Design & Technology Curriculum

KS1-KS2 D&T Objective Overview (2014-15) KS1

LKS2

UKS2

Across KS1 pupils should:

Across KS2 pupils should:

• work confidently within a range of contexts, such as imaginary, story-based, home, school, gardens, playgrounds, local community, industry and the wider environment

• work confidently within a range of contexts, such as the home, school, leisure, culture,

• state what products they are designing and making

enterprise, industry and the wider environment

• say whether their products are for themselves or other users

• describe the purpose of their products

• describe what their products are for • say how their products will work

• indicate the design features of their products that will appeal to intended users • explain how particular parts of their products work

• gather information about the needs and wants of particular individuals and groups • develop their own design criteria and use these to inform their ideas

• say how they will make their products suitable for their intended users

• carry out research, using surveys, interviews, questionnaires and web-based resources • identify the needs, wants, preferences and values of particular individuals and groups • develop a simple design specification to guide their thinking

• use simple design criteria to help develop their ideas

modelling and communicating ideas

DT1/1b Generating, developing,

DT1/1.1a Understanding contexts, users and purposes

DT1/1.1 Designing

Across KS1 pupils should:

Across KS2 pupils should:

• generate ideas by drawing on their own experiences

• share and clarify ideas through discussion

• use knowledge of existing products to help come up with ideas

• model their ideas using prototypes and pattern pieces

• develop and communicate ideas by talking and drawing/selecting pictures

• use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas/ to help analyse and understand how products are made

• model ideas by exploring materials, components ,construction kits and reclaimed materials and by making templates and mockups

• use computer-aided design to develop and communicate their ideas

• use information and communication technology, where appropriate, to develop and communicate their ideas

• generate realistic ideas, focusing on the needs of the user

• follow verbal instructions • name the tools they are using • describe their models and drawings of ideas and intentions • discuss their work as it progresses

• make design decisions that take account of the availability of resources • investigate similar products to the one to be made to give starting points for a design

• generate innovative ideas, drawing on research • make design decisions, taking account of constraints such as time, resources and cost • investigate products/images to collect ideas

• use models, kits and drawings to help formulate design ideas

• think ahead about the order of their work and decide upon tools and materials

• sketch and model alternative ideas

• use found information to inform decisions

• plan a sequence of actions to make a product

• develop one idea in depth

• use a computer to model ideas

• record the plan by drawing (labelled sketches) or writing

• combine modelling and drawing to refine ideas

• develop more than one design or adaptation of an initial design

• draw plans which can be read/followed by someone else

• plan the sequence of work using a storyboard

• propose realistic suggestions as to how they can achieve their design ideas

• record ideas using annotated diagrams

• make prototypes

• give a report using correct technical vocabulary

• add notes to drawings to help explanations

Planning

DT1/1.2 Making Across KS1 pupils should:

Across KS2 pupils should:

• plan by suggesting what to do next

DT1/1.2a • select tools and equipment suitable for the task

DT1/1.2b • select materials and components suitable for the task

DT1/1.2a • select from a range of tools and equipment, explaining their choices

• explain their choice of tools and equipment in relation to the skills and techniques they will be using

• explain their choice of materials and components according to functional properties and aesthetic qualities

DT1/1.2b • select from a limited range of materials and components according to their characteristics that will meet the design criteria

• order the main stages of making

• produce appropriate lists of tools, equipment and materials that they need • formulate step-by-step plans as a guide to making

• select appropriate technique explaining First……Next……Last….

• explore ideas by rearranging materials • use pictures and words to convey what they want to design and make • use drawings to record ideas as they are developed

Practical skills and techniques

• add notes to drawings to help explanations Across KS1 pupils should:

Across KS2 pupils should:

• follow procedures for safety and hygiene

• follow procedures for safety and hygiene

• use a range of materials and components, including construction materials and kits, textiles, food ingredients and mechanical components

• use a wider range of materials and components than KS1, including construction materials and kits, textiles, food ingredients, mechanical components and electrical components

• measure, mark out, cut and shape materials and components • assemble, join and combine materials and components • use finishing techniques, including those from art and design

DT1/2.1a Where food comes from DT1/2.1b Food preparation, cooking and nutrition

DT1/2.1 Food Textiles

Across KS1 pupils should know:

Across KS2 pupils should know:

• that all food comes from plants or animals

• that food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world

• that food has to be farmed, grown elsewhere (e.g. home) or caught

• that seasons may affect the food available • how food is processed into ingredients that can be eaten or used in cooking

Across KS1 pupils should know:

Across KS2 pupils should know:

• how to name and sort foods into the five groups in The eatwell plate

• how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source

• that everyone should eat at least five portions of fruit and vegetables every day

• how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking

• how to prepare simple dishes safely and hygienically, without using a heat source • how to use techniques such as cutting, peeling , grating and chopping with a range of ingredients • develop a food vocabulary using taste ,smell, texture and feel • understand the need for a variety of foods in a diet • measure and weigh food items, non-statutory measures e.g. spoons, cups

• analyse the taste, texture, smell and appearance of a range of foods • follow instructions • join and combine a range of ingredients e.g. snack foods

• that a healthy diet is made up from a variety and balance of different food and drink, as depicted in The eatwell plate • that to be active and healthy, food and drink are needed to provide energy for the body • develop sensory vocabulary/knowledge using, smell, taste, texture and feel

• work safely and hygienically • measure and weigh ingredients appropriately

• analyse the taste, texture, smell and appearance of a range of foods • follow instructions

• that recipes can be adapted to change the appearance, taste, texture and aroma • that different food and drink contain different substances – nutrients, water and fibre – that are needed for health • prepare food products taking into account the properties of ingredients and sensory characteristics

• weigh and measure using scales • cut and shape ingredients using appropriate tools and equipment e.g. grating • join and combine food ingredients appropriately e.g. beating, rubbing in

• select and prepare foods for a particular purpose

• decorate appropriately

• taste a range of ingredients, food items to develop a sensory food vocabulary for use when designing.

• work safely and hygienically

• Join fabrics using over sewing, back stitch, blanket stitch or machine stitching (closer supervision)

• Colour fabrics using a range of techniques e.g. fabric paints, printing, painting

• Understand seam allowance

• Create 3D products using pattern pieces and seam allowance

• Cut out shapes which have been created by drawing round a template onto the fabric

• Join fabrics using running stitch, over sewing, back stitch

• Understand pattern layout

• Join fabrics by using running stitch, glue, staples ,over sewing, tape

• Explore fastenings and recreate some e.g. sew on buttons and make loops

• Decorate textiles appropriately often before joining components

• Decorate fabrics with buttons, beads, sequins, braids, ribbons

• Prototype a product using J cloths

• Pin and tack fabric pieces together

• show awareness of a healthy diet from an understanding of a balanced diet

• Combine fabrics to create more useful properties • Make quality products

• Use appropriate decoration techniques e.g. appliqué(glued or simple stitches) • Create a simple pattern • Understand the need for patterns • make vehicles with construction kits which contain free running wheels • use a range of materials to create models with wheels and axles e.g. tubes, dowel, cotton reels

Materials

Construction

• attach wheels to a chassis using an axle • join appropriately for different materials and situations e.g. glue, tape, • mark out materials to be cut using a template

• measure, mark out, cut and shape materials and components with some accuracy

• make structures more stable by giving them a wide base

• accurately measure, mark out, cut and shape materials and components

• incorporate motor and a switch into a model

• assemble, join and combine materials and components with some accuracy

• prototype frame and shell structures

• accurately assemble, join and combine materials and components

• control a model using an ICT control programme

• apply a range of finishing techniques, including those from art and design, with some accuracy • incorporate a circuit with a bulb or buzzer into a model

• measure and mark square selection, strip and dowel accordingly to 1cm

• accurately apply a range of finishing techniques, including those from art and design

• use a cam to make an up and down mechanism.

• create shell or frame structures, strengthen frames with diagonal struts

• use glue gun with close supervision (one to one)

• use techniques that involve a number of steps • demonstrate resourcefulness when tackling practical problems • use bradawl to mark hole positions

• build frameworks using a range of materials e.g. wood, card corrugated plastic to support mechanisms

• use hand drill to drill tight and loose fit holes • cut strip wood, dowel, square section wood accurately to 1mm

• use glue gun with close supervision

• fold, tear and cut paper and card

• insert paper fasteners for card linkages

• cut slots

• cut slots

• roll paper to create tubes

• create hinges

• cut internal shapes

• cut accurately and safely to a marked line

• cut along lines, straight and curved

• use simple pop ups

• use lolly sticks/card to make levers and linkages

• join and combing materials with temporary, fixed or moving joinings

• curl paper

• investigate strengthening sheet materials

• use linkages to make movement larger or more varied.

• use craft knife, cutting mat and safety ruler under one to one supervision if appropriate

• use hole punch

• investigate joinings- temporary, fixed and moving

• use and explore complex pop ups

• choose an appropriate sheet material for the purpose

• create nets

DT1/1.4b Making products work

DT1/1.4 Technical Knowledge Across KS1 pupils should know:

Across KS2 pupils should know:

• that materials can be combined and mixed to create more useful characteristics

DT1/1.4a • how freestanding structures can be made stronger, stiffer and more stable

• how to use learning from science to help design and make products that work

• that mechanical and electrical systems have an input, process and output

• about the simple working characteristics of materials and components

• how to use learning from mathematics to help design and make products that work

• the correct technical vocabulary for the projects they are undertaking

• about the movement of simple mechanisms such as levers, sliders, wheels and axles

• that materials have both functional properties and aesthetic qualities

• that a 3-D textiles product can be assembled from two identical fabric shapes combined according to their sensory characteristics

• how mechanical systems such as levers and linkages or pneumatic systems create movement

• how mechanical systems such as cams or pulleys or gears create movement

• the correct technical vocabulary for the projects they are undertaking

• how simple electrical circuits and components can be used to create functional products

• how more complex electrical circuits and components can be used to create functional products

• how to program a computer to control their products

• how to program a computer to monitor changes in the environment and control their products

DT1/1.4a • how to make strong, stiff shell structures

DT1/1.4a • how to reinforce and strengthen a 3D framework

• that a single fabric shape can be used to make a 3D textiles product • that food ingredients can be fresh, pre-cooked and processed

• that a 3D textiles product can be made from a combination of fabric shapes • that a recipe can be adapted by adding or substituting one or more ingredients

DT1/1.3b Own ideas and products

DT1/1.3 Evaluating Across KS1 pupils should:

Across KS2 pupils should:

• talk about their design ideas and what they are making

• identify the strengths and areas for development in their ideas and products

• make simple judgements about their products and ideas against design criteria

• consider the views of others, including intended users, to improve their work

• say what they like and do not like about items they have made and attempt to say why • talk about their designs as they develop and identify good and bad points • suggest how their products could be improved • talk about changes made during the making process

• refer to their design criteria as they design and make

• critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make

• use their design criteria to evaluate their completed products • decide which design idea to develop • consider and explain how the finished product could be improved

• evaluate their ideas and products against their original design specification • use the design criteria to inform their decisions about ways to proceed • justify their decisions about materials and methods of construction • reflect on their work using design criteria stating how well the design fits the needs of the user • identify what does and does not work in the product.

DT1/1.3a Existing products

• make suggestions as how their design could be improved Across KS1 pupils should

• how products are used

Across KS2 pupils should investigate and analyse:

explore:

• where products might be used

• how well products have been designed

• what methods of construction have been used

• what products are

• what materials products are

• how well products have been made

• how well products work

• who products are for

made from

• why materials have been chosen

• what products are for

• what they like and dislike about products

• how well products achieve their purposes • how well products meet user needs and wants

• how products work

• how much products cost to make • how innovative products are

Key events and individuals

• how sustainable the materials in products are • what impact products have beyond their intended purpose Across KS2 pupils should know: • about inventors, designers, engineers, chefs and manufacturers who have developed ground-breaking products