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| Autumn Term | Spring Term | Summer Term | |
EYFS Starting point for DT | Explore, build, make decisions, develop fine and gross motor skills, share ideas collaboratively, make choices, use scissors, join, cut and explore different materials and develop vocabulary. Explore how things work. 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. | ||
| Year One | Cooking and Nutrition:
Design, make and evaluate a food item that can give me energy. Making Sandwiches - off for a walk around the local area and the children need food to give them energy. | Structures: Free standing structures
Design, make and evaluate a play area/enclosure for all the small world play characters so they can recreate life in our local area.
Building houses. | Mechanical systems: – sliders and levers
Design, make and evaluate a pop up story board.
Pupils use to explore creativity in books and retell stories.
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| Year Two | Mechanical systems: Wheels and axles.
Design, make and evaluate a small vehicle for transporting people or items.
History link: transport through time, canals. | Textiles: Templates and joining techniques(Help my hand is hurting!)
Design, make and evaluate a puppet to perform a play with | Cooking and Nutrition - preparing fruit and vegetables
Design, make and evaluate a fruit snack for a healthy picnic. Research and make fruit kebabs. Where does my fruit come from? Combining ingredients, smoothies, veg (building on the year one unit) |
| Year Three | Cooking and Nutrition – healthy and varied diet.
Design, make and evaluate a balanced meal.
Research and make a Healthy Lunch. Progression of skills: Adding heat. | Textiles: 2D shape to 3D product
Design, make and evaluate a money pouch or wallet for a friend or relative. | Mechanical systems: Levers and Linkages
Design, make and evaluate a book or card with moving parts.
Research and make books and cards which come alive |
Year 4 Nets, structures, accurate drawing, measuring, cutting and constructing are key skills required to move forward in DT. The strand through this year seeks to build competence through revisiting and consolidation in different contexts. | |||
Year Four Progressive theme across the year Link to CAREERS – printers, shell structures. | Structure: Shell Structures using CAD Design, make and evaluate a box to house chocolate or a money donation box.
| Electrical systems:
Design, make and evaluate a shell structure for a nightlight or torch for another child.
Make a simple circuit which will be housed within the shell structure.
| Mechanical systems: Pneumatics
Design, make and evaluate a moving creature in a box or toy for small children.
Apply use of shell structures within design of the structure, Explore adding mechanical movement in the form of sliders, levers and simple circuits.
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| Year Five | Cooking and Nutrition: Celebrating culture and seasonality
Design, make and evaluate a healthy African dish for parents and children.
Link: Africa unit of Geography.
| Textiles: Using CAD in Textiles
Design, make and evaluate a book bag for children their age.
Children should explore working with a wide selection of fabrics including reclaimed and reusable materials.
| Mechanical systems: Pulleys and gears
Design, make and evaluate a new toy vehicle for children of a particular age.
Children use a construction kit which includes electrical gears and pulleys to be housed within their vehicle frame. |
| Year Six | Structures: Frame Structures
Design, make and evaluate a truss bridge.
Use CAD to design final plan for bridge prior to construction.
Heritage link: Thomas Telford
| Mechanical systems:
Design, make and evaluate a product which has an electrical system (board game).
Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors].
| Cooking and Nutrition: Celebrating culture.
Design, make and evaluate a Mexican savoury dish.
How did Mexican food become so popular? Research: What does a healthy dish look like? Explore: packaging and the food industry. Design: Bring a product to market. |
| KS3 | To make the best start in KS3 all pupils need to know the process of design, make and evaluation. Pupils also need to be able to measure, cut and work with increasing precision. Pupils need a well-developed vocabulary for the subject. Pupils need to see that design has a huge part to play in our society and will form part of the world of work. Designs seek to address the problems in the world. Creativity and design are required in most if not all career pathways. | ||
All design and make sessions will follow a set of ‘focused practical tasks’ which build the skills/knowledge necessary to complete the design, make and evaluation process independently. Design and Technology is a skills-based subject, therefore focused practical tasks are an essential part of the process to ensure a quality product.
| Design and Technology | Key Stage One | Key Stage Two |
Designing and making: Something for Somebody for Some purpose | • design • model • communicate • make • select materials • evaluate • develop technical vocabulary and knowledge | • design • research and develop • generate, and communicate • make • select tools • cut, shape, join, finish • select materials • evaluate • investigate • understand advance and developments in DT through history • apply and develop technical knowledge |