At Laceyfields, it is our intent when teaching Design and Technology that children will be engaged in purposeful learning experiences. They will engage in the process of design, production and evaluation, whilst learning how to manage and control risks within a safe environment and become innovative in their creations, learning skills that they will continue to develop in life.

Implementation – How we do it here

At Laceyfields, in Design and Technology children practise a wide range of skills such cutting different fabrics, joining two materials, food processing, sewing and using mechanisms.  In EYFS, children learn how to cut and join, building models based on their own ideas through continuous provision.  In KS1, children develop this further by studying prototypes and working out how they have been made. Children are encouraged to give opinions so that they can generate their own ideas. They follow the design process so that they can give deliberate thought to the purpose of their own design before planning, selecting tools and materials to produce the final design. Problem solving is integral to the process and children learn to amend their designs and learn from setbacks from design flaws.  The theme for the design may be linked to the key text in English or to other foundation subjects, for example, making a healthy breakfast linked with Science.

Impact: How we will see effective Design and Technology teaching

Our children will be ready for the next stage in their education knowing some basic life-skills, giving them the foundations to have the confidence to innovate.  They will combine and apply a range of principals to create something that is unique to them.

F

Y1

Y2

Design

To be able to have an idea or purpose for what they want to make.

To generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups.

Core knowledge

Use own ideas to design something.

Describe how their own idea works.

Design a product which moves.

Explain to someone else how they want to make their product.

Make a simple plan before making.

To design purposeful, functional, appealing products for themselves and other users based on design criteria

Core knowledge

Understand the purpose of their product

Think of an idea and plan what to do next

Explain why they have chosen specific textiles or materials

Draw a simple design and label the parts of their product

Make

To be able to can use scissors

To be able to join different materials using a range of techniques

To use scissors to cut straight, corners and curved lines on paper and thin card.

To use PVA, sticky tape, masking tape etc. to join materials.

To use a range of materials to make models with wheels and axles

Core knowledge

Use own ideas to make something

Use tools safely

Assemble and join materials using a variety of methods

To be able to use scissors to cut straight, corners and curved lines on different materials

To be able to use a template.

To begin to use basic sewing techniques.

To be able to use construction kits to make vehicles which have free running wheels.

Core knowledge

Choose tools and materials and explain why they have chosen them.

Join materials and components in different ways.

Can identify and name a simple selection of hand tools.

Carry out finishing techniques that have been modelled by the teacher.

Cut and join fabric to make a simple product.

Use simple sewing techniques.

Cooking and nutrition

To practice good food hygiene with support.

To begin to use a range of cooking techniques with support such as pouring mixing stirring.

To use knives safely to cut and spread

To develop food vocabulary using taste, smell, texture and feel

To develop and understanding of healthy and unhealthy foods in a balanced diet

To understand the importance of hygiene in handling foods, washing hands, wearing an apron

To be able to use different grips for cutting and stirring

To be able to explain the five food groups

Core knowledge

Cut food safely

Know where fruit and vegetables come from

Use basic food handling, hygiene practices and personal hygiene

To practice good food hygiene

To use simple food processing skills such as cutting, grating, slicing, washing.

To know what a balanced diet is

To being to explain food origins

Core knowledge

Weigh ingredients to use in a recipe

Describe the ingredients used when making a dish or cake

Can talk about which food is healthy and which is not

Follow safe procedures for food safety and hygiene

Evaluate

To be able to share their creations, explaining the process they have used.

To say what they like about their product and other children’s products.

To be able to explore and evaluate a range of existing products to suggest likes and dislikes

To evaluate their ideas and products against their intention – does it match?

Core knowledge

Describe how something works

Explain what works well and not so well in the model they have made

To evaluate products and suggest improvements

To be able to evaluate their ideas and products against design criteria.

Core knowledge

Explain what went well with their own work

Technical knowledge

To begin to know which materials and shapes will/will not join easily.

Build structures, exploring how they can be made stronger, stiffer and more stable

Core knowledge

Make their own model stronger

Make a product that moves(e.g. wind/ simple motor powered boat

Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

Core knowledge

Make a model stronger and more stable

Use wheels and axles, when appropriate to do so

Know how simple mechanisms work e.g. sliders and linkages