Features of Design & Technology

“Design and technology is about making things that people want and that work well. Creating these things is hugely exciting: it is an inventive, fun activity.”

- James Dyson, Chairman, Dyson Ltd

Features of Design & Technology

“Tell me and I forget - show me and I may remember - let me do it, and I learn. Learning through making works!”

- Prue Leith, Leith’s School of Food and Wine

Features of Design & Technology

“D&T provides a context for pupils to apply knowledge and to develop skills acquired in other curriculum areas

eg. Maths, science, english, art & design

Importance of Design & Technology

• Prepares pupils for rapid change

• Learn to think and intervene creatively to improve quality of life

Importance of Design & Technology

• Pupils work in teams and individually

• They develop a range of ideas and make products and systems to solve problems

• Pupils become creative, autonomous problem solvers

What is good design & technology…

Design and technology is effective when children;

use and extend know ledge as they design and m ake products;

are curious in investiga ting the properties o f d iffe rent m ateria ls;

develop an increasing range of techn iques and processes and are ab le to m ake in fo rm ed decis ions w hen se lecting w hich resources to use ;

con fidently com m un icate the ir ideas;

are crea tive in the designs they produce and in their a ttitudes to D & T ;

respond to challenging tasks and persevere to ach ieve their ow n ta rge ts;

w ork independently and as part of a team ;

know how and w hen to use IC T to undertake research, develop designs, com m unica te and m ake products.

OFSTED and NAAIDT‘criteria’

Planning for design & technology…

YEAR1 * / 2

YEAR3 *

YEAR4 / 5 *

YEAR6

UNIT 4 - TextilesFocus: S tructures, TextilesContext: Bag Design for Little Red Riding Hood

UNIT 7 - Moving VehicleFocus: MechanismsContext: Make a moving vehicle using a framework construction method

UNIT 13 - FasteningsFocus:TextilesContext: D esign and make a piece of Roman clothing

UNIT 1 - W heels and AxlesFocus: MechanismsContext: Making a car for Teddy

UNIT 3 - Levers and HingesFocus: MechanismsContext: Make a face with moving parts

UNIT 10 - PulleysFocus: MechanismsContext: Pulleys to transport water from a well

Rom an FoodFocus: FoodContext: Making food for a Roman feast

UNIT 12 - HydraulicsFocus: Systems and controlContext: Making a picture w ith a moving part

UNIT 16 - Fairground RideFocus: Control - electricalContext: Motorised Victorian Fairground Rides

UNIT 14 - Motorised VehicleFocus: Control - electricalContext: Make a motorised buggy

UNIT 18 - BridgesFocus: S tructures, MechanismsContext: Moving Bridges

UNIT 15 - Gears and CamsFocus: MechanismsContext: Moving Toy

UNIT 17 - Healthy DrinkFocus: FoodContext: Fruit drinks

Breakfast CerealFocus: FoodContext: H ealthy Breakfast Cereal

Long Term Plan

Planning for design & technology…

Medium Term PlanAim s of Unit

Learn ing Objectives - FPTFocused Practical Tasks

Learn ing Objectives - D M ADesign and M ake Assignm ent

AUTUMNTERM UNIT 4 - TextilesLearning Objectives: IDEA: FPT: DMA:

Focus: StructuresTo develop understanding of the design process and the importance of teamwork. To develop understanding of, and skill in using techniques to join fabric.Read - Little Red Riding Hood. What did she need a bag to be able to do? Examine a range of bags and discuss simple fastening and joining techniques. How to make a simple pattern. How to make a permanent join and use simple fastenings.Design and make a bag for Little Red Riding Hood to carry some cakes to Grandma.(For further information see Wirral Scheme of Work KS1 - Unit 4)

UNIT - Breakfast CerealLearning Objectives: IDEA: FPT: DMA: Focus: FoodTo develop skills of sensory evaluation and making choices about ingredients chosen.Story as stimulus - Tigger comes to the forest and has breakfast. What kinds of cereals do we eat at breakfast time. How to weigh ingredients.Design a breakfast cereal for Tigger.(For further information see Wirral Scheme of Work Food Technology in KS1 - Unit 28)

SPRINGTERM UNIT 1 - Wheels and AxlesLearning Objectives: IDEA: FPT:DMA: Focus: MechanismsTo develop understanding of the role of wheels and axles in a basic mechanical system.Investigate a collection of vehicles for different purposes - how they move etc.Identify components and their function and the sequence of building using construction kits. Carry out a series of tasks to join wheels securely to axles. Design and make a car to take Teddy on a journey.(For further information see Wirral Scheme of Work KS1 - Unit 1)

SUMMERTERM UNIT 3 - Levers and HingesLearning Objectives: IDEA: FPT:DMA: Focus: MechanismsTo develop understanding of how a lever and hinge works.Investigate how levers and hinges are used to make moving pictures in story books. Make simple lever pictures, develop understanding of linear and rotational movement. Design and make a face with a moving part(For further information see Wirral Scheme of Work KS1 - Unit 3)

A U TU M NTER M

UNIT 4 - Textiles

Learning Objectives:

IDEA:

FPT:

DMA:

Focus: S tructures

To develop understanding of the design process and the importance of teamwork. To develop understanding of, and skill in using techniques to join fabric.

Read - Little Red Riding Hood. What did she need a bag to be able to do? Examine a range of bags and discuss simple fastening and joining techniques.

How to make a simple pattern. How to make a permanent join and use simple fastenings.

Design and make a bag for Little Red Riding Hood to carry some cakes to Grandma.

(For further information see Wirral Scheme of Work KS1 - Unit 4)

UNIT - Breakfast Cereal

Learning Objectives:

IDEA:

FPT:

DMA:

Focus: Food

To develop skills of sensory evaluation and making choices about ingredients chosen.

Story as stimulus - Tigger comes to the forest and has breakfast. What kinds of cereals do we eat at breakfast time.

How to weigh ingredients.

Design a breakfast cereal for Tigger.

(For further information see W irral Scheme of Work Food Technology in KS1 - Unit 28)

SP R IN GTER M

UNIT 1 - W heels and Axles

Learning Objectives:

IDEA:

FPT:

DMA:

Focus: Mechanisms

To develop understanding of the role of wheels and axles in a basic mechanical system.

Investigate a collection of vehicles for different purposes - how they move etc.Identify components and their function and the sequence of building using construction kits.

Carry out a series of tasks to join wheels securely to axles.

Design and make a car to take Teddy on a journey.

(For further information see W irral Scheme of Work KS1 - Unit 1)

SU M M ERTER M

UNIT 3 - Levers and Hinges

Learning Objectives:

IDEA:

FPT:

DMA:

Focus: Mechanisms

To develop understanding of how a lever and hinge works.

Investigate how levers and hinges are used to make moving pictures in story books.

Make simple lever pictures, develop understanding of linear and rotational movement.

Design and make a face with a moving part

(For further information see W irral Scheme of Work KS1 - Unit 3)

Planning for design & technology…

Short Term Plan Lesson Plan

Lesson O bjectives:

To develop understand ing of how w heels a re connected to an axle. To know that there a re m any d ifferent types o f vehic les and tha t they have diffe ren t features. To know that veh ic les a re m ade up of differen t parts / com ponents. To develop g raph ic skill in m aking labeled d raw ings.

Differentiation

C hild ren w ork in ab ility groups w ithin the c lass - W ork w ith c lassroom assistan t and use ‘ca rd fram es’ to isola te w hee l and axle join t during

c lose-up d raw ing . U se prepared sheets w ith printed labe ls at s ide . D raw a line to the correct w ord at the add ing labels stage.

- U sing prepared sheets m ake draw ings o f s ide, fron t and underneath o f the veh ic le . A dd labe ls using ru ler and hand w ritten labe l.

- As above, but also using p repared sheet describe the veh ic le eg . W hat m ate ria l is the veh ic le m ade from , w hat is it used fo r, w hich parts m ove, how are the w heels jo ined to the axle?

B lue Group

O range Group

G reen G roup

ResourcesC ollection o f vehic les eg . C oach, van, lorry, tractor, car, construction k it m ode lsInvestiga tion d raw ing sheets fo r each group. Pencils / coloured pencils, rulers, flashcards, ‘W heels on the B us’ m usic and tape recorder.

Lesson Structure:1. Investiga te co llection o f toy vehicles and som e m ade from construction k its.

‘Pass the Veh ic le ’ Activ ity (s im ilar to P ass the P arcel in that children pass a veh ic le a round and each has to nam e a part, describe a feature, or answ er a question from the teacher. Introduce a new veh ic le as appropriate ). Q uestions during the activ ity a re ;- W hy do veh ic les have w hee ls?, D o a ll veh ic les have the sam e num ber / s ize o f w hee ls?, W hich parts of the vehic le m ove?, W hy are som e vehic les differen t shapes?, H ow do you think the w hee ls join on to the veh ic le?, Are they fixed or do they m ove freely? , W hat stops the w heels from fa lling o ff? , D o the w hee ls turn at differen t speeds or in d iffe rent directions?

C h ild ren to draw a pictu re o f the veh ic le on the prepared sheet. In the ‘c lose-up ’ box m ake a d raw ing to show how the w hee ls join to the vehic le.P rio r to adding labe ls to the d raw ings - go through m atching nam es to parts. U se flashcards to rem ind children o f fo llow ing w ords; whee l, axle , w indow, roof, ligh t, engine .

Ind iv idua l Activ ity

UNIT: W heels and Axles Tim e: 1 hour YEAR G RO UP: Y1 and 2

• Objectives

• Structure

• Differentiation

• Resources

• Learning Outcomes