Bidbury Junior School
Design Technology at Bidbury Junior School
Curriculum intent
At Bidbury, our learning in design technology is based on the Kapow Primary design technology scheme of work. This aims to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation, and evaluation. We want pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing and to be reflective learners who evaluate their work and the work of others. The aims of our design and technology scheme of work align with those in the national curriculum and enable pupils to meet the end of key stage 2 attainment targets in the national curriculum. Through the scheme of work, we aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements.
National curriculum for design technology
Aims
Primary National Curriculum for design technology aims that all pupils (by the end of key stage 2):
- 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.
DfE National Curriculum: design technology programme of study: key stage 1
Key stage 2 attainment targets
The Kapow Primary design technology scheme of work enables pupils to meet the national curriculum end of key stage 2 attainment targets.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. In key stage 2, 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.
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.
Year 3
|
Mechanical systems |
Textiles | Cooking and nutrition | Digital world |
| Pneumatic toys | Cross stitch and appliqué | Eating seasonally | Wearable technology |
| Designing and creating a toy with a pneumatic system, learning how trapped air can be used to create a product with moving parts. Pupils are introduced to thumbnail sketches and exploded diagrams. | Pupils learn two new sewing skills: cross stitch and appliqué and then apply these to the design, decoration and assembly of their own cushions. | Discovering when and where fruits and vegetables are grown and learning about seasonality in the UK. Pupils respond to a brief to design a seasonal food tart using ingredients harvested in the UK in May and June. | Designing, coding and promoting a piece of wearable technology to use in low light conditions, developing their understanding of programming to monitor and control products to solve a design scenario. |
|
National curriculum coverage Pupils should be taught to: |
Eating seasonally | Cross stitch and appliqué | Pneumatic toys | Wearable technology | |
|
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 (Design). |
ü | ü | ü | ||
|
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer- aided design (Design). |
ü | ü | ü | ü | |
|
Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately (Make). |
ü | ü | ü | ||
|
Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics (Make). |
ü | ü | ü | ||
| Investigate and analyse a range of existing products (Evaluate). | ü | ü | |||
| Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work (Evaluate). | ü | ü | ü | ||
| Understand how key events and individuals in design and technology have helped shape the world (Evaluate). | ü | ü | |||
| Apply their understanding of how to strengthen, stiffen and reinforce more complex structures (Technical knowledge) | |||||
|
Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] (Technical knowledge). |
ü | ||||
|
Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] (Technical knowledge). |
|||||
|
Apply their understanding of computing to program, monitor and control their products (Technical knowledge). |
ü | ||||
|
Understand and apply principles of a healthy and varied diet (Design, Make, Evaluate). |
ü | ||||
| Prepare and cook variety of predominantly savoury dishes using a range of cooking techniques (Design, Make, Evaluate). | ü | ||||
| Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed (Design, Make, Evaluate). | ü | ||||
Year 4
|
Cooking and nutrition |
Structure | Mechanical systems | Electrical systems |
| Adapting a recipe | Constructing a castle | Making a slingshot car | Torches |
| Evaluating existing biscuits recipes, children then work in groups to adapt a simple biscuit recipe to create a biscuit suited to a chosen target audience. They ensure that their creation comes within a given budget of overheads and ingredients. | Learning about the features of a castle, pupils design and make one of their own. Using configurations of handmade nets and recycled materials to make towers and turrets and constructing a stable base. | Using lollipop sticks, wheels, dowels and straws to create a moving car. Pupils build a car chassis and design the body of the car, giving consideration to how the shape will affect the car’s air resistance. They then construct and test their cars. | Applying their scientific understanding of electrical circuits, pupils design and create a torch made from recycled and reclaimed materials and objects. They then evaluate their products against a set design criteria. |
|
National curriculum coverage Pupils should be taught to: |
Constructing a castle | Adapting a recipe | Making a slingshot car | Torches | |
| 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 (Design). | ü | ü | ü | ü | |
|
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer- aided design (Design). |
ü | ü | ü | ü | |
|
Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately (Make). |
ü | ü | ü | ü | |
|
Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics (Make). |
ü | ü | ü | ü | |
| Investigate and analyse a range of existing products (Evaluate). | ü | ü | ü | ü | |
| Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work (Evaluate). | ü | ü | ü | ü | |
| Understand how key events and individuals in design and technology have helped shape the world (Evaluate). | ü | ü | |||
| Apply their understanding of how to strengthen, stiffen and reinforce more complex structures (Technical knowledge) | ü | ||||
|
Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] (Technical knowledge). |
ü | ||||
|
Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] (Technical knowledge). |
ü | ||||
|
Apply their understanding of computing to program, monitor and control their products (Technical knowledge). |
|||||
|
Understand and apply principles of a healthy and varied diet (Design, Make, Evaluate). |
|||||
| Prepare and cook variety of predominantly savoury dishes using a range of cooking techniques (Design, Make, Evaluate). | ü | ||||
| Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed (Design, Make, Evaluate). | |||||
Year 5
|
Textiles |
Mechanical systems | Cooking and nutrition | Digital world |
| Stuffed toys | Making a pop-up book | What could be healthier? | Monitoring devices |
| Designing and making a stuffed toy. Pupils learn a new stitch - blanket stitch - which they use to join the fabric together for their toys, before creating and adding decoration. | Creating a four-page pop-up story book design, incorporating a range of functional mechanisms that use levers, sliders, layers and spacers to give the illusion of movement through interaction. | Researching and modifying a traditional bolognese sauce recipe to improve the nutritional value before then cooking an adapted version and creating packaging that fits a given design criteria. Learning where beef comes from. | Applying computing skills to program a Micro: bit to monitor optimal temperatures; designing and creating a case or stand for the Micro:bit and developing 3D CAD skills. |
|
National curriculum coverage Pupils should be taught to: |
What could be healthier? | Making a pop-up book | Stuffed toys | Monitoring devices | |
| 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 (Design). | ü | ü | ü | ü | |
|
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer- aided design (Design). |
ü | ü | ü | ü | |
|
Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately (Make). |
ü | ü | ü | ||
|
Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics (Make). |
ü | ü | ü | ||
| Investigate and analyse a range of existing products (Evaluate). | ü | ü | ü | ||
| Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work (Evaluate). | ü | ü | ü | ü | |
| Understand how key events and individuals in design and technology have helped shape the world (Evaluate). | ü | ü | |||
| Apply their understanding of how to strengthen, stiffen and reinforce more complex structures (Technical knowledge) | ü | ||||
|
Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] (Technical knowledge). |
ü | ||||
|
Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] (Technical knowledge). |
|||||
|
Apply their understanding of computing to program, monitor and control their products (Technical knowledge). |
ü | ü | |||
|
Understand and apply principles of a healthy and varied diet (Design, Make, Evaluate). |
ü | ||||
| Prepare and cook variety of predominantly savoury dishes using a range of cooking techniques (Design, Make, Evaluate). | ü | ||||
| Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed (Design, Make, Evaluate). | ü | ||||
Year 6
|
Structure |
Cooking and nutrition | Electrical systems | Mechanical systems |
| Playgrounds | Come dine with me | Steady hand game | Automata toys |
| Designing and creating a model for a new playground featuring five apparatus, made from three different structures. Using a footprint as the base, practising visualising objects in plan view and including natural features within their designs. | Researching and preparing a three-course meal and taste-testing and scoring their outcomes. Researching the journey of their main ingredient from ‘farm to fork’ and writing a favourite recipe. | Designing and creating a steady hand game, using nets to make the bases and applying knowledge of electrical circuits to build an operational circuit with a buzzer. | Using woodworking skills, pupils construct an automata; measuring and cutting their materials, assembling the frame, choosing cams and designing the characters that sit on the followers to form an interactive shop display. |
|
National curriculum coverage Pupils should be taught to: |
Come dine with me | Automata toys | Steady hand game | Playgrounds | |
| 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 (Design). | ü | ü | ü | ü | |
|
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer- aided design (Design). |
ü | ü | ü | ü | |
|
Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately (Make). |
ü | ü | ü | ü | |
|
Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics (Make). |
ü | ü | ü | ||
| Investigate and analyse a range of existing products (Evaluate). | ü | ü | ü | ||
| Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work (Evaluate). | ü | ü | ü | ü | |
| Understand how key events and individuals in design and technology have helped shape the world (Evaluate). | ü | ü | |||
| Apply their understanding of how to strengthen, stiffen and reinforce more complex structures (Technical knowledge) | ü | ||||
|
Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] (Technical knowledge). |
ü | ||||
|
Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] (Technical knowledge). |
ü | ||||
|
Apply their understanding of computing to program, monitor and control their products (Technical knowledge). |
|||||
|
Understand and apply principles of a healthy and varied diet (Design, Make, Evaluate). |
ü | ||||
| Prepare and cook variety of predominantly savoury dishes using a range of cooking techniques (Design, Make, Evaluate). | ü | ||||
| Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed (Design, Make, Evaluate). | ü | ||||
Impact
The impact of our design technology curriculum is constantly monitored through both formative and summative assessment opportunities. Teachers assess children against the learning objectives for each lesson. Each unit has a unit quiz and knowledge catcher, which can be used at the start or end of the unit to assess children’s understanding. The expected impact is that children will meet or exceed the end of key stage expectations outlined in the national curriculum for design technology by the end of Year 6. After following our design technology curriculum, pupils should leave junior school equipped with a range of skills to enable them to succeed in the next stage of their education and be innovative and resourceful members of society.
Get in Touch
Bidbury Junior School
Design Technology at Bidbury Junior School
Curriculum intent
At Bidbury, our learning in design technology is based on the Kapow Primary design technology scheme of work. This aims to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation, and evaluation. We want pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing and to be reflective learners who evaluate their work and the work of others. The aims of our design and technology scheme of work align with those in the national curriculum and enable pupils to meet the end of key stage 2 attainment targets in the national curriculum. Through the scheme of work, we aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements.
National curriculum for design technology
Aims
Primary National Curriculum for design technology aims that all pupils (by the end of key stage 2):
- 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.
DfE National Curriculum: design technology programme of study: key stage 1
Key stage 2 attainment targets
The Kapow Primary design technology scheme of work enables pupils to meet the national curriculum end of key stage 2 attainment targets.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. In key stage 2, 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.
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.
Year 3
|
Mechanical systems |
Textiles | Cooking and nutrition | Digital world |
| Pneumatic toys | Cross stitch and appliqué | Eating seasonally | Wearable technology |
| Designing and creating a toy with a pneumatic system, learning how trapped air can be used to create a product with moving parts. Pupils are introduced to thumbnail sketches and exploded diagrams. | Pupils learn two new sewing skills: cross stitch and appliqué and then apply these to the design, decoration and assembly of their own cushions. | Discovering when and where fruits and vegetables are grown and learning about seasonality in the UK. Pupils respond to a brief to design a seasonal food tart using ingredients harvested in the UK in May and June. | Designing, coding and promoting a piece of wearable technology to use in low light conditions, developing their understanding of programming to monitor and control products to solve a design scenario. |
|
National curriculum coverage Pupils should be taught to: |
Eating seasonally | Cross stitch and appliqué | Pneumatic toys | Wearable technology | |
|
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 (Design). |
ü | ü | ü | ||
|
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer- aided design (Design). |
ü | ü | ü | ü | |
|
Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately (Make). |
ü | ü | ü | ||
|
Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics (Make). |
ü | ü | ü | ||
| Investigate and analyse a range of existing products (Evaluate). | ü | ü | |||
| Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work (Evaluate). | ü | ü | ü | ||
| Understand how key events and individuals in design and technology have helped shape the world (Evaluate). | ü | ü | |||
| Apply their understanding of how to strengthen, stiffen and reinforce more complex structures (Technical knowledge) | |||||
|
Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] (Technical knowledge). |
ü | ||||
|
Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] (Technical knowledge). |
|||||
|
Apply their understanding of computing to program, monitor and control their products (Technical knowledge). |
ü | ||||
|
Understand and apply principles of a healthy and varied diet (Design, Make, Evaluate). |
ü | ||||
| Prepare and cook variety of predominantly savoury dishes using a range of cooking techniques (Design, Make, Evaluate). | ü | ||||
| Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed (Design, Make, Evaluate). | ü | ||||
Year 4
|
Cooking and nutrition |
Structure | Mechanical systems | Electrical systems |
| Adapting a recipe | Constructing a castle | Making a slingshot car | Torches |
| Evaluating existing biscuits recipes, children then work in groups to adapt a simple biscuit recipe to create a biscuit suited to a chosen target audience. They ensure that their creation comes within a given budget of overheads and ingredients. | Learning about the features of a castle, pupils design and make one of their own. Using configurations of handmade nets and recycled materials to make towers and turrets and constructing a stable base. | Using lollipop sticks, wheels, dowels and straws to create a moving car. Pupils build a car chassis and design the body of the car, giving consideration to how the shape will affect the car’s air resistance. They then construct and test their cars. | Applying their scientific understanding of electrical circuits, pupils design and create a torch made from recycled and reclaimed materials and objects. They then evaluate their products against a set design criteria. |
|
National curriculum coverage Pupils should be taught to: |
Constructing a castle | Adapting a recipe | Making a slingshot car | Torches | |
| 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 (Design). | ü | ü | ü | ü | |
|
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer- aided design (Design). |
ü | ü | ü | ü | |
|
Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately (Make). |
ü | ü | ü | ü | |
|
Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics (Make). |
ü | ü | ü | ü | |
| Investigate and analyse a range of existing products (Evaluate). | ü | ü | ü | ü | |
| Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work (Evaluate). | ü | ü | ü | ü | |
| Understand how key events and individuals in design and technology have helped shape the world (Evaluate). | ü | ü | |||
| Apply their understanding of how to strengthen, stiffen and reinforce more complex structures (Technical knowledge) | ü | ||||
|
Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] (Technical knowledge). |
ü | ||||
|
Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] (Technical knowledge). |
ü | ||||
|
Apply their understanding of computing to program, monitor and control their products (Technical knowledge). |
|||||
|
Understand and apply principles of a healthy and varied diet (Design, Make, Evaluate). |
|||||
| Prepare and cook variety of predominantly savoury dishes using a range of cooking techniques (Design, Make, Evaluate). | ü | ||||
| Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed (Design, Make, Evaluate). | |||||
Year 5
|
Textiles |
Mechanical systems | Cooking and nutrition | Digital world |
| Stuffed toys | Making a pop-up book | What could be healthier? | Monitoring devices |
| Designing and making a stuffed toy. Pupils learn a new stitch - blanket stitch - which they use to join the fabric together for their toys, before creating and adding decoration. | Creating a four-page pop-up story book design, incorporating a range of functional mechanisms that use levers, sliders, layers and spacers to give the illusion of movement through interaction. | Researching and modifying a traditional bolognese sauce recipe to improve the nutritional value before then cooking an adapted version and creating packaging that fits a given design criteria. Learning where beef comes from. | Applying computing skills to program a Micro: bit to monitor optimal temperatures; designing and creating a case or stand for the Micro:bit and developing 3D CAD skills. |
|
National curriculum coverage Pupils should be taught to: |
What could be healthier? | Making a pop-up book | Stuffed toys | Monitoring devices | |
| 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 (Design). | ü | ü | ü | ü | |
|
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer- aided design (Design). |
ü | ü | ü | ü | |
|
Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately (Make). |
ü | ü | ü | ||
|
Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics (Make). |
ü | ü | ü | ||
| Investigate and analyse a range of existing products (Evaluate). | ü | ü | ü | ||
| Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work (Evaluate). | ü | ü | ü | ü | |
| Understand how key events and individuals in design and technology have helped shape the world (Evaluate). | ü | ü | |||
| Apply their understanding of how to strengthen, stiffen and reinforce more complex structures (Technical knowledge) | ü | ||||
|
Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] (Technical knowledge). |
ü | ||||
|
Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] (Technical knowledge). |
|||||
|
Apply their understanding of computing to program, monitor and control their products (Technical knowledge). |
ü | ü | |||
|
Understand and apply principles of a healthy and varied diet (Design, Make, Evaluate). |
ü | ||||
| Prepare and cook variety of predominantly savoury dishes using a range of cooking techniques (Design, Make, Evaluate). | ü | ||||
| Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed (Design, Make, Evaluate). | ü | ||||
Year 6
|
Structure |
Cooking and nutrition | Electrical systems | Mechanical systems |
| Playgrounds | Come dine with me | Steady hand game | Automata toys |
| Designing and creating a model for a new playground featuring five apparatus, made from three different structures. Using a footprint as the base, practising visualising objects in plan view and including natural features within their designs. | Researching and preparing a three-course meal and taste-testing and scoring their outcomes. Researching the journey of their main ingredient from ‘farm to fork’ and writing a favourite recipe. | Designing and creating a steady hand game, using nets to make the bases and applying knowledge of electrical circuits to build an operational circuit with a buzzer. | Using woodworking skills, pupils construct an automata; measuring and cutting their materials, assembling the frame, choosing cams and designing the characters that sit on the followers to form an interactive shop display. |
|
National curriculum coverage Pupils should be taught to: |
Come dine with me | Automata toys | Steady hand game | Playgrounds | |
| 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 (Design). | ü | ü | ü | ü | |
|
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer- aided design (Design). |
ü | ü | ü | ü | |
|
Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately (Make). |
ü | ü | ü | ü | |
|
Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics (Make). |
ü | ü | ü | ||
| Investigate and analyse a range of existing products (Evaluate). | ü | ü | ü | ||
| Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work (Evaluate). | ü | ü | ü | ü | |
| Understand how key events and individuals in design and technology have helped shape the world (Evaluate). | ü | ü | |||
| Apply their understanding of how to strengthen, stiffen and reinforce more complex structures (Technical knowledge) | ü | ||||
|
Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] (Technical knowledge). |
ü | ||||
|
Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] (Technical knowledge). |
ü | ||||
|
Apply their understanding of computing to program, monitor and control their products (Technical knowledge). |
|||||
|
Understand and apply principles of a healthy and varied diet (Design, Make, Evaluate). |
ü | ||||
| Prepare and cook variety of predominantly savoury dishes using a range of cooking techniques (Design, Make, Evaluate). | ü | ||||
| Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed (Design, Make, Evaluate). | ü | ||||
Impact
The impact of our design technology curriculum is constantly monitored through both formative and summative assessment opportunities. Teachers assess children against the learning objectives for each lesson. Each unit has a unit quiz and knowledge catcher, which can be used at the start or end of the unit to assess children’s understanding. The expected impact is that children will meet or exceed the end of key stage expectations outlined in the national curriculum for design technology by the end of Year 6. After following our design technology curriculum, pupils should leave junior school equipped with a range of skills to enable them to succeed in the next stage of their education and be innovative and resourceful members of society.
Get in Touch