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Design & Technology Curriculum 2020-21

Intent.

At The Federation of Bedenham and Holbrook Primary Schools, we believe that Design Technology (DT) is an exciting, practical subject that brings learning to life. It allows children of all abilities to excel and flourish. Design and Technology education helps develop children’s skills through collaborative working and problem-solving. The Food Technology element of DT allows all children to understand the importance of food hygiene and give them a solid foundation for future life skills.
The DT curriculum develops children’s skills and knowledge in design, structures, mechanisms, electrical control and a range of materials, including food. It encourages children to think creatively during the cycle of researching existing products, designing, making and then evaluating their own product.
The skills learnt in D&T also help with learning across the curriculum. Knowledge about the properties of materials and where food comes from helps in science and the practice of measuring accurately helps in maths. These skills help in computing through the children’s use of computer control. The textile element of DT supports the development of art and design across the primary age range.
Our DT curriculum is carefully planned to provide children with opportunities to express themselves through:
• Textiles
• Cooking and nutrition (Food Technology)
• Mechanical systems
• Structures

Where possible, we link our DT to other areas of the curriculum to immerse children in their learning.

 

Year 1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Food Technology (vegetable tart):

I can talk about the basic principles of a healthy diet. Children know how to sort the main food groups and can identify each one (eatwell plate).
I can talk about where food comes from. Children can identify that food comes from plants or animals, and can be farmed or caught.
Children can prepare dishes safely and hygienically.
Children know that everyone should eat at least five portions of fruit and vegetables every day.
Children can use techniques such as cutting, peeling and grating.

Knives, peelers and graters to be used with close adult supervision in groups of 2/4.

Design and plan:

Design purposeful, functional appealing products.
Research and compare different products with sliding mechanisms.Make: Use a range of tools and equipment to cut, join and finish a product.
Use a wide range of materials according to their characteristics Evaluate: To be able to talk about their product, compare to their design and evaluate their finished product

Textiles (hand puppet):

Design: state what products they are designing and making say whether their products are for themselves or other users.
Plan: select from a range of materials and components according to their characteristics. Materials to include felt. Children to select from additional art resources to create their design (sequins, eyes, pipe cleaners etc).

Make: use a range of materials and components, including Textiles (felt). measure, mark out, cut and shape materials and components (templates can be used if needed). Assemble, join and combine materials and components (staple, pipe cleaners through hole punches or simple running stitch through hole punches holes with plastic needle. Use finishing techniques, including those from art and design.

Understand that a 3-D textiles product can be assembled from two identical fabric shapes.

Evaluate: Talk about their design.

Year 2 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Food Technology (Healthy Breakfast pot):

I can talk about the basic principles of a healthy diet. Children know how to sort the main food groups and can identify each one (eatwell plate). Children can discuss a balanced diet in more detail and can identify the food groups on a meal they have eaten. Chn can identify healthy food and know that you need 5 portions of F&V a day.
I can talk about where food comes from. Children can identify that food comes from plants or animals, and can be farmed or caught.
Children can prepare dishes safely and hygienically. Children can use techniques such as cutting, peeling and grating.
Children to use scales to measure oats.
Children to use knives, peelers and graters in small groups 4-6.

Mechanisms: Moving Vehicles (linked to space topic)

Design and plan: Design purposeful, functional appealing products. Research and compare different products with moving mechanisms. State what products they are designing and making, and who it is for. Explain how their product will work. Generate ideas from own knowledge and existing products.

Make: Use a range of tools and equipment to safely cut, join and finish a product. Use a wide range of materials according to their characteristics, chn to identify which would be strongest, most durable. Follow safety procedures. Use a range of materials and components. Measure, mark out, cut and shape materials accordingly. Assemble, join and combine materials. Use finishing techniques.
Equipment – saws and glue guns to be used with 1:1 adult supervision.

Evaluate: To be able to talk about their product, compare to their design and evaluate their finished product.

Mechanisms: Moving Pictures (Pirate theme – linked to land Ahoy topic)

Design and plan: Design purposeful, functional appealing products. Research and compare different products with sliding mechanisms. State what products they are designing and making, and who it is for. Explain how their product will work. Generate ideas from own knowledge and existing products. Use ICT (where appropriate) to develop and communicate their ideas.

Make: Use a range of tools and equipment to cut, join and finish a product. Use a wide range of materials according to their characteristics. Follow safety procedures. Use a range of materials and components. Measure, mark out, cut and shape materials accordingly. Use finishing techniques. Product to contain lever, slider and wheel.

Evaluate: To be able to talk about their product, compare to their design and evaluate their finished product.

Year 3/4 A Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Mechanisms:

CAMs – To understand and use cam mechanisms in toys to make them move. Chn 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.

Design and plan: Use research to develop design criteria in order to design innovative, functional and appealing products that are fit for purpose. Communicate ideas through discussion, annotated sketches, diagrams and computer-aided design

Make: use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately. Equipment used – saws, glue gun and various joining techniques. Children should be beginning to have some independence with equipment use.

Evaluate: Use materials according to their functional properties and aesthetic qualities.

Textiles – Applique Pictures

Design and plan: Use research to develop design criteria in order to design innovative, functional and appealing products that are fit for purpose. Communicate ideas through discussion, annotated sketches, diagrams and computer-aided design. Describe the purpose of their products. Explain how particular parts of their products work. Gather information about the needs/wants of particular individuals/groups. Use this information to design their own criteria to inform ideas, focusing on the needs of the user.

Make: use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately. Join fabrics using running stitch, over sewing, back stitch. Use appropriate decoration techniques e.g. appliqué (glued or simple stitches) Follow safety procedures. Select appropriate tools and equipment suitable for the task. Explain choice of materials and components according to the functional properties. Measure, mark out, cut and shape materials, apply a range of finishing techniques with accuracy

Evaluate: Identify strengths and areas to develop. Consider views of others to improve their work. Refer back to their design – has it gone to plan? How well product has been designed, made, works, meets user needs and wants

Food Technology Pizza – To create a fruit smoothie and have knowledge of where different fruits come from, and how they are grown.

Design and plan: understand and apply the principles of a healthy and varied diet. understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Identify where/how food is grown. For instance grown, reared and caught in the UK, Europe and the wider world. Identify what a healthy diet is made up of, following the eat-well plate. Identify food and drink is needed to provide energy for the body.

Make: prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. Use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking.
Weigh ingredients and follow a recipe. Children should be given independence to prepare their ingredients

Evaluate: Evaluate ideas and products against their own design criteria. Consider the views of others to improve their work

Year 3/4 B Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Pneumatics – Moving Monster
Use of pneumatic systems create movement.
Chn 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.
Research: Look at existing products – how well have they been designed and made? What materials have been used?

Design and plan: Use research to develop design criteria in order to design innovative, functional and appealing products that are fit for purpose. Communicate ideas through discussion, annotated sketches, diagrams and computer-aided design – use an image for their design. Gather information about the needs/wants of particular individuals/groups

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

Evaluate: Refer to design criteria as they design and make. Use design criteria to evaluate completed products. Explain how particular parts of their products work.

 

 

 

 

 

 

Food Technology – Street Snack
Research: Understand that a healthy diet if made up of a range of food and drink types as depicted in the eat well plate.
Know that food stuffs can be grown, caught or reared. Know where food is grown, caught, reared in other countries.

Design: Explain their choice of ingredients. Think about the seasonality of the ingredients.

Make: Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. Order the main stages of making. Discuss safety and follow safety procedures.

Evaluate: Evaluate ideas and products against their own design criteria. Consider the views of others to improve their work

Year 5/6 A Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Structures – Bridge Building (linked to Rivers Topic)
Chn to build a bridge strong enough to hold traffic and can also reach across the Hudson River. Children to be given credits to use for materials, given extra credits if the bridge lifts up. Linked to rivers topic.

Design: Use research to develop design to gain knowledge of innovative, functional, appealing products that are fit for purpose and aimed at particular groups/individuals. 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. Use hand drill to drill tight and loose fit holes
• Cut strip wood, dowel, square section wood accurately to 1mm
• Join materials using appropriate methods
• Use glue gun with close supervision
• Cut slots
• Cut accurately and safely to a marked line

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.

 

Food Technology – Changing Recipes
Pizza

Design: Understand and apply the principles of a healthy and varied diet. Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Identify food and drink that contain different substances – nutrients, water and fibre that are needed for health.

Make: Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. Prepare and cook dishes safely and hygienically, including, where appropriate, using a heat source
Use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking
Weigh and measure using scales • Cut and shape ingredients using appropriate tools and equipment e.g. grating
• Join & combine food ingredients appropriately e.g. beating, rubbing in •Decorate appropriately •Work safely & hygienically

Evaluate: Identify strengths and areas for development, considering views from others to improve their work. Critically evaluate the quality of the design, manufacture and fitness for purpose of their products. How innovative the product is, how much it cost to make, how sustainable the materials are.

Year 5/6 B Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Mechanical Systems – Pulleys and Gears – Fairground Rides
Design: Use research to develop design to gain knowledge of innovative, functional, appealing products that are fit for purpose and aimed at particular groups/individuals. 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. Use hand drill to drill tight and loose fit holes
• Cut strip wood, dowel, square section wood accurately to 1mm. Join materials using appropriate methods. Use glue gun with close supervision. Cut slots. Cut accurately and safely to a marked line

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.

Textiles – Money Containers

Design:
Use research to develop design criteria in order to design innovative, functional and appealing products that are fit for purpose. Communicate ideas through discussion, annotated sketches, diagrams and computer-aided design. Gather information about the needs/wants of particular individuals/groups. Use this information to design their own criteria to inform ideas, focusing on the needs of the user.

Make: use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately. Follow safety procedures. that a single fabric shape can be used to make a 3D textiles product. that a 3D textiles product can be made from a combination of fabric shapes.
• Create 3D products using pattern pieces and seam allowance
• Understand pattern layout
• Decorate textiles appropriately often before joining components
• Pin and tack fabric pieces together
• Join fabrics using over sewing, back stitch or blanket stitch.

Evaluate: Use materials according to their functional properties and aesthetic qualities. Explain choice of materials and components according to the functional properties. Explain how particular parts of their products work