Download Holy Trinity Academy Curriculum – DT Skills

Holy Trinity Academy Curriculum – DT Skills
Year 1 – Victorians/Dinosaurs
Designing
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Develop and communicate ideas
by talking and drawing
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Suggest ideas and explain what
they are going to do
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Making
Model ideas by exploring
materials, components and
construction kits and by making
templates and mock-ups
State what products they are
designing and making
Say whether their products are
for themselves or for other users
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Select from a range of tools and
equipment
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Select from a range of materials
and components according to
their characteristics
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Generate ideas for an item,
considering its purpose and users
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Identify a purpose for what they intend
to design and make
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Identify the needs, wants, preferences
and values of particular individuals
and groups
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Identify a target group for what they
intend to design and make
Use simple design criteria to help
develop their ideas
Develop their design through
discussion, observation, drawing and
modelling
Say how they will make their products
suitable for their intended users
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Generate ideas, considering the
purposes for which they are
designing
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Describe the purpose of their
products
Gather information about the needs
and wants of particular individuals and
groups
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Indicate the design features of
their products that will appeal to
intended users
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Share and clarify ideas through
discussion
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Explore, develop and communicate
design proposals by modelling ideas
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Plan the order of work before starting
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Make drawings with labels when
designing
Make simple drawings and label parts
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Begin to select tools and materials;
use vocabulary to name and describe
them
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Measure, cut and score with some
accuracy
Select appropriate tools and
techniques for making their
product
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Select appropriate techniques for
making their product
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Measure, tape or pin, cut and join
fabric with some accuracy
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Follow procedures for safety and
hygiene
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Sew using a range of stitches, to
weave and knit
Work safely and accurately with a
range of simple tools
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Use a range of materials and
components, including construction
materials and kits, textiles, food
ingredients and mechanical
components
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Assemble, join and combine materials
in order to make a product
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Assemble, join and combine
materials and components
together using a range of
temporary methods e.g. glues,
masking tape
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Cut, shape and join fabric in order to
make a simple garment. Use basic
sewing techniques
Develop a clear idea of what has
to be done, planning how to use
equipment and materials, and
suggesting alternative methods of
making if the first attempts should
fail
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To make their design using
appropriate techniques
Measure, mark out, cut and shape
a range of materials, using
appropriate tools, equipment and
techniques
Measure, mark out, cut, score and
assemble components with increasing
accuracy
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Join materials and combine
components accurately in
temporary and permanent ways
Assemble, join and combine materials
and components with some accuracy
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Explain their choice of materials
and components according to
functional properties and aesthetic
qualities
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Apply a range of finishing techniques
with some accuracy
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Think about ideas as they progress
and be willing to change things if this
helps them to improve their work
Year 5 – Tudors/Aztecs/Stuarts
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Generate ideas through brainstorming
and identify a purpose for their product
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Develop their own design criteria and
use these to inform their ideas
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Model their ideas using prototypes
and pattern pieces
Select tools, equipment, materials and
components suitable for the task
Use hand tools safely and
appropriately
With help measure, mark out,
cut and shape a range of
materials
Make labelled drawings from
different views showing specific
features
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Use tools (e.g. scissors) safely
Carry out research using surveys,
interviews, questionnaires and webbased resources in order to design a
product that meets the requirements
of particular groups or individuals
Draw up a specification for their
design
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Generate realistic ideas, focusing on
the needs of the user
Use annotated sketches and crosssectional drawings to develop and
communicate their ideas
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Develop a design specification
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Communicate their ideas through
detailed labelled sketches, crosssectional drawings and exploded
diagrams
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Develop their design proposals by
modelling ideas in a variety of way
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Use computer aided design to
develop and communicate their ideas
– West Point Bridge design program
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Plan the order of work, choosing
appropriate materials, components
and techniques
Develop a clear idea of what has to be
done, planning how to use equipment
and materials, and suggesting
alternative methods of making if the
first attempts should fail
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Explain how particular parts of their
products work (e.g. different types of
cam – eccentric, pear-shaped, heard
shaped)
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Know that resources are a constraint
and plan time, costs and best
materials to use for my product (CQ)
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Select appropriate materials, tools
and techniques
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Select appropriate materials, tools,
components and techniques
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Use an increasing range of tools
safely and accurately
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Use knowledge of scale and ratio to
make products from design briefs
(adapted CQ)
Measure and mark out accurately
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Cut and join with accuracy to ensure a
good quality finish to the product
Assemble components to make
working/viable models
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Make modifications as they go along
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Use a wider range of materials and
components than KS1, including
construction materials and kits,
textiles, food ingredients, mechanical
components and electrical
components
Choose and use appropriate finishing
techniques
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Talk about possible ideas, saying what
they like and dislike about them
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Refer to their design criteria as they
design and make
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Evaluate work both during and at
the end of an assignment
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Evaluate against original design
specification
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Evaluate products as they are
developed, identifying strengths and
possible changes they might make
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Identify strengths and areas for
development in their ideas and
products
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Evaluate their products by carrying
out appropriate tests
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Evaluate products personally and seek
evaluation from others
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Use design criteria to evaluate
completed products
Consider the views of others,
including intended users, to
improve their work
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Make simple judgements about their
products against design criteria
Evaluate products as they are
developed, identifying strengths
and possible changes they
might make
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CQ (adapted) - Recognise what they
have done well and suggest what
could be done better in the future
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Evaluate the design, manufacture and
fitness for purpose as they design and
make
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Discuss what they like/dislike
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CQ (adapted) – Compare models to
Analyse how well products have been
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Explain:
Who products are for
What products are for
How products work
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Evaluate their product by
discussing how well it works in
relation to the purpose
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Analyse methods of construction
that have been used and suggest
different approaches
Analyse materials chosen and
Year 6 – Georgians/Industrial
Revolution/WWII
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Generate ideas by drawing on their
own and other people’s experiences
Follow procedures for safety and
hygiene
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Year 4 – Normans/Vikings/Saxons
Describe what their products are
for
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Evaluating
Draw on their own experience to
help generate ideas
Use knowledge of existing
products to help come up with
ideas
Year 3 – Rome/Egypt
Year 2 – Avebury/Fire of London
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Know about inventors, designers,
engineers, chefs and manufacturers
who have developed ground-breaking
products
Comment on how well products have
been designed and made, analysing
methods, materials and how products
meet the needs and requirements of
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Finish work to a high standard to
achieve a quality product
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Evaluate products, identifying
strengths and areas for development,
and carrying out appropriate tests
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Record evaluations using drawings
with labels
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Evaluate products against their
original criteria and suggest ways that
their product could be improved
about products
Project ideas
and technical
understanding
involved in each
assignment
Ideas:
Somerset Skills – KS1 – structures –
stability and fastening – Idea –
Homes/Castles (Links to Victorians or
other story based activities)
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Begin to understand how to
make their structures more
stable – e.g. by using a wide
base – and able to withstand
greater loads – e.g. by adding
supports to their swing or
climbing frame
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Investigate how materials and
components have been joined
and have a basic idea of how
the items have been assembled
Construct a model by joining
and combining 2D and 3D
materials in appropriate ways
Use simple methods for making
free-standing structures stronger
and more stable (QCA/DfES)
Join fabric pieces effectively
Use a simple needle and cut
lengths of thread to some
degree of accuracy
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Cooking
and
Nutrition
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Recognise and name a number
of different fruit and vegetables
and can say which may be
peeled before being eaten
Classify some fruit/vegetables
according to colour, texture and
taste, how and where they are
grown, what they are used for,
how they are eaten
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Carry out simple tasting of fruit
and vegetables e.g. preference
tests and record results
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Know that fruit and vegetables
are part of a healthy diet
Obtain ideas for their own designs by
looking at familiar products and draw
on their investigations of _____ to
inform their own designs
Use wheels and axles, understanding
that wheels and axles can be
assembled in two different ways:
Either the wheel is attached tightly to
the axle and the axle is free to rotate,
or
The axle is fixed with the wheel free to
rotate around it
Textiles: Joining fabrics and decorative
techniques – Idea – Making a Fireman’s
Jacket (Fire of London)
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Talk about different examples of ____,
describing how they have been made
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Discuss the advantages and
disadvantages of different joining
techniques
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Join their fabric pieces effectively
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Describe patterns in fabric and show
how they are repeated
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How to repeat patterns
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Choose materials for
aesthetic qualities e.g. colour
Food: Healthy Eating and Hygiene
– Idea 
Ideas:
Somerset skills – KS1 – wheels, axles… - Idea
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Textiles – sock puppets (dinosaurs)
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real things they have studied
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designed, constructed and function
Ideas:
Somerset skills – KS2 – structures – Idea –
Roman Villa
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How to use a graphics programme to
test repeated patterns
That 2D paper patterns are used to
mark out the shape and size of pieces
to make a 3D product
Understand how card is stiffened
when a packet is made
Identify parts of a net and can explain
how it was assembled; understand the
need to extend the net to incorporate
tabs for joining
Understand that 3D structures can be
constructed from nets
Know that food can be divided into
different groups
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Explain that different combinations of
ingredients can affect taste and
texture of the product
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Say what forms a healthy diet
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Use a simple pneumatic system to
create movement (QCA/DfES)
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How air pressure can be used to
produce and control movement
(hydraulics)
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Know some techniques for making
simple pneumatic systems
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Know that fabrics have different
properties
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Understand that some joining
techniques are stronger/weaker
than others
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Know that fabrics can be joined in
temporary or permanent ways
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Use simple decorative patterns
e.g. dyeing, embroidery or fabric
paints
Structures – instruments – Viking Lyre or
pipes (links to science – sound)
Ideas:
Ideas:
Somerset skills – KS2 –
Control Mechanisms – Moving Toys – Idea –
Cams that make boats or sea objects ‘bob’
(Discovery of New World)
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Understand that different shaped
cams produce different movements
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Use a cam to change rotary
movement into linear/reciprocating
movement
Identify the cam within a mechanism
and explain how it changes movement
Recognise the role of a cam and its
follower in a mechanism and how
cams produce movement
Electricity, belts and puulleys – links to
science – grouping materials
Identify how to strengthen paper
and card in different ways
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Identify which parts support and
strengthen simple structures
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Compare the effectiveness of different
pneumatic systems
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Know that ingredients have
different characteristics
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Investigate techniques for winding
mechanisms
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Know that the proportion of
ingredients will affect the product
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Know ways of using simple pneumatic
systems in conjunction with simple
levers to control movement
Use a winding/winch mechanisms
(DfES/QCA)
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Using a heat source changes
ingredients
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Understand the need for a stable
structure to support a mechanism
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Recipes can be adapted by adding
or substituting ingredients
(QCA/DfES)
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Know that many different materials
can be used on one product – e.g.
slipper – some to stiffen, some to
provide a hard-wearing surface and
some for appearance
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Know that patterns/templates can be
used many times and that this
ensures consistency in size
Structures – Idea – Bridges (Victorian)
Understand the principles of
triangulation in different structures
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Know there are a variety of products
that incorporate a pulley/belt drive
driven by a motor
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Know that a belt and pulley system
can increase or decrease the speed of
rotation (by using different pulley
sizes)
Recognise that under certain
circumstances structures can fail
when loaded (become familiar with
techniques that reinforce and
strengthen structures)
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Understand that some structures are
stabilised by having a wide stable
base – e.g. the use of suspension
cables
Identify simple levers and sliders in
moving books and explain how they
work
Across KS2
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Know that a designer needs to
consider appearance, function, cost
and safety when designing products
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Food – bread – Ideas – Saxon Bread
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To weigh and measure accurately
(time, dry ingredients, liquids)
Observe carefully how a winding
mechanism works
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Investigate and disassemble products
to learn how they are made/function
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Textiles –
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Levers and Sliders – simple pop-up books –
link to literacy (stories from other cultures)
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Know that all food comes from plants or animals
Know that food has to be farmed, grown elsewhere (e.g. home) or caught
Name and sort foods into the five groups on the Eatwell Plate
Know that everyone should eat five portions of fruit and vegetables everyday
Know how to prepare simple dishes safely and hygienically, without a heat source
Use techniques such as grating, peeling and cutting
Know the principles of basic food handling, hygienic practices and personal hygiene
intended users
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Control Mechanisms – Moving Monsters –
Idea – moving mummies from the tomb
(hydraulics)/Egyptian monsters
Across KS1
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Understand how the working
characteristics of materials relate to
the ways materials are used
Use a template (QCA/DfES)
Winding Mechanisms – Idea – making a
model well to draw water, as in prehistoric
times (Avebury)
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Talk about how a winding mechanism
is made and how they work
Ideas:
Somerset skills – KS2 – Textiles – Idea Saxon/Norman/Viking purse or Viking
boots
Relate the way things work to their
intended purpose
Food - Sandwich snacks – Idea – Roman
food
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Understand about the importance of
hygienic food preparation and storage
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comment on their fitness for
purpose
Know that all food is grown, reared and caught in the UK, Europe and rest of the world
Know that seasons may affect the food available
How food is processed into ingredients that can be eaten or used in cooking
Know how to prepare 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
Demonstrate hygienic food preparation and storage
Weigh and measure accurately (time, dry goods, liquids)
Structures – shelters WWII
KS2 TECHNICAL KNOWLEDGE
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Use learning from science to help design and make products that work
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Use learning from mathematics to help design and make products that work
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Know that materials have both functional properties and aesthetic qualities
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Know that mechanical and electrical systems have an input, process and an output
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Know how mechanical systems such as levers, linkages and pneumatic systems create movement
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Know how to programme a computer to control their products
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Know how to make strong, stiff shell structures
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Know how mechanical systems such as cams or pulleys or gears create movement
How more complex electrical circuits and components can be used to create functional products
KS1 TECHNICAL KNOWLEDGE
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Know about the simple working characteristics of materials and components
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Know about the movement of simple mechanisms such as levers, sliders, wheels and axles
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Know how free-standing structures can be made stronger, stiffer and more stable
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Know that a 3D textiles product can be assembled from two identical fabric shapes