DT

Vision

It is imperative that children develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. Meaningful links are made to Global Goals and the UNICEF Rights of the Child where relevant.

At Village Primary School children see Design and technology as an inspiring practical subject. In every lesson, children have the opportunity to use and develop their imagination and creativity 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.

Children acquire a broad range of subject knowledge and draw on disciplines from other subject areas such as mathematics, art and computing and these links are highlighted. Pupils are encouraged 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.

Children at Village understand and apply the principles of nutrition and learn how to cook. They understand the importance of a healthy lifestyle; we instil a love for cooking as an expression of creativity and a crucial life skill that enables children to feed themselves and others affordably and well, now and in later life.

It is our aim that children understand that high quality design and technology education makes an essential contribution to the creativity, culture, economy and well-being of the nation.

 

DT – Curriculum Map

  Autumn

 

Spring

 

Summer 1 Summer 2
Year 1 Textiles – Weaving Patterns

Structures – Homes

Article 27

Sliders – Pop-up Book

Cooking and Nutrition – Porridge

Article 6 & 24

End Points

·         Design purposeful, functional, appealing products for themselves and other users based on design criteria

·         Select from and use a wide range of materials and components including textiles

·         Explore and evaluate a range of existing products

·         Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups (from Lego) and where appropriate information and communication technology.

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

·         Evaluate their ideas and products against criteria

·         Select from and use a range of tools and equipment to perform practical tasks (cutting, shaping, joining and finishing)

·         Explore and use mechanisms (e.g. levers and sliders)

·         Explore and evaluate a range of existing products

·         Use the basic principles of a healthy and varied diet to prepare dishes

·         Understand where food comes from

·         Explore and evaluate a range of existing products

Year 2 Wheels and Axles – Vehicle

Cooking and Nutrition – Fruit Salad

Article 6 & 24

Textiles – Puppet

Article 31

End Points

·         Explore and use mechanisms for example wheels and axles

·         Design purposeful, functional, appealing products for themselves and other users based on design criteria

·         Select from and use a range of tools and equipment to perform practical tasks

·         Use the basic principles of a healthy and varied diet to prepare dishes

·         Understand where food comes from e.g. importing and exporting, trade

·         Explore and evaluate a range of existing products

·         Design purposeful, functional, appealing products for themselves and other users based on design criteria

·         Select from and use a wide range of materials and components including textiles

·         Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and where appropriate information and communication technology.

Skills

KS1

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, stuffer and more stable

·         Explore and use mechanisms (for example, levers, sliders, wheels and axles), in their products

Cooking and nutrition

·         Use the basic principles of a healthy and varied diet to prepare dishes

·         Understand where food comes from

Year 3

Pulleys – Wells

Article 6 & 24

Structures – Roman Fort

Article 8

Cooking and Nutrition – Healthy Soup

Article 6 & 24

End Points

·         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

·         Understand and use mechanical systems in their products

·         Understand how key events and individuals in design and technology have helped shape the world

·         Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, patterns pieces and computer-aided design

·         Apply their understanding of how to strengthen, stiffen and reinforce more complex structures

·         Investigate and analyse a range of existing products

 

·         Understand and apply the principles of a healthy and varied diet

·         Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

·         Investigate and analyse a range of existing products

 

Year 4

Levers – Shaduf – Egyptian lifting mechanism (structures and counter weights)

Global Goal 6 and 11

Article 24

Cooking and Nutrition – South American Fairtrade Baking

Article 6 & 24

Structure with a circuit – Anderson Shelter (WW2)

Article 8

End Points

·         Understand and use mechanical systems in their products.

·         Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, patterns pieces and computer-aided design

·         Select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing), accurately

·         Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

·         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

·         Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

·         Understand and use electrical systems in their products (for example, series circuits incorporating switches, bulbs, buzzers and motors)

·         Apply their understanding of computing to programme, monitor and control their products

·         Apply their understanding (Homes Y1) of how to strengthen, stiffen and reinforce more complex structures

Year 5

Cams and Levers – Moving Toys

Article 31

 

Cooking and Nutrition – Baking Bread

Article 6 & 24

 

 

Textiles – Greek Sandals

Article 28

 

 

End Points

·         Understand and use mechanical systems in their products (for example, gears, pulleys, cams, levers and linkages)

·         Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

·         Select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing), accurately

·         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

·         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

·         Understand how key events and individuals in design and technology have helped shape the world (machinery vs hand-made)

·         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

Year 6 Textiles – Poppy Broach with Fastening and Marketing

Cooking and Nutrition – A Meal for a Purpose

Article 6 & 24

Structures – Mayan

Article 8

End Points

·         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

·         Select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing), accurately

·         Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

·         Understand and apply the principles of a healthy and varied diet

·         Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

·         Select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing), accurately

·         Understand how key events and individuals in design and technology have helped shape the world

·         Apply their understanding of how to strengthen, stiffen and reinforce more complex structures

·         Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, patterns pieces and computer-aided design

Skills KS2

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, patterns 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 programme, monitor and control their products

Cooking and nutrition

·         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