Design and Technology - Curriculum Subject Statements

Core Values

Early Years

Foundation Stage

Key Stage 1

Key Stage 2

Connection & Aspiration

We encourage children to represent their own ideas, thoughts and feelings through designing and creating products. We provide a variety of tools and materials for children to use safely allowing them to experiment with design, form and function.

We aim to inspire all children to design purposeful, functional and appealing products for themselves and other audiences. Children are encouraged to communicate their ideas through drawing and talking. Children will have opportunities to prepare healthy and balanced meals and will have a good understanding of where food comes from.

Pupils continue to develop their knowledge, understanding and skills needed to engage in an iterative process. We encourage all children to research and design their product to ensure their products are fit for purpose. Children are given opportunities to evaluate their ideas and consider the views of others to improve their work. Children plan and prepare a variety of savoury dishes using a range of cooking techniques.

Key Stage 1

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 and school, gardens and playgrounds, the local community, industry and the wider environment].

When designing and making, pupils should be taught to:

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 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

• 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

• 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

• 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

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

• 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

• 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.

• 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.

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.

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

• 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 and Technology Education Subject Overview Grid

Year Group/Class

EYFS

Years 1

Year 2

Year 3

Year 4

Year 5

Year 6

Autumn 1

Making dens and building houses with boxes

Puppets and Toys

Roman shield

Archimedes Screw

Eco-Friendly Structures

Mountain Embroidery

Autumn 2

Christmas Crafts

Christmas Crafts

3D Christmas decorations

3D Christmas Decorations

Celebration Cooking

Healthy Soups

Spring 1

Cutting skills

Joining Materials

Cooking Utensils

Healthy Snack

Ancient Egyptians

Amulets, masks and pots

Spring 2

Wheeled vehicle

Sewing felt fish

Roundhouse

Natural sculptures

Cloth dying

Tudor Houses

Summer 1

Explore different materials e.g. paint, clay and sand

Healthy Food

Victorian cooking

Outdoor cooking

Stone Age Cooking

Giant Shoes

Bird Houses

Summer 2

Cooking + nutrition – where does food come from?

Design of bridges

Burglar Alarms (Science- electricity)

Kites

Global Food

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Developing, planning and communicating ideas.

Draw on their own experience to help generate ideas

Suggest ideas and explain what they are going to do

Identify a target group for what they intend to design and make

Model their ideas in card and paper

Develop their design ideas applying findings from their earlier research

Generate ideas by drawing on their own and other people's experiences

Develop their design ideas through discussion, observation , drawing and modelling

Identify a purpose for what they intend to design and make

Identify simple design criteria

Make simple drawings and label parts

Generate ideas for an item, considering its purpose and the user/s

Identify a purpose and establish criteria for a successful product.

Plan the order of their work before starting

Explore, develop and communicate design proposals by modelling ideas

Make drawings with labels when designing

Generate ideas, considering the purposes for which they are designing

Make labelled drawings from different views showing specific features

Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making, if the first attempts fail

Evaluate products and identify criteria that can be used for their own designs

Generate ideas through brainstorming and identify a purpose for their product

Draw up a specification for their design

Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making if the first attempts fail

Use results of investigations, information sources, including ICT when developing design ideas

Communicate their ideas through detailed labelled drawings

Develop a design specification

Explore, develop and communicate aspects of their design proposals by modelling their ideas in a variety of ways

Plan the order of their work, choosing appropriate materials, tools and techniques

Working with tools, equipment, materials and components to make quality products (including food)

Make their design using appropriate techniques

With help measure, mark out, cut and shape a range of materials

Use tools eg scissors and a hole punch safely

Assemble, join and combine materials and components together using a variety of temporary methods e.g. glues or masking tape

Select and use appropriate fruit and vegetables, processes and tools

Use basic food handling, hygienic practices and personal hygiene

Use simple finishing techniques to improve the appearance of their product

Begin to select tools and materials; use vocab' to name and describe them

Measure, cut and score with some accuracy

Use hand tools safely and appropriately

Assemble, join and combine materials in order to make a product

Cut, shape and join fabric to make a simple garment. Use basic sewing techniques

Follow safe procedures for food safety and hygiene

Choose and use appropriate finishing techniques

Select tools and techniques for making their product

Measure, mark out, cut, score and assemble components with more accuracy

Work safely and accurately with a range of simple tools

Think about their ideas as they make progress and be willing change things if this helps them improve their work

Measure, tape or pin, cut and join fabric with some accuracy

Demonstrate hygienic food preparation and storage

Use finishing techniques strengthen and improve the appearance of their product using a range of equipment including ICT

Select appropriate tools and techniques for making their product

Measure, mark out, cut and shape a range of materials, using appropriate tools, equipment and techniques

Join and combine materials and components accurately in temporary and permanent ways

Sew using a range of different stitches, weave and knit

Measure, tape or pin, cut and join fabric with some accuracy

Use simple graphical communication techniques

Select appropriate materials, tools and techniques

Measure and mark out accurately

Use skills in using different tools and equipment safely and accurately

Weigh and measure accurately (time, dry ingredients, liquids)

Apply the rules for basic food hygiene and other safe practices e.g. hazards relating to the use of ovens

Cut and join with accuracy to ensure a good-quality finish to the product

Select appropriate tools, materials, components and techniques

Assemble components make working models

Use tools safely and accurately

Construct products using permanent joining techniques

Make modifications as they go along

Pin, sew and stitch materials together create a product

Achieve a quality product

Evaluating processes and products

Evaluate their product by discussing how well it works in relation to the purpose

Evaluate their products as they are developed, identifying strengths and possible changes they might make

Evaluate their product by asking questions about what they have made and how they have gone about it

Evaluate against their design criteria

Evaluate their products as they are developed, identifying strengths and possible changes they might make

Talk about their ideas, saying what they like and dislike about them

Evaluate their product against original design criteria e.g. how well it meets its intended purpose

Disassemble and evaluate familiar products

Evaluate their work both during and at the end of the assignment

Evaluate their products carrying out appropriate tests

Evaluate a product against the original design specification

Evaluate it personally and seek evaluation from others

Evaluate their products, identifying strengths and areas for development, and carrying out appropriate tests

Record their evaluations using drawings with labels

Evaluate against their original criteria and suggest ways that their product could be improved