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
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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?
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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
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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
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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.
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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
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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?
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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. 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.
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· 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)
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Children will have built their own vehicle with functioning axels and wheels |
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.
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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.
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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.
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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.
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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;
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| 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
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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
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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
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| 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
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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
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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
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| 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
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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 · |
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 |
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| 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
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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 |
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| 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
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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
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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 |
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| 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
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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
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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.
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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. |
