DT
Intent
Hawthorn Tree School’s Design and Technology (DT) curriculum is designed to prepare our children for the diversity of our developing world. We have high expectations to motivate all pupils to attain their full potential through a progressive, enjoyable, enriching and challenging curriculum whereby pupils can develop a real compassion for design and making.
DT is integral to understanding the world around them in many ways and provides lifelong skills which will help them to make informed choices. The subject encourages our children to become creative, innovative problem solvers, both as individuals and as part of a team.
We encourage evaluation, perseverance and resilience as an integral part of the design process as these both allow children to adapt and improve their end product. These are key skills which they will need and use throughout their life.
Teaching about food preparation, cooking and nutrition is of great importance and holds great relevance in current times. Children will study food and nutrition at various progressive stages throughout the school. Encouraging healthy eating and instilling a love of cooking are crucial life skills that will enable pupils to feed themselves and others affordably and well, now and in later life. Cross curricular links to RSHE/RE will also teach children to respect other people’s food choices and to be aware of foods associated with different cultures. Cooking skills and knowledge of techniques can open a door to one of the great expressions of human creativity.
Implementation
Hawthorn Tree School our design and technology curriculum is built around essential knowledge, understanding and key skills. These are broken into year group expectations and show clear continuity and progress.
All teaching of design and technology follows the design, make and evaluate cycle. Each of these steps should be rooted in technical knowledge and vocabulary.
The design process should be relevant in context, to give meaning to learning. The making process should involve children being given options to choose freely from and a range of tools to utilise. The evaluating process, children should be able to evaluate their own products against a design criteria.
We have a rolling programme that highlights the areas of study to be progressed.
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.
Design & Technology Coverage Key Stage 1 and Key Stage 2
Coverage of Scheme of Work – KS1 | Year 1 | Year 2 | ||||||
| Primary Key Areas linked to Kapow | Structures
| Cooking and nutrition W | Mechanisms/Mechanical Systems
S | Cooking and nutrition | Mechanisms/Mechanical systems | Textiles | |
| Topics /end product | Dinosaur Bones
| Fruit Salad | Moving Pictures | Bread/sandwiches | Windmills | Puppets | |
Dev. planning & communicating ideas. | Generate ideas by drawing on their own and other peoples experiences. |
| √ |
| √ | √ | √ | |
Develop ideas by shaping materials and putting together components. |
|
| √ | √ | √ | √ | ||
Plan by suggesting what to do next as their ideas develop. |
| √ |
|
| √ |
| ||
Talk about their ideas. | √ | √ |
|
| √ |
| ||
Communicate design ideas using a variety of methods, including drawing and making models. |
|
| √ |
| √ | √ | ||
Working with tools, eqpt., materials & components to make quality products. | Select tools and techniques for making the product from a range suggested by the teacher. |
|
| √ |
|
| √ | |
Explore the sensory qualities of materials. | √ | √ |
| √ | √ |
| ||
Measure, mark out, cut and shape a range of materials |
|
| √ |
|
|
| ||
Assemble, join and combine a range of materials and components. |
|
| √ |
| √ | √ | ||
Use simple finishing techniques to improve the appearance of their product using a range of equipment, |
|
|
|
|
| √ | ||
Follow safe procedures for food safety and hygiene. |
| √ |
| √ |
|
| ||
Evaluating processes & products. | Talk about heir ideas, saying what they like and dislike. | √ | √ | √ | √ | √ | √ | |
Identify what they could have done differently or how they could improve their work in the future. | √ | √ | √ |
| √ | √ | ||
|
|
|
|
|
|
| ||
Knowledge & Understanding of Materials & components. | Know about the working characteristics of materials (eg folding paper to make it stiffer, plaiting wool to make it stronger) | √ |
|
|
| √ |
| |
Know how mechanisms can be used in different ways( eg wheels and axles, joints that allow movewment) |
|
| √ |
|
| √ | ||
|
|
|
|
|
|
| ||
|
|
|
|
|
|
| ||
Breadth of Study. | Investigate and evaluate a range of familiar products (eg talking about how they work and whether they do what they are supposed to do) |
| √ |
| √ | √ | √ | |
Focused practical tasks that develop a range of techniques, skills, processes and knowledge. |
| √ | √ |
|
| √ | ||
Design and make assignments using a range of materials, | mechanical components |
|
| √ |
|
|
| |
food |
| √ |
| √ |
|
| ||
mouldable materials | √ |
|
|
|
|
| ||
items that can be put together to make products |
|
|
|
| √ |
| ||
Textiles. |
|
|
|
|
| √ | ||
Coverage of Scheme of Work – KS2 | Year 3 | Year 4
| Year 5 ( due to mixed age classes- Year 4/5 will focus on these Key areas 2022) | Year 6 | ||||||||||
| Primary Key Areas linked to Kapow | Cooking and nutrition | Mechanisms /mechanical systems | Textiles | Cooking and nutrition | Textiles | Electrical systems | Mechanisms/mechanical systems | Structures | Cooking and Nutrition | Electrical systems | Textiles | Cooking and nutrition | |
| Topics/end product | Soup making | Robots | Egyptian jewellery | Scones | Roman Purse | Light up | Cams | Towers | Tortillas | Hand game | waistcoat | Come Dine With Me | |
Dev. planning & communicating ideas. | Generate ideas for products after considering who will use them and what for. Use information from a number of sources including ICT. | √ |
|
| √ | √ | √ | √ |
|
|
| √ |
| |
Develop ideas and explain them clearly, putting together a list of what they want their design to achieve. | √ |
|
| √ |
| √ | √ |
|
|
| √ |
| ||
Plan what they have to do, suggesting a sequence of actions and alternatives if needed. |
|
| √ | √ | √ |
|
|
| √ | √ |
| √ | ||
Communicate design ideas in different ways, bearing in mind: aesthetics and the use and purpose for which the product is intended. |
| √ |
|
| √ | √ | √ | √ |
| √ | √ | √ | ||
Working with tools, eqpt., materials & components to make quality products. | Select appropriate tools and techniques for making the product. | √ | √ |
|
| √ | √ |
| √ |
| √ | √ | √ | |
Suggest alternative ways of making the product if the first attempt fails. |
|
| √ |
| √ |
|
| √ |
|
| √ |
| ||
Explore the sensory qualities of materials. Learn how to use materials and processes. |
| √ |
| √ |
| √ | √ | √ | √ |
| √ | √ | ||
Measure, mark out, cut and shape a range of materials; assemble, join and combine components and materials effectively. |
| √ | √ |
|
| √ | √ | √ |
| √ |
|
| ||
Use finishing techniques to strengthen and improve the appearance of their product using a range of equipment, inc. ICT. |
| √ | √ |
| √ |
| √ | √ |
|
| √ |
| ||
Follow safe procedures for food safety and hygiene. | √ |
|
| √ |
| √ |
|
| √ |
|
| √ | ||
Evaluating processes & products. | Reflect on progress of work as they design and make, identifying ways they can improve their products. | √ | √ |
|
| √ |
| √ | √ | √ | √ | √ |
| |
Carry out appropriate tests before making any improvements. | √ |
|
|
|
| √ | √ | √ |
|
| √ |
| ||
Recognise that the quality of a product depends on how well it is made and how well it meets its intended purpose. (inc. social, economic and environmental considerations) |
| √ |
| √ |
|
| √ | √ |
| √ | √ | √ | ||
Knowledge & Understanding of Materials & Components. | How the working characteristics of materials affect the ways they are used. |
| √ |
|
| √ | √ |
| √ |
|
| √ |
| |
How materials can be combined and mixed to create more useful properties.(eg using cardboard triangles on the corners of a wooden framework to strengthen it) |
| √ |
|
|
| √ |
| √ |
|
| √ |
| ||
How mechanisms can be used to make things move in different ways, using a range of equipment including ICT control programmes. |
|
| √ |
|
| √ | √ |
|
|
|
|
| ||
How electrical circuits, including those with simple switches, can be used to achieve results that work. |
|
|
|
|
| √ |
|
|
|
|
|
| ||
Breadth of Study. | Investigate and evaluate a range of familiar products, thinking about how they work, how they are used, and the views of the people who use them. |
|
| √ | √ |
| √ | √ | √ | √ | √ | √ | √ | |
Focused practical tasks that develop a range of techniques, skills, processes and knowledge. |
| √ |
|
| √ | √ |
|
| √ | √ | √ |
| ||
Design and make assignments using a range of materials, | electrical components |
|
|
|
|
| √ |
|
|
|
|
|
| |
mechanical components |
|
|
|
|
|
| √ |
|
|
|
|
| ||
food | √ |
|
| √ |
|
|
|
| √ |
|
| √ | ||
mouldable materials |
|
| √ |
|
|
|
|
|
|
|
|
| ||
stiff and flexible materials |
| √ |
|
|
|
|
| √ |
| √ |
|
| ||
sheet materials |
|
|
|
|
|
|
| √ |
|
|
|
| ||
Textiles. |
|
|
|
| √ |
|
|
|
|
| √ |
| ||
Design & Technology progression
Year | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
EYFS | Intent: Creating with Materials Draw and paint using a range of materials, tools and techniques, experimenting with colour, design, texture, form and function Share their creations, explaining the process they have used
Implementation:
Exploring brush techniques and developing pincer grip
Mixing secondary colours
Developing splatter pictures
Exploring hand printing
Developing roller painting techniques
| Intent: Creating with Materials Draw and paint using a range of materials, tools and techniques, experimenting with colour, design, texture, form and function Share their creations, explaining the process they have used
Implementation:
Reflecting on why we send Christmas cards and the significance of these.
Exploring techniques to create their own Christmas cards for their families and for the local nursing home.
Exploring why we celebrate by decorating Christmas trees and what sort of decorations we use.
Children too design and make their own Christmas tree decorations.
Sing the seasons of the year song and reflect on why we use calendars and the purpose of these.
Children to create their own calendars.
| Intent: Creating with Materials Draw and paint using a range of materials, tools and techniques, experimenting with colour, design, texture, form and function Share their creations, explaining the process they have used
Implementation:
Children to focus on what things we can print with and what effects they create, how can we recreate these effects?
Explore hand, foot and finger printing.
Printing with vehicles from their environment and reflecting on the effect that it creates.
Focussing on firework patterns and how we can recreate these by printing. Children to explore kitchen roll tube firework print patterns.
Reflecting on what a silhouette is and replicating this using thumb printing silhouette techniques.
Demonstrating how to combine resources to create different print patterns and using these to create a bunny print pattern.
Children to experiment with sponge, roller and vegetable print patterns.
| Intent: Design Creating with Materials Draw and paint using a range of materials, tools and techniques, experimenting with colour, design, texture, form and function Share their creations, explaining the process they have used
Implementation:
Children to be provided with the opportunity to experiment with an array of art resources and see what effects and outcomes they achieve.
Children to follow step by step instructions to complete each experiment and ask questions and analyse the results of each one and reflect on whether they could do anything different next time to improve the results.
Baking Soda and Vinegar Experiment Shaving foam rain Sidewalk chalk Colourful sand Colour changing milk Lava Lamp Bottles
| Intent: Design Creating with Materials Draw and paint using a range of materials, tools and techniques, experimenting with colour, design, texture, form and function Share their creations, explaining the process they have used
Implementation:
Children to focus on what a sculpture is and the different materials that a sculpture can be created from and why. Think about material properties with the children and the use/purpose of the sculpture.
The children to explore and develop the following sculptures: 3D paper sculptures 3D paper city sculpture 3D Clay handprint plate sculptures 3D Natural sculptures 3D Colour changing Ice sculpture
| Intent: Creating with Materials Draw and paint using a range of materials, tools and techniques, experimenting with colour, design, texture, form and function Share their creations, explaining the process they have used
Implementation:
Children to focus on step by step drawing techniques and how they can build up a picture to add detail and make it vivid.
Children will develop the following drawings using a step programme to enable them to achieve a detailed result.
The animals will be inspired by the theme The Great Outdoors:
Spiral snails Birds Tigers Leopard Lion
Finally the children will explore how to create wax rubbings and the details and patterns that can be created in the Great Outdoors using this technique.
|
1 | Intent Structures- mouldable materials
Implementation
To make things stiff/ stronger/ stiffer (DT) Discuss properties of materials Design dinosaur bone. Label the design. Use a range of tools to make bone. Verbal evaluation during the making. Written evaluation at the end of the unit. |
| Intent Fruit salad- food
Implementation Design, Make and Review – Food hygiene Cutting safely – playdough or plasticine using plastic knives. tally of favourite fruit plan fruit salad make fruit salad taste fruit salad – thinking about flavours, bitter, sour, salty, sweet, spicy Write a review – which did they like the most/least and why, how would they improve their fruit salad next time. Discuss where their food came from and what season it would be harvested. Highlighting hot climate, cool climate, root vegetable, grows on a bush, plant, tree (Linked with Science experiments). |
|
| Intent Moving picture- mechanical components
Implementation Make a sliding picture Make a pivot picture Make a rotating picture Plan an independent picture using either a slider, pivot or rotating method Make an independent picture Review their picture. What went well, what they would change |
2 | Intent Bread- Food
Implementation
Visit Sibsey trader mill. Look at working parts. For children to know about, taste, smell and texture of different breads. Try different breads. Make a tally chart to show favourite breads (including Polish bread-geography link). Make wholemeal bread and compare. Make butter (English instructions link). To improve taste/texture of homemade bread. Use our bread and homemade butter as base for sandwich. Select from range of healthy toppings and evaluate. To experience professionals making healthy school meals. Trip to Willoughby foods to observe school meals being prepared and to look around the farm.
|
| Intent Structures- stiff and flexible materials.
Implementation
Technical Knowledge Build structures and develop ideas of making them stronger, stiffer and more stable (History link Great Fire of London). Children to know what materials would make the best homes. Implementation Children look at the Three Little Pigs and house structures and discuss what would be the best materials. Children look at different structures and design one they would like to build (Victorian). Children will draw and label their design and say what they need to build it. Children to experiment using different materials to recreate a structure. Use a variety of materials such as wood, straws, polydron etc to build a structure. Children know how they can improve a structure to make it stronger and more stable. Children will watch a video on how buildings are made. They will look at their structure to see how they can make it stronger. To evaluate their structure. Children can say what went well and what they can do to improve their design.
|
| Intent Glove puppet- textiles
Implementation
Technical Knowledge. Sewing techniques to make a simple toy-glove puppet. Review work on axles through construction kits. Children learn about different types of puppets. Implementation Children have a selection of puppets to look at along with images. Children to draw and label some different types. Look at different puppets and how they are made. Children practise making some simple puppets using different ways to join materials together. Children to look at types of puppets and decide what kind they would like to make. Children to practise sewing techniques before designing their own puppet. Children will begin sewing final puppet. Using sewing techniques practised children will sew final piece. Lessons 5/6/7 Children to continue with sewing skills/cutting and sticking. Children will decorate puppets with different materials to complete. Children will know how to evaluate a finished product. Children look at what an evaluation is and discuss what they like about their puppet and how it could be improved. |
|
3 | Intent Soup- food
Implementation
Drawing/painting
Using research to develop designs Create designs Use diagrams and prototypes. Understand the principles of a healthy diet. Prepare and cook savoury dishes. Evaluate designs Geography link to looking at chocolate produced in Switzerland. One day comparing health/unhealthy food and making soup. |
| Intent Robots- stiff and flexible materials
Implementation
Evaluate strength of design. |
| Intent Egyptian jewellery- mouldable materials
Implementation Clay
Apply understanding of how to strengthen materials across to making linked to clay in art. Evaluate design |
|
4 | Intent Scones- food
Implementation I know how to be both hygienic and safe when using food.
|
| Intent Roman Purses- textiles
Implementation I can use ideas from other people when I am designing. I can produce a plan and explain it. I can evaluate and suggest improvements for my design. I can design products for both their purpose and appearance. I can explain how I have improved my original design. I can present a product in an interesting way.
Peer evaluate purses. |
| Intent Light it up- electrical components
Implementation Investigate a collection of lights. Understand who lights are made for and create a design criteria. Understand electrical safety. Make a simple circuit for lights. Make product plans using drawing and labels. Use available ‘junk’ materials for outer casing. Evaluate light against the design criteria and safety features. |
|
5 | Intent Cams- mechanical components
Implementation Design, Make and Evaluate a mechanism using cams. |
| Intent Towers- Stiff and flexible materials- sheet materials.
Implementation Design, Make and Evaluate a tall tower based on an understanding of how to strengthen, stiffen and re-enforce a complex structure. |
| Intent Tortillas- food
Implementation Design, Make and Evaluate a healthy tortillas recipe based on their understanding of a healthy, varied diet. To learn how to cook safely and hygienically.
|
|
6 | Intent Steady hand game- Electrical systems Implementation
|
| Intent Making a waistcoat- textiles
Using a combination of textiles skills such as attaching fastenings, appliqué and decorative stitches, design, assemble and decorate a waistcoat for a chosen purpose. Implementation
Understand different kinds of stitching including: sewing a running stitch, backstitch, whip stitch and blanket stitch. |
| Intent Come Dine with me Develop a three-course menu focused on three key ingredients, as part of a paired challenge to develop the best class recipes. Explore each key ingredient’s farm to fork process. Implementation
|
|