Key Stage 1 Objectives

When designing and making, pupils should be taught to:

Design

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

Make

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

Evaluate

1. explore and evaluate a range of existing products
2. evaluate their ideas and products against design criteria Technical knowledge
3. build structures, exploring how they can be made stronger, stiffer and more stable
4. explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

Cooking

1. use the basic principles of a healthy and varied diet to prepare dishes
2. understand where food comes from.

SEND:

SEND children in Design and Technology lessons where ever possible will remain in lessons and  there will be appropriate differentiation for pupils. Teachers will ensure that a special need in reading or writing for example does not hinder a child’s performance in Design and Technology. Such children should have the necessary support to give the children a level of independence level with their peers.  When planning DT lessons teachers will think about: 

-Could the child/children work on shorter more focused assignments rather than longer open tasks.

-Adapt activities so they are using contexts they are familiar with.

-Adapt materials rather than invent their own

-TA support for children. 

Design and Technology Key Stage One Classes

Key Stage Two Objectives

When designing and making, pupils should be taught to:

Design

1. 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
2. generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make

1. select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
2. 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

1. investigate and analyse a range of existing products
2. evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
3. understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

1. apply their understanding of how to strengthen, stiffen and reinforce more complex structures
2. understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
3. understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
4. apply their understanding of computing to program, monitor and control their products.

Cooking

1. understand and apply the principles of a healthy and varied diet
2. prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
3. understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Key Stage Two Classes