Design and Technology (DT)

‘Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.’
(National Curriculum, 2014)
 
Our teaching of the creative arts will promote, the development of critical thinking skills; self-confidence and self-esteem; well-being, enjoyment and personal satisfaction; different ways of communication; important social contributions to our society.
 

 

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

 

 Key Stage 1

Pupils should be taught:
  • to use a range of materials creatively to design and make products
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
  • about the work of a range of craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

 

Key Stage 2

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.
 
Pupils should be taught:
  • to create sketch books to record their observations and use them to review and revisit ideas
  • to improve their mastery of design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
  • about great architects and designers in history.

 

Cooking and Nutrition

As you can see from the year group breakdowns below, each year group will take part in a Food Technology unit as part of their DT topic. As part of their work with food, children will be taught how to cook and apply the principles of nutrition and healthy eating, opening the door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables children to feed themselves and other affordable and well, now and in later life.
 
In Foundation Stage, children will be taught to:
  • Know the importance for good health of physical exercise, and a healthy diet and talk about ways to keep healthy and safe.
  • Create simple dishes by following a recipe with support from adults
 
In Key Stage One, children will be taught to:
  • Use the basic principles of a healthy and varied diet to prepare dishes
  • Understand where food comes from
  • Create simple dishes by following recipe with support from adults
 
In Key Stage Two, children will be taught to:
  • Understand and apply the principles of a healthy meal and a varied diet
  • Prepare and cook a variety of dishes using a range of cooking techniques
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

 


 

St George's Whole School Recovery Curriculum Map 2020-2021

 

 

Autumn 1

Catch-up

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 1

 

DT

Homes

 

DT

Moving Pictures

 

DT

Eat More Fruit and Vegetables

Year 2

 

DT

Puppets

 

DT

Vehicles

 

DT

Perfect Pizzas

Year  3

 

DT

Moving Monsters

 

DT

Sandwich Snacks (healthy eating link)

 

DT

Photo Frames

Year 4

 

DT

Alarms

 

DT

Money Containers

 

DT

Seasonal Food

Year 5

 

DT

Bread

 

DT

Moving Toys

 

DT

Fashion and Textiles

Year 6

 

DT

Bridges

 

SATs

 

DT

Fairgrounds

 

 
Our DT curriculum throughout school provides opportunities for the children to progress and achieve the objectives as stated in the National Curriculum above.

 

DT in the EYFS Curriculum

We encourage the development of skills, knowledge and understanding that help Reception children make sense of their world. We relate this development to the objectives set out in the ‘Early Years Foundation Stage’ (Practice Guidance), which underpins the curriculum planning for children up to five years. This learning forms the foundations for later work in Design and Technology. These early experiences include asking questions about how things works, investigating and using as variety of construction kits, materials, tools and products, developing making skills and handling appropriate tools and construction materials safely and with increasing control. We provide a range of experiences that encourage exploration, observation, problem solving, critical thinking, discussion and decision-making. These activities take place both indoors and outdoors and are designed to arouse the children’s interest and curiosity. Throughout the Foundation Stage, activities and opportunities are planned where children can learn through talk, play and their own life experiences. Children in the Foundation Stage will experience a variety of activities including:

 

- Choosing and exploring a variety of materials such as fabric, card, paper, wood, boxes etc
- Learning how to use scissors safely and correctly
- Exploring a verity of joining techniques such PVA glue, Pritt stick, masking tape, elastic bands, sellotape, treasury tags, split pins, paper clips and string to join materials together
- Taking part in both cooking and non-cooking food activities, learning about the importance of food hygiene
- Having opportunities to explore creating models using a wide range of construction kits that fit together in a variety of different ways
- Having opportunities to talk about and explain how the will/have made their model and to discuss what they like/dislike about it
- Folding and shaper paper in order to create a range of structures

 

 

Year 1

Year 1

 

Homes (Structures)

Moving Pictures (Mechanisms)

Eat More Fruit and Vegetables (Food)

Processes

  • I can create a simple design for my product
  • I can use pictures and words to describe what I want to do
  • I can select from and use a range of tools and equipment to perform practical tasks – cutting, shaping, joining and finishing
  • I can use a range of simple tools to cut, join and combine materials and components safely
  • I can build structures, exploring how they can be made stronger, stiffer and more stable
  • I can use wheel and axles in a product
  • I can create a simple design for my product
  • I can use pictures and words to describe what I want to do
  • I can select from and use a range of tools and equipment to perform practical tasks – cutting, shaping, joining and finishing
  • I can use a range of simple tools to cut, join and combine materials and components safely
  • I can build structures, exploring how they can be made stronger, stiffer and more stable
  • I can use wheel and axles in a product
  • I can talk about what I eat at home and begin to discuss what healthy foods are
  • I can say where some food comes from and give examples of food that is grown
  • I can use simple tools with help to prepare food safely

Evaluate

  • I can explore existing products and investigate how they have been made.
  • I can decide how existing products do/do not achieve their purpose.
  • I can talk about their design as they develop it and identify good and bad points.
  • I can say what I like and do not like about items I have made and attempt to say why.

Year 2

Year 2

 

Puppets (Textiles)

Vehicles (Mechanisms)

Perfect Pizzas (Food)

Processes

  • I can design useful pleasing products for myself and other users based on a design brief
  • I can generate, develop, model and communicate my ideas through talking, drawing, templates, mock-ups and IT
  • I can choose tools I would like to use and select materials based on my knowledge of their properties
  • I can safely measure, make out, cut and shape materials and components using a range of tools
  • I can investigate different techniques for stiffening a variety of materials and explore different methods of enabling structures to remain stable

Year 1 statements to be covered

  • I can use pictures and words to describe what I want to do
  • I can use a range of simple tools to cut, join and combine materials and components safely

Year 2 statements covered

  • I can design useful pleasing products for myself and other users based on a design brief
  • I can generate, develop, model and communicate my ideas through talking, drawing, templates, mock-ups and IT
  • I can choose tools I would like to use and select materials based on my knowledge of their properties
  • I can safely measure, make out, cut and shape materials and components using a range of tools
  • I can investigate different techniques for stiffening a variety of materials and explore different methods of enabling structures to remain stable
  • I can explore and use mechanisms such a lever, sliders, wheels and axles in products

Year 1 statements to be covered

  • I can talk about what I eat at home and begin to discuss what healthy foods are

Year 2 statements covered

  • I can understand the need for a variety of food in a diet
  • I can understand that all food has to be farmed grown or caught
  • I can use a wider range of cookery techniques to prepare food safely

Evaluate

  • I can decide how existing products do/do not achieve their purpose.
  • I can talk about their design as they develop it and identify good and bad points.
  • I can say what I like and do not like about items I have made and attempt to say why.
  • I can evaluate and assess existing products and those that I have made using a design criteria

Year 3

Year 3

 

Moving Monsters (Mechanisms)

Sandwich Snacks (Food)

Photo Frames (Structures)

Processes

Year 2 statements to be covered

  • I can investigate different techniques for stiffening a variety of materials and explore different methods of enabling structures to remain stable
  • I can explore and use mechanisms such a lever, sliders, wheels and axles in products

Year 3 statements covered

  • I can use my knowledge of existing products to design my own functional product
  • I can create designs using annotated sketch, cross-sectional diagrams and simple computer programmes
  • I can safely measure, mark out, cut, assemble and join with some accuracy
  • I can make suitable choices from a wider range of tools and unfamiliar materials and plan out the main stages of using them
  • I can understand how mechanical systems such a levers and linkages or pneumatic systems create movement

Year 2 statements to be covered

  • I can understand the need for a variety of food in a diet

Year 3 statements covered

  • I can talk about the different food groups and name food from each group
  • I can understand that food has to be grown, farmed or caught in Europe and the wider world
  • I can use a wider variety of ingredients and techniques to prepare and combine ingredient safely

Year 3 statements to be covered

  • I can use my knowledge of existing products to design my own functional product
  • I can create designs using annotated sketch, cross-sectional diagrams and simple computer programmes
  • I can safely measure, mark out, cut, assemble and join with some accuracy
  • I can strengthen frames with diagonal strut

Evaluate

  • I can investigate and analyse existing products and those I have made, considering a wide range of factor
  • I can research the needs of the user.
  • I can identify the strengths and weaknesses of the design ideas in relation to purpose/user.
  • I can decide which design idea to develop.
  • I can consider and explain how the finished product could be improved.
  • I can discuss how well the finished product meets the design criteria of the user.
  • I can investigate key events and individuals in Design and Technology.

Year 4

Year 4

 

Alarms (Mechanisms)

Money Containers (Textiles)

Seasonal Food (Food)

Processes

Year 4 statements covered

  • I can create designs using exploded diagrams
  • I can use techniques which require more accuracy to cut, shape, join and finish my work – cutting internal shapes and slots
  • I can use my knowledge of techniques and the functional and aesthetic qualities of a wide range of materials to plan how to use them
  • I can understand and use electrical systems in my products

Year 4 statements covered

  • I can use my knowledge of existing products to design a functional and appealing product for a particular purpose and audience
  • I can create designs using exploded diagrams
  • I can use techniques which require more accuracy to cut, shape, join and finish my work – cutting internal shapes and slots
  • I can use my knowledge of techniques and the functional and aesthetic qualities of a wide range of materials to plan how to use them
  • I can apply techniques I have learn to strengthen structures and explore my own ideas

Year 3 statements to be covered

  • I can talk about the different food groups and name food from each group
  • I can understand that food has to be grown, farmed or caught in Europe and the wider world
  • I can use a wider variety of ingredients and techniques to prepare and combine ingredient safely

Year 4 statements covered

  • I can understand what makes a healthy and balanced diet, and that different foods and drinks can provide different substances the body needs to be healthy and active
  • I can understand seasonality and the advantages of eating seasonal and locally produced food
  • I can read and follow recipes which involve several processes, skills and techniques

Evaluate

  • I can consider how existing products and my own finished products might be improved and how well they meet the needs of the intended user
  • I can research the needs of the user.
  • I can identify the strengths and weaknesses of the design ideas in relation to purpose/user.
  • I can decide which design idea to develop.
  • I can investigate key events and individuals in Design and Technology.

 

Year 5

Year 5

 

Bread (Food)

Moving Toys (Mechanisms)

Fashion and Textiles (Textiles)

Processes

Year 4 statements to be covered

  • I can understand what makes a healthy and balanced diet, and that different foods and drinks can provide different substances the body needs to be healthy and active
  • I can understand seasonality and the advantages of eating seasonal and locally produced food
  • I can read and follow recipes which involve several processes, skills and techniques

Year 5 statements covered

  • I can understand the main food group and different nutrients that are important for health
  • I can understand how a variety of ingredients are grown, reared, caught and processed to make them safe and palatable/tasty to eat
  • I can select appropriate ingredients and use a wide range of techniques to combine them

Year 4 statements to be covered

  • I can create designs using exploded diagrams
  • I can use techniques which require more accuracy to cut, shape, join and finish my work – cutting internal shapes and slots
  • I can use my knowledge of techniques and the functional and aesthetic qualities of a wide range of materials to plan how to use them

Year 5 statements covered

  • I can use my research into existing product and my market research to inform the design of my own innovative product
  • I can create prototypes to show my ideas
  • I can make careful and precise measurement so that joins, holes and openings are in exactly the right place
  • I can produce step by step plan to guide my making, demonstrating that I can apply my knowledge of different materials, tools and techniques
  • I can build more complex 3D structures and apply my knowledge of strengthening techniques to make them stronger or more stable
  • I can understand how to use more complex mechanical and electrical systems

Year 4 statements to be covered

  • I can use my knowledge of existing products to design a functional and appealing product for a particular purpose and audience
  • I can create designs using exploded diagrams
  • I can use techniques which require more accuracy to cut, shape, join and finish my work – cutting internal shapes and slots
  • I can use my knowledge of techniques and the functional and aesthetic qualities of a wide range of materials to plan how to use them
  • I can apply techniques I have learn to strengthen structures and explore my own ideas

Year 5 statements covered

  • I can use my research into existing product and my market research to inform the design of my own innovative product
  • I can create prototypes to show my ideas
  • I can produce step by step plan to guide my making, demonstrating that I can apply my knowledge of different materials, tools and techniques

 

Evaluate

  • I can build more detailed evaluations about existing products and my own considering the view of others to improve my work
  • I can research and evaluate existing products (including books and web-based research).
  • I can consider user and purpose.
  • I can give a report using correct technical vocabulary.
  • I can discuss how well the finished product meets the design criteria of the user.
  • I can test on the user.
  • I can understand how key people have influenced design.

Year 6

 

Year 6

 

Bridges (Structures)

SATs

Fairgrounds (Mechanisms)

Processes

Year 6 statements to be covered

  • I can use research I have done on famous designers to inform my own designs.
  • I can generate, model, develop and communicate my ideas through discussion, annotated sketches, cross- sectional and exploded diagrams, prototypes and patterned pieces.
  • I can apply my knowledge of materials and techniques to refine and rework my product to improve its functional properties and aesthetic qualities.
  • I can use my technical knowledge and accurate skills to problems solve during the making process.
  • I can use a wide range of methods to strengthen, stiffen and reinforce complex structures and use them accurately and appropriately.
  • I can apply my understanding of computing to program and monitor and control my products.

 

Year 5 statements to be covered

  • I can create prototypes to show my ideas
  • I can make careful and precise measurement so that joins, holes and openings are in exactly the right place
  • I can produce step by step plan to guide my making, demonstrating that I can apply my knowledge of different materials, tools and techniques
  • I can build more complex 3D structures and apply my knowledge of strengthening techniques to make them stronger or more stable
  • I can understand how to use more complex mechanical and electrical systems

 

Year 6 statements to be covered

  • I can use research I have done on famous designers to inform my own designs.
  • I can generate, model, develop and communicate my ideas through discussion, annotated sketches, cross- sectional and exploded diagrams, prototypes and patterned pieces.
  • I can apply my knowledge of materials and techniques to refine and rework my product to improve its functional properties and aesthetic qualities.
  • I can apply my understanding of computing to program and monitor and control my products.

 

Evaluate

  • I can use my knowledge of famous designs to further explain the effectiveness of existing products and products I have made.
  • I can consider user and purpose.
  • I can give a report using correct technical vocabulary.
  • I can discuss how well the finished product meets the design criteria of the user.
  • I can test on the user.
  • I can understand how key people have influenced design.

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St George's Church of England Primary School

Coleman Road, Camberwell, London SE57TF

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