D&T Rationale
Design and Technology Curriculum Rationale
Year/term | Unit | PAINSLEY Model | Cultural capital/fieldwork |
EYFS
|
| During EYFS, children explore common fruit and vegetables, undertaking sensory activities i.e. appearance, taste and smell. Children also develop their cutting skills using appropriate utensils with playdough and clay. This forms the groundwork for skills that they will be developing as they progress through the school, also building on the variety of experiences that they will have had at home or in nursery settings.
In EYFS, children identify and name different fruits and vegetables, through their choices at snack time and lunch time. They also began to learn about having a healthy diet.
In EYFS, children explore and use different fabrics which will later be developed through work on textiles in year 1, 3 and 6. | Children will visit a supermarket to learn about where we get our food/ see the range of fruit and vegetables available. |
Year 1 Term 1 | Food: Preparing fruit and vegetables (including cooking and nutrition requirements for KS1)
To design, make and evaluate a fruit salad for year 1 children.
| Building on the experiences from EYFS, the children in Year 1 have opportunities to explore the above skills in greater depth, using appropriate utensils to cut soft fruit with the support of an adult and learning to prepare fruit safely and hygienically.
Year 1 builds upon prior knowledge to understand how to name and sort foods into the five food groups. They should know that everyone should eat at least five portions of fruit and vegetables every day to develop a healthy diet. | Children will visit a supermarket to learn about where we get our food/ see the range of fruit and fruit salad products available.
Opportunities will be made to speak to a farmer, exploring their role in producing our food.
Children will learn about the chef Jamie Oliver and his work to design healthy school meals.
Children could meet with the school catering team to discuss how to plan a healthy plate of food.
Marcus Rashford - Watch interviews/write letters to/tweet
Key Questions: What is a fruit salad? What is a chef? Where do fruit and vegetables come from? How does a chef chop/prepare food? |
Year 1 Term 2 | Mechanisms: Slides and levers
To design, make and evaluate a moving picture card.
| Children have prior experience with simple cutting, shaping and joining skills using scissors, glue, paper fasteners and masking tape. In year 1, children build upon this to mark out, cut and shape a range of materials. They explore alternative tools such as a hole punch, and know how to use one safely. Furthermore, they begin to use simple finishing techniques to improve the appearance of their product eg: adding colour to make the product more visibly appealing.
Building on their prior knowledge of working with paper and card to make simple flaps and hinges in EYFS, children explore and use mechanisms, sliders and levers in context. They understand that different mechanisms produce different types of movement and know and use technical vocabulary relevant to the unit. | Children make contact with a card shop to design a card to display on their shelves.
Children explore a range of existing card products to identify their purpose and use.
Virtual workshop:
Key Questions: What is a designer? What is a mechanism? What is a card? Why do we send cards? |
Year 1 Term 3 | Textiles: Templates and joining techniques
To design, make and evaluate a puppet.
| Children have prior experience exploring a range of fabrics. In year 1, children build upon this to cut and join fabrics with simple techniques e.g. running stitch, glue, over stitch, stapling.
During year 1, children begin to consider the purpose of products and identify user preferences in order to create appealing products. They explore a range of existing textile products, identifying similarities and differences and using appropriate vocabulary to describe their likes and dislikes.
| Children explore the work of Jim Henson. The master puppeteer, animator, cartoonist, actor, inventor, composer, and screenwriter, who achieved worldwide notice as the creator of The Muppets characters.
Children watch and learn about the Punch and Judy puppet show. https://www.vam.ac.uk/articles/thats-the-way-to-do-it-a-history-of-punch-and-judy
Key Questions: What is a puppet? How do they move? |
Year 2 Term 1 | Food: Preparing food (including cooking and nutrition requirements for KS1)
To design, make and evaluate a dip for celery sticks/ carrot/ tomatoes
| Children build upon prior learning gained in year 1 to cut soft fruit and vegetables using appropriate utensils. They develop their learning to begin to use simple utensils and equipment to e.g. peel, cut, slice, squeeze, grate and chop safely. Children select from a range of fruit and vegetables according to their characteristics e.g. colour, texture and taste to create an appealing product.
Building on prior experience of common fruit and vegetables, year 2 begin to demonstrate an awareness of where fruit and vegetables come from and understand the basic principles of a healthy and varied diet. They begin to understand, and use the technical and sensory vocabulary relevant to cooking and nutrition.
| Children will visit a supermarket to see the range of dips available.
Opportunities will be made to speak to a farmer, exploring their role in producing our food.
Children will learn about different dips from around the world and the cultures at the heart of the recipes - Geography link.
Children could meet with the school catering team to discuss how to plan a healthy plate of food.
Marcus Rashford - Watch interviews/write letters to/tweet
Key Questions: What is a dip? Where do fruit and vegetables come from? What is a chef? How does a chef chop/prepare food? |
Year 2 Term 2 | Structures: Freestanding structures
To design, make and evaluate a bridge across water. | In year 2, children develop the skills they have gained previously using construction kits and construction materials. They build upon their experience using basic tools e.g. scissors or hole punches with construction materials e.g. plastic, card to identify appropriate ways to make freestanding structures stronger, stiffer and more stable.
In year 2, children identify the purpose and uses of a bridge. Children acquire new knowledge to design, make and evaluate products for a specified user and purpose.
| Children visit different types of bridges, identifying their structure, use, size and shape to inform design decisions.
Children explore a range of existing freestanding structures in the school and local environment e.g. everyday products and buildings.
Children learn about the work of Isambard Kingdom Brunel (civil engineer) |
Year 2 Term 3 | Mechanisms: Wheels and axles Moving vehicle
To design, make and evaluate a fire engine.
| Children build upon prior learning when exploring moving vehicles through play to assemble vehicles with moving wheels using construction kits. Children have previously learnt the basic cutting, joining and finishing skills with card. During this unit, children apply their understanding and develop their previous knowledge to hone their cutting, joining and finishing skills, making more functional and aesthetically appealing products.
Previously, children gained experience designing, making and evaluating products for a specified user and purpose. Children develop their knowledge in year 2 by making informed decisions to design a vehicle that includes wheels, axles and axle holders, which will allow the wheels to move. They will also build upon their knowledge of mechanisms in year 1 to select a suitable linkage system to produce the desired motions. | Children learn about the designers Alec Issigonis (designer of Mini) and Frank Stephenson (designer of modern Mini), comparing their work and how the iconic mini has been innovated.
Children experience first hand the development of designing, building and making a vehicle by visiting JCB.
Virtual workshop: |
Year 3 Term 1 | Structures: Shell structures (including CAD):
To design and make the packaging to protect a fragile object.
| Prior to Year 3, children have gained experience using different joining, cutting and finishing techniques with paper and card. Children build upon this to apply more complex methods for constructing strong structures formed together using a variety of tools. eg. scissors, gluestick, card and cardboard.
Children have a basic understanding of 2-D and 3-D shapes in mathematics and the physical properties and everyday uses of materials in science. Children build upon this by developing and using their knowledge of nets of cubes and cuboids and, where appropriate, more complex 3D shapes to construct strong, stiff shell structures. | Children will visit/ interview the owner of the packaging manufacturer - GT paper and packaging Ltd. which is a local Staffordshire company.
Children learn about the role of royal mail in delivering items and ensuring that they remain intact for the user. They interview a postman about their role and difficulties surrounding packaging that is insufficient. |
Year 3 Term 2 | Food: Healthy and varied diet (including cooking and nutrition requirements for KS2):
To design, make and evaluate a celebration picnic.
| Previously, children in Y3 have gained the relevant skills to prepare ingredients safely and hygienically. Children have used some equipment and utensils and prepared and combined ingredients to make a product. In Year 3, children conmine and build upon these skills by working more independently, learning to use, store and clean equipment safely.
They have some basic knowledge and understanding about healthy eating. In year 3 children describe the benefits of seasonal fruits and vegetables and the impact on the environment. They identify combinations that are appropriate and aesthetically appealing to the user and begin to use this to inform their decisions. | Children will visit a supermarket to see the range of picnic foods available.
Opportunities will be made to speak to a farmer, exploring the importance of supporting British farming by buying and eating seasonal foods compared to imported foods.
Children will learn about Mary Berry and her work designing and creating family favourite picnic recipes. Children will write letters to Mary Berry.
Children could meet with the school catering team to discuss how to plan a healthy picnic.
Children speak to Alex Povey (Povey’s Oatcakes)
Key Questions: What is a picnic? What is a chef? How does a chef chop/prepare food? What does seasonal mean? |
Year 3 Term 3 | Textiles: 2-D shape to 3-D product:
To design, make and evaluate a bag. | Children have prior experience in joining fabric in simple ways by gluing and stitching. In year 3 children develop these skills by threading needles, tying knots and using simple patterns and templates for marking out with greater independence.
Previously, children have evaluated a range of textile products. In year 3, children build upon their knowledge of textile products to identify the function of the products. They identify the user needs and apply this knowledge to design functional and appealing products. | Children learn about the famous textile designer Cath Kidston.
Children test a range of bags. They compare and identify similarities, differences, likes and dislikes.
Key Questions: What is a bag? What does a bag need to do? Why do people use bags? Who is Cath Kidston? Can bags be both practical and appealing to the eye? |
Year 4 Term 1 | Food: Healthy and varied diet (including cooking and nutrition requirements for KS2)
To design, make and evaluate a pizza. | Children know some ways to prepare ingredients safely and hygienically and have used some equipment and utensils. They have also prepared and combined ingredients to make a product. In year 4, children build upon these skills to combine food preparation with learning to use a heat source.
Children have a greater understanding of healthy eating. They build upon this knowledge by learning that in order to be active and healthy, certain food and drink is needed to provide energy for the body. Children identify combinations that are appropriate and aesthetically appealing to the user and develop their ability to let this inform their decisions. | Opportunities will be made to speak to a farmer, exploring the importance of supporting British farming by buying and eating seasonal foods compared to imported foods.
Children learn about the culture of Italian food.
Children identify the different climates fruits and vegetables grow in and link these to pizza toppings.
Children visit/ school based visitors from the local restaurant Venice Pizzeria.
Key Questions: What is pizza? Where did it come from? Why do we need to heat ingredients? |
Year 4 Term 2 | Mechanical systems: Levers and linkages
To design, make and evaluate a moving picture book.
| By now, children have gained a good amount of experience with basic cutting, joining and finishing techniques using paper and card. In year 4, children select from and use appropriate tools with more accuracy to cut, shape and join paper and card. They select from, and use finishing techniques suitable for the product they are creating. E.g. adding colour and 3D backgrounds to their product.
Previously in year 1, children explored and used mechanisms such as flaps, sliders and levers. In year 4, children develop their knowledge by moving on to consider different types of levers and linkage mechanisms. They begin to distinguish between fixed and loose pivots, applying the correct technical vocabulary relevant to the unit of work. | Children learn about the artist and author Paul Johnson who is famous for his moving picture books.
Children take part in a virtual workshop:
Children visit, or take part in a virtual workshop to support their learning at the Royal electrical and mechanical engineering museum. https://www.rememuseum.org.uk/
Key Questions: What is a mechanism? What is a slider? What is a lever? How do fixed pivots move? |
Year 4 Term 3 | Electrical Systems: Simple circuits and switches (including programming and control)
To design, make and evaluate a nightlight. | Children have prior skills constructing a simple series electrical circuit in science, using bulbs, switches and buzzers. Children build upon this to make a variety of switches using simple classroom materials e.g. card, corrugated plastic, aluminium foil, paper fasteners and paper clips. Children begin to make switches that operate in different ways e.g. when you press them, when you turn them, when you push them from side to side.
In Science, children have gained the relevant knowledge in order to identify the components of a circuit. Children apply their knowledge to test their switches in a simple series circuit, identifying faults and begin to apply informed methods for fixing these. | Children learn about the work of Alexander Graham Bell and Nikola Tesla (electrical engineers)
Children link their knowledge of Electricity to the inventor of the lightbulb - Thomas Edison
Children experience a vist or virtual workshop at the science museum - Design and technology - engineering department https://www.sciencemuseum.org.uk/learning/see-and-do-schools?f%5B0%5D=curriculum%3A52
Children visit, or take part in a virtual workshop to support their learning at the Royal electrical and mechanical engineering museum. https://www.rememuseum.org.uk/
Key Questions: What is the function of a lightbulb? Why do we need light? What is a switch? Why might different types of switches work better for different types of products? |
Year 5 Term 1 | Structures: Frame structures
To design, make and evaluate a bird hide for the school playground.
| Children have prior experience using measuring, marking out, cutting, joining, shaping and finishing techniques with construction materials. In year 5, children build upon these skills to start to generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
Children have a basic understanding of what 3D structures are and how they can be made stronger, stiffer and more stable. They build upon this knowledge by exploring and testing equipment to identify how they can be best utilised. In year 5, children know and use technical vocabulary relevant to the project. | Children will visit a bird hide, knowing what it is and who it is intended for.
Children explore a range of existing freestanding structures in the school and local environment e.g. everyday products and buildings.
Children learn about Hugh Broughton (designer of British Antarctic Research Station)
Children contact company making bird hides for inspiration https://www.thewilddeckcompany.co.uk/product-portfolio/bird-hides/
Key Questions: What is a bird hide? What is a bird hides function? |
Year 5 Term 2 | Electrical Systems: More complex switches and circuits (including programming, monitoring and control)
To design, make and evaluate an alarm to protect a precious artefact.
| Building upon their knowledge gained in Year 4, children understand the essential characteristics of a series circuit and have experience creating battery powered, functional, electrical products. Children formulate a step-by-step plan including: making, listing tools, equipment, materials and components. They competently select and assemble materials, and securely connect electrical components to produce a reliable, functional product.
Children have initial experience using computer control software and an interface box or a standalone box, e.g. writing and modifying a program to make a light flash on and off. In year 5 children develop their knowledge of computing to program, monitor and control their products. They know and use technical vocabulary relevant to the project. | Children learn about the work of Edith Clarke (electrical engineer)
Children experience a vist or virtual workshop at the science museum - Design and technology - engineering department https://www.sciencemuseum.org.uk/learning/see-and-do-schools?f%5B0%5D=curriculum%3A52
Children visit, or take part in a virtual workshop to support their learning at the Royal electrical and mechanical engineering museum. https://www.rememuseum.org.uk/
Key Questions: What is the function of computer control software? Who is Edith Clarke? What does an alarm do? Why do we use alarms? |
Year 5 Term 3 | Food: Celebrating culture and seasonality (including cooking and nutrition requirements for KS2)
To design, make and evaluate bread. | By year 5, children have developed their skills and have significant prior learning to be able to use appropriate equipment and utensils, including heat sources. They apply a range of techniques for measuring out, preparing and combining ingredients.
Children have knowledge and understanding about food hygiene, nutrition, healthy eating and a varied diet. They build upon this knowledge to understand seasonality in relation to food products and the source of different food products. Children now have a strong level of knowledge about the relevant technical and sensory vocabulary, and are able to use this to support their learning. | Children will learn about bread in different cultures. E.g. Greek bread, Italian bread etc.
Children learn about the work of artisan baker Paul Hollywood.
Children make links to learn about the science of making bread.
Children visit the local bakery, The Bread Basket, Cheadle, to learn about their role in the community and how they produce their bread.
Key Questions: What is bread? How do you make bread? What is an artisan baker? |
Year 6 Term 1 | Food: Celebrating culture and seasonality (including cooking and nutrition requirements for KS2)
To design, make and evaluate a celebration cake. | Children are able to use appropriate equipment and utensils, and apply a range of techniques for measuring out, preparing and combining ingredients based on their prior learning. Children have fully developed their ability to generate innovative ideas through research and discussion with peers and adults to develop a design brief and criteria for a design specification. They use words, annotated sketches and information and communication technology as appropriate to develop and communicate ideas. The skills that they have developed prepare them for the next stage in their food technology education as they transition into year 7.
In year 6, children have a wealth of knowledge and understanding about food hygiene, nutrition, healthy eating and a varied diet. Children build upon this, and begin to prepare for their transition into year 7 by learning how key chefs have influenced eating habits to promote varied and healthy diets. Children consider such influences to make informed decisions about their own product. | Children learn about the work of Fiona Cairns, designer and maker of the duke and duchess of Cambridge’s wedding cake https://www.fionacairns.com/
Children explore the art of cake decorating. Taking inspiration from artists, bakers and designers around the world.
Children consider the influences of celebrities and chefs with our eating habits. They learn about the impact of social media on our ever changing eating habits.
Key Questions: What is a cake? Why do we use cake as a form of celebration? |
Year 6 Term 2 | Textiles: Combining different fabric shapes (including CAD)
To design, make and evaluate a belt to hold various items.
| Children have previous experience of basic stitching, joining textiles and finishing technique and experience making and using simple pattern pieces. In year 6, children build upon these skills to produce detailed lists of equipment and fabrics relevant to their tasks. They also select from and use a range of tools and equipment to make products that are accurately assembled and well finished and work within the constraints of time, resources and cost.
Previously, children have gained the relevant knowledge about different textile materials. Building upon this, and preparing them for their transition into year 7, children develop their understanding of 3D textile products. They know that they can be made from a combination of accurately made pattern pieces, fabric shapes and different fabrics. Furthermore they learn that fabrics can be strengthened, stiffened and reinforced where appropriate. | Children learn about the following textile designs for charity: TOMS Shoes; Barcelona football strip (UNICEF); War Child celebrity t-shirts (Vivienne Westwood); charity tote bags (WWF, Bee Conservation, Marine Conservation)
Children speak to a local designer/ textile worker to gain inspiration.
Key Questions: What is a belt? What does the belt need to have? Why is a belt useful for holding items? What stitches could be used? |
Year 6 Term 3 | Mechanical Systems: Pulleys or gears
To design, make and evaluate a device to transport a small product.
| During other mechanical system units of work, children have gained experience of axles, axle holders and wheels that are fixed or free moving. They have experience of cutting and joining techniques with a range of materials including card, plastic and wood. Children build upon these skills by selecting from and using a range of tools and equipment to make products that are accurately assembled and well finished. They work within the constraints of time, resources and cost.
Children have an understanding of how to strengthen and stiffen structures. In year 6, children understand that mechanical and electrical systems have an input, process and an output. They use this knowledge to understand how gears and pulleys can be used to speed up, slow down or change the direction of movement. In addition, children know and use technical vocabulary relevant to the project. | Children learn about the work of Ismail Al-Jazari (12th-century mechanical engineer)
Children learn about the work of Edmund Cartwright (mechanical engineer – power loom)
Children learn about the work of George Stephenson (mechanical engineer - railways)
Children visit a railway to see mechanical engines in action. They speak to a train driver to establish how they work.
Children visit, or take part in a virtual workshop to support their learning at the national railway museum or the Royal electrical and mechanical engineering museum. https://www.railwaymuseum.org.uk/
https://www.rememuseum.org.uk/
Virtual workshop: |