| 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, 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, 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 Making Sandwiches - off for a walk around the local area and the children need food to give them energy. | Structures - free standing structures Building Houses Create a play area for all the small world play characters so they can recreate life in our local area. | Mechanisms – sliders and levers Pop up pictures – exploring creativity in books. |
| Year Two | Mechanisms Wheels and axles | Textiles Templates and joining techniques Help my hand is hurting! | Cooking and Nutrition - preparing fruit Fruit Kebabs Where does my fruit come from? |
| Year Three | Cooking and Nutrition Healthy Lunch – cooking and preparing a balanced meal. | Textiles Money Pouch | Levers and Linkages Books and cards made come alive |
Year Four Progressive theme across the year Link to CAREERS – printers, shell structures. | Shell Structures 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. | Shell Structures Using CAD Electrical systems Simple Circuit Make a shell structure to protect the mechanism within the torch. | Applied use of shell structures within design Pneumatics Outdoor learning a garden trap |
| Year Five | Cooking and Nutrition Celebrating culture and seasonality | Textiles Using CAD in Textiles e.g Create an Anglo Saxon Wall Hanging | Mechanical Systems CAMS |
| Year Six | Structures - Frame Structures Designers in History – Thomas Telford | Create 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]
Real world example – Visit from SP Energy Networks | Cooking and Nutrition How did pizza become so popular? Product Design – Food Bringing a product to market, from cooking to packing and packaging Focus on the Food Industry
Designers in History – Jamie Oliver – school food reform |
| 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 |