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Our Lady & St. Gerard's

R.C. Primary School

Placing God in our hearts we will love, live and learn.

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Design Technology

Subject Leader: Mrs J. Hathaway

 

Design and Technology is a foundation subject in the National Curriculum. Planning is in line with NC requirements for KS1 and KS2 and the Early Years Foundation Stage curriculum.

 

THE FOUNDATION STAGE

When planning D&T projects in the Early Years we follow the objectives as set out in specific strands of the Early Learning Goals (PSED, Expressive Arts and Design and Understanding the World).  We provide a range of experiences that encourage exploration, observation, problem solving, critical thinking and discussion. These early experiences include asking questions about how things work; investigating and using a variety of construction kits, materials and tools; developing ‘making’ skills and handling appropriate tools and materials safely and with increasing control.  This learning forms the foundation for later work in Design &Technology.

 

KEY AREAS OF LEARNING FOR KS1 & KS2

Design: Children develop their understanding of how research and design contribute to innovative, functional products through discussion and annotated sketches

Make: Children are encouraged to select and use a wide range of tools, materials, textiles and ingredients for cutting, shaping, joining and finishing

Evaluate: Children investigate and analyse their own and existing products against a set criteria

Technical knowledge: Children develop their understanding of structural design, mechanical systems, electrical systems and computer programming to monitor and control their products

Cooking & Nutrition: Children are taught to understand and apply the principles of a healthy and varied diet to prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.  They begin to understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

 

In KS1 we explore:

  • simple mechanisms (sliders & levers; wheels & axles)
  • structures
  • textiles
  • food technology

 

In KS2 we explore:

  • mechanical systems (levers & linkages; pulleys & gears)
  • structures
  • electrical systems
  • textiles (2-D & 3-D products)
  • food technology
  • how key events and individuals in D&T have helped shape our world.

 

Our creative and imaginative staff plan projects which are both relevant and engaging to the children linking them, where possible, to current topics.  Parents play an important part in DT and are often invited into school to help with the ‘making’ element of projects.

 

 

EYFS

During EYFS, the essential building blocks of the children’s Design & Technology capabilities are established.  There are many opportunities for the children to carry out DT related activities across all areas of learning.  Children learn how to use a range of simple tools, they construct with a purpose in mind and often replicate familiar structures, they investigate how everyday objects work and they begin to understand the importance of a healthy diet and how to use techniques and processes involved in food preparation.  Relevant vocabulary is promoted as the children discuss their explorations.

 

Children in both Nursery and Reception classes have access to a wide range of materials:  

Constructing: junk materials, Lego, stickle bricks, train tracks, wooden block, bricks, mobile, craft sticks etc. 

Cutting and Joining: scissors, hole punches, staplers, tape, split pins, string, ribbon, threading. straws etc. 

Media: paper, card, cardboard boxes, crayons, paint, felt pens etc. 

Textiles: felt, wool, ribbon etc.

Embellishments: sequins, glitter, buttons, pompoms, woo, ribbon, feathers etc. 

Outdoors: planks of wood, tyres, crates, bricks etc. 

There are some real tools outside such as electric screwdrivers and drills (batteries and leads removed) to use when children are building. In the shed there is a tool box with smaller, real, hammers and screwdrivers. These, of course, are used under adult supervision.

Food Technology:  An indoor kitchen role-play area provides opportunities for sharing, socialising, pretending, organising. The outdoor mud-kitchen provides opportunities for developing baking and cooking techniques such mixing, blending, combining, pouring. Real life experiences include children taking turns to apply these techniques while baking no bake cakes and cookies or cutting fruit whilst making fruit kebabs. 

 

DESIGNERS OF THE FUTURE

 

SPRING TERM 2022

Year 1

Focus: Food (Fruit Kebabs)

Year 2

Focus: Food (Rainbow Wraps)

Year 3

Focus: Mechanical Systems (Levers & Linkages)

Year 4

Focus: Textiles (Purses)

Year 5

Focus: Pulleys & Gears (Jungle Buggies)

Look at them go!

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AUTUMN TERM 2021

Year 1

In Year 1, we enjoyed looking at books that had moving parts so much that we decided to learn more about them.  We learnt about levers, sliders and pivots.  We even designed and made our very own Christmas cards with moving parts

 

PHASE 1 - IDEA's

Exploring books with moving parts and investigating everyday objects that move.

 

 

PHASE 2 - FPT

Here, we are learning how to make sliders to make objects move up and down and from side to side and levers to make an object turn around a pivot.

 

PHASE 3 - DME

Once we had acquired the necessary skills we got busy designing, making our Christmas cards.  When we had finished we thought about how we could make them even better!

 

OUR FINISHED PRODUCTS

We are very proud of our finished Christmas cards.  We used sliders and pivots to give them moving parts.

 

Year 2

In Year 2, our work on textiles took on a festive touch!  First, we looked at a range of existing puppets before investigating different ways of joining materials.  Then we honed our sewing skills before designing and making our own Christmas characters.  Look at the photos to see the story of how we made our puppets.

We are extremely proud of our puppets.  Can you guess who they are?

 

PHASE 1 - IDEA's

Exploring and evaluating existing puppets and investigating how best to join fabric.

 

PHASE 2 - FPT

Acquiring new skills

 

PHASE 3 - DME
Designing, Making and Evaluating

 

FINAL PRODUCTS

Year 3

With Christmas in the air, we have been busy in Year 3  designing and creating festive gingerbread biscuits.  We thought carefully about our consumer (a child) and designed Christmas biscuits that we could decorate with intricate piped icing designs.  We tasted a range of biscuits to help us decide on the perfect ingredients for our own.  Then we mixed,  rolled, cut and baked our biscuits and patiently learnt how to create the perfect consistency of icing for piping. Take a look at us learning these skills and perfecting our baking abilities.  Which biscuit design would you choose? 

 

PHASE 1 - IDEA's

Tasting and evaluating existing biscuits.  We used our Maths skills to make a tally chart and to covert our results onto a bar graph.   Then, we looked at existing recipes to see what ingredients we needed to make our gingerbread biscuits.

 

PHASE 2 - FPT

Thinking about food hygiene and piping icing - we had to get the right consistency!

 

PHASE 3 - DME
Designing, Making and Evaluating

 

FINAL PRODUCTS

Here are our festive biscuits.  All decorated and wrapped ready for taking home to share!

 

Year 4

In Year 4, we investigated, designed and made a picture with an electrical system - a light up feature.

PHASE 1 - IDEA's

We looked at existing products (toys and cards) that use a battery.

 

PHASE 2 - FPT

We considered safety issues and practised making electrical circuits, drawing on some prior Science knowledge.  We were also introduced to exploding diagrams, taking some familiar biscuits as our inspiration!

PHASE 3 - DME

Then we got busy designing our cards - generating different ideas before attempting an exploding diagram of our final design.   We set criteria for our designs, had fun making them and finally evaluated our product against these criteria.

OUR FINAL PRODUCTS

Take a look at some of our completed cards.  

 

Year 5

In year 5 we linked our DT work to World War 1, as we have been learning about this in our topic work.  We made hospital tents as would have been seen during this era.  We built frame structures using art straws and pipe cleaners and then used different materials for the covering and first aid design.

PHASE 1 - IDEA's

First we went on a hunt around school, looking for existing structures to investigate - who knew there ware so many varieties!  Then we researched hospital tents from the era - using photos to study and evaluate  them, looking at the advantages and disadvantages.

 

PHASE 2 - FPT

Before making our structures, we needed to explore and practise joining methods.

PHASE 3 - DME

Then we designed, planned and got busy making our tents.

OUR FINAL STRUCTURES

Our final structures.  Unfortunately, time got the better of us as we went off to our residential in Robinwood and we didn't have the opportunity to finish our hospital tents.  However, our structures proved to be strong and sturdy!

 

Year 6

We linked our food technology unit to our topic work, World War II

 

PHASE 1 - IDEA's

Our mind-map shows how the war affected the availability of some foods and how people had to ration and 'make do'.  The shortages and rationing during World War II, which persisted for years afterwards, meant that households had to be imaginative and resourceful in the kitchen.  We also learnt about some influential wartime cooks such as Marguerite Pattern.

 

PHASE 2 - FPT

We thought about food hygiene and safety in the kitchen before practising some baking techniques such as weighing, sieving, creaming, grating and kneading.  We used these techniques to recreate some wartime recipes such as vinegar cake and mashed potato spread.  Some we liked, some were questionable!

PHASE 3 - DME

Taking World War II as our inspiration, we designed and baked war themed cakes.  Cross-sectional designs were needed to show the inside of some of our creations. 

OUR FINAL WAR INSPIRED CAKES

We are proud of how our cakes are so creative and imaginative and of how they showcase just some of our newly-acquired knowledge of World War II

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