Design and Technology | Jennett's Park

Jennett’s Park – Design Technology

DT - Intent, Implementation, Impact 2024-2025 updated

Intent

At our school we want pupils to be actively interested in using design and technology to develop the skills to identify problems and design solutions and products to solve them. They will have an increasing knowledge and understanding of the inventions, designers and engineers that have had a positive impact on our world. We want to encourage real life application of disciplines such as maths, science, engineering, computing and art within problem solving areas as well as an ability to evaluate products and further develop them.

Implementation

Clear and comprehensive scheme of work in line with the National Curriculum. The Design Technology National Curriculum and EYFS is planned for and covered in full within the EYFS, KS1 and KS2 school curriculum. Whilst the EYFS and National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary.

Delivery of design and technology projects with a clear structure. Each year group will undertake a construction topic, a textile topic and a food/drink topic.
Delivery showing clear following of the design process where each project fill follow: research, design, make and evaluate.
Each year group has a garden plot and takes ownership and responsibility for cultivating the relevant crops.
A range of skills will be taught ensuring that children are aware of health and safety issues related to the tasks undertaken
Clear and appropriate cross curricular links to underpin learning in multi areas across the curriculum giving the children opportunities to learn life skills and apply skills to ‘hands on’ situations in a purposeful context.
Cross curricular project booklets. Children will undertake design tasks and use skills from across the curriculum to fully explore the design process evaluating work ensuring that it is of the highest possible quality. These project boobs will be thoroughly marked and assessed against the curriculum objective. Children are also asked to self-evaluate their work.
Design Technology focussed displays in every classroom alongside celebrating the outstanding three dimensional creations on display throughout the school. These displays celebrate exceptional practice and exemplify terminology and vocabulary used.
Independent learning: In design technology children may well be asked to solve problems and develop their learning independently. This allows the children to have ownership over their curriculum and lead their own learning in Design Technology.
Collaborative learning: In design and technology children may well be asked to work as part of a team learning to support and help one another towards a challenging, yet rewarding goal.

Impact

Children will have clear enjoyment and confidence in design and technology that they will then apply to other areas of the curriculum.
Children will ultimately know more, remember more and understand more about Design Technology, demonstrating this knowledge when using tools or skills in other areas of the curriculum and in opportunities out of school.
The large majority of children will achieve age related expectations in Design Technology.
As designers children will develop skills and attributes they can use beyond school and into adulthood.

Implementation – Whole School Design Technology Long term Plans

Exploring Art and Design – Being Imaginative and Expressive - EYFS

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Nursery

Uses everyday materials to represent their world

Creates drawings to accompany rhymes/stories.

Plays alongside other children engaged in same theme.

Represents own world.

Creates sound and movement.

Uses movement and sound to express ideas and feelings.

Begins to make believe.

Experiments and creates movement in response to music, stories and ideas.

Creates sounds and drawings to accompany stories.

Uses available resources to create props.

Begins to make believe using sounds.

Creates rhythmic sounds and movement.

Notices what others do and mirrors.

Uses available resources to create props to support play.

Experiments and creates movement in response to music and stories.

Sings to self and makes up songs.

Creates sound movement drawings to accompany stories.

Engages in imaginative play based on own ideas.

Reception

Use imagination to take on different roles in the role play areas.

Build stories around small world and construction equipment.

Capture experiences through art, music and dance.

Perform songs, rhymes, poems and stories aloud.

Initiates new combination of movement and gestures to respond to feelings, ideas and experiences.

Plays cooperatively as part of a group to create, develop and act out an imaginary idea or narrative.

Chooses particular movements, instruments, sounds, colours and materials for own imaginative purposes.

Uses combinations of art forms, e.g. moving and singing, making and dramatic play, drawing and talking.

Responds imaginatively to art works and objects.

Chooses particular movements, instruments, sounds, colours and materials for own imaginative purposes.

Plays cooperatively as part of a group to create, develop and act out an imaginary idea or narrative.

Adapts and recount familiar narratives and stories in play.

Invent own narratives and stories.

Work imaginatively with peers and teacher.

Perform songs, rhymes, poems and stories aloud.

Try to move in time with music.

Year 1
KS1 Objectives	Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Topic focus	Traditional Fairy tales	Seasonal Ornaments	Toys	Transport	Pirates	Animals and Artic
Design · design purposeful, functional, appealing products for themselves and others. · generate, develop, model and communicate their ideas through talking, drawing templates, and where appropriate information and communicate technology	To draw and design a house for the 3 Little Pigs. To test different materials to see which would be the strongest for a house and share their findings with others.	To design and make seasonal trinkets using clay. To experiment with different clay techniques-pinching, rolling, mark making, joining.	To design and make finger puppets using simple joining of material techniques- sewing.	To design and make our own vehicles using joining techniques and moving parts.
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	To select the most appropriate materials/resource for a house for the Three Little Pigs. To select appropriate tools (scissors, tape) to build our houses with.	To make a weather station and rain gauge to help us measure the weather.	To select the most appropriate materials/resources needed to create our clay tea sets. To select a range of materials to make our finger puppets from e.g. felt, fabric, googly eyes etc.	To select the correct tools to help us cut materials and assemble our toy vehicles.
Evaluate · explore and evaluate a range of existing products · evaluate their ideas and products against design criteria	To test our houses are strong enough by testing whether they are blown down with a hairdryer. To evaluate our products by thinking about what we would change and keep the same about our house if we were to build it again.	To discuss how we would change our weather stations if we made them again to make them more reliable	To share our final products with others in our Toy museum and reflect upon what we would differently in our Toy museum if we were to run this again.	To test our vehicles in a race and use this to evaluate how well our vehicles move.
Technical knowledge · 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.		To understand how the different parts of a weather station and rain gauge work.		To understand how to use axles to help our vehicles move.
Cooking and nutrition · use the basic principles of a healthy and varied diet to prepare dishes · understand where food comes from.	To create a healthy fruit salad for Hansel and Gretel.				International week

Year 2
KS1 Objectives	Term 1	Term 2		Term 3	Term 4		Term 5	Term 6
Topic focus	The Great Fire of London		Castles			Under the sea
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.	Look at designs of Tudor Houses compared to current home designs. Design, build, make and evaluate a Tudor Houses– Using DT techniques – cutting, joining shaping, on Cardboard challenge day. Select materials, and develop ideas throughout the day. Make Tudor bread using measuring, mixing and a variety of tools to make marks.		Look at, design and make castles with moving parts such as a winding mechanism and pulleys.			Designing and making under the sea pictures with moving parts such as levers and pivots.

Year 3
KS2 Objectives	Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Topic focus	The Stone Age		Vikings		Under the canopy
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 and nutrition · 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.	Look at designs of Stone Age Homes – compared to current home designs. Grand designs – look at famous architects.		Design, make and evaluate- use cross sectional and exploded diagrams as well as building prototypes of Vikings boats and shields. Peer assessment to be used to evaluate designs and finished product. Make Viking cakes, cover seasonality linked to Viking life and culture.		Design, make and evaluate a shelter for the playground. Investigate shelters – bus shelters/SHP shelter/ yurts and consider others in public spaces. Look at what their purposes are, investigate appropriate materials to make them with – incorporate lighting.

Year 4
KS2 Objectives	Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Topic focus	Race to the Frozen North		Ancient Rome		Ancient Greece
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 and nutrition · 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.	Look at maps of the world and identify the land masses, thinking about the climate of each continent. Creating a 3D map of the world, showing desert, rainforest, tundra, etc and tracking routes of famous explorers		Design, make and evaluate- use cross sectional and exploded diagrams. Building and erupting volcanoes Peers to evaluate designs and finished product.		Design, make and evaluate- use cross sectional and exploded diagrams as well as building prototypes of Greek shields. Peers to evaluate designs and finished product. Make clay owls.

Year 5
KS2 Objectives	Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Topic focus	Out of this world?		Kintsugi		Ancient Egyptians
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 them Cooking and nutrition · 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.	What is the most effective design for a space shuttle? Children, on cardboard challenge day, need to design a space shuttle that can travel 4 metres, and stay in the air for 8 seconds 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, prototypes, 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 Technical knowledge · apply their understanding of how to strengthen, stiffen and reinforce more complex structures		What is Kintsugi? Kintsugi is the Japanese art of putting broken pottery pieces back together with gold — built on the idea that in embracing flaws and imperfections, you can create an even stronger, more beautiful piece of art. Children will decorate a plate that they will then break and repair in the style of Kintsugi 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-sections 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 electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] Cooking Cook using World War Two recipes, which featured rationing and seasonal/ home grown products, to provide nutrition and comfort to soldiers: · A cake · Trench stew · 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.		How can we improve on the Shaduf? Children need to create a shaduf that not only has a lever, but can pivot, as well as retrieve 150ml of water. 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 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] Cooking Make Egyptian bread, using a recipe found in an ancient Egyptian tomb · 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. Usually cook a recipe from another country for international week: · Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Data handling project Children write and evaluate algorithms and programs using selection and repetition to use micro:bit as a temperature recorder, an automatic warning system and a digital assistant. apply their understanding of computing to program, monitor and control their products

Year 6
KS2 Objectives	Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Topic focus	Where were the Mayans ?	Where is the best location for a villain’s lair ?	Digital Quizzes
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 them Cooking and nutrition · 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.	Focus – Cutting, fixing, joining accurately Evaluate – structure support and stability Technical Knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures Design and Make– During cardboard challenge day children will measure, cut, fix and join cardboard of different shapes and sizes to create a Mayan temple. They will then evaluate this.	Focus – Moving parts Evaluate – Range of celebration cards with varying features Design and Make– Christmas card featuring a pop up lever			Focus – generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Evaluate – investigate and analyse a range of existing products Design and Make– understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] Make fairground moving toys. Start this term and feed into next – Science cross curriculum link with electrical circuits focus on switches.	Focus – generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Evaluate – Range of current market for leavers gifts Design and Make– leavers gift for the school-using drilling and cutting skills. As well as including moving parts.