Aims for the session

•Progression of skills for cooking, sewing and construction.

•For staff to become familiar with the new DT apparatus in school. •To give opportunities for staff to include new equipment within their planning.

•For staff to explore other apparatus they could be purchased to enhance DT.

Design and Technology curriculum

DT must now be taught in two strands – • designing and making•cooking and nutrition

It was designed to build on existing good planning and practice.

There is a requirement that children in both key stages follow an ‘iterative’ design and make process. Iteration is the act of repeating a process with the aim of approaching a desired goal, target or result. The results of one iteration are used as the starting point for the next iteration.

Children in KS2 must be taught to be ‘innovative’; to use the new computing curriculum to programme and control their products, and to understand the concept of mechanical and electrical ‘systems’.

Designing Key Stage 1 Key Stage 2

Understanding contexts,users and purposes

Across KS1 pupils should:• work confidently within a rangeof contexts, such as imaginary,story-based, home, school,gardens, playgrounds, localcommunity, industry and thewider environment• state what products they aredesigning and making• say whether their products arefor themselves or other users• describe what their productsare for• say how their products willwork• say how they will make theirproducts suitable for theirintended users• use simple design criteria tohelp develop their ideas

Across KS2 pupils should:• work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment• 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 workIn early KS2 pupils should also:• gather information about the needs and wants of particular individuals and groups• develop their own design criteria and use these to inform their ideasIn late KS2 pupils should also:• 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

Designing Key Stage 1 Key Stage 2

Generating, developing,modelling andcommunicating ideas

Across KS1 pupils should:• generate ideas by drawing ontheir own experiences• use knowledge of existingproducts to help come up withideas• develop and communicateideas by talking and drawing• model ideas by exploringmaterials, components andconstruction kits and bymaking templates and mockups• use information andcommunication technology,where appropriate, to developand communicate their ideas

Across KS2 pupils should:• 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 andcommunicate their ideas• use computer-aided design to develop and communicate their ideasIn early KS2 pupils should also:• generate realistic ideas, focusing on the needs of the user• make design decisions that take account of the availability of resourcesIn late KS2 pupils should also:• generate innovative ideas, drawing on research• make design decisions, taking account of constraints such as time, resources and cost

Making Key Stage 1 Key Stage 2

Planning Across KS1 pupils should:• plan by suggesting what to donext• select from a range of toolsand equipment, explaining theirchoices• select from a range of materialsand components according totheir characteristics

Across KS2 pupils should:• select tools and equipment suitable for the task• explain their choice of tools and equipment in relation to the skills and techniques they will beusing• select materials and components suitable for the task• explain their choice of materials and components according to functional properties andaesthetic qualitiesIn early KS2 pupils should also:• order the main stages of makingIn late KS2 pupils should also:• produce appropriate lists of tools, equipment and materials that they need• formulate step-by-step plans as a guide to making

Making Key Stage 1 Key Stage 2

Practicalskills and techniques

Across KS1 pupils should:• follow procedures for safetyand hygiene• use a range of materials andcomponents, includingconstruction materials and kits,textiles, food ingredients andmechanical components• measure, mark out, cut andshape materials andcomponents• assemble, join and combinematerials and components• use finishing techniques,including those from art anddesign

Across KS2 pupils should:• follow procedures for safety and hygiene• use a wider range of materials and components than KS1, including construction materialsand kits, textiles, food ingredients, mechanical components and electrical componentsIn early KS2 pupils should also:• measure, mark out, cut and shape materials and components with some accuracy• assemble, join and combine materials and components with some accuracy• apply a range of finishing techniques, including those from art and design, with some accuracyIn late KS2 pupils should also:• accurately measure, mark out, cut and shape materials and components• accurately assemble, join and combine materials and components• accurately apply a range of finishing techniques, including those from art and design• use techniques that involve a number of steps• demonstrate resourcefulness when tackling practical problems

Evaluating Key Stage 1 Key Stage 2

Own ideas and products

Across KS1 pupils should:• talk about their design ideasand what they are making• make simple judgementsabout their products and ideasagainst design criteria• suggest how their productscould be improved

Across KS2 pupils should:• identify the strengths and areas for development in their ideas and products• consider the views of others, including intended users, to improve their workIn early KS2 pupils should also:• refer to their design criteria as they design and make• use their design criteria to evaluate their completed productsIn late KS2 pupils should also:• critically evaluate the quality of the design, manufacture and fitness for purpose of theirproducts as they design and make• evaluate their ideas and products against their original design specification

Evaluating Key Stage 1 Key Stage 2

Existing products

Across KS1 pupils shouldexplore:• what products are• who products are for• what products are for• how products work• how products are used• where products might be used• what materials products aremade from• what they like and dislike aboutproducts

Across KS2 pupils should investigate and analyse:• how well products have been designed• how well products have been made• why materials have been chosen• what methods of construction have been used• how well products work• how well products achieve their purposes• how well products meet user needs and wantsIn early KS2 pupils should also investigate and analyse:• who designed and made the products• where products were designed and made• when products were designed and made• whether products can be recycled or reusedIn late KS2 pupils should also investigate and analyse:• how much products cost to make• how innovative products are• how sustainable the materials in products are• what impact products have beyond their intended purpose

Key events andindividuals

Across KS2 pupils should know:• about inventors, designers, engineers, chefs and manufacturers who have developedground-breaking products

Sewing and Textiles work

EYFS • To describe textiles by the way they feel.• To join fabrics using glue.• To use stitches to add a pattern to a piece of fabric.

Year 1 / 2

• To make a product out of textiles.• Measure mark out and cut fabric.• To sew in a running stitch.• To make sure work is neat and tidy.

Year 3 / 4

• Select appropriate textiles for a product.• Use sharp scissors accurately to cut textiles.• To know the texture and properties of materials and choose

appropriately.• To applique fabrics using basic sewing skills.• To improve designs as you work.

Year 5 / 6

• To combine materials to improve design for strength or visual appeal.

• To join materials to make products with permanent or temporary fastenings.

• To cross stitch and sew using a machine.• To describe the qualities of materials and to say why it is the most

suitable choice.

Modelling leading to woodwork

EYFS • To handle tools safely.• To join materials using a variety of resources.• To use pieces of sandpaper and wood, a hammer and pegs.

Year 1 / 2

• To make a structure.• To describe the materials within a structure.• To measure out and mark out materials needed for a structure.• To finish off work so it looks neat and tidy.• To screw in several screws already started using a screwdriver.• Bolts and nuts through wood.

Year 3 / 4

• To join materials using permanent and temporary fixings.• To add mechanical elements to my structures to make movement.• To combine a number of components in my product.• To use simple circuits to make movement or light.• To use a vise (permanently attached to the workbench) to hold the wood in place.• To saw under high levels of supervision.• To use large nails. (comb to hold nail in place)

Year 5 / 6

• To explore mechanical elements such as pneumatics and hydraulics.

• To have strong and stable joins in structures.• To use joins that are flexible and allow for dismantling of folding.• Continue year 3/4 activities thinking of additional elements – Refinement Decorative combinations Respect for tools and materials.

Construction using toys

EYFS • To build a model using basic toys – Stickle bricks, Lego, Mobilo• To make a solid wall.• To make a vehicle with moving wheels.

Year 1 / 2

• To make a structure with moving components – hinges, turn tables, wheels etc.

• To build following instructions.• To build a complex model using trickier construction toys – Knex,

Technic Lego

Year 3 / 4

• To make instructions for making a basic model that moves.• To add a mechanical element to a model following instructions.

LEGO WEDO• To use computer software to control a model made out of toys.

Year 5 / 6

• To add a mechanical element to a model following instructions - KNEX

• To use computer software to control a model made out of toys.• To design their own model which will interact with computer

software.

K'NEX  Students generate electricity to operate models as they compare/contrast the power and efficiency of wind-, solar- and water-powered machines

K'NEX  Hands-on building sets meet varied teaching and learning styles, unharnessing the potential of each student whether working alone or in a group. They'll quickly grasp concepts in classification, sorting, math, logic, geometry, physics, problem solving, spatial relationships, science and technology.

LEGO® Education WeDo is a fantastic, simple-to-use cross-curricular tool that enables students to learn, construct and then bring their models to life using intuitive drag-and-drop software.

An ideal product for teaching in different subjects at primary levels, it can be applied to language and literacy, math and various engineering, design and technology-based subjects. At the same time students will develop and improve different communication, collaboration and team-building skills.

Learning Outcome : To make simple toys move.

Success criteria : Work as a team to build a model.

Find a way to make your toy move using computer software.

Can you find a different way to make it move.

Make a decision about which way is most effective .

Give an explanation as to why?

Food and Nutrition

EYFS • Weighing - pouring or spooning ingredients into scales. • Using measuring spoons• Washing fruit and vegetables• Cutting soft ingredients using a strong plastic knife• Breading and flouring • Mixing – spoon or hands• Tearing and squashing - tearing herbs and lettuce or squashing fruit• Sieving• Using a pestle and mortar • Kneading • Rolling, shaping and cutting dough • Spreading

Year 1 / 2

• Cutting using a small knife • Cutting with scissors - snip herbs• Grating• Measuring• Rubbing in - rubbing in flour and butter with fingertips is called for

in many recipes• Beating and folding - show children how to beat cake mixture with a

wooden spoon or fold in egg whites without knocking out too much air

• Greasing and lining a cake tin or tray• Peel oranges or hard-boiled eggs• Setting the table - encourage them to cherish the ritual of family

meals

Food and Nutrition

Year 3 / 4

• Following a simple recipe• Finding ingredients in the cupboards and fridge ? (dependent on

new kitchen)• Using a peeler• Slice, grate, mix, spread, knead and bake.• Using heat on a hob and microwave• Making salads

Year 5 / 6

• Planning and preparing a family meal• Following a simple recipe with several elements (baking a cake,

making a filling, icing / decorate)• Finding ingredients in the cupboards and fridge ? (dependent on

new kitchen)• Using a peeler.• Slice, grate, mix, spread, knead and bake.• Whisking, using a balloon whisk or handheld mixer• Using heat on a hob, oven and microwave• Opening cans

Activities to try within EYFS

• Weighing - pouring or spooning ingredients into scales. • Using measuring spoons• Washing fruit and vegetables• Cutting soft ingredients using a strong plastic knife• Breading and flouring • Mixing – spoon or hands• Tearing and squashing - tearing herbs and lettuce or squashing fruit• Sieving• Using a pestle and mortar • Kneading • Rolling, shaping and cutting dough • Spreading

Activities to try within Key Stage 1

• Cutting using a small knife • Cutting with scissors - snip herbs• Grating• Measuring• Rubbing in - rubbing in flour and butter with fingertips is called for in many

recipes• Beating and folding - show children how to beat cake mixture with a wooden

spoon or fold in egg whites without knocking out too much air• Greasing and lining a cake tin or tray• Peel oranges or hard-boiled eggs• Setting the table - encourage them to cherish the ritual of family meals

Across KS1 pupils should know:• that all food comes from plants or animals• that food has to be farmed, grown elsewhere (e.g. home) or caught• how to name and sort foods into the five groups in The eatwell plate• that everyone should eat at least five portions of fruit and vegetables every

day• how to prepare simple dishes safely and hygienically

Activities to try in Lower Key Stage 2

• Following a simple recipe• Finding ingredients in the cupboards and fridge ? (dependent on new

kitchen)• Using a peeler• Slice, grate, mix, spread, knead and bake.• Using heat on a hob and microwave• Making salads

Across KS2 pupils should know:• that food is grown (such as tomatoes, wheat and potatoes), reared (such as

pigs, chickensand cattle) and caught (such as fish) in the UK, Europe and the wider world• that a healthy diet is made up from a variety and balance of different food

and drink, asdepicted in The eatwell plate• that to be active and healthy, food and drink are needed to provide energy

for the body

Activities to try in Upper Key Stage 2

• Planning and preparing a family meal• Following a simple recipe with several elements (baking a cake, making a

filling, icing / decorate)• Finding ingredients in the cupboards and fridge ? (dependent on new kitchen)• Using a peeler.• Slice, grate, mix, spread, knead and bake.• Whisking, using a balloon whisk or handheld mixer• Using heat on a hob, oven and microwave• Opening cans

Upper KS2 pupils should know:• that food is grown (such as tomatoes, wheat and potatoes), reared (such as

pigs, chickensand cattle) and caught (such as fish) in the UK, Europe and the wider world. That

seasons may affect this growth.• how food is processed into ingredients that can be eaten or used in cooking• that recipes can be adapted to change the appearance, taste, texture and

aroma• that different food and drink contain different substances – nutrients, water

and fibre – that are needed for health

Cycle A Autumn Spring SummerFoundation Scissor skills, tape

dispenser.Sewing straight stitch.

Wrapping challenge – COL

Handling tools – split pins, paper clips, treasury tags.Weaving.

Easter basket - COL

Handling tools - hole punches, staplers.Weaving outdoors

KS1 Smoothie MakingSewing – running stitch

Sliders and Levers -

Lower KS2 Sewing - applique Lego Wedo - Programmable toys

Upper KS2 Sewing – cross stitch Lego Wedo - Programmable toys

Cycle B Autumn Spring SummerFoundation Scissor skills, tape

dispenser.Sewing straight stitch.

Wrapping challenge – COL

Handling tools – split pins, paper clips, treasury tags.Weaving.

Easter basket - COL

Handling tools - hole punches, staplers.Weaving outdoors

KS1

Lower KS2

Upper KS2

http://files.crackingideas.com/SITC_Schools-Pack_Competition.pdf

http://www.crackingideas.com/teachers/

Time to look at planning

What else do we need to purchase?

What would you like?

I’m happy to purchase forConstruction / Woodwork

Food preparationNeedlework / Design