CARRFIELD CURRICULUM · understand and apply the principles of nutrition and learn how to cook . KEY STAGE 1 Children should be taught about: Design design purposeful, functional,

CARRFIELD CURRICULUM

KNOWLEDGE & SKILLS OUTCOMES IN

D.T.

D.T. NATIONAL CURRICULUM

AIMS

The National Curriculum ensures that all children:

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

KEY STAGE 1

Children should be taught about:

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 [for example, 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 [for example, levers, sliders, wheels and axles], in their products

KEY STAGE 2


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 computer-aided design

Make

select from and use a wider range of tools and equipment to perform practical tasks [for example, 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

Evaluate

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 [for example, gears, pulleys, cams, levers and linkages]

understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

apply their understanding of computing to program, monitor and control their products

COOKING & NUTRITION


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

LONG TERM OVERVIEW: D.T.

Cycle Autumn Spring Summer

HT1: Explore HT2: Discover HT1: Create HT2: Explore HT1: Discover HT2: Create

Y1/Y2 Cycle A

Food Technology: BBQ – Cooking

on a Fire

Textiles: 3D Animals -

Product Design: Wheeled Vehicles

Food Technology: Ice Cream & Sorbet -

Y1/Y2 Cycle B

Textiles: Design & Print

Food Technology: African Cuisine -

Product Design: Flying a Kite

Food Technology: Picnic -

Y3/Y4 Cycle A

Textiles: Dream Catchers

Product Design: Earthquake Architecture

- Food Technology: Mexican Cuisine

Food Technology: Foraging / Stew -

Y3/Y4 Cycle B

Textiles: Beaded Bracelets

Food Technology: Seafood -

Product Design: Floating Vessels

Food Technology: European Cuisine -

Y5/Y6 Cycle A

Food Technology: Sponge Puddings

Food Technology: Local Cuisine (Yorkshire)

- Textiles:

House Banners Product Design: Electronic Game -

Y5/Y6 Cycle B

Product Design: Roman Weapons

Textiles: Upcycling Materials -

Food Technology: Rationing Recipes

Food Technology: Burger Cook Out -

CURRICULUM PILLARS: D.T.

End of … Designing Evaluating Product Specification Practical Skills

KS2

Children are able to identify multiple solutions for a design brief; they draw, annotate and explain these and the choices with detail and choose a final design.

Children are able to explain their likes and dislikes about a product. They can evaluate their own product, identify strengths and weaknesses and ways it can be improved.

Children are able to consider materials, cost, usage, safety, functions and aesthetics in designing their product. They use a specification to judge the success of their designs.

Children are able to select appropriate materials and equipment and justify. They use these with precision to ensure a high-quality product.

Y4

Children are able to identify different ideas for a design brief. They draw these with some detail and annotation and can explain these.

Children are able to express their likes and dislikes, discuss and explain their own success/failure and suggest ways to improve a design.

Children are able to describe and explain the features, including materials and cost, of their product using an appropriate specification format in their designs.

Children are able to select appropriate materials and equipment with guidance. They show increasing control and accuracy with a range of equipment.

KS1

Children are able to design a product and describe it. They can draw it in simple terms.

Children are able to explain what they like and don’t like about a product. They can say what went well with the product they made.

Children are able to state what their product is going to look like and how it will work/ feel/ taste.

Children are able to choose appropriate materials and equipment with guidance.

TEACHING SEQUENCE: D.T.

1. Explore & Evaluate (1 session)

2. Designing & Generating (1 session)

3. Planning (1 session)

Children should explore existing products, how well they are made and comment on their appeal and appearance. They should identify how they work and are used and explain why certain materials have been used. They should look at cost and sustainability of products and express their opinions about them.

Children should gather information and research needs of others to identify and describe their own ideas. They should describe how it will work and use design criteria, using research of others’ needs, to generate realistic ideas. They should model and communicate these using labelled sketches and prototypes and indicate the features of their design and how it will appeal to users.

Children should plan and justify their ideas and the tools and equipment that they will need to create lists. They should select materials and components using characteristics, ensure they are suitable to task and explain choices; they should consider functional qualities and aesthetics. They should order the stages for making their design and create step-by-step plans.

4. Making (2-3 sessions)

5. Evaluation (1 session)

Children should make their products. To do this, they should be taught about the following aspects of Design Technology:

Practical Skills & Techniques Technical Knowledge Food & Nutrition Textiles

Further information on this, on a unit-by-unit basis, can be found later in this document.

Children should talk about their designs and products and identify strengths and areas for development. They should evaluate whether it has achieved its purpose and met the needs of the user. They should evaluate against the design criteria and suggest how it could be improved. Older children should critically evaluate the design, manufacture and quality of their product.

D.T.: KEY STAGE 1

KEY SKILLS

What skills are we looking to develop during Key Stage 1?

Explore & Evaluate

Explore what products are and who or what they are for Explore how products work and how or where they might be used Explore what materials products are made from Say what they like and dislike about products

Designing & Generating Ideas

State what products they are making and who they are for Describe what their products are for Say how their products will work Say how they will make their products suitable for their intended users Use simple design criteria to help develop their ideas Generate ideas by drawing on their own experiences Use knowledge of existing products to help come up with ideas Model ideas by exploring materials, components and construction kits

and by making templates and mockups

Planning

Plan by suggesting what to do next Select from a range of tools and equipment, explaining their choices Select from a range of materials and components according to their

characteristics

Evaluating

Talk about their design ideas Make simple judgements about their products and ideas against design

criteria Suggest how their products could be improved

TEXTILES: 3D ANIMALS

What will the outcome of this unit be?

A 3D animal constructed from fabric Running stitch used to combine materials and contain ‘stuffing’ A range of materials to be added to the surface to create texture and

detail

What knowledge/skills will children be taught during this unit?

Understand the simple working characteristics of materials including fabrics and different stuffing material

Understand that a 3D textiles product is assembled from two identical fabric shapes

Mark out and cut out two identical shapes Combine two identical animal shapes with a running stitch Decorate with a range of materials (sequins, buttons, ribbon, beads etc)

to add detail and texture

Key Vocabulary

X

TEXTILES: DESIGN & PRINT


A cushion/ shopping bag that has been printed with a design influenced by the topic subject (1960s)


Different forms of printing (stamp, block, screen) Follow safety procedures to produce an image to print Print image and use finishing techniques including those from art and

design Decorate using a range of materials (fabric paints/3D fabric paint,

glitter, beads, ribbon etc)

Key Vocabulary

X

PRODUCT DESIGN: WHEELED VEHICLES


Create a wheeled vehicle that is able to carry two passengers (e.g. Barbie dolls) over a specified distance


Understand the simple working characteristics of materials and components including how to make freestanding structures stronger, stiffer and more stable

Understand about the movement of simple mechanisms such as wheels and axles

Follow safety procedures when marking and cutting out materials including construction materials and kits and mechanical components

Key Vocabulary

X

PRODUCT DESIGN: FLYING A KITE


A constructed shape that will fly in the wind and the user have simple control


Understand the simple working characteristics of materials and components (e.g. which shapes and materials are aerodynamic)

Understand how to make structures stronger and more stable Follow safety procedures when marking and cutting out materials

including construction materials and kits and mechanical components

Key Vocabulary

X

FOOD TECHNOLOGY UNITS

What will the outcome of these units be?

Children will:

Design and make a hot buffet, with supervision, with one dish being vegetarian

Produce a fruit flavoured dessert working with seasonal fruit Make a rice-based dish inspired by a different culture (e.g. jambalaya) Design and create a healthy picnic for others

What knowledge/skills will children be taught during these units?

Know that all food comes from plants or animals Know that food has to be farmed, grown elsewhere or caught Name and sort foods into the five food groups Prepare simple dishes safely Know how to peel, cut, grate, mix and mould foods (with supervision)

Demonstrate and explain how/why to wash hands properly Keep raw and cooked food separate (while prepping and storing food) Demonstrate how to hold and use equipment properly, including a knife Explain the rules of the workspace and equipment used

Key Vocabulary

X

D.T.: LOWER KEY STAGE 2

KEY SKILLS

What skills are we looking to develop during Year 3 and 4?

Explore & Evaluate

Identify how well products have been designed and made, including how they appeal and their appearance

Explain why materials have been chosen Identify what methods of construction have been used


Describe the purpose of their products Gather information about needs and wants of particular individuals

and groups Develop their own design criteria and use these to inform their ideas Indicate the design features of their products that will appeal to

intended users Explain how particular parts of their products work Model their ideas using prototypes and pattern pieces Use accurately labelled sketches, to develop and communicate their

ideas Generate realistic ideas, focusing on the needs of the user

Planning

Select tools and equipment suitable for the task Explain their choice of tools and equipment in relation to the skills and

techniques they will be using Select materials and components suitable for the task Explain their choice of materials and components according to

functional properties and aesthetic qualities Order the main stages of making

Evaluating

Identify strengths / areas for development in their ideas and products Consider the views of others, inc. intended users, to improve their work Refer to their design criteria as they design and make Use their design criteria to evaluate their completed products Identify how well products work to achieve their purposes Identify how well products meet user needs and wants

TEXTILES: DREAM CATCHERS


Produce a dream catcher combining multiple materials including the use of natural materials

The design should be influenced from the time of origin and the spiritual beliefs linked with the ancient civilisations


Explain how product will be made with the aid of a prototype and labelled sketches and pattern pieces

Follow safety procedures to measure, mark out, cut and shape materials and components with some accuracy.

Assemble, join and combine materials and components with some accuracy and a range of finishes

Understand that materials have a functional and aesthetical quality and they can be combined and mixed to create more useful characteristics

Key Vocabulary

X

TEXTILES: BEADED BRACELETS


Produce a piece of jewellery from fabric, decorative stitches and beading that would be suitable for an Egyptian pharaoh


Understand materials have functional and aesthetical qualities Follow safety procedures to measure, mark out, cut and shape

materials and components with some accuracy Assemble, join and combine materials and components with some

accuracy and a range of finishes Understand that materials have a functional and aesthetical quality

and they can be combined and mixed to create more useful characteristics

Understand how to make structures stronger and use linkages to create movement

Use running, back and blanket stitch to assemble, join and combine materials and to apply a range of finishing techniques

Use applique (adding secondary materials to the surface of another) to create detail (e.g. beads, sequins, buttons and decorative stitches)

Key Vocabulary

X

PRODUCT DESIGN: EARTHQUAKE ARCHITECTURE


Design a structure that can withstand a specified weight (kg weight/ amount of model cars)

The structure needs to endure wind force (fan/ hairdryer) and an instability test (bouncy/ wobbly surface)



Understand how to make structures stronger and use linkages to create movement

Follow safety procedures to measure, mark out, cut and shape materials and components with some accuracy

Assemble, join and combine materials and components with some accuracy and a range of finishes

Understand how forces can impact on structures

Key Vocabulary

X

PRODUCT DESIGN: FLOATING VESSELS


Create a floating vessel that can carry two people across a given distance



Understand how to make stiff shell structures Follow safety procedures to measure, mark out, cut and shape

materials and components with some accuracy Assemble, join and combine materials and components with some

accuracy and a range of finishes Re-visit materials that float and sink – use prior/test knowledge to

design a floating vessel

Key Vocabulary

X



Children will:

Design and make a Mexican dish and show how it can fit into a balanced diet (e.g. quesadillas, fajitas)

Design a dish using foods/ingredients that have been foraged (e.g. garlic, berries)

Design and make a dish that uses seafood to encourage people to have one meat-free day per week (e.g. fish pie, fish fingers, and paella)

Produce a balanced meal inspired by European cuisine (e.g. pizza, lasagne, moussaka)


Know that food is grown (such as tomatoes, wheat and potatoes), Know that food is reared (such as pigs, chickens and cattle) and

caught (such as fish) in the UK, Europe and the wider world Know how to prepare and cook a variety of predominantly savoury

dishes safely and hygienically including, where appropriate, the use of a heat source

Know how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking

Understand that a healthy diet is made up from a variety and balance of different food and drink, as depicted in The Eatwell Plate

Understand that to be active and healthy, food and drink are needed to provide energy for the body

Demonstrate and explain how/why to wash hands as part of preparation

Keep raw and cooked food separate to prevent cross-contamination Demonstrate how to hold and use equipment properly including a knife

(e.g. bridge hold, claw hold) Explain the rules of the workspace and equipment used

Key Vocabulary

X

D.T.: UPPER KEY STAGE 2

KEY SKILLS

What skills are we looking to develop during Year 5 and 6?

Explore & Evaluate

Understand how well products have been designed and made Explain why materials have been chosen Understand what methods of construction have been used Explain how well products work to achieve their purposes Explain how much products cost to make Explain how sustainable the materials in products are


Describe the purpose of their products Indicate the design features of their products that will appeal to

intended users Explain how particular parts of their products work Carry out research, using surveys, interviews, questionnaires and web-

based resources Identify the needs, wants, preferences and values of particular

individuals and groups Develop a simple design specification to guide their thinking Share and clarify ideas through discussion Model their ideas using prototypes and pattern pieces Use annotated sketches, cross-sectional drawings and exploded

diagrams to develop and communicate their ideas Generate realistic ideas, focusing on the needs of the user Make design decisions that take account of the availability of resources

and tools

Planning

Select tools and equipment suitable for the task Explain their choice of tools and equipment in relation to the skills and

techniques they will be using Select materials and components suitable for the task Explain their choice of materials and components according to

functional properties and aesthetic qualities Produce appropriate lists of tools, equipment and materials that they

need Formulate step-by-step plans as a guide to making

Evaluating

Identify the strengths and areas for development in their ideas and products

Consider the views of others, including intended users, to improve their work

Critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make

Evaluate their ideas and products against their original design specification

TEXTILES: HOUSE BANNERS


Produce a house banner which depicts the logo of a family against a background and decorated with stitches


How to colour fabric with different processes (tie-dye) Measure, cut, shape and assemble materials and components Use blanket stitch, cross stitch and outline stitch to apply a range of

finishes, including those from art and design Understand that materials have both functional and aesthetical

qualities Understand that materials can be combined and mixed to create more

useful characteristics Demonstrate resourcefulness when tackling practical problems (how to

hang the banner)

Key Vocabulary

X

TEXTILES: UPCYCLING MATERIALS


A soft toy made from old fabric (clothes) using a screen printing kit Combine fabric with running/back stitch and to contain ‘stuffing’


Describe the purpose of their product linking with how upcycling was a necessity during historical periods of British history e.g. war

Understand that materials have both functional and aesthetical qualities and properties

Materials can be combined and mixed to create more useful characteristics

Understand that a 3D textile product can be made from a combination of fabric shapes

Use blanket, back, cross and outline stitch to combine and decorate materials

Understand that screen printing was developed to mass produce items and increase cost efficiency and involves a number of steps

Key Vocabulary

X

PRODUCT DESIGN: ELECTRONIC GAME


Create an electronic game for KS1 involving multiple circuits and components that will challenge and help fine motor skills and resilience



Follow safety procedures to measure, mark out, cut and shape materials and components

Assemble, join and combine materials and components with accuracy and a range of finishes

Understand how simple electrical circuits and components can be used to create functional products

Understand how to program a computer to control their products and that mechanical and electrical systems have inputs and outputs

Key Vocabulary

X

PRODUCT DESIGN: ROMAN WEAPONS


Create a weapon that could support the Romans in their battles



Follow safety procedures to measure, mark out, cut and shape materials and components

Assemble, join and combine materials and components with accuracy and a range of finishes

Understand how simple electrical circuits and components can be used to create functional products

Understand how to program a computer to control their products and that mechanical and electrical systems have inputs and outputs

Key Vocabulary

X



Children will:

Produce a sponge-based pudding with seasonal fruit (e.g. Eve’s pudding, pineapple turnover, Swiss-roll)

Research into traditional local cuisine from Yorkshire and make a twist on a traditional dish

Produce a meal/dish considering the rations available during war time (e.g. eggless cakes)

Design and produce a burger and make it for an audience (e.g. cheese bomb burger, lamb and mint burger, turkey and cranberry burger)


Understand that seasons may affect the food available Understand how food is processed into ingredients that can be eaten or

used in cooking Understand that a recipe can be adapted by adding or substituting one

or more ingredients Know how to prepare and cook a variety of predominantly savoury

dishes safely and hygienically including, where appropriate, the use of a heat source

Know how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking

Understand that recipes can be adapted to change the appearance, taste, texture and aroma

Know that different food and drink contain different substances – nutrients, water and fibre – that are needed for health

Demonstrate and explain the importance of washing hands to prevent staphylococcus aureus

Keep raw and cooked food separate to prevent cross-contamination Demonstrate how to hold and use equipment properly including a knife

(e.g. bridge hold, claw hold) Use food knowledge to prepare ingredients (e.g. cut tomatoes from the

flesh side not the skin to prevent the knife slipping etc) Understand how to use heat sources safely with guidance and some

independence Explain the rules of the workspace and equipment used

Key Vocabulary

X

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CARRFIELD CURRICULUM · understand and apply the principles of nutrition and learn how to cook . KEY STAGE 1 Children should be taught about: Design design purposeful, functional,