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Design and Technology

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The intent of our DT curriculum is to provide an inspiring, rigorous and practical subject where children use their creativity and imagination to design and make products. Their work solves real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as; mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. Our DT curriculum makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Year Group

Term

Skills

Knowledge

‘Needs to know’

Key vocabulary

EYFS

Term 1

Let’s celebrate

How do we bake Christmas Biscuits hygienically?

Baking Christmas biscuits

Cooking and Nutrition

Design

Select appropriate resources
use contexts set by the teacher or themselves
Use language of designing and making e.g. join, decorate, mixing, stirring.

Begin to understand some food preparation tools, techniques and processes

Make

Develop fine motor skills
Practise stirring, mixing, pouring, blending.
Construct with a purpose using a variety of resources.
Discuss how to make an activity safe and hygienic.

Evaluate

Discuss the use of senses.
Adapt work if necessary
Practise some appropriate safety measures independently.
Describe textures.

Cooking and Nutrition

Design initial ideas for biscuits. Think about shapes/decoration
Write ingredients-role play shopping list

Kneading dough, rolling and using biscuit cutters to create shapes.
Using a plastic knife for cutting-encourages bi-lateral skills (using two hands in unison while doing a task).
Describe the equipment they are using (rolling pin, cutter, spoon, bowl, oven).
Ingredients must be mixed and baked to make the biscuits.
Children must know that they need to wash their hands before and after cooking.
Describe the taste and textures of some foods.
What did they enjoy doing? Not enjoy etc.

Cut

Mix

Stir

Food

Meal

Snack

Biscuit

Ingredients

Rolling

Kneading

Texture

Taste

Smell

Apron

Equipment

Knife

Term 2

The Great Outdoors

How does your garden grow?

Design and make a miniature garden.

Construction

Design

To construct with a purpose in mind, using a variety of resources.
Designs need to be thought about and planned
Designs can be changed and modified

Make

Selects appropriate resources and adapts work where necessary.
Selects tools and techniques needed to shape, assemble and join materials they are using.
To use simple tools and techniques competently and appropriately.
Demonstrate how to hold and use scissors safely.

Evaluate

Evaluations can lead to improvements.
Explore and evaluate a range of existing products.
Evaluate their ideas and products against design criteria.

The properties and uses of different materials
Different tools and what they can be used for
How to join materials together
Materials can be modified and changed
How to make a structure strong and stable.
How to make a structure balance
Features of a garden

Design

Experiment

Change

Tools

Materials

Glue

Cut

Build

Make

Scissors

Cello tape

Masking tape

Change

Strong

Stable

Structure

Join

Assemble

Shape

Term 3

Under and Over the Sea

How do animals move under water?

To create a moving ‘Under the Sea’ scene.

Mechanisms

Design

Begin to use the language of designing and making e.g. join, build and shape.
Use and explore various construction materials and other resources to construct with a purpose in mind.
Designs need to be thought about and planned
Initial designs can be changed and modified

Make

To use simple tools and techniques competently and appropriately.
To select appropriate resources and adapt work where necessary.
To select tools and techniques needed to shape, assemble and join materials they are using.
To safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Evaluate

Evaluations can lead to improvements.
Begin to talk about changes made during the making process e.g. making a decision to use a different joining method.

To use different tools and know what they can be used for
Understand that different media can be combined to create new effects.
How to join materials together
Materials can be modified and changed
Products can move, light up, be structurally sound and be safe and healthy.
Some objects can move independently, and some can be made to move.
Represent their own ideas, thoughts and feelings through Design and Technology.

Make
join

design

stick

glue

build

tools

plan

shape

decorate

measure

evaluate

equipment

materials

move

wind

twist

Term 1

Towers, Tunnels & Turrets

How will Teddy’s hat protect him/her?

Design and make a hat for Teddy to wear whatever the weather

(c/c science)

Textiles

Design

Test and choose from arrange of materials
Design a purposeful, functional, appealing hat for themselves and other users based on design criteria
To plan and test ideas using templates and mock-ups
To explore what materials products are made from
To talk about their design ideas and what they are making

Make

To assemble, join and combine materials
To demonstrate how to cut, shape and join fabric to make a simple product
To begin to select from a range of hand tools and equipment, such as scissors
To select from a range of materials, textiles and components according to their characteristics
To begin to use simple finishing techniques to improve the appearance of their product, such as adding simple decorations.

Evaluate

Begin to talk about what could make the product better.
Talk about things that other people have made.
Talk about existing products: use, materials, how they work, audience

Identify waterproof/not materials
To manipulate fabrics in simple ways to create the desired effect
Generate, develop, model and communicate their ideas through talking and drawing
Explore and evaluate a range of existing hats
Measure, mark out, cut, shape and join with support.
Choose suitable textiles.
To know that ‘joining technique’ means connecting two pieces of material together (running stitch, glue, stapling).
To understand that a template (or fabric pattern) is used to cut out the same shape multiple times.
Know that drawing a design idea is useful to see how an idea will look.
Understand how simple 3D textile products are made, using a template to create two identical shapes.

cut

make

draw

design

tools

plan

measure

evaluate

improve

textile

fabric

test

product

strength

equipment

materials

template

joining and finishing techniques

fabrics

components

pattern

decorate

Term 2

To Infinity & Beyond

Will you shake, pluck or hit your musical instrument?

(c/c music)

Designing and constructing your own musical instrument.

Construction

Design

Design purposeful, functional, appealing products for themselves and other users based on design criteria to make an instrument
To plan and test ideas using templates and mock-ups
To understand and follow simple design criteria with support, follow a simple plan

Make

Select from and use a range of tools and equipment to perform practical tasks e.g., cutting, shaping, joining and finishing
Select from and use a wide range of materials and components, including construction materials
To assemble, join and combine materials
To begin to use simple finishing techniques to improve the appearance of their product, such as adding simple decorations.

Evaluate

Begin to talk about what could make the product better.
Talk about things that other people have made.
Talk about existing products: use, materials, how they work, audience

Research different musical instruments
Know the names of musical instruments
Explore and evaluate a range of existing musical instruments
To know that a structure is something has been made and put together.
To explore what materials products are made from
Know that a structure is something that has been made and put together.

Cut

Research

Design

make

stick

glue

join

attach

build

tools

plan

decorate

evaluate

improve

equipment

materials

instrument

Term 3

Paws, Claws & Whiskers

What do the Wild Things eat their dinner on?

Designing and creating a plate of food from clay.

(c/c literacy)

Mouldable materials

Design:

To plan and test ideas using templates and mock-ups
To understand and follow simple design criteria with support
To explore what materials products are made from
To talk about their design ideas and what they are making

Make:

To begin to select from a range of hand tools and equipment, such as scissors
To shape materials with some accuracy
To join and combine materials
To demonstrate how to shape and join to make a product
To begin to use simple finishing techniques to improve the appearance of their product, such as adding simple decoration

Evaluate

Evaluate their ideas and products against design criteria

Begin to explain what went well and what they can do to improve.
To explain positives and things to improve for existing products

Design purposeful, functional, appealing products for themselves and other users based on design criteria for a dinner plate.
Generate, develop, model and communicate their ideas through talking and drawing their design
Explore and evaluate a range of existing plate products
Explore materials that plates can be made from
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 according to their characteristics
Begin to measure and join materials, with some support.
Describe differences in materials
Suggest ways to make the material/product stronger.

cut

make

draw

stick

glue

paint

join

attach

design

model

build

tools

plan

decorate

measure

evaluate

improve

equipment

materials

product

construction

arrange

Term 1

Land Ahoy!

How will we float our pirate boats?

Design and build a boat that will float.

(c/c science & topic)

Materials

Design

To explain how their products will look and work through talking and simple annotated drawings
To plan and test ideas using templates and mock-ups
To understand and follow simple design
Understand and follow simple design criteria

Make

Plan and test ideas using templates and mock-ups
Explain what they are making and why it fits the purpose
To begin to select from a range of hand tools and equipment, such as scissors
To with help, measure and mark out
To cut, shape and score materials with some accuracy
To assemble, join and combine materials
To demonstrate how to cut, shape and join fabric to make a simple product

Evaluate

As they work, start to identify strengths and possible changes they might make to refine their existing design
Evaluate their products and ideas against their simple design criteria; did the boat float or sink?
Explain positives and things to improve for existing products
To start to understand that the iterative process sometimes involves repeating different stages of the process.

Discuss and learn about existing boats
Understand floating and sinking and why boats float.
Talk about their design ideas and what they are making
Explain how their products will look and work through talking and simple annotated drawings
Choose the best tools and materials, and explain choices.

To select from a range of materials suitable for floating
Measure materials
Describe some different characteristics of materials
Join materials in different ways
Use joining, rolling or folding to make it stronger
Use own ideas to try to make product stronger

cut

make

draw

stick

glue

shape

paint

join

attach

design

screw

model

build

tools

plan

decorate

measure

evaluate

improve

equipment

materials

Term 2

Where my wings take me

How can we use a lever to make a dragon move?

Design and create a moving picture using sliders/levers.

(c/c literacy)

Mechanisms

Design

Know the purpose of their product.
To explain how their products will look and work through talking and simple annotated drawings
To understand and follow simple design criteria

Make:

Select from and use a wide range of materials and components, such as cutting and joining to allow movement and finishing.
Explore and use mechanisms e.g. levers, sliders, wheels and axles, in their products.
Select from a wide range of materials such as paper, card, plastics, according to their characteristics.
To know what components are needed to construct a moving dragon and use this to select materials according to which are most suitable.

Evaluate:

Explore and evaluate a range of existing products which push and pull
Evaluate their ideas and products against design criteria

To talk about and start to understand the simple working characteristics of materials and components
Identify dragon bodies (tail, mouth, jaw, claws, spikes) for which part could move.
Generate, develop, model and communicate initial ideas through talking, drawing, templates, mock-ups of a moving dragon using levers/sliders.
Distinguish between fixed and freely moving axles.
To know that mechanisms are a collection of moving parts that work together as a machine to produce movement.
To know that there is always an input and output in a mechanism. Input=the energy that is used to start something working; output= the movement that happens as a result of the input.

cut

make

stick

join

measure

attach

design

model

build

tools

plan

decorate

evaluate

improve

equipment

materials

Mock-up

Lever

Slider

move

Term 3

Muck, Mess & Mixtures

What makes a healthy sandwich?

Making a sandwich for a healthy Picnic

(c/c science)

Cooking and Nutrition

Design/Preparation

To follow a simple recipe
To talk about their design ideas and what they are making
To begin to use an be aware of a range of methods of food preparation, such as peeling and chopping

Make

To begin to select from a range of hand tools and equipment, such as graters, zesters, safe knives, juicer
To learn to use hand tools and kitchen equipment safely and appropriately and learn to follow hygiene procedures
To use a range of food ingredients and with help, measure out

Evaluate

To explain positives and things to improve for existing products
To evaluate their products and ideas against their simple design criteria
Describing the taste, texture and smell of fruit and vegetables.

Research different sandwich fillings
Taste and try different foods
Learn the process for making a sandwich
Explain where in the world different foods originate from
Understand that all food comes from plants or animals
Understand that food has to be farmed, grown elsewhere (e.g. home) or caught
Name and sort foods into the five groups in the Eatwell Guide
Understand that everyone should eat at least five portions of fruit and vegetables every day and start to explain why
Use what they know about the Eatwell Guide to design and prepare dishes.
Plan and prepare a dish of nutritional value.

cut

spread

plan

measure

evaluate

improve

equipment

research

recipe

healthy

prepare

product

design criteria

peeling

chopping

spreading

nutrition

hygiene/hygienic

recipe

ingredients

Term 1

Stone Age – Iron Age

How can you use natural resources to create a tie-dye piece of clothing?

Using natural resources (flowers, leaves, berries) to create a tie-dye shirt.

(c/c topic)

Textiles

Design:

Design innovative and appealing t-shirts that are aimed at a specific user
Evaluate t-shirt materials, explaining the purpose of the product and whether it is designed well to meet the intended purpose
Consider their design criteria as they make progress and are willing to alter their plans, sometimes considering the views of others if this helps them to improve their product
To identify the design features of their products that will appeal to intended customers
To test ideas out through using prototypes
To develop and follow simple design criteria
To use research and develop design criteria to inform the design of innovative

Make:

Understand that materials have both functional properties and aesthetic qualities
To place the main stages of making in a systematic order
Begin to select and use different and appropriate finishing techniques to improve the appearance of a product such as tie-dye and fabric paints

Evaluate:

Evaluate their t-shirt against their original design criteria
Consider the views of others to improve their work
Look at the design criteria while designing and making
Begin to evaluate existing products, considering: how well they have been made, materials, whether they work, how they have been made, fit for purpose.

Use their knowledge of a broad range of existing products to help generate their ideas for a tie dye t-shirt
Before designing look at a range of t-shirts and explore different initial ideas before coming up with a final design
Use tie dye folding techniques and methods
Colour mixing
To generate, develop, model and communicate their ideas through discussion and annotated sketches

function
template

develop

textile

evaluate

finish

purpose

production
criteria

self evaluate

modify

tie-dye

natural resources

Term 2

What Makes the Earth Angry?

What causes a volcano to erupt?

Design and create a paper mache volcano that erupts.

(c/c topic)

Materials

Design:

Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams
To explain how particular parts of their products work

Make:

Select suitable tools/equipment, explain choices; begin to use them accurately
Select appropriate materials, fit for purpose.
Begin to measure, mark out, cut and shape materials with some accuracy
To with growing confidence, carefully select from a range of tools and equipment, explaining their choices
To place the main stages of making in a systematic order
To use a range of tools and equipment safely
To use a wider range of materials and components
To with growing independence, measure and mark out to the nearest cm and millimetre;
Begin to assemble, join and combine material and components with some degree of accuracy

Evaluate:

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Research volcanos
Know what a volcano is
Identify the parts of a volcano
How volcanoes erupt and how to make their prototype erupt
Use and develop design criteria to inform the design of innovative, functional erupting volcanoes
To explore different initial ideas before coming up with a final design
To explain their choice of materials and components including function and aesthetics
To develop and follow simple design criteria
Work through their plan
Use appropriate materials
Work accurately to make cuts and holds
Join materials (glue, masking tape)
Begin to make strong structures.

Materials

practical

construct

combine

components

measure

criteria

assemble

human impact

test

analyse

evaluate

joining

Term 3

Pharaohs

How and why did ancient Egyptians build pyramids?

Design and construct a 3D Egyptian pyramid.

(c/c topic)

Construction

Design:

When designing, can explore different initial ideas before coming up with a final design
To develop and follow simple design criteria
To test ideas out through using prototypes

Make:

Select from and use a wider range of tools and equipment to perform practical tasks e.g. 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
Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
To (with growing confidence,) carefully select from a range of tools and equipment, explaining their choices;

Evaluate:

Evaluate the key events, including technological developments, and designs of individuals in design and technology that have helped shape the world. (pyramids link)

Research pyramids (how were they built?)

To use and develop design criteria to inform the design of innovative, functional pyramid

To use annotated sketches and cross-sectional drawings to develop and communicate their ideas
To apply their understanding of how to strengthen, stiffen and reinforce more complex structures in order to create more useful characteristics of products
To explore what materials products are made from and suggest reasons for this
To place the main stages of making in a systematic order
To learn to use a range of tools and equipment safely, appropriately and accurately
To use a wider range of materials and components, including construction materials
To evaluate their product against their original design criteria
To understand that wide and flat based objects are more stable
To know that a paper net is a flat 2D shape that can become a 3D shape once assembled.

model

structure

stable

construct

human impact

strength

structure

materials

modify

engineer

designer

test

evaluate

Term 1

Scrumdidilyumptious

How will Charlie get all his goodies back home safely?

Design and make a pouch for Charlie to hold his chocolate in.

(c/c literacy)

Materials

Design:

Research materials to use for the container – which is the strongest?
To use their knowledge of a broad range of existing products (which hold and carry things) to help generate their ideas
Explore what materials products are made from and suggest reasons for this
To explore and evaluate existing products, explaining the purpose of the product and whether it is designed well to meet the intended purpose
Develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

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
With growing confidence, carefully select from a range of tools and equipment, explaining their choices
To learn to use a range of tools and equipment safely

Evaluate:

Consider their design criteria as they make progress and are willing to alter their plans, sometimes considering the views of others if this helps them to improve their product

Research and look at different types of bags
Measure carefully to avoid mistakes
Attempt to make the product strong
Continue working o the product even if the original didn’t work
Make a strong, stiff structure
To know that creating a mock up (prototype) of their design is useful for checking ideas and proportions.
To identify the design features of their products that will appeal to intended customers
To design innovative and appealing products that have a clear purpose and are aimed at a specific user
To evaluate the key events, including technological developments, and designs of individuals in design and technology that have helped shape the world.

Products

develop

research

evaluate

model

structure

product

stable

construct

combine

components

purpose
packaging

criteria

self evaluate

modify

designer

test

analyse

Term 2

Gods & Mortals

How interactive can we make a book?

Design and make an interactive book using electricity.

(c/c science)

Mechanisms

Design:

Identify and name Gods and Mortals and their powers
Research which materials conduct electricity
Design their own bracelet to conduct electricity to light up Zeus’ bolt.
To design innovative and appealing products that have a clear purpose and are aimed at a specific user

Make:

To learn to use a range of tools and equipment safely
To use a wider range of materials and components, including construction materials and kits, textiles and mechanical and electrical components
With growing independence, measure and mark out to the nearest cm and millimetre;
To cut, shape and score materials with some degree of accuracy
To assemble, join and combine material and components with some degree of accuracy

Evaluate:

To explore and evaluate existing products, explaining the purpose of the product and whether it is designed well to meet the intended purpose
To evaluate their product against their original design criteria

To explain how particular parts of their products work
When designing, explore different initial ideas before coming up with a final design
To test ideas out through using prototypes
To develop and follow simple design criteria
understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
create their own circuit to light up Zeus’ bolt.

To shape, form, model and construct from imagination
To use surface patterns / textures

To understand and demonstrate how mechanical and electrical systems have an input and output process
To make and represent simple electrical circuits, such as a series and parallel, and components to create functional products
To use mechanical systems in their products

Can evaluate the key events, including technological developments, and designs of individuals in design and technology that have helped shape the world (circuits link)

function
template

develop

evaluate

model

mechanism

practical

combine

components

criteria

self evaluate

modify

procedure

engineer

test

analyse

circuits

lights

switches

electrical systems

Term 3

Burps, Bottoms & Bile

How can we make the best Paella?

Cook a healthy paella

(c/c topic)

Cooking and Nutrition

Design/preparation

To prepare ingredients using appropriate cooking utensils.
Designing a recipe within a given budget, drawing upon previous taste testing judgements.

Make

To measure and weigh ingredients to the nearest gram and millilitre
To use a range of techniques such as mashing, crushing, grating, cutting
With support, use a heat source to cook ingredients showing awareness of the need to control the temperature of the hob and/or oven
To start to independently follow a recipe.

Evaluate

Evaluating a recipe, considering: taste, smell, texture, and appearance.
Describing the impact of the budget on a selection of ingredients.
Evaluating and comparing a range of food products.

Start to know when, where and how food is grown (such as herbs, tomatoes and strawberries) in the UK, Europe and the wider world
Understand how to prepare and cook a variety of predominantly savoury dishes safely and hygienically
Explain that a healthy diet is made up of a variety and balance of different food and drink, as represented in the Eatwell Guide and be able to apply these principles when planning and cooking dishes
Understand that to be active and healthy, nutritious food and drink are needed to provide energy for the body
Start to understand seasonality

Temperature

Utensil

Measure

Weigh

Ingredients

evaluate

product

cook

ingredients

recipe

purpose

production
packaging
label

criteria

seasonality

nutritious

healthy

test

Term 1

Revolting Romans

How far will our model Roman catapult launch?

Design and model a Roman catapult with gears and pulleys

(c/c topic)

Mechanisms

Design:

Develop their own simple design specification to guide their thinking.
Develop and communicate ideas through discussion, annotated drawings and drawings from different views.
Use internet and questionnaires for research and design ideas
Take a user’s view into account when designing.

Make:

Produced detailed/suitable lists of tools, equipment and materials.
Formulate step-by-step plans and, if appropriate, allocate tasks within a team.
Select from and use a range of tools and equipment to make products that are accurately assembled and well finished.
Use selected tools/ equipment with good level of precision
Mainly accurately apply a range of finishing techniques.

Evaluate:

Evaluating the work of others and receiving feedback on own work.
Suggesting points for improvement.
Evaluate a quality of design while designing and making
Evaluate and discuss existing products, considering: how well they’ve been made, materials, whether they work, fit for purpose.

Generate innovative ideas by carrying out research on why the Romans made and used catapults.
Refine product after testing
Grow in confidence about trying new/different ideas
Begin to use cams, pulleys, or gears to create movement.
To know mechanisms can be used to change one kind of motion into another.
To know that mechanisms control movement.
Understand how gears and pulleys can be used to speed up, slow down or change the direction of movement.
Know and use technical vocabulary relevant to use the project.

User

Purpose

Design

Model

Evaluate

Prototype

Functional

Innovated

Design criteria

Pulley

Gear

Rotation

Spindle

Axle

Control

Term 2

If the world was a village

Where do dream catchers come from?

Design and make a dream catcher using a variety of materials.

(c/c topic)

Materials

Design:

Use their knowledge of a broad range of existing products to help generate their ideas
To design products that have a clear purpose and indicate the design features of their products that will appeal to the intended user
To generate a range of design ideas and clearly communicate final designs
To independently plan by suggesting what to do next

Make:

To with growing confidence, select from a wide range of tools and equipment, explaining their choices
To apply their understanding of how to strengthen, stiffen and reinforce more complex structures in order to create more useful characteristics of products

To select from a range of materials and components according to their functional properties and aesthetic qualities
To learn to use a range of tools and equipment safely and appropriately
To use a full range of materials and components, including textiles
To cut a range of materials with precision and accuracy
To shape and score materials with precision and accuracy
To assemble, join and combine materials and components with accuracy.

Evaluate:

To critically evaluate the quality of design, manufacture and fitness for purpose of products as they design and make
To explain how particular parts of their products work

To evaluate their ideas and products against the original design criteria, making changes as needed.

To use annotated sketches, cross-sectional drawings and exploded diagrams (possibly including computer-aided design) to develop and communicate their ideas
Research where dream catchers come from and why they are made.
Explore what dream catchers are made from and the different types of materials.
Select materials carefully, considering intended use of product appearance.
Explain how product meets design criteria.
Measure accurately enough to ensure precision.
Ensure product is strong and fit for purpose.
Begin to reinforce and strengthen a 3D frame.
To refine the finish using techniques to improve the appearance of their product, such as sanding or a more precise scissor cut after roughly cutting out a shape.
To understand and demonstrate that mechanical and electrical systems have an input, process and output

function
template

develop

evaluate

structure

product

stable

practical

construct

purpose

criteria

self-evaluate

test

analyse

make

strong

joining techniques

attractive

reinforce

Term 3

Traders & Raiders

What is the importance/effectiveness of the Viking longboats?

Design, scale up and build a strong, stable Viking long boat.

(c/c topic)

Construction

Design:

To use research to inform and develop detailed design criteria to inform the design of innovative, functional and appealing products that are fit for purpose and aimed at a target market
To design products that have a clear purpose and indicate the design features of their products that will appeal to the intended user

Make:

To independently plan by suggesting what to do next and create step-by-step plans as a guide to making
To with growing confidence, select from a wide range of tools and equipment, explaining their choices
To learn to use a range of tools and equipment safely and appropriately
To use a full range of materials and components, including construction materials
To cut a range of materials with precision and accuracy
To assemble, join and combine materials and components with accuracy
To apply their understanding of how to strengthen, stiffen and reinforce more complex structures in order to create more useful characteristics of products

Evaluate:

To explain how particular parts of their products work.
Investigate and analyse products linked to their final product.
Compare the final product to the original design specification and record the evaluations.
Test products with intended user and critically evaluate the quality of the design, manufacture, functionality and fitness for purpose.
Consider the views of others to improve their work.

Understand how to strengthen, stiffen and reinforce 3D frameworks.
Know and use technical vocabulary relevant to the project.
To independently take exact measurements and mark out, to within 1 millimetre
To know that properties are words that describe the form and function of materials.
To understand why material selection is important based on properties.
To understand the material (functional and aesthetic) properties of wood.

Construction

Frame structure

Stiffen

Strengthen

Reinforce

Triangulation

Stability

Shape

Join

Temporary

Permanent

Term 1

Fallen Fields

Can you put on a show with moving puppets?

Design and make shadow puppets and create a shadow puppet show linking to WW2.

(c/c topic)

Mechanisms

Design

To use annotated sketches
To apply their understanding of how to strengthen, stiffen and reinforce more complex structures in order to create more useful characteristics of products
To independently plan by suggesting what to do next

Make:

Understand and demonstrate that mechanical and electrical systems have an input, process and output
To with growing confidence, select from a wide range of tools and equipment, explaining their choices
To use a full range of materials and components, including construction materials and kits, textiles, and mechanical components
To cut a range of materials with precision and accuracy
To assemble, join and combine materials and components with accuracy
To explain how mechanical systems, such as cams, create movement and use mechanical systems in their products

Evaluate:

Critically evaluate the quality of design, manufacture and fitness for purpose of products as they design and make
To explain how particular parts of their products work
To evaluate their ideas and products against the original design criteria, making changes as needed.

Understand how shadows are formed and how they can change size.
Research theatres
WW2 link – knowledge of soldiers and their lives
Refine product after testing, considering aesthetics, functionality and purpose.
Incorporate hydraulics and pneumatics
Be confident to try new/different ideas
Use cams, pulleys and gears to create movement.

function
template

develop

model

structure

product

finish

construct

mechanism

components

purpose

production

design criteria

self evaluate

modify

Term 2

Darwin’s Delights

Can we create an island inspired by Kensuke’s Island using textile skills?

Design and create a 3D model of an island inspired by Kensuke’s Island.

(c/c literacy)

Textiles

Design

To design products that have a clear purpose and indicate the design features of their products that will appeal to the intended user
To independently plan by suggesting what to do next
To create step-by-step plans as a guide to making

Make

To with growing confidence, select from a wide range of tools and equipment, explaining their choices
To select from a range of materials and components according to their functional properties and aesthetic qualities
To cut a range of materials with precision and accuracy
To join textiles using a greater variety of stitches, such as backstitch, whip stitch, blanket stitch
To refine the finish using techniques to improve the appearance of their product, such as sanding or a more precise scissor cut after roughly cutting out a shape.
To consider the availability and costings of resources when planning out designs
To assemble, join and combine materials with accuracy
To demonstrate how to measure, make a seam allowance, tape, pin, cut, shape and join fabric with precision to make a more complex product;

Evaluate

To complete detailed competitor analysis of other products on the market
To evaluate their ideas and products against the original design criteria, making changes as needed.

To independently take exact measurements and mark out, to within 1 millimetre
Research Kensuki’s island and develop their own island explaining why they have chosen the features for their island.
To understand that it is important to design with an audience in mind
To know that using a template helps to accurately mark out a design on fabric.
To understand the importance of consistently sized stiches.

research
template

develop

textile

evaluate

model

structure

product

construct

combine

components

purpose

criteria

self evaluate

modify

procedure

engineer

designer

test

analyse

Term 3

New Horizons

Who will win Great Year 6 bread bake off?

Baking bread

(c/c science)

Cooking and Nutrition

Design

Writing a recipe, explaining the key steps, method and ingredients.
Including facts and drawings from research undertaken

Make

Following a recipe, including using the correct quantities of each ingredient.
Adapting a recipe based on research.
Working to a given timescale.
Working safely and hygienically with independence.

Evaluate

Evaluating a recipe, considering taste, smell, texture and origin of the food group.
Taste testing and scoring final products.
Suggesting and writing up their own throughout the planning, preparation and cooking process.
Evaluating health and safety in production to minimise cross contamination.

To know that ‘flavour’ is how a food or drink tastes.
To know that many countries have ‘national dishes’ which are recipes associated with that country.
To know that ‘processed food’ means food that has been put through multiple changes in a factory.
To understand that is it important to wash fruit and vegetables before eating to remove any dirt and insecticides.
To understand what happens to a certain food before it appears on the supermarket shelf (Farm to Fork).

cook

ingredients

recipe

combine

prepare

purpose

production
packaging
label

human impact

criteria

self evaluate

modify

seasonality

taste

texture

appearance

aroma

temperature

measure

hygiene

safety

sweet

savoury

analyse

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