KS1-KS2 Bishop Martin Design Technology Curriculum 2019-20

Design Technology Overview

2019-20

Our Art and Design Promise At Bishop Martin, we encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Design and Technology is an inspiring, rigorous and practical subject. We aim to, wherever possible, link work to other curriculum areas such as maths. English, science, computing and art. The children are also given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness and are encouraged to become innovators and risk-takers.

Children learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world Purpose of study Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Aims The national curriculum for design and technology aims to ensure that all pupils: 

develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world

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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

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critique, evaluate and test their ideas and products and the work of others

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understand and apply the principles of nutrition and learn how to cook.

Attainment targets By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

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.

Key stage 1 National Curriculum Subject Content 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:

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.

Cooking and nutrition 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.

Pupils should be taught to: use the basic principles of a healthy and varied diet to prepare dishes  understand where food comes from.

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Cooking and Nutrition Talk about what he/she eats at home and begin to discuss what healthy foods are

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Process Create simple designs for a product

-generate ideas by drawing on their own experiences -that everyone should eat at least five portions of fruit and vegetables every day Year 1

-develop a food vocabulary using taste ,smell, texture and feel

-use knowledge of existing products to help come up with ideas 

Use pictures and words to describe what he/she wants to do

-develop and communicate ideas by talking and drawing/selecting pictures -state what products they are designing and making 

Say where some food comes from and give examples of food that is grown

-describe what their products are for -describe their models and drawings of ideas and intentions

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Use simple tools with help to prepare food safely how to use techniques such as cutting, peeling , grating and chopping with a range of ingredients.

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Select from and use a range of tools and equipment to perform practical tasks e.g. cutting, shaping, joining and finishing

-name the tools they are using -use finishing techniques, including those from art and design

-mark out materials to be cut using a template -Cut out shapes which have been created by drawing round a template onto the fabric -Decorate fabrics with buttons, beads, sequins, braids, ribbons

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Use a range of simple tools to cut, join and combine materials and components safely

-follow procedures for safety and hygiene -assemble, join and combine materials and components -join appropriately for different materials and situations

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Ask simple questions about existing products and those that he/she has made

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Build structures, exploring how they can be made stronger, stiffer and more stable

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Use wheels and axels in a product

-make vehicles with construction kits which contain free running wheels

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Understand the need for a variety of food in a diet

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

-attach wheels to a chassis using an axle  Design purposeful, functional, appealing products for himself/herself and other users based on design criteria -work confidently within a range of contexts, such as imaginary, storybased, home, school, gardens, playgrounds, local community, industry and the wider environment

Year 2

-say whether their products are for themselves or other users 

Understand that all food has to be farmed, grown or caught

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Use a wider range of cookery techniques to prepare food safely

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Generate, develop, model and communicate his/her ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

-say whether their products are for themselves or other users

-how to prepare simple dishes safely and hygienically, without using a heat source

-describe what their products are for

-measure and weigh food items, non-statutory measures e.g. spoons, cups

-say how their products will work -say how they will make their products suitable for their intended users -generate ideas by drawing on their own experiences -use information and communication technology, where appropriate, to develop and communicate their ideas

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Choose appropriate tools, equipment, techniques and materials from a wide range

-select from a range of tools and equipment, explaining their choices -select from a limited range of materials and components according to their characteristics that will meet the design criteria -use finishing techniques, including those from art and design

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Safely measure, mark out, cut and shape materials and components using a range of tools

-follow procedures for safety and hygiene

-measure, mark out, cut and shape materials and components -Join fabrics by using running stitch, glue, staples ,over sewing, tape 

Evaluate and assess existing products and those that he/she has made using a design criteria

-use simple design criteria to help develop their ideas -use knowledge of existing products to help come up with ideas -make simple judgements about their products and ideas against design criteria - 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 

Investigate different techniques for stiffening a variety of materials and explore different methods of enabling structures to remain stable

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Explore and use mechanisms e.g. levers, sliders, wheels and axles, in his/her products

-use a range of materials to create models with wheels and axles e.g. tubes, dowel, cotton reels

Key stage 2 National Curriculum Subject Content 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  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.

Cooking and nutrition 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.

Pupils should 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. 

Cooking and Nutrition Talk about the different food groups and name food from each group

-that all food comes from plants or animals

Process 

Use knowledge of existing products to design his/her own functional product

-develop their own design criteria and use these to inform their ideas -generate realistic ideas, focusing on the needs of the user

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Year 3

Understand that food has to be grown, farmed or caught in Europe and the wider world

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

-investigate similar products to the one to be made to give starting points for a design 

Create designs using annotated sketches, cross-sectional diagrams and simple computer programmes

-develop more than one design or adaptation of an initial design 

Use a wider variety of ingredients and techniques to prepare and combine ingredients safely

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-work safely and hygienically

Safely measure, mark out, cut, assemble and join with some accuracy

-Understand seam allowance -join and combine a range of ingredients e.g. snack foods

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

- measure and weigh ingredients appropriately 

Make suitable choices from a wider range of tools and unfamiliar materials and plan out the main stages of using them

-think ahead about the order of their work and decide upon tools and materials -record the plan by drawing (labelled sketches) or writing 

Investigate and analyse existing products and those he/she has made, considering a wide range of factors

- refer to their design criteria as they design and make - use their design criteria to evaluate their completed products

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Understand what makes a healthy and balanced diet, and that different foods and drinks provide different substances the body needs to be healthy and active

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Strengthen frames using diagonal struts

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

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Use knowledge of existing products to design a functional and appealing product for a particular purpose and audience

-develop their own design criteria and use these to inform their ideas -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 Year 4

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-generate realistic ideas, focusing on the needs of the user 

Create designs using exploded diagrams

-develop more than one design or adaptation of an initial design Understand seasonality and the advantages of eating seasonal and locally produced food

Read and follow recipes which involve several processes, skills and techniques

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Use techniques which require more accuracy to cut, shape, join and finish his/her work eg. Cutting internal shapes, slots in frameworks

-Use appropriate decoration techniques e.g. appliqué(glued or simple stitches)

-follow instructions -Explore fastenings and recreate some e.g. sew on buttons and make loops -Understand seam allowance -Join fabrics using running stitch, over sewing, back stitch -use glue gun with close supervision (one to one) 

Use his/her knowledge of techniques and the functional and aesthetic qualities of a wide range of materials to plan how to use them

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

materials -Create a simple pattern -Understand the need for patterns 

Consider how existing products and his/her own finished products might be improved and how well they meet the needs of the intended user

-use their design criteria to evaluate their completed products - consider and explain how the finished product could be improved 

Apply techniques he/she has learnt to strengthen structures and explore his/her own ideas

-make structures more stable by giving them a wide base 

Understand and use electrical systems in products

-incorporate a circuit with a bulb or buzzer into a model

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Understand the main food groups and the different nutrients that are important for health

-that different food and drink contain different substances – nutrients, water and fibre – that are needed for health -show awareness of a healthy diet from an understanding of a balanced diet 

Year 5

Understand how a variety of ingredients are grown, reared, caught and processed to make them safe and palatable / tasty

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Use his/her research into existing products and his/her market research to inform the design of his/her own innovative product

-carry out research, using surveys, interviews, questionnaires and webbased resources -identify the needs, wants, preferences and values of particular individuals and groups -generate innovative ideas, drawing on research -investigate products/images to collect ideas -how much products cost to make

to eat

-how innovative products are - how sustainable the materials in products are

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

-what impact products have beyond their intended purpose

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Select appropriate ingredients and use a wide range of techniques to combine them

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

Create prototypes to show his/her ideas

Make careful and precise measurements so that joins, holes and openings are in exactly the right place -Create 3D products using pattern pieces and seam allowance -use bradawl to mark hole positions -use hand drill to drill tight and loose fit holes

-select and prepare foods for a particular purpose - cut and shape ingredients using appropriate tools and equipment e.g. grating -join and combine food ingredients appropriately e.g. beating, rubbing in

-cut strip wood, dowel, square section wood accurately to 1mm 

Produce step by step plans to guide his/her making, demonstrating that he/she can apply his/her knowledge of different materials, tools and techniques

-plan the sequence of work using a storyboard -record ideas using annotated diagrams 

Make detailed evaluations about existing products and his/her own considering the views of others to improve his/her work

-critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make -evaluate their ideas and products against their original design specification -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.

- make suggestions as how their design could be improved 

Build more complex 3D structures and apply his/her knowledge of

strengthening techniques to make them stronger or more stable -build frameworks using a range of materials e.g. wood, card corrugated plastic to support mechanisms - use glue gun with close supervision 

Understand how to use more complex mechanical and electrical systems

-incorporate motor and a switch into a model - control a model using an ICT control programme - use a cam to make an up and down mechanism.

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Confidently plan a series of healthy meals based on the principles of a healthy and varied diet

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

Year 6

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Use information on food labels to inform choices

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Use research he/she has done into famous designers and inventors to inform the design of his/her own innovative products

-generate innovative ideas, drawing on research

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that different food and drink contain different substances – nutrients, water and fibre – that are needed for health

Generate, develop, model and communicate his/her ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

-develop a simple design specification to guide their thinking 

Research, plan and prepare and cook a savoury dish, applying his/her knowledge of ingredients and his/her technical skills

-sketch and model alternative ideas

-that recipes can be adapted to change the appearance, taste, texture and aroma

-develop one idea in depth

-prepare food products taking into account the properties of ingredients and sensory characteristics

-plan the sequence of work using a storyboard

- combine modelling and drawing to refine ideas

-record ideas using annotated diagrams

-select and prepare foods for a particular purpose -weigh and measure using scales

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Apply his/her knowledge of materials and techniques to refine and rework his/her product to improve its functional properties and

- decorate appropriately -work safely and hygienically

aesthetic qualities -use the design criteria to inform their decisions about ways to proceed

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Use technical knowledge accurate skills to problem solve during the making process

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Use his/her knowledge of famous designs to further explain the effectiveness of existing products and products he/she have made

-evaluate their ideas and products against their original design specification

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Use a wide range of methods to strengthen, stiffen and reinforce complex structures and can use them accurately and appropriately

-build frameworks using a range of materials e.g. wood, card corrugated plastic to support mechanisms - use glue gun with close supervision 

Apply his/her understanding of computing to program, monitor and control his/her product

-control a model using an ICT control programme -use a cam to make an up and down mechanism.