design technology: curriculum content and progression

Brayton Primary School

DESIGN TECHNOLOGY: CURRICULUM CONTENT AND PROGRESSION FRAMEWORK

Design and technology gives young people the skills and abilities to engage positively with the designed and made world and to harness the benefits of technology. They learn how products and systems are designed and manufactured, how to be innovative and to make creative use of a variety of resources

including digital technologies, to improve the world around them. DT Association

Intent Our design and technology curriculum allows children to exercise their creativity through designing and making. We encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They are taught to combine these skills with knowledge and understanding in order to design and make a product. Skills are taught progressively to ensure that all children are able to learn and practice as they move through school. Evaluation is an integral part of the design process and allows children to adapt and improve their product, this is also a key skill which they need throughout their life. D&T allows children to apply the knowledge and skills learned in other subjects, particularly Maths, Science and Art. Children’s interests are captured through topics, ensuring that links are made in a cross curricular way, giving children motivation and meaning for their learning. Children will learn basic cooking skills, as well as applying the principles of nutrition and healthy eating.

Implementation

What do we teach? What does this look like? Our whole curriculum is shaped by our school values: ● We value success and achievement, in the basic skills and the wider curriculum, so that everyone here is ready for lifelong learning. ● We value resilience, and ensure everyone is supported to become independent and wise. ● We value enjoyment, so we make learning fun

We teach the National Curriculum, through these values, supported by clear skills and knowledge progression. The main focus of DT in each year group should follow the design, make and evaluate cycle. DT should be taught to a high standard, where each of the stages should be given equal weight.

Impact

What will this look like? By the time children leave our school they will have: ● An excellent attitude to learning and independent working. ● 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 and skills accurately. ● The ability to manage risks exceptionally well to manufacture products safely and hygienically. ● A passion for the subject.

Topics/Themes/Texts: (To be decided by individual schools) The key things we want children to know/be able to do

FOUNDATION

Nursery

Children are taught skills and techniques associated with the things they are

doing for example balancing bricks or using split pins.

We provide children with experiences and stimuli that capture children’s

imagination and excite them into action for example making a bus after reading

the story ‘The Naughty Bus’ or a castle for the giant in ‘Jack and the Beanstalk’.

Children are encouraged to make links in their learning - making props for role

play for example the children made a sleigh for Santa.

We have a design and make area which has a wide range of materials for

example fabrics, reclaimed boxes, tubes, plastic cartons, bottle tops, card and

paper. It also has separating and joining tools for example scissors, tape, string,

glue and a range of tools.

Children also have access to a wide range of construction sets and wooden

blocks.

We have a malleable area with different malleable materials provided each week

for example playdough, jelly, cloud dough and porridge goo and a scissor control

activity box.

These are freely available to the children during child initiated learning time.

Children are given opportunities to develop their own ideas, make choices about

materials and reflect on their work.

Children are given regular opportunities to bake and help to prepare snack each

day.

Reception

Child-led learning supported by a rich environment offering a range of resources, materials and objects including sand, water,

Design - Select appropriate resources and materials to use.

- Construct with a purpose in mind.

- Represent their own ideas, thoughts and feelings.

Make

- Use a variety of natural and man-made resources.

- Master reasonable scissor control effectively and safely to

cut and use techniques (paper in one hand, scissors in the

other).

- Use malleable materials (e.g. play dough) and construction

(e.g. Lego and blocks) safely with increasing control.

Evaluate

- Adapt work when necessary.

Technical knowledge

- Look at different attachment methods e.g. paper clips, glue,

tape.

- Select tools and techniques needed to shape, assemble and

join materials being used.

Cooking and nutrition

- Talk about ways to keep healthy and safe.

malleable, painting, drawing, junk modelling, construction, small world, fine motor opportunities.

Opportunities to develop fine motor control eg cutting skills and learn various ‘joining’ options.

Modelling and scaffolding by staff; promoting health and safety procedures.

Design sheets, recipes, information books, IPADS available to research ideas.

Examples of DT this year:

A till, a pushchair, a ‘super pig’ cape, a rocket launcher!

Celebrating Pancake Day by making pancakes to share with our friends.

We thought about healthy toppings and chose our own.

Using pumpkins we decided to make our own Pumpkin soup!

We investigated, explored and tasted a variety of fruit before choosing our

favourite to make healthy ‘fruit kebabs’.

At Christmas, we made a gingerbread house.

Reception/YEAR 1 Plan 2 2020 - 2021


Plan 2 (Year 1) Why are humans not like Bog Babies (Main Focus)

- Sewing - make a bog baby. NC-Design purposeful, functional, appealing products for themselves and other users based on design criteria NC-Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology NC-Select from and use a range of tools and equipment to perform practical tasks NC-Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics NC-Explore and evaluate a range of existing products NC-Evaluate their ideas and products against design criteria Build structures, exploring how they can be made stronger, stiffer and more stable

The Great War: Rewards and Remembrance - Design and make their own medals for bravery. - Children use a range of materials to create their own poppy wreaths NC-Select from and use a range of tools and equipment to perform practical tasks NC-Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Poles Apart - Igloos NC-Select from and use a range of tools and equipment to perform practical tasks NC-Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics Any dream will do.

- Josephs Dreamcoat

- Dream catchers

Area of learning: Textiles Design

- Explore a range of existing products.

- Discuss ideas.

- Design purposeful, functional appealing products for themselves.

- Draw and label simple designs.

- Follow and refine plans as necessary.

Make - Select from and use a range of tools and equipment to perform

practical tasks e.g. cutting, shaping, joining and finishing.

- Use a needle and thread safely and effectively.

Evaluate - Evaluate and compare against existing textile products.

- Test and evaluate final product - is it fit for purpose?

- Reflect back on design criteria.

- Suggest improvements.

- Use peer assessment to improve their work.

Technical knowledge - Use and store equipment such as needles safely.

- Follow a set of instructions in order to learn a new skill such as

sewing.

- Learn stitch names.

Key vocabulary

User

Textile Product Stitch Cooking and nutrition

- Use the principles of a healthy and varied diet to prepare dishes.

- Understand where food comes from

NC-Select from and use a range of tools and equipment to perform practical tasks NC-Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics It’s a no money day!

- Set up a pop-up shop – Soup Kitchen - Make a T-shirt bag.

NC-Use the basic principles of a healthy and varied diet to prepare dishes NC-Understand where food comes from NC-Design purposeful, functional, appealing products for themselves and other users based on design criteria Say cheese!

- Create innovative designs for the catwalk NC-Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

YEAR 2 Plan 1 2020 - 2021


Plan 1 Singing in the rain

- NA Britain needs you

- Preparing fruit and veg - Taste test combinations of foods - Design and make a soup with ration

NC -Use the basic principles of a healthy and varied diet to prepare dishes. NC – Understand where food comes from. Wonder Woman

- Textiles, templates and joining, make accessories and clothes for fashion show (Selby College)

NC –select from and use a range of tools and equipment to perform practical tasks (cutting, shaping, joining and finishing) NC – Select from and use a wide range of materials and components, including construction materials, textiles and ingredients according to their character. We are explorers

- NA Location, location, location

- Wheels and axels (make travelling vehicles) MAIN FOCUS NC – Design purposeful, functional, appealing products for themselves and other users based on design criteria, NC – Generate, develop, model and communicate their ideas through talking, drawing, templates, mock us and where appropriate ICT. NC –select from and use a range of tools and equipment to perform practical tasks (cutting, shaping, joining and finishing) NC – Select from and use a wide range of materials and components, including construction materials, textiles and ingredients according to their character. NC – Explore and evaluate a range of existing products. NC – evaluate their ideas and products against the design criteria NC – Build structures, exploring how they can be made stronger, stiffer and ore stable NC – Explore and use mechanisms (wheels and axels) Ahoy there!

- NA

Area of learning: Mechanisms Design

- Explore a range of existing products.

- Discuss ideas.

- Design purposeful, functional appealing products for other users.

- Draw and label simple designs.


- Create group or individual mock-ups.

Make - Select from and use a range of tools and equipment to perform practical tasks e.g.

cutting, shaping, joining and finishing.

- Use levers, sliders, wheels and axles to make a product that moves. Can be

covered over two projects.

- Say why they have chosen moving parts.

Evaluate - Evaluate and compare against existing products.





Technical knowledge - Build structures, exploring how they can be made stronger, stiffer and more stable.

- Explore and use mechanisms as above.

Input – What do you do to make it work? Push?

Process – How does your product work? The wheel turns on the axel.

Output – what happens? The car moves.

Key vocabulary User Function Features Aesthetics Components Resilience Input Process Output Mechanism NB: If opportunity to consider food technology focus on food production from farm to fork. Where does your food come from?

YEAR 3


Plan 1 Way back when

- Make snapping dinosaurs (linkages and levers) - Make and eat stone age food - Make bows and arrows to hunt

NC – Understand and use mechanical systems in their products (gears, pulleys, cams, levers and linkages) NC – Apply their understanding of how to strengthen, stiffen and reinforce more complex structures, NC – Understand and apply principles of a healthy and varied diet. NC – Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. NC – Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Rotten Romans

- Textiles (make robust armour, felting) MAIN FOCUS NC – 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. NC – generate, develop, model and communicate their ideas through discussion, annotated sketches NC – Select from and use a wide range of tools and equipment to perform practical tasks (cutting, shaping, joining and finishing) accurately. NC – Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. NC – Investigate and analyse a range of existing products NC – Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work. NC – Understand how key events and individuals in DT have helped shape the world. NC – Apply their understanding of how to strengthen, stiffen and reinforce more complex structures,

What a Disaster

Area of learning: Textiles Design

- Consider function, aesthetics, user needs. - Create multiple designs.

- Research key events and individuals.

- Use market research to inform plans.

- Follow a brief for a target audience.


- Describe their design using an accurately-labelled sketch.

- Consider culture and society in designs.

- Choose textiles both for their appearance and properties.

Make

- Select appropriate equipment e.g. needles, knitting needles, crochet hooks

and materials for the task.

- Change the way they are working if needed.

- Join textiles of different types in different ways.

Evaluate





Technical knowledge

- Apply the understanding of how to strengthen and reinforce.

- Use and store equipment such as needles safely.

- Follow a set of instructions in order to learn a new skill such as crochet.

Key vocabulary

Target market Textile User Material Client Function Features Aesthetics Components Resilience Stitch

- Make a paper mâché volcano (links with art) - Look at food that grows in volcanic areas (make a dish using food)

NC – Understand and apply principles of a healthy and varied diet. NC – Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. NC – Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. NC – Apply their understanding of how to strengthen, stiffen and reinforce more complex structures,

YEAR 4 Plan 2 (Year 3) 2020 - 2021


Plan 2 Year 3 (due to mixed classes last year) Meet the Flintstones

- Make a stone age tunic (MAIN FOCUS) - Make a stone age sword and dagger

NC – 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. NC – generate, develop, model and communicate their ideas through discussion, annotated sketches, cross sectional and exploded diagrams, prototypes, pattern pieces and computer aided design. NC – Select from and use a wide range of tools and equipment to perform practical tasks (cutting, shaping, joining and finishing) accurately. NC – Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. NC – Investigate and analyse a range of existing products NC – Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work. NC – Understand how key events and individuals in DT have helped shape the world. NC – Apply their understanding of how to strengthen, stiffen and reinforce more complex structures, Our Changing World

- Design and make an earthquake proof building NC – Apply their understanding of how to strengthen, stiffen and reinforce more complex structures, Italian Job

- Make a picture of a Roman army advancing (linkages and levers) - Make and eat Italian food

NC – Understand and use mechanical systems in their products (gears, pulleys, cams, levers and linkages) NC – Understand and apply principles of a healthy and varied diet.

See Year 3 above

NC – Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. NC – Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

YEAR 5

Topics/Themes/Texts: The key things we want children to know/be able to do

Covering Year 6 plan due to mixed year group.

YEAR 5/6 2020 - 2021

Topics/Themes/Texts: The key things we want children to know/be able to do

Plan 1

Digging up trouble - Make Egyptian sweets and treats - Create Egyptian jewellery

NC – Understand and apply principles of a healthy and varied diet. NC – Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. Welcome to the jungle…

- Make a hunting satchel for someone in an Amazonian tribe NC – Select from and use a wide range of tools and equipment to perform practical tasks (cutting, shaping, joining and finishing) accurately. NC – Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. Lights, camera action

- Create own kinetoscope using bulbs, motor, circuit, switch (MAIN FOCUS)

NC – 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. NC – generate, develop, model and communicate their ideas through discussion, annotated sketches, cross sectional and exploded diagrams, prototypes, pattern pieces and computer aided design. NC – Select from and use a wide range of tools and equipment to perform practical tasks (cutting, shaping, joining and finishing) accurately. NC – Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. NC – Investigate and analyse a range of existing products NC – Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work. NC – Understand how key events and individuals in DT have helped shape the world.

Area of learning: Electrical systems as part of a product. Design

- Consider function, aesthetics, user needs. - Create multiple designs. - Research key events and individuals. - Use market research to inform plans. - Follow a brief for a target audience. - Sketch circuit plans. - Follow and refine plans as necessary. - Justify and explain plans through discussion and annotations. - Consider culture and society in designs.

Make - Select appropriate equipment and materials for the task. - Change the way they are working if needed. - Incorporate an electrical element to the product.

Evaluate - Test and evaluate final product - is it fit for purpose? - Reflect back on design criteria. - Suggest improvements. - Use peer assessment to improve their work. - Consider how your work compares to key events and individuals researched.

Technical knowledge - Understand and use electrical systems in their products for example, switches,

bulbs, buzzers and motors. Input – What do you do to make it work? Flick a switch?

Process – How does your circuit connect to make the product

work?

Output – what happens? Does a light come on?

- Apply their understanding of computing to program, monitor and control their

products. Key vocabulary Target market Output User Process Client Input Function Resilience Features Components Aesthetics See science curriculum for electrical vocabulary.

NC – Apply their understanding of how to strengthen, stiffen and reinforce more complex structures, NC – Understand and use electrical systems in their products (series circuits, switches, bulbs, buzzers and motors) NC – Apply their understanding of computing to program, monitor and control their products.

design technology: curriculum content and progression

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