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Design & Technology

Arboretum Yearly Overview (2014 Curriculum)

Design and Technology

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.

 

Design and Technology at Arboretum will ensure that by the time children leave at the end of KS2, they will be able to actively participate in the technological world. Our Design and Technology Curriculum allows children make products that solve real and relevant problems within a variety of contexts based on a well-thought, child-led design brief and specification. Meaningful and purposeful cross-curricular links are made with Art and Design, Maths and Science to support children’s breadth and depth of understanding, so children communicate their learning in a range of forms.

Design and Technology objectives and outcomes, like all subjects, form part of meaningful and relevant learning journeys. Teaching the statutory knowledge, skills and understanding of Design and Technology results in Arboretum children being equipped with:

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

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

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

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

Knowledge

of past/existing products, inventions and inventors, and their impact on daily life and the wider world

of technical and practical methods to construct

of tools and equipment

of materials and components, including mechanisms and electrics

of nutrition, diet, food sources and how to cook healthily

Skills

Creativity and imagination

Designing and communicating physical ideas

Making and constructing (technical and practical)

Application of number i.e. measurements

Evaluating

Working with others to gain insight and give/receive feedback

Improving own learning – acting upon advice and feedback

Understanding

Critical thinking, including:

  • risk-taking
  • resourcefulness
  • innovation
  • enterprise
  • critical evaluation and testing of ideas

 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Design

  • design purposeful, functional, appealing products for themselves
  • generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

 

 

For instance:

Explore materials, make templates and mock ups (moving picture)

 

Generate own ideas for design by drawing from own experiences

 

 

 

  • design purposeful, functional, appealing products for 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

 

For instance:

Generate own ideas for design by drawing from own experiences or from reading

 

State the purpose of the design and the intended user

 

  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose
  • generate, develop, model and communicate their ideas through discussion and annotated sketches

 

 

 

For instance:

Gather information about the needs and wants of particular individuals and groups

 

Model their ideas using prototypes and pattern

pieces

 

Use annotated sketches, cross-sectional drawings and diagrams

  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose
  • generate, develop, model and communicate their ideas through discussion, annotated sketches and cross-sectional / exploded diagrams

 

For instance:

Develop their own design criteria and use these to inform their ideas

 

Research designs

 

Share and clarify ideas through discussion

 

Use computer-aided 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
  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional / exploded diagrams including prototypes

 

For instance:

Carry out research, using surveys, interviews, questionnaires and web-based resources

 

Develop a simple design specification to guide their thinking

 

Recognise when their products have to fulfil conflicting requirements

 

 Generate innovative ideas, drawing on research

 

  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular groups
  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional / exploded diagrams, prototypes and pattern pieces

 

For instance:

Make design decisions, taking account of

constraints such as time, resources and cost

 

Develop prototypes

 

Identify the needs, wants, preferences and values of particular individuals and groups

Make  

  • use tools and equipment to perform practical tasks
  • use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

 

For instance:

Select from a range of materials and components according to their characteristics

 

Use and make own templates

 

  • select from and use a range of tools and equipment to perform practical tasks
  • select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

 

For instance:

  Select from a range of materials and components according to their characteristics

 

Select from a range of tools and equipment explaining their choices

 

Follow procedures for safety

 

Measure, mark out, cut out and shape materials and components

 

Assemble, join and combine materials and components Use simple fixing materials e.g. temporary – paper clips

tape and permanent – glue, staples

 

Use finishing techniques, including those from art and design

  • use a wider range of tools and equipment to perform practical tasks
  • 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

 

For instance:

 

Select tools and equipment suitable for the task

 

Order the main stages of making

 

 

  • select from and use a wider range of tools and equipment to perform practical tasks
  • 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

 

 

For instance:

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

 

Select materials and components suitable for the task

 

  • select from and use a wider range of tools and equipment to perform practical tasks 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

 

For instance:

 

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

 

Produce detailed lists of tools, equipment and materials that they need

 

  • select from and use a wider range of tools and equipment to perform practical tasks accurately
  • select from and use a wider range of materials and components,

 

 

For instance:

 

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

 

Produce detailed lists of tools, equipment and materials that they need

 

 

 

Evaluate

  • explore a range of existing products
  • evaluate their ideas and products

 

For instance:

 

Talk about their design ideas and what they are making

 

Investigate - what products are, who they are for, how they are made and what materials are used

 

 

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

 

For instance:

Make simple judgements about their products and ideas against design criteria

 

Suggest how their products could be improved Evaluating products and components used

  • analyse a range of existing products
  • evaluate their ideas and products against their own design criteria

 

For instance:

 

Identify the strengths and weaknesses of their ideas and products

 

 

 

 

  • investigate and analyse a range of existing products
  • evaluate their ideas and products against their own design criteria and consider the views of others

 

For instance:

 

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

 

 

  • 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 individuals in design and technology have helped shape the world

 

For instance:

 

 Refer back to their design criteria as they design and make

 

Use their design criteria to evaluate their completed products

 

Identify great designers and their work and use research of designers to influence work

 

  • 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

 

For instance:

 

Investigate - how well products have been designed, how well products have been made, why materials have been chosen, what methods of construction have been used, how well products work, how well products achieve their purposes and how well products meet user needs and wants

 

 

Technical Knowledge

  • build structures, exploring how they can be made stronger, stiffer and more stable
  • explore and use mechanisms in their products.

 

For instances:

 

 

Understand about the movement of simple mechanisms including levers, sliders (Year 1)

 

Understand that food ingredients should be combined according to their sensory characteristics

 

Know the correct technical vocabulary for the projects they are undertaking

  • build structures, exploring how they can be made stronger, stiffer and more stable
  • explore and use mechanisms in their products.

 

For instances:

 

Understand about the movement of simple mechanisms including wheels and axles (Year 2)

 

Understand how freestanding structures can be made stronger, stiffer and more stable

 

 Understand about the simple working characteristics of materials and components

 

  • apply their understanding of how to strengthen, stiffen and reinforce structures
  • understand and use mechanical systems in their products

 

For instances:

 

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

 

Use the correct technical vocabulary for the projects they are undertaking

 

Understand how levers and linkages or pneumatic systems create movement

 

 

Know how to make strong, stiff shell structures

 

Know that a single fabric shape can be used to make a 3D textiles product

 

Know that food ingredients can be fresh, pre-cooked and processed

 

 

  • apply their understanding of how to strengthen, stiffen and reinforce structures
  • understand and use electrical systems in their products

 

For instances:

 

Know that materials have both functional properties and aesthetic qualities

 

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

 

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

 

Understand how to program a computer to control their products

 

  • apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • understand and use mechanical systems in their products

For instances:

 

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

 

Understand how to program a computer to monitor changes in the environment / control their products

 

Know how to reinforce/strengthen a 3D framework

 

Know that a 3D textiles product can be made from a combination of fabric shapes

 

Know that a recipe can be adapted a by adding or substituting one or more ingredients

  • apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • understand and use electrical systems in their products
  • apply their understanding of computing to program, monitor and control their products

 

For instances:

 

Understand how cams, pulleys and gears create movement

 

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

 

Cooking and Nutrition

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

 

For instance:

 

Know where food comes from

 

Use appropriate equipment to weigh and measure ingredients

 

Name and sort foods into the five groups of the ‘eat well’ plate

 

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

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

 

For instance:

 

Prepare simple dishes safely and hygienically, without using a heat source

 

Use techniques such as cutting

 

  • understand and apply the principles of a healthy and varied diet
  • prepare and cook a variety of predominantly savoury dishes
  • know where and how a variety of ingredients are grown, reared, caught and processed.

 

For instance:

 

Know 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

 

Know that seasons may affect the food available

 

Understand how food is processed into ingredients that can be eaten or used in cooking

  • understand and apply the principles of a healthy and varied diet
  • prepare and cook a variety of predominantly savoury dishes using a

 

For instance:

 

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

 

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

 

Know that a healthy diet is made up from a variety and balance of different foods and drinks, as depicted in the ‘eat well’ plate

 

Know that to be active and healthy, food is needed to provide energy for the body

 

Measure using grams Follow a recipe

 

  • 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.

 

For instance:

 

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

 

Know that different foods contain different substances - nutrients, water and fibre - that are needed for health

 

Understand the need for correct storage Measure accurately

Work out ratios in recipes

 

  • 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.

 

For instance:

 

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

 

Know that different foods contain different substances - nutrients, water and fibre - that are needed for health

 

Understand the need for correct storage Measure accurately

Work out ratios in recipes

 

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