Design Technology

If you require any additional information regarding the curriculum other than that stated below, Skills Booklets are available from the school office which show all the objectives that children will be taught in all year groups for each subject. These booklets will be sent out at the start of each academic year.

 Additionally, you can find the National Curriculum at https://www.gov.uk/national-curriculum/overview or ask for a copy from the school office.

 

Technology

Technology is included in the curriculum to enable children to understand the changing world and to give greater emphasis to engineering and the modern technologies which have made our lives so different from those of past generations.

 

How are bridges built?  Why does that card have that picture?  Why is a kite that shape?  How does a nutcracker work?  What makes that display so effective?  

 

Design and technology is concerned with how things are made, including fabrics, food, wood and metal and with the effectiveness of the design.  It is a subject in which the children work both independently and in groups to design and make products and to understand the design process. It involves children in thinking through and making items for a purpose and testing and evaluating what they produce.  It also involves children in an understanding of health and safety principles relating to the activity.

 

All children will develop:

  • a knowledge and understanding of materials, components, controls and structures 
  • skills, techniques and knowledge related to tools and materials 
  • the ability to investigate and evaluate a range of products found in everyday life 
  • awareness of the technology of other cultures
  • a sense of achievement, having worked through the design processes leading to a good finished article

 

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].

At the end of Key Stage 1 most pupils will be able 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.

 

By the end of key stage 2, most children will be able 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.

 

 Overview of work for both Key Stage 1 and Key Stage 2.

  

 

Year Group

 

 

Autumn I

Autumn II

Spring I

 

Spring II

Summer

 

 

One

 

 

Food &

Textiles

Mechanisms

 

Use of

Construction

 

 

 

 

Horticulture

 

 

 

Materials

 

 

 

 

 

 

 

 

 

 

 

 

Two

 

 

Food

Textiles

Mechanisms

 

Use of

Construction

 

 

 

 

 

 

 

 

Materials

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Food &

Textiles

Electrical and

 

Stiff and

Mouldable

 

 

Three

 

 

Horticulture

 

Mechanical

 

Flexible Sheet

Materials

 

 

 

 

 

 

 

Components

 

Materials

 

 

 

 

 

 

Food

Textiles

Electrical and

 

Stiff and

Mouldable

 

 

Four

 

 

 

 

Mechanical

 

Flexible Sheet

Materials

 

 

 

 

 

 

 

Components

 

Materials

 

 

 

 

 

 

Food

Textiles

Electrical and

 

Stiff and

Mouldable

 

 

Five

 

 

 

 

Mechanical

 

Flexible Sheet

Materials

 

 

 

 

 

 

 

Components

 

Materials

 

 

 

 

 

 

Food &

Textiles

Electrical and

 

Stiff and

Mouldable

 

 

Six

 

 

Horticulture

 

Mechanical

 

Flexible Sheet

Materials

 

 

 

 

 

 

 

Components

 

Materials

 

 

 

When planning, teachers may change the order of the topics taught due to curriculum links with other subjects.


 

   
       
         

 

 

 

  • Christian value for September - Creation and Stewardship. The respect for Creation has faltered in the face of technological advances. What should we be doing now?

Strong Foundations
&High Expections