Broadoak Primary School

Design and Technology

• Lead the school staff to develop a clear overarching curriculum intent which drives the ongoing development and improvement of all curriculum subjects.
• Ensure that the curriculum leaders have appropriate time to develop their specific curriculum intent through careful research and development.
• To ensure links are made through other subjects.
• To promote children becoming more resourceful and innovative.

• ·Placing the DT being studied in the context of similar past learning from previous subjects and year groups.
• Children will explore and learn about variety of famous design technicians over time.
• Daily review:  Brief review of learning covered in previous lesson.
• Teacher delivers design brief, posing the problem to be solved.
• Children research existing products and possible construction materials/ingredients/ tools.
• Children create their own design, in response to the brief and research.
• Children make product using new techniques and skill they have acquired.
• Children evaluate their work and their peers

• A developed understanding of the names, key works, styles and techniques of design technicians at an age appropriate level.
• A secure understanding of the key techniques and methods for each key area of the curriculum: design, plan, make, evaluate.
• A progression of understanding, with appropriate vocabulary which supports and extends understanding.
• Confidence in discussing design technicians, their own work and identifying their own strengths and areas for development.

Our classrooms will:

• Understand and articulate the expectations of the curriculum to support teaching and support staff in the delivery.
• Ensure an appropriate progression of knowledge is in place which supports pupils in knowing more and remembering more as design technicians.
• Ensure an appropriate progression of design and technology skills is in place over time so that pupils are supported to be the best design technicians they can be, and challenge teachers to support struggling design technicians and extend more competent ones.
• Ensure an appropriate progression for vocabulary is in place for each phase of learning, which builds on prior learning.
• Identify designers who underpin specific areas of the curriculum and raise aspirations for pupils.
• Keep up to date with current design technicians, research and subject development through an appropriate subject body or professional group.

• Provide appropriate quality equipment for each area of the curriculum.
• Have developed learning walls which include high quality examples of work, including actual pieces of work and known design technicians, and carefully chosen vocabulary, which are regularly updated.
• Be organised so that pupils can work in small groups or whole class as appropriate to support pupils in their development of their skills.
• Be a safe space for children to learn and develop their DT skills, such as; sewing, cooking and wood work.

• Pupils have had opportunities for practice and refinement of skills.
• A varied and engaging curriculum which develops a range of design and technology skills.
• Close studies of the work of well-known designs.
• Developed and final pieces of work which showcase the skills learned.
• Clear progression of skills in line with expectations set out in the progression grids.
• That pupils, over time, develop a range of skills and techniques across all of the areas of the design technology curriculum.

Our children will / will be:

• Create a long-term plan which ensures appropriate coverage of knowledge, skills and vocabulary from the progression grid.
• Personally, pursue support for any particular subject knowledge and skills gaps prior to teaching.
• Ensure that resources are appropriate, of high enough quality and are plentiful so that all pupils have the correct tools and materials.
• To follow the national curriculum and provide and inclusive curriculum for all.
• Allow children time to reflect and evaluate their own and others creations.
• To explore the changes in design processes and technologies compared to that of the past.
• Identify designers who underpin specific areas of the curriculum and raise aspirations for pupils.…

• Pupils have had opportunities for practice and refinement of skills.
• A varied and engaging curriculum which develops a range of design and technology skills.
• Close studies of the work of well-known designs.
• Developed and final pieces of work which showcase the skills learned.
• Clear progression of skills in line with expectations set out in the progression grids.
• That pupils, over time, develop a range of skills and techniques across all of the areas of the design technology curriculum.

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Children will leave us with a Backpack of knowledge, skills and understanding as detailed below:

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In their Broadoak Backpack for Life,

an accomplished Designers will…x

• Be able to research and develop a design criteria using innovative, appealing products that are fit for purpose, drawing on market research to inform their designs
• Be able to generate ideas after thinking about who will use a product and what they will be used for, using information from a number of sources. Using research of user’s individual needs, wants and requirements for design.
• identify features of design that will appeal to the intended user
• Be confident to develop and explain ideas clearly with specific design objectives even when tight restrictions are placed upon them coming up with innovative design ideas.
• Have the confidence to create own design criteria and specification whilst following and if necessary refining a logical plan.
• Use annotated sketches, cross-sectional planning and exploded diagrams to show design detail.
• Confidently produce step-by-step plans. Making design decisions, considering, resources and cost.
• Be able to clearly explain how parts of design will work, and how they are fit for purpose taking the views of users’ into account when designing their products.
• independently model and refine design ideas by making prototypes and using pattern pieces
• Demonstrate an ability to communicate design using words, labelled sketches, models and computer-aided designs   showing that I am aware of the constraints of my design.

**

Whole School

Design and Technology

Curriculum Overview

Unit 1

• Explore different materials freely, in order to develop their ideas about how to use them and what to make.
• Develop their own ideas and then decide which materials to use to express them.
• Join different materials and explore different textures.
• Begin to develop skills such as using scissors and cutting safely through a variety of activities.

• Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park.
• Explore different materials freely, in order to develop their ideas about how to use them and what to make.
• Develop their own ideas and then decide which materials to use to express them.
• Join different materials and explore different textures.

• Explore different materials freely, in order to develop their ideas about how to use them and what to make.
• Develop their own ideas and then decide which materials to use to express them.
• Join different materials and explore different textures.
• Think about improvements they could make through teacher led discussion.

Self Portraits – all about ourselves

Create a model of themselves using a variety of materials

Safely explore a range of materials and discuss what makes activities safe or unsafe.

celebrations

create their own model of a Diva lamp using junk modelling

Hats

use a variety of materials to make their own hat.

Manipulate materials to produce a planned effect.

Traditional Tales - cooking - Gingerbread Man

Use tools and techniques competently and appropriately

know and explain the importance of washing hands appropriately.

Children will practise stirring, mixing, pouring and blending ingredients.

Growing and Plants

Make their own flower using different materials

Use a range of tools - plan, adapt initial ideas to make them better

record experiences by drawing writing and labelling

Enchanted Creatures - create their own fairy garden.

Select appropriate resources and adapt as necessary

Structures

(Autumn 2)

*Mechanisms

(Spring 2)

Food

(Summer 1)

 Year 1 

**

How have toys changed since my grandparents were young? The children will design, make, evaluate and use technical knowledge to create a free standing structure. 

**

How and why do we celebrate sacred times? The children will look at books and products with lever and slider mechanisms and design and make their own Easter card incorporating a slider or lever.

**

Why have we always loved the seaside? The , children will look at healthy, varied diets and prepare and make their own healthy sandwich to take on their summer trip to the seaside.

National Curriculum Objectives:

DESIGN:

• Design purposeful, functional appealing products for themselves and other uses 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
• Select from and use a wide range of materials and components, including construction materials according to their characteristics.

EVALUATE:

• I can explore and evaluate a range of current products.
• I can evaluate my model against specific design criteria.

TECHNICAL KNOWLEDGE:

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

National Curriculum Objectives: 

DESIGN:

• I can generate ideas after thinking about who will use them and what they will be used for using information from a number of sources
• I can develop and explain ideas clearly with design objectives
• I can plan suggesting a sequence of actions or alternatives if needed
• I can think ahead about the order of my work choosing appropriate, tools, equipment, materials, components and techniques
• MAKE: 

• I have made a product that moves using a lever or a slider to make a movement
• I cut materials using scissors safely.
• I describe the properties of the materials I have used.
• I can construct models mainly from one type of kit, following materials selected by an adult.
•  

• EVALUATE:
• I can explore and evaluate a range of existing products

• I can make judgments about my product in relation to my design idea and criteria and suggest improvements to my design.

 TECHNICAL KNOWLEDGE:

• Explore and use mechanisms [sliders and levers]

National Curriculum Objective: 

DESIGN:

• Use the basic principles of a healthy and varied diet to prepare dishes
• Understand where food comes from

• I can generate ideas through experience based on diet
• I can develop and communicate ideas through experimenting with materials components.
• I can plan by suggesting what to do next as ideas develop through talking, drawing, templates, and mock-ups.

MAKE:

• I can use simple utensils and equipment safely
• I can prepare and combine ingredients into a specific product.
• I understand the properties, including taste, texture, and appearance, of a range of fruit and vegetables.
• I can follow safe procedures for food safety and hygiene

EVALUATE:

• I can explore and evaluate a range of current products
• I can identify what is, and what is not, working well in my model.
• I describe how my product works
• I can evaluate my model against specific design criteria

TECHNICAL KNOWLEDGE:

• To understand where common fruit and vegetables come from
• To understand and use the basic principle of a healthy and varied diet to prepare dishes
• To use relevant technical and sensory vocabulary

Mechanisms

(Autumn 1)

Textiles

(Spring 2)

Food 

(Summer 1)

Year 2

Why did the Great Fire of London start? The children will explore mechanisms with a focus on vehicles with wheels and axels. They will design, make and evaluate a moving vehicle.

What is so great about the Great Barrier Reef? The children will look at soft plush toys and design and make their own fish plush toy. They should cut the shape of their toy then join fabric with a running stitch before filling the shape.

What helps us grow and stay healthy? The children will prepare and make their own healthy pizza.

National Curriculum Objectives:

DESIGN:

• I can generate ideas after thinking about who will use them and what they will be used for based on simple design criteria
• Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups, and, where appropriate information and communication technology

MAKE:

• I can select tools, techniques and materials from range, explaining their choices.
• I can measure, mark out and cut to assemble, join, and combine the materials.
• Use simple finishing techniques suitable to the vehicle they have made.

EVALUATE:

• I can explore and evaluate a range of current products
• I can identify what is, and what is not, working well with my moving vehicle- in relation to the design criteria, purpose and the user.
• I can identify what I could have done differently or how I could improve work in the future.

TECHNICAL KNOWLEDGE:

• Explore and use mechanisms [Wheels and axles]
• Use relevant technical vocabulary

National Curriculum Objectives:  

DESIGN:

• I can generate ideas through experience based on a design criteria
• I can develop and communicate my ideas through experimenting with materials and components.
• I can plan by suggesting what to do next as ideas develop through talking, drawing, templates and mock-ups.

MAKE:

• I can select tools, techniques and materials from a range selected by the teacher
• I can measure, mark out and cut to assemble, join and combine the materials.
• I can use simple finishing techniques
• I can work with increasing care and accuracy using the tools and techniques shown to me safely.

EVALUATE:

• I can explore and evaluate  range of existing textile product relevant to the product I will make.
• I can evaluate my ideas throughout and my final product against original design criteria
• TECHNICAL KNOWLEDGE:

• I can understand how simple 3D textile products are made using a template to create two identical shapes.

National Curriculum Objectives:  

DESIGN:

• I can develop and communicate ideas through experimenting with materials components.
• I can describe and select the materials I need to make my healthy pizza.

MAKE:

• I can prepare and combine ingredients into a specific product.
• I have an understanding of the properties, including taste, texture and appearance, of a range of fruit and vegetables.
• I use knives safely to cut food (with help)
• I have made a healthy pizza.
• I know that I have to wash my hands and keep work surfaces clean when preparing food.
• I can follow safe procedures for food safety and hygiene

EVALUATE:

• I can evaluate my model against a specific design criteria.
• I can identify what is, and what is not, working well in my model.

 TECHNICAL KNOWLEDGE:

• I understand that there is a range of pizzas and that their components can come from a variety of places.
• I understand and use basic principles of healthy varied diet to prepare dishes, including how some of the ingredients of a pizza can encompass parts of the ‘eat well plate’.

Mechanical Systems

(Autumn 2)

Food

(Spring 1)

Textiles

(Summer 2)

*

Year 3

Is ‘The Croods’ animation based on real life? The children will design and make a non-fiction book with lever and linkage mechanisms.

**

 Where does food come from? The children will prepare and make jam tarts for their grown-ups, selecting from a range of seasonal fruits. They will ask grown-ups to complete a survey about their favourite jams, then serve them at a ‘book look’.

Were the Mayans a magnificent civilization? The children will design and make a purse/coin bag in traditional Mayan style. 

National Curriculum Objective:

DESIGN:

• I can develop and explain ideas clearly with design objectives
• I can think ahead about the order of my work choosing appropriate, tools, equipment, materials, components and techniques
• I can clarify my ideas using labelled sketches and models to communicate the detail of my designs

MAKE:

• I can select tools, techniques and materials
• I suggest alternative ways of making a product if the first attempt fails
• I can measure, mark out, cut and shape materials accurately
• I use finishing techniques to strengthen and improve the appearance of the product

EVALUATE:

• I can explore and evaluate a range of existing products
• I can make judgments about my product in relation to my design idea and criteria and suggest improvements to my design.
• I can carry out appropriate tests

 TECHNICAL KNOWLEDGE:

• Learn how mechanisms can be used to make things move in different ways understanding how to use lever and linkage mechanisms.
• Learn how the working characteristics of materials affect the way they are used distinguishing between fixed and loose pivots.

National Curriculum Objective:

DESIGN:

• I can develop and communicate ideas through experimenting with different jams and food products.
• I can communicate ideas using a variety of methods, including drawing and models

MAKE:

• I can describe and select the materials I need to make a jam tart through tasting and looking at different ones.
• I can compare and contrast different jams and their components before I prepare and combine ingredients into a specific product.
• I use knives safely to cut food (with help)
• I have made a jam tart.
• I can follow safe procedures for food safety and hygiene

EVALUATE:

• I can explore and evaluate a range of current products including a range of healthily fillings and know a variety of jam products
• I can identify what is, and what is not, working well in my model.
• I can evaluate my model against specific design criteria

TECHNICAL KNOWLEDGE: 

• I understand that there is a range of jams and that their components can come from a variety of places.
• I know about range of fresh and processed ingredients appropriate for their product and where they are grown and the availability of them.

National Curriculum Objective:

DESIGN:

• I can generate ideas after thinking about who will use them and what they will be used for using information from a number of sources
• I can develop and explain ideas clearly with design objectives

MAKE:

• I can select and use a range of appropriate tools with some accuracy using running and blanket stitches to join fabric together and applique techniques.
• I can use finishing techniques to strengthen and improve the appearance of the product.

EVALUATE:

• I can explore and evaluate a range of existing products
• I can make judgments about my product in relation to my design idea and criteria and suggest improvements to my design.

 TECHNICAL KNOWLEDGE:

• Know how to strengthen, stiffen and reinforce existing fabric
• Understand how to securely join two pieces of fabric together.
• Understand the need for patterns and seam allowances.

Electrical Systems 

(Autumn 2)

Structures

(Spring 1)

Mechanical Systems

(Summer 2)

Year 4

**

Could we cope without electricity for one day? The children will design and make their own Christmas light-up decorations using simple circuits and switches. 

How can eating and buying chocolate be unfair? The children will design and make a shell structure to protect Fair Trade chocolate being transported from one place to another..

**

How are canals and rivers formed? The children will design and make their own pneumatic vehicle using tubing and syringes.  

**

National Curriculum Objective:

DESIGN:

• I can develop and explain ideas clearly with design objectives
• I can think ahead about the order of my work choosing appropriate, tools, equipment, materials, components and techniques
• I can generate, develop, model and communicate realistic ideas through discussion and, as appropriate, annotated sketches, cross-sectional and exploded diagrams.

MAKE:

• Select from and use tools and equipment to cut, shape, join and finish with some accuracy.
• I use finishing techniques to strengthen and improve the appearance of the product
• I measure using mm and then use scoring, and folding to shape materials accurately with a focus on precision.

EVALUATE:

• I can explore and evaluate a range of existing products
• I can make judgments about my product in relation to my design idea and criteria and suggest improvements to my design.

TECHNICAL KNOWLEDGE:

• Understand and use electrical systems in their products, such as series circuits incorporating switches and bulbs
• Apply their understanding of computing to program and control their products.

National Curriculum Objective:

DESIGN:

• I can generate ideas and recognise that my designs have to meet a range of different needs and with help, can put them into practice.
• I can think ahead about the order of my work choosing appropriate, tools, equipment, materials, components and techniques
• I can clarify my ideas using labelled sketches and models to communicate the detail of my designs using pictures and words to describe what I want to do.

MAKE:

• I can select and use appropriate tools, techniques and materials accurately measuring, marking out, cutting and shaping and assembling materials accurately
• I can explain my choice of materials according to functional properties and aesthetic qualities
• I can use a pre-drawn net to create a package.

EVALUATE:

• I can explore and evaluate a range of existing products
• I can carry out appropriate tests

TECHNICAL KNOWLEDGE:

• I can develop and use knowledge of how to construct strong, stiff shell structures.
• I can develop  and use knowledge of nets of cubes and cuboids and where appropriate, more complex 3D shapes

National Curriculum Objective:

DESIGN:

• I can generate ideas after thinking about who will use them and what they will be used for using information from a number of sources developing my own ideas.
• I can develop and explain ideas clearly with design objectives from initial starting points.

MAKE:

• I can select from and use appropriate tools with some accuracy to cut and join materials and components such as tubing and syringes.
• I can produce a step-by-step plan for the production of my chosen design.
• With support, I can work with others to create a model with a moving part controlled by a pneumatic system.

EVALUATE:

• I can make judgments about my product in relation to my design idea and criteria and suggest improvements to my design.
• I can carry out appropriate tests
• I recognize quality depends on how something is made and whether it meets its intended use.

TECHNICAL KNOWLEDGE:

• Understand and use pneumatic mechanisms.
• I have explored mechanical movement using hydraulics and pneumatics

Mechanical Systems

(Spring 1)

**Textiles

(Summer 1)

**

 STEM

Drumming Monkey with Speed Control

(Summer 2)

Year 5

Will we ever send another human to the moon? The children will design and make a miniature moon buggy incorporating an electrical circuit and pulley.

**

Was the Tudor reign a time of great success? Children will design and make a pin cushion for an intended user of their choice. They should add some simple Tudor rose decorative features to personalise it.  

**

The children will use a Lego robotics workshop to design and make a drumming monkey, controlling its speed and rhythm. 

National Curriculum Objective:

DESIGN:

• I can generate ideas after thinking about who will use the product and what they will be used for, using information from a number of sources.
• I can generate ideas and recognise that my designs have to meet a range of different needs.
• I can produce detailed lists of tools, equipment and materials. Formulate step-by-step plans and, if appropriate, allocate tasks within a team.

MAKE:

• I can select from and use a range of tools and equipment to make products that that are accurately assembled and well finished. I can work within the constraints of time, resources and cost.
• I can use finishing techniques to strengthen and improve the appearance of the vehicle.

EVALUATE:

• I can evaluate ideas and products against my own design criteria and consider the views of others to improve my work.
• I identify what is working well and what can be improved.
• I can investigate and analyse a range of existing products.

TECHNICAL KNOWLEDGE:

• I can understand that mechanical systems have an input, process and an output
• I can understand how gears and pulleys can be used to speed up, slow down or change the direction of movement.

National Curriculum Objective:

DESIGN:

• I can generate innovative ideas by carrying out research including surveys, interviews and questionnaires.
• I can clarify my ideas using labelled sketches and models to communicate the detail of my designs.
• I can design a purposeful, functioning and appealing pin cushion for my intended user.

MAKE:

• Select from and use a range of tools and equipment to make a pin cushion that is accurately assembled and well finished.
• I can measure, mark out and cut to assemble, join and combine the materials
• I can use running, blanket and back stitch to join fabrics.
• I can use cross stitch and chain stitch to add detail and interest.

EVALUATE:

• I can investigate and analyse textile products linked to my pin cushion.
• I can compare the final pin cushion to the original design specification.
• I can test my cushion with intended user and critically evaluate the quality of the design, manufacture, functionality and fitness for purpose.

TECHNICAL KNOWLEDGE:

• I can explore and evaluate a selection of fabrics and identify ways in which these can be joined together
• I understand a 3D textile product can be made from a combination of accurately made pattern pieces, fabric shapes and different fabrics.

National Curriculum Objective:

DESIGN:

• I can generate ideas about robotic toys and where we might find them thinking about who will use them and what they will be used for using information from a number of sources.
• I can plan suggesting a sequence of actions the robots should do to make it more entertaining suggesting alternatives if needed

MAKE:

• Use skills taught to build a drumming monkey using the instructions.
• Use programming skills taught to write an algorithm to control the drumming speed using the motion sensor.

EVALUATE:

• How successful at initially drumming and then altering its speed
• Add your own ideas to the model. Can you improve? Add decorations?
• Change the cam positions to change the drum beat.

**

Food

War time recipe

(Autumn 1)

Structures

Building Bridges

(Autumn 2)

STEM

Hungry Alligator with Motion Sensor

(Summer 1)

Year 6

 Why was the Battle of Britain so successful? The children will create a WWII style pie, basing their product off the famous ‘Woolton Pie’. 

 Building bridges. The children will design and build a prototype bridge for a purpose. 

**

The children will look at STEM – building a Lego alligator and programming it to snap its jaws when it senses motion.

**

National Curriculum Objective:

DESIGN:

• I can compare WWII diets against modern diets, discussing seasonality.
• I can create personalised criteria in keeping with a WWII style pie.
• I can design a pie based on own ingredients – with seasonality in mind.

MAKE:

• I can use safe methods in my preparation to chop vegetables such as the claw and bridge method.
• I can mix, roll, and mould ingredients for pastry with appropriate independence.
• I can oven bake the pie, creating a finished pie which meets the criteria.

EVALUATE:

• I can review and evaluate an authentic Lord Woolton pie.
• I can evaluate pie against criteria.
• I know how to use utensils and equipment including heat sources to prepare and cook food.

TECHNICAL KNOWLEDGE:

• I know how to use utensils and equipment including heat sources to prepare and cook food.
• I can learn how materials can be combined and mixed to create more useful properties
• I understand that cooking alters the flavour and texture of foods and use this knowledge in my designs.

National Curriculum Objective:

DESIGN & MAKE:

• I can carry out research into user needs and existing products, using surveys, interviews, questionnaires and web-based resources.
• I can explore ways in which pillars and beams are used to span gaps.
• I can explore ways in which trusses can be used to strengthen bridges.
• I can explore ways in which arches are used to strengthen bridges.
• I understand how suspension bridges are able to span long distances.
• I develop criteria and design a prototype bridge for a purpose.
• I can analyse and evaluate products according to design criteria.
• I can formulate a clear plan, including a step-by-step list of what needs to be done and lists of resources to be used. 

EVALUATE:

• I can analyse and evaluate products according to design criteria.

TECHNICAL KNOWLEDGE:

• Understand how to strengthen, stiffen and reinforce 3-D frameworks. 

• Know and use technical vocabulary relevant to the project.

National Curriculum Objective:

DESIGN:

• I can develop and explain my ideas clearly with design objectives creating a simple design specification to guide my thinking.
• I can plan a sequence of actions the robots should do to make it more entertaining.
• I can develop and communicate ideas in different ways through discussion, annotated drawings, exploded drawings and drawings from different views.

MAKE:

• When understanding pulleys and gears I should produce detailed lists of tools, equipment and materials.
• I can use skills taught to build a snapping alligator using the instructions.
• I can use programming skills taught to write an algorithm to control the snapping speed using the motion sensor.
• I can demonstrate how to use colour, shape and studs to identify pieces to aid my design.
• I can change the pulley and gears to different positions to change the output.

TECHNICAL KNOWLEDGE:

• I can compare the final product to the original design specification.
• I can investigate famous manufacturing and engineering companies relevant to the project.