Design Technology (DT)

Design Technology Week November 2018

Across the school there was a flurry of activity—cutting of paper and card, sticking of feathers and nets, making models with moving parts—all the while developing our design technology skills.

Our families were invited to join us on Friday afternoon to see what the children have produced during the week. 

 

Reception  “ I built a rocket out of polydrons” Jessica said. Oliver said “we made kites” .The children knew that they needed paper, straws, glue, sellotape string and glitter to make them. Rachel told me that “We made windsocks too”

 

Year 1 Scarlett & Archie told Mrs Sparks that they had made pop Fr Christmas using paper, sticks and cotton wool. They have also made some super moving Gruffalo pictures.

 

Year 2 designed and made photo frames for Katie Morag’s  grandma’s. Pippa said she liked learning about time this week and using clocks to help, and she loved linking our Katie Morag topic to DT week as we made photo frames.

 

Year 3 Lazzaton  “We designed and made monsters with moving parts  using cardboard and paint” Ella remembered that they had used pneumatics to make the monsters mouth move.

 

Year 4  using their theme of Tombs, Temples and Treasures (Ancient Egypt) the children made sarcophagus using nets, designed and made collars & chariots.

Brodie said “It was hard work at first but fun”

Kieran W said he had an amazing week.

Oliver “We made mud bricks to test which recipe made the strongest brick”

 

Year 5&6 had some great advice when designing and making anything

“DT is all about team work” James

Lucy advises us to “Think before you act”

Darcie “Don’t give up!”

Kobi “ Everyone should be involved”

Holly “Include everyone’s ideas”

“Small ideas can develop into great designs” Carys

 

Key stage 1
Through a variety of creative and practical activities, pupils are taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].
 
When designing and making, pupils are taught to:
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
 
Key stage 2
 
Through a variety of creative and practical activities, pupils are taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].
 
When designing and making, pupils are taught to:
 
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
 
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.