Design and Technology

Key

Stage

Year

 

 

 

 

Structures

Moving Parts / Electrical Systems / Programming

Key Stage 1

1

 

Explore / Technical Knowledge:

Purpose, design, material & function of structure from topic e.g. boxes/building. Evaluate products.

 

 

Design:

A product related to topic – a gift box/ house.

Provision should allow for drawings, discussions and mock ups.

 

Make:

using own selected tools and materials. Practical tasks should include cutting, shaping, joining and finishing. 

 

 

Evaluate:

Use pupil generated success criteria from start of project.

 

 

Explore / Technical Knowledge:

Explore / Technical Knowledge: moving parts and ways to link/ connect so that parts can move, using levers and sliders. Evaluate products.

 

Design:

A celebration card with moving parts

Provision should allow for drawings, discussions and mock ups.

 

Make:

using own selected tools and materials.

Practical tasks should include cutting, shaping, joining and finishing. 

 

Evaluate:

Evaluate against initial design and make improvements.

Evaluate product against design criteria.

 

2

 

Explore / Research / Technical Knowledge:

buildings structures from topic to investigate how they were made strong/ stable. Evaluate products.

 

Design:

a product from topic (e.g. bridge/ boat/ bag), which can sustain weight/ float/ carry/ support according to purpose.

Provision should allow for drawings, discussions and mock ups. Set critieria

 

Make:

using own selected tools and materials.

Practical tasks should include cutting, shaping, joining and finishing. 

 

Evaluate:

Test products against design purpose. Revisit design to improve.

 

 

Explore / Research / Technical Knowledge:

moving parts and ways to link/ connect so that parts can move, using wheels and levers. Evaluate products.

 

Design:

a vehicle related to topic if possible.

Provision should allow for drawings, discussions and mock ups. Set criteria.

 

 

Make:

using own selected tools and materials.

Practical tasks should include cutting, shaping, joining and finishing. 

 

Evaluate:

Evaluate according to purpose.

How could model have been improved e.g. to make vehicle go faster/ further.

 

Lower Key Stage 2

3

 

Research to include technical knowledge:

Shelters – how to strengthen, stiffen, reinforce more complex structures. Evaluate products.

 

 

Design:

own shelter (e.g. visit to Sherwood Forest). Set design brief to include a specific consideration e.g. how can shelter be made waterproof? Set critieria

use research and develop design criteria to inform the design, in terms of its function, appeal and purpose.

Provision should generate ideas  through discussion, sketches & diagrams, prototypes and computer aided design

 

Make:

using own selected tools and materials.

Practical tasks should include cutting, shaping, joining and finishing accurately.

Materials and components should be from a wider selection, according to their functional properties 

 

Evaluate:

evaluate their ideas and products against own design criteria and consider views of others to improve their work.

 

Research to include technical knowledge:

Understand and be able to adopt mechanical systems into their product to include e.g. gears, pulley, cams, levers & linkages. Evaluate products.

 

Design:

use research and develop design criteria to inform the design, in terms of its function, appeal and purpose.

Provision should generate ideas  through discussion, sketches & diagrams, prototypes and computer aided design

 

 

 

 

Make:

using own selected tools and materials.

Practical tasks should include cutting, shaping, joining and finishing accurately.

Materials and components should be from a wider selection, according to their functional properties 

 

Evaluate:

evaluate their ideas and products against own design criteria and consider views of others to improve their work.

 

 

 

 

 

 

4

 

Research to include technical knowledge:

Evaluate products.

 

 

 

Design:

use research and develop design criteria to inform the design, in terms of its function, appeal and purpose.

Provision should generate ideas  through discussion, sketches & diagrams, prototypes and computer aided design

 

Make:

using own selected tools and materials.

Practical tasks should include cutting, shaping, joining and finishing accurately.

Materials and components should be from a wider selection, according to their functional properties 

 

Evaluate:

evaluate their ideas and products against own design criteria and consider views of others to improve their work.

 

 

Research to include technical knowledge: 

electrical items linked to topic to understand and use a single electrical system to incorporate one of: switches; bulbs; buzzers. Evaluate products.

 

Design:

use research and develop design criteria to inform the design, in terms of its function, appeal and purpose.

Provision should generate ideas  through discussion, sketches & diagrams, prototypes and computer aided design

 

Make:

using own selected tools and materials.

Practical tasks should include cutting, shaping, joining and finishing accurately.

Materials and components should be from a wider selection, according to their functional properties 

 

Evaluate:

evaluate their ideas and products against own design criteria and consider views of others to improve their work.

Upper Key Stage 2

5

 

Research to include technical knowledge:

Moving Bridges (possible link to visit to London)

how to strengthen, stiffen, reinforce more complex structures. Understand and be able to adopt mechanical systems into their product to include e.g. gears, pulley, cams, levers & linkages.

Analyse products.

 

Design:

use research and develop design criteria to inform the design, in terms of its function, appeal and purpose.

Provision should generate ideas through discussion, annotated sketches, cross sectional and exploded diagrams, prototypes, pattern pieces and computer aided design.

 

 

 

Make:

select from a wider range tools and equipment. Practical tasks should include cutting, shaping, joining and finishing accurately.

Materials and components should be from a wider selection, according to their functional properties and aesthetic qualities.

 

Evaluate:

evaluate their ideas and products against own design criteria and consider views of others to improve their work.

Understand how key events and individuals in design & technology have helped shape the world.

 

 

Research to include technical knowledge:

electrical items linked to topic to understand and use a multiple electrical system to incorporate more than one of – switches; bulbs; buzzers.

Analyse products.

 

 

 

Design:

a toy which uses electrical circuits to complete a variety of functions.

use research and develop design criteria to inform the design, in terms of its function, appeal and purpose.

Provision should generate ideas  through discussion, annotated sketches, cross sectional and exploded diagrams, prototypes, pattern pieces and computer aided design.

 

Make:

select from a wider range tools and equipment. Practical tasks should include cutting, shaping, joining and finishing accurately.

Materials and components should be from a wider selection, according to their functional properties and aesthetic qualities.

 

Evaluate:

evaluate their ideas and products against own design criteria and consider views of others to improve their work.

Understand how key events and individuals in design & technology have helped shape the world.

6

 

Research to include technical knowledge:

Theme Parks/ Fairground Rides (Past/ present/ future?) or alternative topic.

How to strengthen, stiffen, reinforce more complex structures. Understand and be able to adopt mechanical systems into their product to include e.g. gears, pulley, cams, levers & linkages.

Attention should also be drawn to the aesthetic aspects of the product.

Consideration given to applying knowledge of computing to program, monitor and control their product.

Analyse products.

 

Design:

own fairground ride using research and develop design criteria to inform the design, in terms of its function, appeal and purpose.

Provision should generate ideas through discussion, annotated sketches, cross sectional and exploded diagrams, prototypes, pattern pieces and computer aided design.

 

 

Make:

select from a wider range tools and equipment. Practical tasks should include cutting, shaping, joining and finishing accurately.

Materials and components should be from a wider selection, according to their functional properties and aesthetic qualities.

 

Evaluate:

evaluate their ideas and products against own design criteria and consider views of others to improve their work.

Understand how key events and individuals in design & technology have helped shape the world.

 

 

Research to include technical knowledge:

Theme Parks/ Fairground Rides (Past/ present/ future?) or alternative topic.

electrical items linked to topic to understand and use a multiple electrical system to incorporate more than one of – switches; bulbs; buzzers.

Attention should also be drawn to the aesthetic aspects of the product.

Consideration given to applying knowledge of computing to program, monitor and control their product.

Analyse products.

 

 

Design:

own fairground ride, based on market research, which uses mechanical and electrical systems.

use research and develop design criteria to inform the design, in terms of its function, appeal and purpose.

Provision should generate ideas through discussion, annotated sketches, cross sectional and exploded diagrams, prototypes, pattern pieces and computer aided design.

 

Make:

select from a wider range tools and equipment. Practical tasks should include cutting, shaping, joining and finishing accurately.

Materials and components should be from a wider selection, according to their functional properties and aesthetic qualities.

 

Evaluate:

evaluate their ideas and products against own design criteria and consider views of others to improve their work.

Understand how key events and individuals in design & technology have helped shape the world.

Get In Touch

Ambleside Primary School
Minver Crescent
Nottingham
NG8 5PN

Call us on: 0115 900 3610

Email us at: admin@ambleside.nottingham.sch.uk
Ambleside Primary School
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