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Design & Technology

Our Vision at Corporation Road

Design and Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Design and Technology is split into four strands –Structures, Mechanical Systems, Textiles and Food.

At Corporation Road, we would like children to draw on skills from a range of subjects such as mathematics, science, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Design and Technology education begins well before children begin their formal schooling. Children constantly explore their world through a variety of activities and it is vital for us to continue to extend this. The child’s increasing understanding of the process of design and technology should match their intellectual and physical development throughout their primary education.

DomainsKey Concepts
Making, Using and UnderstandingTools, Materials, Health & Safety, Repair & Maintenance, Textiles, Card Making, Joining, Structures, Mechanisms, Preparing & Cooking Food, Nutrition, Origins of Food
Planning, Knowledge and EvaluationDesigning, Working from Plans, Existing Product Evaluation and Evaluation

DT Progression Map

Community

For children to understand that design and technology can bring people together from their local and wider community. Understand that design and technology bring together a richness of cultures, beliefs and religions from across the world. Understand similarities and differences when we compare what materials and skills we use, to communities past and present, near and far. To know that through design and technology, you can contribute to your local and wider community.

Gender & Equality

For children to have an appreciation and knowledge of the different strands within design and technology therefore understanding that you can contribute using a range of subject knowledge. To understand that irrespective of gender, race, beliefs, culture or religion, you can have an appreciation of and access to design and technology. For children to have the skills and knowledge to have the option of continuing design and technology in higher education and/or through a career.

Citizenship

For children to understand that as citizens, we can use design and technology to help work towards the betterment of the whole community. Children will learn how to take risks, become resourceful, innovative, enterprising and capable citizens. Children will know that, through design and technology, you can meet the needs, wants and values of yourself and others.

Legacy & Impact

For children to understand and learn about legacies in design and technology left behind by key individuals and communities, which have had an impact on the way in which we live our lives, and influence what we learn, in society today. For children to develop design and technology skills so that they can choose to have an impact on their immediate and wider environment and influence others. For children to have the knowledge and ability to make their own mark on society knowing they themselves leave behind their own legacy.

Development Matters

Design

  • Design purposeful, functional, appealing products for themselves and other users based on design criteria
  • Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.

Make

  • Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
  • Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Evaluate

  • Explore and evaluate a range of existing products -evaluate their ideas and products against design criteria Technical knowledge –
  • Build structures, exploring how they can be made stronger, stiffer and more stable -explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

Cooking and Nutrition

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

National Curriculum

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

  • 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.
EYFS

Making, Using and Understanding

Tools

Uses simple tools and techniques competently and appropriately. Selects appropriate resources and adapts work where necessary. Selects tools and techniques needed to shape, assemble and join materials they are using.

Materials

Explores a range of materials and textures and talks about them.

Health & Safety

Shows an understanding of how to transport tools and equipment safely.

Repair & Maintenance

Use simple materials. E.g. tape and glue to fix simple products.

Textiles

Explore using various materials.

Card Making

Explore techniques like tearing and cutting.

Joining

Explore joining materials using glue and tools.

Structures

Build simple structures with various construction materials.

Mechanisms

Explore using wheels and axels.

Preparing & Cooking Food

Begin to measure and weigh food items using non-standard measures.

Nutrition

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.

Origins of Foods

Begin to identify sources of some common food.

Planning, Knowledge and Evaluation

Designing

Draw a simple picture of an intended design

Working from Plans

Supported to put ideas into practice.

Existing Product Evaluation

Shows an interest in an existing product and how it works.

Evaluation

Talk about their own work and work identifying strengths or weaknesses.

Year 1

Making, Using and Understanding

Tools

Select and explain why they have chosen a particular tool for a task.

Materials

Select and explain their choice of materials, sometimes with help.

Health & Safety

Explain how to keep safe during a practical task.

Repair & Maintenance

Explain how they would fix simple products.

Textiles

Cut out shapes from a range of fabrics and papers.

Card Making

Fold, tear, roll and cut paper and card.

Joining

Join appropriately, using glue or tape

Structures

Build simple structures.

Mechanisms

Use wheels, axles, levers and sliders.

Preparing & Cooking Food

Measure and weigh food items using non-standard measures (e.g. spoons and cups).

Nutrition

Identify the main food groups including fruit and vegetables.

Origins of Foods

Identify the source for common foods.

Planning, Knowledge and Evaluation

Designing

Draw a simple picture of an intended design with basic labelling.

Working from Plans

With help, put ideas into practice.

Existing Product Evaluation

Describe how an existing product works (e.g. ‘the toy moves when I turn the handle’).

Evaluation

Talk about their own work and others’ work identifying strengths or weaknesses.

Year 2

Making, Using and Understanding

Tools

Use tools safely for cutting and joining materials and components.

Materials

Choose appropriate materials and suggest ways of manipulating them to achieve a desired effect.

Health & Safety

Work safely and hygienically in construction and cooking activities.

Repair & Maintenance

Cut, measure, form and shape materials to fix or repair something, explaining objectives.

Textiles

Join fabrics using running stitch, glue, staples, oversewing and tape.

Card Making

Create simple hinges and pop-ups using card.

Joining

Attach features to a vehicle (e.g.an axle and wheels or a sail and rudder). Join appropriately, with glue and/or tape, for different materials and situations.

Structures

Improve structures by making them stronger, stiffer and more stable.

Mechanisms

Create and use wheels and axles, levers and sliders.

Preparing & Cooking Food

Cut, peel, grate and chop a range of ingredients to make dishes from other countries.

Nutrition

Recognise the need for a variety of foods in a diet.

Origins of Foods

Explain where the food they eat comes from (e.g.by referring to countries, counties, animals and plants).

Planning, Knowledge and Evaluation

Designing

Produce detailed, labelled drawings or models of products based on design criteria.

Working from Plans

Think of ideas and plan what to do next, based on their experience of working with materials and components.

Existing Product Evaluation

Investigate a range of existing products and say if they do what they are supposed to do.

Evaluation

Explain how closely, finished products, meet their design criteria and say what they could do better in the future.

Year 3

Making, Using and Understanding

Tools

Select the appropriate tools and explain choices.

Materials

Plan which materials will be needed for a task and explain why.

Health & Safety

Follow health and safety rules for cooking and baking activities.

Repair & Maintenance

Try an alternative way of fixing something, if their first attempt isn’t successful.

Textiles

Create a simple pattern for a design.

Card Making

Cut slots in card and create nets.

Joining

Join fabrics using a running stitch

Structures

Create a shell or frame structure using diagonal struts to strengthen.

Mechanisms

Create and use simple gears, pulleys, cams, levers and linkages.

Preparing & Cooking Food

Combine a variety of ingredients using a range of cooking techniques.

Nutrition

Describe what a balanced diet is.

Origins of Foods

Identify food which comes from the UK and other countries in the world.

Planning, Knowledge and Evaluation

Designing

Share ideas through words, labelled sketches and models, recognising that designs have to meet a range of needs, including being fit for purpose.

Working from Plans

Make realistic plans, identifying processes, equipment and materials needed.

Existing Product Evaluation

Investigate the design features (including identifying components or ingredients) of familiar existing products.

Evaluation

Suggest improvements to products made and describe how to implement them (taking the views of others into account).

Year 4

Making, Using and Understanding

Tools

Analyse the potential of a range of tools and use them with accuracy.

Materials

Choose from a range of materials showing an understanding of their different characteristics.

Health & Safety

Follow health and safety rules when working with materials and substances.

Repair & Maintenance

Describe how a product could be made better, stronger or more sustainable.

Textiles

Use a simple pattern to create a life-sized item of clothing.

Card Making

Use more complex pop-ups.

Joining

Use a glue gun with close supervision (one to one).

Structures

Prototype and build frame and shell structures, showing awareness of how to strengthen, stiffen and reinforce.

Mechanisms

Use pulleys, levers and linkages in their products.

Preparing & Cooking Food

Measure and weigh ingredients appropriately to prepare and cook a range of savoury dishes.

Nutrition

Make healthy eating choices and explain why.

Origins of Foods

Explain some of the processes that foods go through to preserve/make them more appealing.

Planning, Knowledge and Evaluation

Designing

Collect information from a number of different sources and use this information to inform design ideas in words, labelled sketches, diagrams and models, keeping in mind fitness for purpose and the end user.

Working from Plans

Make realistic, step by step plans, reflecting on designs as the product develops.

Existing Product Evaluation

Explain how an existing product is useful to the user.

Evaluation

Identify what has worked well and what could be improved, evidencing and explaining the results of research.

Year 5

Making, Using and Understanding

Tools

Name and select appropriate tools for a task and use them with precision.

Materials

Select and combine materials with precision.

Health & Safety

Select and name appropriate tools for specific jobs and demonstrate how to use them safely.

Repair & Maintenance

Recycle, repair and mend old clothes/tools and explain why this is a good idea.

Textiles

Create a 3-D product using a range of materials and sewing techniques.

Card Making

Combine materials with temporary or fixed joints.

Joining

Use a glue gun with close supervision.

Structures

Build a framework using a range of materials (e.g. wood, card and corrugated plastic) to support mechanisms.

Mechanisms

Use cams or gears in their products.

Preparing & Cooking Food

Combine food ingredients appropriately(e.g. kneading, rubbing in and mixing).

Nutrition

Evaluate meals and consider if they contribute towards a balanced diet.

Origins of Foods

Explain what times of year particular foods are in season.

Planning, Knowledge and Evaluation

Designing

Use various sources of information, clarifying/sharing ideas through discussion, labelled sketches, cross-sectional diagrams and modelling, recognising that ideas have to meet a range of needs.

Working from Plans

Work from own detailed plans, modifying them where appropriate.

Existing Product Evaluation

Investigate the design features (including identifying components or ingredients)of a familiar existing product in the context of the culture or society in which it was designed or made.

Evaluation

Test and evaluate products against a detailed design specification and make adaptations as they develop the product.

Year 6

Making, Using and Understanding

Tools

Use more complex tools with increasing accuracy.

Materials

Choose the best materials for a task, showing an understanding of their working characteristics.

Health & Safety

Demonstrate how their products take into account the safety of the user.

Repair & Maintenance


Rejuvenate a damaged, faulty or old object.

Textiles

Combine fabrics to create more useful properties and make a product of high quality, checking for snags and glitches.

Card Making

Combine materials with moving joints.

Joining

Join materials, using the most appropriate method for the materials or purpose.

Structures

Select the most appropriate materials and frameworks for different structures, explaining what makes them strong.

Mechanisms

Select the most appropriate mechanical system for a particular purpose.

Preparing & Cooking Food

Use appropriate tools and equipment, weighing and measuring with scales.

Nutrition

Plan how they can have a healthy/affordable diet.

Origins of Foods

Explain how ingredients were grown, reared, caught and processed.

Planning, Knowledge and Evaluation

Designing

Develop detailed criteria for designs for products aimed at particular individuals or groups, sharing ideas through cross-sectional and exploded diagrams, prototypes and pattern pieces.

Working from Plans

Check work as it develops and modify their approach in the light of progress.

Existing Product Evaluation

Explain the form and function of familiar existing products.

Evaluation

Demonstrate modifications made to a product, as a result of ongoing evaluation, by themselves and others.

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