Curriculum Overview – Design & Technology
Parish Church of England Primary School
SUMMER 2014
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1 Summer 2
KS 1 NATIONAL CURRICULUM – KEY ELEMENTS (progression) :
Different contexts- such as home and school, gardens and playgrounds, the local community, industry and the wider environment
Practical Tasks – cutting, shaping, joining and finishing
Materials and components – including construction materials, textiles and ingredients
Technical knowledge – build structures (make them stronger, stiffer and more stable).
Explore and use mechanisms such as levers, sliders, wheels and axles
FOOD & NUTRITION - use the basic principles of a healthy and varied diet to prepare dishes
understand where food comes from.
Y1
LCC SCIENCE LINK : Which birds and plants would Little
Red Riding Hood find in Foster’s Park?
LCC HISTORY LINK: Why is the Wii more fun
than Grandma and Grandad’s old toys?
Design and make their own bird tables/bird hangers and
make mixtures with seeds, nuts etc. to hang from them.
Design and make a moving toy (Moving
Vehicles)
Children to make Superhero cars for children to
play with. Linked to History Topic.
SKILLS
DESIGN
-Design for a real purpose. Mr Thomas needs a new bird
table
Bird Hangers to be designed for our plant pots on the
playground
DIFFERENT CONTEXTS
More able children to make bird table using different
materials.
-Cutting and joining
SKILLS
TECHNICAL KONWLEDGE
-Using wheels and axles
PRACTICAL TASKS
-Building structures
-Cutting and joining
FOOD & NUTRITION
Healthy Eating: Design and Make your own
fruit salad
SKILLS
FOOD & NUTRITION
-Use basic principles pf healthy eating to
create a healthy meal.
-Discuss importance of a healthy and varied
diet
-Prepare a healthy fruit salad based on these
principles
MATERIALS
-Choose and select ingredients
Curriculum Overview – Design & Technology
Y2
LCC LINK to HISTORY: What were people in our town like
100 years ago?
Design and make a game or toy that could have been
played 100 years ago (either a board or a playground
game).
List of skills:
Different contexts – home & school
Practical activities – cutting, joining and finishing
Materials & components – construction materials
Technical knowledge – making structure strong and
stable
List of skills:
Practical activities – cutting, joining and finishing
Materials & components – construction
materials/textiles
Technical knowledge – making game strong, stable and
fit for purpose.
Cross curricular links:
History – understanding limitations of 100 years ago (no
electricity etc)
SCIENCE: How will ‘5 a day’ keep me healthy?
ADDITIONAL IDEA :
Making a 5 a Day playtime SNACK MENU for 1 week.
LCC LINK to SCIENCE:
What made that
racket?
Pupils design and make
their own musical
instrument
List of skills:
Practical activities –
cutting, shaping,
joining and finishing
Materials &
components –
construction materials
Technical knowledge –
making instrument
strong, stiff, stable
Cross curricular links:
Music – different types
of instruments
Different ways of
playing an instrument.
Parish Church of England Primary School
LCC LINK to SCIENCE:
Why would a
dinosaur not make a
good pet?
Children recreate a
dinosaur land. Pupils
plan, design, create
and evaluate their
models.
List of skills:
Different contexts –
what a dinosaur
would need in its
environment.
Practical activities –
cutting, shaping,
joining and finishing
Materials &
components –
construction
materials
Technical knowledge
– making structure
strong, stiff, stable
FOOD AND
NUTRITION
LCC LINK : SCIENCE:
How do you grow
salad?
MAKING A ‘SUPER
SALAD’
Healthy/Balanced
Meal for under £3
List of skills:
Food & Nutrition –
use the basic
principles of a
healthy and varied
diet to prepare
dishes. Understand
where food comes
from.
Cross curricular links:
SMSC/PSHCE – value
of money, healthy
living
Geography – where
in the world food
comes from.
Science – growing
plants.
LCC Link to
GEOGRAPHY: Why do
we love to live beside
the seaside?
Design and make a
fairground ride
List of skills:
Different contexts –
fairground
environment
Practical activities –
cutting, shaping,
joining and finishing
Materials &
components –
construction
materials
Technical knowledge
– making structure
strong and stable.
Making
levers/sliders.
Curriculum Overview – Design & Technology
Parish Church of England Primary School
LOWER KS 2 NATIONAL CURRICULUM – KEY ELEMENTS (progression):
Different Contexts- such as home, school, leisure, culture, enterprise, industry and the wider community
Design – generate, develop, model and communicate their ideas through discussion, annotated sketches, prototypes, pattern pieces.
Practical Tasks: such as cutting, joining and finishing, accurately
Materials - select from and use a wider range of materials and components, including construction materials, textiles and ingredients.
Technical Knowledge - strengthen, stiffen and reinforce more complex structures
understand and use mechanical systems in their products, such as gears, pulleys, cams, levers and linkages
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.
Y3
LCC LINK to HISTORY: Has Greece always been in the
news?
LCC LINK to SCIENCE: How did that blossom
become an apple?
LCC LINK to HISTORY: Who lived in Britain?
(Iron/Bronze Age)
Making moving mythical creatures (linked to previous
unit – Moving Monsters)
Children create their own fruit salads taking
into account food hygiene
Design and make model shelters based on
what they have found out from the shelters
of the early Britons
Skills:
Different contexts: Culture, Industry
Skills:
Different contexts: Culture, Industry, Home
Design: Generate, Develop, Annotated Sketches
Design: Generate, Develop, Annotated Sketches
Practical Tasks: Cutting, Joining/Finishing accurately
Cooking and Nutrition: understand and apply
the principles of a healthy and varied diet,
understand seasonality, and know where and
how a variety of ingredients are grown, reared,
caught and processed.
Materials : Wood, cardboard
Technical Knowledge: Strengthen, reinforce.
Skills:
Different contexts: Culture
Design: Generate, Develop, Annotated
Sketches
Practical Tasks: Cutting, Joining/Finishing
accurately
Materials : Wood, cardboard, clay
Curriculum Overview – Design & Technology
Y4
LCC LINK TO HISTORY: Why were the Romans so
powerful and what did we learn from them?
Parish Church of England Primary School
Making ‘Pop Up’ Story Books
Design and make a Roman weapon.
Skills:
Different contexts: School, leisure, culture
Skills:
Different contexts: History
Design: Generate, Develop, Annotated
Sketches, Product Research.
LCC LINK TO GEOGRAPHY: Why is the Mersey
so important to Liverpool?
Design and make own version of ‘Scouse’ Hot
Pot
Skills
Different contexts: Industry
Design: Generate, Develop, Annotated Sketches, Share
through discussion
Practical Tasks: Cutting and Finishing accurately
Materials : Cardboard
Design: Generate, Develop, Annotated
Sketches,
Practical Tasks: Cutting, Joining/Finishing accurately
Materials : Wood, cardboard
Technical Knowledge:
Use mechanical systems such as gears, pulleys and cams.
Technical Knowledge: ,Understand mechanical
systems such as levers and linkages
Practical Tasks: prepare and cook a savoury dish
using a range of cooking techniques
Materials : Selecting ingredients
Technical Knowledge:
understand seasonality, and know where and how
a variety of ingredients are grown, reared, caught
and processed.
Cooking and Nutrition understand and apply the
principles of a healthy and varied diet
Cross Curricular Link - SMSC
Is the hotpot truly healthy. How much would it
cost to feed 4 people?
Curriculum Overview – Design & Technology
Parish Church of England Primary School
UPPER KS 2 NATIONAL CURRICULUM – KEY ELEMENTS (Progression)
Different Contexts- such as home, school, leisure, culture, enterprise, industry and the wider community
Design – generate, develop, model and communicate their ideas through discussion, annotated sketches, cross sectional and exploded diagrams, prototypes, pattern pieces and computer aided design.
Practical Tasks: such as cutting, joining and finishing, accurately
Materials - select from and use a wider range of materials and components, including construction materials, textiles and ingredients.
Evaluate – understand how key events and individuals in design and technology have helped shape the world
Technical Knowledge - strengthen, stiffen and reinforce more complex structures
understand and use mechanical systems in their products, such as gears, pulleys, cams, levers and linkages
understand and use electrical systems in their products, such as series circuits incorporating switches, bulbs, buzzers and motors
apply their understanding of computing to programme, 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.
Y5
LCC LINK to HISTORY: How can we rediscover the
wonder of ancient Egypt?
LCC LINK to HISTORY: Where the Anglo-Saxons
really smashing?
Making a shuduff (shadoof) - incorporating a lever and
pulley
MAKING A SAXON TEXTILE CLOAK (More able:
using computer generated design to make
jewellery).
Design – generate, annotate, model.
Practical – cutting, joining and measuring.
Evaluate – modify and adapt
Technical – Gears, pulleys, levers, strengthening
structures.
Design – generate, annotate, model.
Practical – cutting, joining and measuring.
Evaluate – modify and adapt
Technical – Strengthen, stiffen and reinforce.
FOOD & NUTRITION: Making Bread:
Understand and apply the principles of a
healthy and varied diet.
Prepare and cook bread using a range of
cooking techniques.
Understand seasonality and know where
and how a variety of ingredients are
grown reared caught and processed.
CROSS CURRICULAR LINK to SMSC
Is it right that we have a much wider
range of foods compared to many
countries in Central Africa? After all, we
are a richer country.
Curriculum Overview – Design & Technology
Y6
Parish Church of England Primary School
LCC Link to GEOGRAPHY: I’m a Y6 pupil – can you get me
out of here?
LCC LINK to HISTORY: Who were the Mayans and
what have we learned from them?
SCIENCE: Could you be the next Nintendo
apprentice?
Making a Jinx Buggy (‘get me out of here’)
Making Mayan Sandals – In preparation for
Summer 1
Design a board game that makes use of
an electronic circuit (with switch, motor,
buzzer etc).
How would they go about marketing their
product?
Design – generate, annotate, model.
Practical – cutting, joining and measuring.
Evaluate – modify and adapt
Technical – Gears, pulleys, levers.
Design – generate, annotate, model.
Practical – cutting, joining and measuring.
Evaluate – modify and adapt
Technical – Strengthen, stiffen and reinforce.
Design – generate, annotate, model.
Evaluate – understanding the electrical
circuits.
Technical – Electrical systems – circuits
buzzers etc.
Cross Curricular Link – SMSC
What would be your ideal job? What
makes a job ‘good’?
Curriculum Overview – Design & Technology
OFSTED- implications for the curriculum from DT survey visits 2014
Outstanding (1)
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The imaginative and stimulating D&T curriculum is skilfully designed
to match the full range of pupils’ needs and goes beyond the limits
of the National Curriculum or examination specification. The
curriculum is enriched and enhanced in meaningful ways through
excellent links forged with other agencies, industry and the wider
community.
Pupils are extremely well informed about their current work, future
projects and courses.
Where appropriate, curriculum plans promote pupils’ knowledge of
current and new technologies and speculate about the issues and
moral aspects that need to be considered when designing and
making.
Access to, and use of, resources are exceptionally well planned and
enable pupils to create innovative functional solutions to real
problems.
Links with other subjects in the school are highly productive in
strengthening pupils’ learning in D&T.
Rigorous curriculum planning ensures that the subject makes an
outstanding contribution to pupils’ social, moral, spiritual and
cultural development.
Parish Church of England Primary School
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.
Pupils should be taught to:
Key stage 1
 use the basic principles of a healthy and varied diet to prepare dishes
understand where food comes from.
Key stage 2
 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.
Aims
The national curriculum for DT aims to ensure that all pupils:
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develop the creative, technical and practical expertise needed to perform everyday
tasks confidently and to participate successfully in an increasingly technological world
build and apply a repertoire of knowledge, understanding and skills in order to
design and make high-quality prototypes and products for a wide range of users
critique, evaluate and test their ideas and products and the work of others
understand and apply the principles of nutrition and learn how to cook.
Curriculum Overview – Design & Technology
Parish Church of England Primary School
Subject content
Key Stage 2
Key stage 1
Through a variety of creative and practical activities, pupils should be taught the
knowledge, understanding and skills needed to engage in an iterative process of
designing and making. They should work in a range of relevant contexts, such as the
home and school, gardens and playgrounds, the local community, industry and the wider
environment.
Through a variety of creative and practical activities, pupils should be taught the knowledge,
understanding and sk ills needed to engage in an iterative process of designing and making. They should
work in a range of relevant contexts, such as the home, school, leisure, culture, enterprise, industry and
the wider environment.
When designing and making, pupils should be taught to:
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 computeraided des ign
When designing and making, pupils should be taught to:
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
such as 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, such as levers, sliders, wheels and axles,
in their products.
Make
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Evaluate

select from and use a wider range of tools and equipment to perform practical tasks, such as
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
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, such as gears, pulleys, cams, levers
and linkages understand and use electrical systems in their products, such as series circuits
incorporating switches, bulbs, buzzers and motors apply their understanding of computing to
programme, monitor and control their products.
Curriculum Overview – Design & Technology
Parish Church of England Primary School