DT Statement of Intent
At Hylton Castle we firmly believe that a high-quality DT curriculum makes an essential contribution to the creativity, culture, welfare and well-being of the nation. Therefore, our design and technology curriculum makes the purpose and relevance of this subject clear and allows them to see the value of DT in the wider world (real aims, real purpose). The subject encourages children to become autonomous and creative problem-solvers, both as individuals and as part of a team. We believe that the best way to achieve this is through a hands-on, practical approach equipping them with the skills, knowledge and understanding that they can apply in real life. Throughout our children’s time in our school, we provide the opportunities for them to design and make a range of products for a range of purposes in our aim to broaden their understanding of DT. We also believe that our children need to see how design and technology links to other curriculum areas. Making links to Science, DT and Computing where relevant.
Implementation
- A cycle of lessons for each area of D.T, which carefully plans for progression and depth.
- Teach a progressive curriculum which builds upon learning from previous years and is centred on the key areas of mechanisms, textiles, electrical systems, structures and food.
- All children are encouraged to develop and use a range of skills including research, explore, design, make and evaluate, as well as being encouraged to question the world around them and become independent learners in exploring possible answers for their design based questions.
- A knowledge organiser which outlines knowledge all children must master.
- Specialist vocabulary for topics is taught and built up, and effective questioning to communicate ideas is encouraged.
- Plan and deliver a purposeful unit where children’s end product is meaningful to the wider world.
- Teachers use assessment for learning to tailor lessons around our children and help us plan for next steps.
- Maintain a high level of subject knowledge of D.T in our school by regular training and professional development.
- Subject management monitors equipped and resources needed for teaching each area of D.T.
- Regular monitoring is used to check children’s understand and apply key principles within their work.
- In our school we have a rigorous monitoring process which is kept up to date and works towards our school improvement plan.
| National Curriculum aim 1 | National Curriculum aim 2 | National Curriculum aim 3 | |
| Year 1 | Mechanisms. To create a mechanism including wheels and axles | Structures To create a free standing structure | Cookery Design and make a smoothie |
| Year 2 | Mechanism To create a mechanism including leverages and sliders. | Textiles. To create a Christmas decoration using different join for fabric. | Cookery. Design and make a healthy wrap |
| Year 3 | Mechanisms To create a mechanism using a pneumatic system. | Structures To create a shell structure. | Cookery Design and create a savory dish using fresh ingredients. |
| Year 4 | Textiles To create a Christmas stocking using different fastenings and layering fabric. | Electrical System To create an electrical system containing a battery. | Cookery Design and create food within a budget. |
| Year 5 | Textiles To use a blanket stitch to join fabric and create a decorative piece. | Mechanisms. To create a mechanism including gears or pulleys. | Cookery Design and create a healthy recipe. |
| Year 6 | Structures To strengthen, stiffen and reinforce a structure. | Electrical system To create an electrical system controlled by a circuit. | Cookery Design and create their own recipe. |
DT Progression of skills
| EYFS | 1 | 2 | 3 | 4 | 5 | 6 | |
| DESIGN | |||||||
| Contexts, users and purposes Generate, develop, model and communicate ideas | Select appropriate resourcesUse gestures, talking and arrangements of materials and components to show designUse contexts set by the teacher and myself Use language of designing and making (join, build, shape, longer, shorter, heavier etc.) | Have own ideasexplain what I want to doExplain what my product is for, and how it will workuse pictures and words to plan design a product for myself following design criteriaresearch similar existing products | have own ideas and plan what to do nextexplain what I want to do and describe how I may do itexplain purpose of product, how it will work and how it will be suitable for the user describe design using pictures, words, models and diagramsdesign products for myself and others following design criteriachoose best tools and materials, and explain choicesuse knowledge of existing products to produce ideas | Begin to research others’ needs show design meets a range of requirements describe purpose of product follow a given design criteria have at least one idea about how to create product create a plan which shows order, equipment and toolsdescribe design using an accurately labelled sketch and wordsmake design decisionsexplain how product will work Make a prototype | Use research for design ideasShow design meets a range of requirements and is fit for purposeBegin to create own design criteriaHave at least one idea about how to create product and suggest improvements for design.Produce a plan and explain it to others Say how realistic plan is. Include an annotated sketch Make and explain design decisions considering availability of resources Explain how product will work Make a prototype | Use internet and questionnaires for research and design ideasTake a user’s view into account when designing Begin to consider needs/wants of individuals/groups when designing and ensure product is fit for purpose Create own design criteria Have a range of ideas Produce a logical, realistic plan and explain it to others.Use cross-sectional planning and annotated sketchesMake design decisions considering time and resources.Clearly explain how parts of product will work. Model and refine design ideas by making prototypes and using pattern pieces. Begin to use computer-aided designs. | Draw on market research to inform designUse research of user’s individual needs, wants, requirements for design Identify features of design that will appeal to the intended user Create own design criteria and specification Come up with innovative design ideasFollow and refine a logical plan.Use annotated sketches, cross sectional planning and exploded diagrams Make design decisions, considering, resources and cost Clearly explain how parts of design will work, and how they are fit for purposeIndependently model and refine design ideas by making prototypes and using pattern pieces Use computer aided designs. |
| End of KS expectations: 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 | End of KS expectations: 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 | |||||||
| Organisation and planning Practical skills and techniques | Construct with a purpose, using a variety of resourcesUse simple tools and techniquesBuild / construct with a wide range of objectsSelect tools & techniques to shape, assemble and joinReplicate structures with materials / componentsDiscuss how to make an activity safe and hygienicRecord experiences by drawing, writing, voice recording | Explain what I’m making and whyconsider what I need to do nextselect tools/equipment to cut, shape, join, finish and explain choices Measure, mark out, cut and shape, with supportChoose suitable materials and explain choices Try to use finishing techniques to make product look goodWork in a safe and hygienic manner | Explain what I am making and why it fits the purposeMake suggestions as to what I need to do next.Join materials/ components together in different ways Measure, mark out, cut and shape materials and components, with support. Describe which tools I’m using and why Choose suitable materials and explain choices depending on characteristics.Use finishing techniques to make product look good Work safely and hygienically | Select suitable tools/equipment, explain choices; begin to use them accuratelySelect appropriate materials, fit for purpose.Work through plan in order Consider how good product will be Begin to measure, mark out, cut and shape materials/components with some accuracy Begin to assemble, join and combine materials and components with some accuracy Begin to apply a range of finishing techniques with some accuracy | Select suitable tools and equipment, explain choices in relation to required techniques and use accurately Select appropriate materials, fit for purpose; explain choices Work through plan in order. Realise if product is going to be good quality Measure, mark out, cut and shape materials/components with some accuracyAssemble, join and combine materials and components with some accuracy apply a range of finishing techniques with some accuracy | use selected tools and equipment with good level of precision produce suitable lists of tools, equipment/materials needed Select appropriate materials, fit for purpose; explain choices, considering functionality create and follow detailed step-by-step plan explain how product will appeal to an audience mainly accurately measure, mark out, cut and shape materials/components *mainly accurately assemble, join and combine materials/componentsmainly accurately apply a range of finishing techniquesuse techniques that involve a small number of steps Begin to be resourceful with practical problems | use selected tools and equipment preciselyProduce suitable lists of tools, equipment, materials needed, considering constraints Select appropriate materials, fit for purpose; explain choices, considering functionality and aestheticscreate, follow, and adapt detailed step-by-step plansExplain how product will appeal to audience; make changes to improve qualityAccurately measure, mark out, cut and shape materials/components Accurately assemble, join and combine materials/componentsAccurately apply a range of finishing techniques Use techniques that involve a number of steps Be resourceful with practical problems. |
| End of KS Expectations: 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 | End of KS expectations: Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accuratelySelect 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 | |||||||
| Own products and their processes | Adapt work if necessaryDismantle, examine, talk about existing objects/structures Consider and manage some risks Practise some appropriate safety measures independentlyTalk about how things workLook at similarities and differences between existing objects / materials / toolsShow an interest in technological toys Describe textures | Talk about my work, linking it to what I was asked to dotalk about existing products considering: use, materials, how they work, audience, where they might be used talk about existing products, and say what is and isn’t good talk about things that other people have madebegin to talk about what could make product better | Describe what went well, thinking about design criteria talk about existing products considering: use, materials, how they work, audience, where they might be used; express personal opinionevaluate how good existing products aretalk about what I would do differently if I were to do it again and why | Look at design criteria while designing and makinguse design criteria to evaluate finished product Say what I would change to make design betterbegin to evaluate existing products, considering: how well they have been made, materials, whether they work, how they have been made, fit for purpose begin to understand by whom, when and where products were designedlearn about some inventors/designers/ engineers/chefs/ manufacturers of ground breaking products | refer to design criteria while designing and making use criteria to evaluate product Begin to explain how I could improve original design Evaluate existing products, considering: how well they’ve been made, materials, whether they work, how they have been made, fit for purpose Discuss by whom, when and where products were designed Research whether products can be recycled or reused know about some inventors/designers/ engineers/chefs/manufacturers of ground-breaking products | Evaluate quality of design while designing and making Evaluate ideas and finished product against specification, considering purpose and appearance.Test and evaluate final product Evaluate and discuss existing products, considering: how well they’ve been made, materials, whether they work, how they have been made, fit for purposebegin to evaluate how much products cost to make and how innovative they areResearch how sustainable materials areTalk about some key inventors/designers/ engineers/ chefs/manufacturers of ground breaking products | Evaluate quality of design while designing and making; is it fit for purpose?keep checking design is best it can be. Evaluate ideas and finished product against specification, stating if it’s fit for purpose Test and evaluate final product; explain what would improve it and the effect different resources may have had Do thorough evaluations of existing products considering: how well they’ve been made, materials, whether they work, how they’ve been made, fit for purposeEvaluate how much products cost to make and how innovative they areResearch and discuss how sustainable materials areConsider the impact of products beyond their intended purpose Discuss some key inventors/designers/ engineers/ chefs/manufacturers of ground breaking product |
| End of KS expectations: Explore and evaluate a range of existing productsEvaluate their ideas and products against design criteria | End of KS expectations: 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 | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
| Mechanisms: | To know what wheels, axels and axel holders are To know the difference between fixed and free moving axels To know simple methods to fix wheels and axels to a product To know simple commercial products that use wheels and axels to move To know the difference between pulling and pushing forces To know which materials are best used for particular components (i.e. rubber covered wheels might provide more grip than plastic wheels) To know the names of some simple tools and their purpose | To know how to operate sliders and levers To know that different mechanisms create different types of movement To know what a pivot is To know the name of simple tools and their purpose To know some simple fixing techniques and when to use them (i.e. masking tape to secure a lollipop stick slider) | •Understanding how pneumatic systems work Learning that mechanisms are a system of parts that work together to create motion Understanding that pneumatic systems can be used as part of a mechanism Learning that pneumatic systems force air over a distance to create movement | To know that mechanical and electrical systems have an input, process and output To know what a gear is To know what a pulley is To know that gears and pulleys can speed up, slow down or change the direction of movement To know whether a gear will turn clockwise or anti-clockwise To know how to accurately draw an exploded diagramTo know technical vocabulary relevant to the project | ||
| Structures. | Describing the purpose of structures Learning how to turn 2D nets into 3D structures Learning that the shape of materials can be changed to improve the strength and stiffness of structures Knowing that materials can be manipulated to improve strength and stiffness Understanding that cylinders are a strong type of structure Develop awareness of different structures for different purposes Identifying when a structure is more or less stable than another | Identifying natural and man-made structures Identifying suitable materials to be selected Knowing that shapes and structures with wide, flat bases or legs are the most stable Understanding that the shape of a structure affects its strength Building a strong and stiff structure by folding paper Understanding the difference between frame and shell structure | Building on prior knowledge of net structures and broadening knowledge of frame structures Exploring how to create a strong beam Identifying arch and beam bridges and understanding the terms: compression and tension Knowing that structures can be strengthened by manipulating materials and shapes Learning that architects consider light, shadow and patterns when designing Implementing frame and shell structure knowledge Identifying the shell structure in everyday life (cars, aeroplanes, tins, cans Identifying stronger and weaker structures Finding different ways to reinforce structures Understanding how triangles can be used to reinforce bridges Articulating the difference between beam, arch, truss and suspension bridges | |||
| Textiles | Learning different ways in which to join fabrics together: pinning, stapling, gluing Joining items using fabric glue or stitching Identifying benefits of these techniques Threading a needle Sewing running stitch, with evenly spaced, neat, even stitches to join fabric Neatly pinning and cutting fabric using a template | Threading needles with greater independence Tying knots with greater independence Sewing cross stitch and appliqué Understanding the need to count the thread on a piece of even weave fabric in each direction to create uniform size and appearance Understanding that fabrics can be layered for affect Understanding that there are different fastenings and what they are Articulating the benefits and disadvantages of different fastening types | Learning to sew blanket stitch to join fabric Applying blanket stitch so the space between the stitches is even and regular Threading needles Independently Learning different decorative stitches Application and outcome of the individual technique Sewing accurately with even regularity of stitches | |||
| Electricals. | Learning how electrical items work Identifying electrical products Learning what electrical conductors and insulators are Understanding that a battery contains stored electricity and can be used to power products Identifying the features of an electrical system. Understanding how an electrical system works. Articulating the positives and negatives about different electrical systems. | Learning the key components used to create functioning circuit Learning that graphite is a conductor and can be used as part of a circuit Learning the difference between series and parallel circuits Understanding that breaks in a circuit will stop it from working |
| FOOD | |||||||
| EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 | |
| Design | With support, follow a simple plan or recipe | Designing a smoothie based on a food combination which work well together | Designing a healthy wrap based on a food combination which work well together | Creating a healthy and nutritious recipe using fresh ingredients, considering the taste, texture, smell and appearance of the dish | Designing a biscuit within a given budget, drawing upon previous taste testing | Adapting a traditional recipe, understanding that the nutritional value of a recipe alters if you remove, substitute or add additional ingredientsWriting an amended method for a recipe to incorporate the relevant changes to ingredients | Writing a recipe, explaining the key steps, method and ingredientsIncluding facts and drawings from research undertaken |
| Make | Children to observe adults using graters, knives, peelers, whisks, rolling pin, forks, spoons, learning the correct way to handle them as well as health and safety when using kitchen utensils. | Chopping fruit and vegetables safely to make a smoothieIdentifying if a food is a fruit or a vegetable Learning where and how fruits and vegetables grow | Slicing food safely using the bridge or claw grip Constructing a wrap that meets a design brief | Knowing how to prepare themselves and a work space to cook safely inLearning the basic rules to avoid food contaminationFollowing the instructions within a recipeBegin to select correct grip to cut and slice food. (bridge / claw) | Following a baking recipe Cooking safely, following basic hygiene rulesAdapting a recipeSelect correct grip to cut and slice food. (bridge / claw) | Cutting and preparing vegetables safelyUsing equipment safely, including knives, hot pans and hobsKnowing how to avoid cross-contamination Following a step by step method carefully to make a recipe | Following a recipe, including using the correct quantities of each ingredientAdapting a recipe based on researchWorking to a given timescaleWorking safely and hygienically with independence |
| Evaluate | Say if they like or dislike something with a reason.Give words to describe the smell, taste, touch. | Tasting and evaluating different food combinationsDescribing appearance, smell and taste Suggesting information to be included on packaging | Describing the taste, texture and smell of fruit and vegetablesTaste testing food combinations and final productsDescribing the information that should be included on a labelEvaluating which grip was most effective. | Establishing and using design criteria to help test and review dishes Describing the benefits of fresh ingredients and the impact on the environmentSuggesting points for improvement | Evaluating a recipe, considering: taste, smell, texture and appearanceDescribing the impact of the budget on the selection of ingredientsEvaluating and comparing a range of productsSuggesting modifications | Identifying the nutritional differences between different products and recipesIdentifying and describing healthy benefits of food groups | Evaluating a recipe, considering: taste, smell, texture and origin of the food groupTaste testing and scoring final productsSuggesting and writing up points of improvements in productionsEvaluating health and safety in production to minimise cross contamination |
| Technical knowledge | Understand that food comes from plants or animals. | Understanding the difference between fruits and vegetablesDescribing and grouping fruits by texture and taste | Understanding what makes a balanced diet Knowing where to find the nutritional information on packaging Knowing the five food groups | Working with cooking equipment safely and hygienically Learning that Learning that vegetables and fruit grow in certain season.Learning that each fruit and vegetable gives us nutritional benefits Learning to use, store and clean a knife safely | Understanding the impact of the cost and importance of budgeting while planning ingredients for a recipe. Understanding the environmental impact on future product and cost of production | Understanding where food comes from Understanding what makes up a balanced dietLearning to adapt a recipe to make it healthier Comparing two adapted recipes using a nutritional calculator and then identifying the healthier option | Learning how to research a recipe by ingredientRecording the relevant ingredients and equipment needed for a recipeUnderstanding the combinations of food that will complement one anotherUnderstanding where food comes from, describing the process of ‘Farm to Fork’ for a given ingredient |
Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 | |
| Structures | Cut, fold, join, fix, weak, strong, stable, stiffer, structure, base, corner, point, straight, curved | 3D shapes, edge, face, font, net, marking out, material, joining, assemble, three dimensional, Shell structure, Vertex. | Assemble, prism, vertex, breadth, capacity, scoring, adhesives, reduce, reuse, recycle, reinforce, triangulation, stability, temporary, permanent, prototype, innovation, functional, design brief | |||
| Mechanisms | Wheel, axel, fixed, free, design, make, cutting, joining, hacksaw, vice, dowel, body, cab, shaping | Mechanism, lever, slider, slot, pivot, guide/bridge, fastener, pull, push, down, straight, work, design, evaluate, purpose | Function, input, lever, linkage, mechanism, motion, output, pivot, pneumatic system. | Pulley, gear, driver, follower, rotation, motor, belt, spindle, motor, circuit, switch, ratio | ||
| Textiles | Pattern, mark out, join, decorate, running stitch, needle, fabric Template, quality, suitable, features, overstitch, design, seam | Fastening, compartment, zip, finishing technique, function, prototype, back stitch, felted, woven, knitted, bonded, Aesthetics, seam allowance, pinning, embroidery | back stitch, blanket stitch, cross stitch Specification, tacking, working drawing, clasp, pinking shears, design criteria, hem, reinforce, stem stitch, satin stitch | |||
| Electrical systems | User, fault, toggle switch, insulator, conductor, battery holder, crocodile clip | Design specification, light dependent resistor, switch, bulb, device, motor, battery, symbol, buzzer, switch, insulator, conductor, circuit, connection | ||||
| Food and nutrition | Fruit, vegetables, soft, juicy, crunchy, sticky, smooth, sharp, hard , skin, seed pip, slicing, peeling, cutting, squeezing, choosing, ingredients, planning, tasting, | crisp, sour, flesh, skin, seed pip, core, slicing, peeling, cutting, squeezing, healthy diet, choosing, ingredients, planning, tasting, arranging, food groups | Texture, taste, appearance, preference, greasy, moist, fresh, savoury, hygienic, edible, grown, frozen, tinned, processed, fresh, harvested. | Texture, taste, appearance, preference, greasy, moist, fresh, savoury, hygienic, edible, grown, reared, caught, frozen, tinned, processed, seasonal, harvested, budget, quality, branded. | Ingredients, yeast, dough, wholemeal, unleavened, baking soda, spice, herbs, carbohydrate, sugar, fat, protein, vitamins, nutrients, gluten, allergy, intolerance, savoury, seasonality, pour, mix, kneed, whisk, beat, combine, fold, rubbing in | ingredients, yeast, dough, wholemeal, unleavened, baking soda, spice, herbs, carbohydrate, sugar, fat, protein, vitamins, nutrients, gluten, allergy, intolerance, savoury, seasonality, pour, mix, kneed, whisk, beat, combine, fold, rubbing in |