DT
Design and Technology intent, implementation, impact statement.pdf
Design and technology is essentially a practical subject that allows children to think imaginatively and creatively and to become more autonomous and effective problem solvers, both as individuals and as part of a team. It prepares children to participate in tomorrow’s rapidly changing technologies.
Our aim is to provide children with a rich and enjoyable experience of design and technology, in which they can acquire and develop their own designing and making skills.
Aims and Objectives
Our school objectives in teaching design and technology are:
- To provide a relevant, challenging and enjoyable curriculum for DT for all children meet the requirements of the National Curriculum Programme of Study for DT
- To develop design and making skills as well as technical knowledge and understanding to the best of each child’s ability using a range of tools, equipment and components safely
- To encourage children to select appropriate tools and techniques to make quality products, whilst following safe procedures
- To use DT as a tool to enhance learning throughout the curriculum
- To respond to new developments in design and in new technologies
- To involve children in relating directly to their own environment both at home and in the wider community. To also develop critical awareness in children in terms of aesthetics, social and environmental issues, function and industrial practices.
- To enable children to think and talk about how things work, and to draw and model their ideas
- To develop imaginative thinking in children and to enable them to talk about what they like and dislike when designing and making
- To use the internet to explore ideas and already made products
- To foster enjoyment, satisfaction and purpose in designing and making things.
Curriculum Planning and Teaching
Our school uses a variety of teaching and learning styles in design and technology lessons. The principal aim is to develop children’s knowledge, skills and understanding in the subject.
Activities in design and technology are planned so that they build on prior learning. Children of all abilities are given the opportunity to develop their skills, knowledge and understanding, and we also build planned progression into the themes so that the children are increasingly challenged as they move through the school.
Teachers ensure that children apply their knowledge and understanding when developing ideas, during planning and making products and when evaluating them.
This is done through a mixture of whole-class teaching and individual or group activities. Within lessons, children are given the opportunity both to work on their own and to collaborate with others, listening to other children’s ideas and treating these with respect. Children critically evaluate existing products, their own work and that of others. They have the opportunity to use a wide range of materials and resources, including ICT.
In all classes, there are children of differing ability. This fact is recognised and suitable learning opportunities are provided for all children by matching the challenge of the task to the ability of the child. This is achieved through a range of strategies, including; setting common tasks that are open-ended and can have a variety of results and providing a range of challenges through the provision of different resources.
Assessment for Learning
Teachers assess children’s work in design and technology by making assessments as they observe them working during lessons, allowing for different learning styles. They record the progress that children make by assessing the children’s work against the learning objectives for the lessons. Children are encouraged to make judgements on ways in which their work can be improved.
Each teacher passes this information on to the next teacher at the end of each year. During the Foundation Stage children will be assessed as part of Understanding the World, against the development matters statements, and early learning goals. The subject leader keeps evidence of the children’s work in a portfolio. This demonstrates the expected level of achievement in design and technology in each year of the school. Resources
Safe Practice
When working with tools, equipment and materials, children will be taught the appropriate health and safety procedures and understand the steps they should take to control risks.
- Particular attention will be paid to the safe use of craft knives, glue guns, and saws. Only children who can demonstrate that they can use the equipment safely and correctly, will be allowed to use these.
- All adults working with the children will have understanding of the school food technology guidelines.
Cooking and Nutrition
As part of their work with food, children will be taught how to cook and apply the principles of nutrition and healthy eating. Learning how to cook is a crucial life skill that enables children to feed themselves, making healthy choices, now and in later life.
Each class will be taught the relevant skills, appropriate to their key stage, across a minimum of 6 session per year. These may be taught in one block of sessions across a half term, or throughout the academic year.
- Safety and hygiene will always be a priority in every lesson taught.
- The aim is to develop skills, knowledge and understanding to the best of each pupil’s ability, using a range of ingredients, tools, techniques and technologies safely.
- All pupils have opportunities to participate in all aspects of Cooking and Nutrition and home management where health and safety allows.
- Cooking and Nutrition helps pupils gain an understanding of seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
- To enable the pupils to make informed choices in order to maintain a healthy lifestyle.
- To cook a repertoire of predominantly savoury dishes so that they gain opportunities to feed themselves and others a healthy and varied diet with increasing independence.
- To become competent in a range of cooking techniques such as selecting and preparing ingredients; using utensils appropriate for them.
In key stage 1, children will be taught to:
- Use the basic principles of a healthy and varied diet to prepare dishes;
- Understand where food comes from.
In key stage 2, children will be taught to:
- 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.
DT Long term plan 2017-18
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Nursery |
I can sing a Rainbow Rainbow toast What’s in a box? Den/house making with a box. |
Christmas Making decorations |
Ice, Snow and Cold Winds Blow Joining things Care and Share Cutting / threading skills |
Spring has Sprung Planting Easter Basket making |
Kings, Crowns and Fairy Folk Clay fairy doors Designing and making a castle |
Water, Water Everywhere Building water runs End of the Rainbow Marble cake baking |
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Reception |
Settling In, All About Me & Autumn Cutting skills, clay hedgehogs, junk modelling, combining media |
Polar Explorers & Christmas Exploring different media, combining different media and textures, using different tools to make polar animal homes |
Can You Help Us? Design, make and evaluate emergency vehicles Learning different methods to join materials |
Super Heroes Making constructions with a purpose in mind (super heroes) Designing capes, masks and tools for their super heroes |
Down on the Farm Exploring different malleable materials Combining textures to make a product |
Fairies and Giants Looking at products features and describing them (clay fairy doors) Manipulating materials to make fairy houses Healthy eating - soup |
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Year 1 |
Marvellous Me! & International Week Healthy eating - Preparing vegetables for apple and blackberry pie Food prep & cooking related to an international country |
Once upon a Time & Materials Building stronger structures from a range of materials - bridge and house building and evaluating Healthy eating - Porridge |
Toys through Time Victorian peg dolls and Playground equipment (research, design, make and evaluate) Healthy eating - Teddy bear biscuits |
Carnival of the Animals Sculpture - Designing and making animals |
On the Move Junk modelling transport/construction vehicles Healthy eating - traffic light sandwiches |
Nature Detectives Healthy eating -prepare and make a salad bar Evaluate - bug shelters |
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Year 2 |
The Way Back Home Food research, preparation and cooking |
Sleighs Mechanisms -Levers, axels and wheels - designing, making and evaluating a moving vehicle |
Hakuna Matata Design a milk bottle elephant and evaluate the product |
Consider Yourself! Researching food and nutrition. Making healthy food and workhouse food from the past |
The Great Fire of London |
Carnival! |
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Year 3 |
Mighty Mountains Research, design and make an explorer’s bag. Cultural cooking: Cooking during international week on our chosen countries. |
The Stone Age Rocks! Design and make an iron age bag, select from a range of tools/materials, evaluate if fit for purpose. Food Hunt – Foraging for berries around the school, weighing the ingredients then baking a berry pie. |
Feel the Force ‘Forces’ – Bread Baking Experiment: Pushing and pulling dough to create ‘bready’ items. |
Egyptians ‘Ancient Egypt’ – Pyramid Build: Designing and building our own pyramid during the final week of term. |
The Romans Roman Biscuits: Baking ‘energy’ biscuits to recreate what a Roman soldier would have eaten on his march into battle. |
Global Gardens ‘Global Garden’ – Healthy Sandwich: Exploring what makes a healthy balanced diet to design and create our own sandwiches. |
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Year 4 |
The Ancient Greeks & International Week Design a model of the Labyrinth Mythical Masks |
Welcome to Greece Healthy eating - Mezze food tasting |
If Your Not From Guiseley Design, build and evaluate aMod roc landscape of Guiseley |
Who were the Anglo Saxons? Design, make and evaluate an Anglo Saxon home Clay brooches |
The Vikings Design, make and evaluate a Viking Longboat |
The Rainforest |
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Year 5 |
International Week Food / product design related to an international country |
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The Plague Design, build and evaluate a product with a purpose (a building to stop the plague & keep children safe in winter) |
Migration Study of food that has come from different countries. |
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Whole-school progression of skills
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Skill |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
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Cooking and Nutrition
Understanding food |
Across KS1: Understand that food comes from plants or animals
Understand that food has been farmed, caught, or grown |
Across KS1: Understand that food comes from plants or animals
Understand that food has been farmed, caught, or grown |
Understand which foods are reared, caught, or grown and that this happens in the UK and across the globe
Understand that recipes can be changed by adding or taking away ingredients
Understand that the seasons can affect food produce
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Understand which foods are reared, caught, or grown and that this happens in the UK and across the globe
Understand that recipes can be changed by adding or taking away ingredients
Understand that the seasons can affect food produce
Understand that food is processed into different ingredients. e.g. Milk into butter |
Understand which foods are reared, caught, or grown and that this happens in the UK and across the globe
Understand that some foods are seasonal and can give some examples
Understand that recipes can be adapted to change the appearance, taste and aroma of a dish
Understand how different foods are produced in different areas of the world |
Understand which foods are reared, caught, or grown and that this happens in the UK and across the globe
Understand that sometimes raw ingredients need to be processed before they can be used in cooking (e.g. De-feathering a chicken)
Understand that recipes can be adapted to change the appearance, taste and aroma of a dish
Understand what different affects food types have on the body. e.g. The impact of eating too much sugar |
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Cooking and Nutrition
Food preparation, cooking and nutrition |
Sort foods into the 5 groups using The Eatwell Plate
Identify that people should eat at least 5 portions of fruit and vegetables a day
Prepare simple dishes hygienically and safely without a heat source
Use cooking techniques such as: cutting, peeling and grating |
Sort foods into the 5 groups using The Eatwell Plate
Identify that people should eat at least 5 portions of fruit and vegetables a day
Prepare simple dishes hygienically and safely without a heat source
Use cooking techniques such as: cutting, peeling and grating Read a simple scale to measure and weigh ingredients |
Sort foods into the 5 groups using The Eatwell Plate and identify that this makes up a healthy diet
Identify that food and drink are needed to provide energy for a healthy and active lifestyle
Identify that people should eat at least 5 portions of fruit and vegetables a day
Prepare simple dishes hygienically and safely, where needed and with a heat source
Use cooking techniques such as: chopping, peeling, grating, slicing, mixing, spreading, kneading and baking
Weigh ingredients to an appropriate level of accuracy
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Sort foods into the 5 groups using The Eatwell Plate and understand all groups and why they differ in size, making up a healthy diet
Identify that food and drink are needed to provide energy for a healthy and active lifestyle
Identify that people should eat at least 5 portions of fruit and vegetables a day
Prepare simple dishes hygienically and safely, where needed and with a heat source
Use cooking techniques such as: chopping, peeling, grating, slicing, mixing, spreading, kneading and baking
Weigh ingredients to an appropriate level of accuracy
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Sort foods into the 5 groups using The Eatwell Plate and understand all groups and why they differ in size, making up a healthy diet
Identify that food and drink provide certain nutritional and health benefits which support a healthy lifestyle
Identify that people should eat at least 5 portions of fruit and vegetables a day
Prepare simple dishes hygienically and safely, where needed and with a heat source
Estimate the amount of ingredients to an appropriate level of accuracy
Use cooking techniques such as: chopping, peeling, grating, slicing, mixing, spreading, kneading and baking |
Sort foods into the 5 groups using The Eatwell Plate and understand all groups and why they differ in size, making up a healthy diet
Identify that food and drink provide certain nutritional and health benefits which support a healthy lifestyle
Identify that people should eat at least 5 portions of fruit and vegetables a day
Prepare simple dishes hygienically and safely, where needed and with a heat source
Select the appropriate tools to follow a given recipe to make a savoury dish
Estimate the amount of ingredients to an appropriate level of accuracy
Use cooking techniques such as: chopping, peeling, grating, slicing, mixing, spreading, kneading and baking |
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Product Design
- Designing -
Generating, developing, modelling and communicating ideas
Understanding contexts, users and purposes |
Talk about design ideas
Create a drawing of their idea or design
Use IT to explore design ideas - to draw a design using a basic paint program |
Talk about design ideas
Create a drawing of a design and discuss it
Make a mock-up or template of a design and discuss it
Use IT to explore design ideas - to research design ideas or draw a design using a basic paint program |
Generate and develop their own ideas through discussion
Design products that are functional and designed for purpose
Design and create a cross sectional drawing of their design
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Generate and develop their own ideas through discussion
Design products that are functional and designed for purpose
Use given shapes on a computer program to create a design. e.g. Use a computer aided design program to create a net for packaging |
Can design products that are innovative and appeal to individuals or groups
Can create a prototype of their design
Can use a computer design program to communicate their ideas. e.g. Use a computer aided design program to create packaging designs with text |
Can design products that are innovative and appeal to individuals or groups
Can create a prototype of their design
Can use a computer design program to communicate their ideas. e.g. Use a computer aided design program to create designs with text and graphics
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Product Design
- Making -
Planning, practical skills and techniques |
Through exploring and assembling, find ways to make structures more stable so they are freestanding.
Decorate textiles using buttons, beads, braids ribbons and sequins
Cut along straight lines, curved lines and shapes marked out by a template
Colour fabrics using paints to print and paint
Roll, fold, tear and cut paper and card |
Join fabrics using staples and a running stitch
Use tape and glue to create temporary joins, fixed joins and moving joins
Make a simple circuit in a model (e.g. a closed circuit with a bulb)
Make simple mechanisms in products (e.g. hinges, levers, wheels etc)
Independently cut wood / dowelling using a hacksaw and bench hook
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Make a shell or frame structure, strengthening with diagonal struts
Join fabrics together using a wider range of stitches. e.g. Back stitch, chain stitch
Can choose the most appropriate joining technique to add to a piece of fabric
Can cut slots in fabric
Can use given sewing patterns or printing blocks to add detail to their ideas |
Can create simple joins with wood. e.g. Butt joint, dowel joint
Can include a simple electrical circuit in their product that produces one outcome. e.g. Light or sound
Can use a simple mechanical system in their product. e.g. Gears, levers and cams
Can measure and mark a square section & dowelling to the nearest cm
Can use a bradawl to mark hole positions
Can use a hand drill to make tight holes and loose holes
Can use a computer program to create a sequence to produce a repeating pattern. e.g. A flashing light on and off. |
Can build frameworks using a range of materials: wood, card, corrugated plastic
Can cut internal shapes
Can cut accurately to 1mm: strip wood, dowel & square section
Use a glue gun with close supervision
Can use more complex mechanical systems in their products e.g. Pulleys and linkages
Can select the most appropriate way to join or secure materials within their design |
Can use appliqué to decorate by glueing and stitching
Can create their own simple sewing pattern or printing block to use in their design
Can include an electrical circuit that produces more than one outcome e.g. light and sound
Can use a computer program to control their products e.g. Using a program which would allow them to program a delay or use of a sensor |
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Product Design
- Evaluating -
Own ideas and products as well as existing products |
Say what they like and dislike about existing products
Say how well their design has met a given criteria |
Say what they like and dislike about existing products
Say how well their design has met a given criteria |
Explain strengths and weaknesses of existing products
Evaluate their work against their own design criteria
Discuss and describe well known designers and inventors in their work |
Explain strengths and weaknesses of existing products
Evaluate their work against their own design criteria
Discuss and describe well known designers and inventors in their work |
Evaluate existing products in relation to their purpose and audience
Collect feedback from others to find out how to improve their product |
Evaluate existing products in relation to their purpose and audience
Collect feedback from others to find out how to improve their product
Explore the impact of well known designers and inventors and how their products helped shape the world |
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Product Design
- Technical Knowledge -
Making products work |
Know about the simple working characteristics of materials and components
Know about the movement of simple mechanisms such as levers, sliders, wheels and axels
Know how freestanding structures can be made stronger, stiffer and more stable
Know that a 3-D textiles product can be assembled from two identical fabric shapes
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Know about the simple working characteristics of materials and components
Know about the movement of simple mechanisms such as levers, sliders, wheels and axels
Know how freestanding structures can be made stronger, stiffer and more stable
Know that a 3-D textiles product can be assembled from two identical fabric shapes
Know the correct technical vocabulary for the projects they are undertaking |
Know how to use learning from science to help design and make products that work
Know how to use learning from mathematics to help design and make products that work
Know that materials have both functional properties and aesthetic qualities
Know that materials can be combined and mixed to create more useful characteristics
Know that mechanical and electrical systems have an input, process and output
Know the correct technical vocabulary for the projects they are undertaking
Know how mechanical systems such as levers and linkages or pneumatic systems create movement
Know how simple circuits such and components can be used to create functional |
Know how to use learning from science to help design and make products that work
Know how to use learning from mathematics to help design and make products that work
Know that materials have both functional properties and aesthetic qualities
Know that materials can be combined and mixed to create more useful characteristics
Know that mechanical and electrical systems have an input, process and output
Know the correct technical vocabulary for the projects they are undertaking |
Know how to use learning from science to help design and make products that work
Know how to use learning from mathematics to help design and make products that work
Know that materials have both functional properties and aesthetic qualities
Know that materials can be combined and mixed to create more useful characteristics
Know that mechanical and electrical systems have an input, process and output
Know the correct technical vocabulary for the projects they are undertaking |
Know how to use learning from science to help design and make products that work
Know how to use learning from mathematics to help design and make products that work
Know that materials have both functional properties and aesthetic qualities
Know that materials can be combined and mixed to create more useful characteristics
Know that mechanical and electrical systems have an input, process and output
Know the correct technical vocabulary for the projects they are undertaking |