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Oxford Road, Leeds, West Yorkshire LS20 9DA

01943873359

office@guiseleyprimary.org

Headteacher - Mrs Maxine Bell

Guiseley Primary School

DT

Design and technology is essentially a practical subject that allows children to think imaginatively and creatively and to become more autonomous and effective problem solvers, both as individuals and as part of a team. It prepares children to participate in tomorrow’s rapidly changing technologies.

Our aim is to provide children with a rich and enjoyable experience of design and technology, in which they can acquire and develop their own designing and making skills.

Aims and Objectives

Our school objectives in teaching design and technology are:

  • To provide a relevant, challenging and enjoyable curriculum for DT for all children meet the requirements of the National Curriculum Programme of Study for DT
  • To develop design and making skills as well as technical knowledge and understanding to the best of each child’s ability using a range of tools, equipment and components safely
  • To encourage children to select appropriate tools and techniques to make quality products, whilst following safe procedures
  • To use DT as a tool to enhance learning throughout the curriculum
  • To respond to new developments in design and in new technologies
  • To involve children in relating directly to their own environment both at home and in the wider community. To also develop critical awareness in children in terms of aesthetics, social and environmental issues, function and industrial practices.
  • To enable children to think and talk about how things work, and to draw and model their ideas
  • To develop imaginative thinking in children and to enable them to talk about what they like and dislike when designing and making
  • To use the internet to explore ideas and already made products
  • To foster enjoyment, satisfaction and purpose in designing and making things.

 

Curriculum Planning and Teaching

 

Our school uses a variety of teaching and learning styles in design and technology lessons. The principal aim is to develop children’s knowledge, skills and understanding in the subject.

Activities in design and technology are planned so that they build on prior learning. Children of all abilities are given the opportunity to develop their skills, knowledge and understanding, and we also build planned progression into the themes so that the children are increasingly challenged as they move through the school.

 Teachers ensure that children apply their knowledge and understanding when developing ideas, during planning and making products and when evaluating them.

This is done through a mixture of whole-class teaching and individual or group activities. Within lessons, children are given the opportunity both to work on their own and to collaborate with others, listening to other children’s ideas and treating these with respect. Children critically evaluate existing products, their own work and that of others. They have the opportunity to use a wide range of materials and resources, including ICT.

In all classes, there are children of differing ability. This fact is recognised and suitable learning opportunities are provided for all children by matching the challenge of the task to the ability of the child. This is achieved through a range of strategies, including; setting common tasks that are open-ended and can have a variety of results and providing a range of challenges through the provision of different resources.

 

Assessment for Learning

 

Teachers assess children’s work in design and technology by making assessments as they observe them working during lessons, allowing for different learning styles. They record the progress that children make by assessing the children’s work against the learning objectives for the lessons. Children are encouraged to make judgements on ways in which their work can be improved.

Each teacher passes this information on to the next teacher at the end of each year. During the Foundation Stage children will be assessed as part of Understanding the World, against the development matters statements, and early learning goals. The subject leader keeps evidence of the children’s work in a portfolio. This demonstrates the expected level of achievement in design and technology in each year of the school. Resources

 

Safe Practice

 

When working with tools, equipment and materials, children will be taught the appropriate health and safety procedures and understand the steps they should take to control risks.

  • Particular attention will be paid to the safe use of craft knives, glue guns, and saws. Only children who can demonstrate that they can use the equipment safely and correctly, will be allowed to use these.
  • All adults working with the children will have understanding of the school food technology guidelines.

 

Cooking and Nutrition

 

As part of their work with food, children will be taught how to cook and apply the principles of nutrition and healthy eating. Learning how to cook is a crucial life skill that enables children to feed themselves, making healthy choices, now and in later life.

Each class will be taught the relevant skills, appropriate to their key stage, across a minimum of 6 session per year. These may be taught in one block of sessions across a half term, or throughout the academic year.

  • Safety and hygiene will always be a priority in every lesson taught.
  • The aim is to develop skills, knowledge and understanding to the best of each pupil’s ability, using a range of ingredients, tools, techniques and technologies safely.
  • All pupils have opportunities to participate in all aspects of Cooking and Nutrition and home management where health and safety allows.
  • Cooking and Nutrition helps pupils gain an understanding of seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
  • To enable the pupils to make informed choices in order to maintain a healthy lifestyle.
  • To cook a repertoire of predominantly savoury dishes so that they gain opportunities to feed themselves and others a healthy and varied diet with increasing independence.
  • To become competent in a range of cooking techniques such as selecting and preparing ingredients; using utensils appropriate for them.

 

 

In key stage 1, children will be taught to:

  • Use the basic principles of a healthy and varied diet to prepare dishes;
  • Understand where food comes from.

 

In key stage 2, children will be taught to:

  • Understand and apply the principles of a healthy and varied diet;
  • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques;
  • Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

 

DT Long term plan 2017-18

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Nursery

I can sing a Rainbow

Rainbow toast

Whats in a box?

Den/house making with a box.

Christmas

Making decorations

Ice, Snow and Cold Winds Blow

Joining things

Care and Share

Cutting / threading skills

Spring has Sprung

Planting

Easter

Basket making

Kings, Crowns and Fairy Folk

Clay fairy doors

Designing and making a castle

Water, Water Everywhere

Building water runs

End of the Rainbow

Marble cake baking

Reception

Settling In, All About Me  & Autumn

Cutting skills, clay hedgehogs, junk modelling, combining media

Polar Explorers & Christmas

Exploring different media, combining different media and textures, using different tools to make polar animal homes

Can You Help Us?

Design, make and evaluate emergency vehicles

Learning different methods to join materials

Super Heroes

Making constructions with a purpose in mind (super heroes)

Designing capes, masks and tools for their super heroes

Down on the Farm

Exploring different malleable materials

Combining textures to make a product

Fairies and Giants

Looking at products features and describing them (clay fairy doors)

Manipulating materials to make fairy houses

Healthy eating - soup

Year 1

Marvellous Me! & International Week

Healthy eating - Preparing vegetables for apple and blackberry pie

Food prep & cooking related to an international country

Once upon a Time & Materials

Building stronger structures from a range of materials - bridge and house building and evaluating

Healthy eating - Porridge

Toys through Time

Victorian peg dolls and Playground equipment

(research, design, make and evaluate)

Healthy eating - Teddy bear biscuits

Carnival of the Animals

Sculpture - Designing and making animals

On the Move

Junk modelling transport/construction vehicles

Healthy eating - traffic light sandwiches

Nature Detectives

Healthy eating -prepare and make a salad bar

Evaluate - bug shelters

Year 2

The Way Back Home

Food research, preparation and cooking

Sleighs

Mechanisms -Levers, axels and wheels - designing, making and evaluating a moving vehicle

Hakuna Matata

Design a milk bottle elephant and evaluate the product

Consider Yourself!

Researching food and nutrition. Making healthy food and workhouse food from the past

The Great Fire of London

Carnival!

Year 3

Mighty Mountains

Research, design and make an explorer’s bag.

Cultural cooking: Cooking during international week on our chosen countries.

The Stone Age Rocks!

Design and make an iron age bag, select from a range of tools/materials, evaluate if fit for purpose. Food Hunt – Foraging for berries around the school, weighing the ingredients then baking a berry pie.

Feel the Force

‘Forces’ – Bread Baking Experiment: Pushing and pulling dough to create ‘bready’ items.

Egyptians

‘Ancient Egypt’ – Pyramid Build: Designing and building our own pyramid during the final week of term.

The Romans

Roman Biscuits: Baking ‘energy’ biscuits to recreate what a Roman soldier would have eaten on his march into battle.

Global Gardens

‘Global Garden’ – Healthy Sandwich: Exploring what makes a healthy balanced diet to design and create our own sandwiches.

Year 4

The Ancient Greeks &

International Week

Design a model of the Labyrinth

Mythical Masks

Welcome to Greece

Healthy eating - Mezze food tasting

If Your Not From Guiseley

Design, build and evaluate aMod roc landscape of Guiseley

Who were the Anglo Saxons?

Design, make and evaluate an Anglo Saxon home

Clay brooches

The Vikings

Design, make and evaluate a Viking Longboat

The Rainforest

Year 5

International Week

Food / product design related to an international country

 

The Plague

Design, build and evaluate a product with a purpose (a building to stop the plague & keep children safe in winter)

Migration

Study of food that has come from different countries.

 

 

Whole-school progression of skills

Skill

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Cooking and Nutrition

 

Understanding food

Across KS1:

Understand that food comes from plants or animals

 

Understand that food has been farmed, caught, or grown

Across KS1:

Understand that food comes from plants or animals

 

Understand that food has been farmed, caught, or grown

Understand which foods are reared, caught, or grown and that this happens in the UK and across the globe

 

Understand that recipes can be changed by adding or taking away ingredients

 

Understand that the seasons can affect food produce

 

 

Understand which foods are reared, caught, or grown and that this happens in the UK and across the globe

 

Understand that recipes can be changed by adding or taking away ingredients

 

Understand that the seasons can affect food produce

 

Understand that food is processed into different ingredients. e.g. Milk into butter

Understand which foods are reared, caught, or grown and that this happens in the UK and across the globe

 

Understand that some foods are seasonal and can give some examples

 

Understand that recipes can be adapted to change the appearance, taste and aroma of a dish

 

Understand how different foods are produced in different areas of the world

Understand which foods are reared, caught, or grown and that this happens in the UK and across the globe

 

Understand that sometimes raw ingredients need to be processed before they can be used in cooking (e.g. De-feathering a chicken)

 

Understand that recipes can be adapted to change the appearance, taste and aroma of a dish

 

Understand what different affects food types have on the body. e.g. The impact of eating too much sugar

Cooking and Nutrition

 

Food preparation, cooking and nutrition

Sort foods into the 5 groups using The Eatwell Plate

 

Identify that people should eat at least 5 portions of fruit and vegetables a day

 

Prepare simple dishes hygienically and safely without a heat source

 

Use cooking techniques such as: cutting, peeling and grating

Sort foods into the 5 groups using The Eatwell Plate

 

Identify that people should eat at least 5 portions of fruit and vegetables a day

 

Prepare simple dishes hygienically and safely without a heat source

 

Use cooking techniques such as: cutting, peeling and grating

Read a simple scale to measure and weigh ingredients

Sort foods into the 5 groups using The Eatwell Plate and identify that this makes up a healthy diet

 

Identify that food and drink are needed to provide energy for a healthy and active lifestyle

 

Identify that people should eat at least 5 portions of fruit and vegetables a day

 

Prepare simple dishes hygienically and safely, where needed and with a heat source

 

Use cooking techniques such as: chopping, peeling, grating, slicing, mixing, spreading, kneading and baking

 

Weigh ingredients to an appropriate level of accuracy

 

Sort foods into the 5 groups using The Eatwell Plate and understand all groups and why they differ in size, making up a healthy diet

 

Identify that food and drink are needed to provide energy for a healthy and active lifestyle

 

Identify that people should eat at least 5 portions of fruit and vegetables a day

 

Prepare simple dishes hygienically and safely, where needed and with a heat source

 

Use cooking techniques such as: chopping, peeling, grating, slicing, mixing, spreading, kneading and baking

 

 

Weigh ingredients to an appropriate level of accuracy

 

Sort foods into the 5 groups using The Eatwell Plate and understand all groups and why they differ in size, making up a healthy diet

 

Identify that food and drink provide certain nutritional and health benefits which support a healthy lifestyle

 

Identify that people should eat at least 5 portions of fruit and vegetables a day

 

Prepare simple dishes hygienically and safely, where needed and with a heat source

 

Estimate the amount of ingredients to an appropriate level of accuracy

 

Use cooking techniques such as: chopping, peeling, grating, slicing, mixing, spreading, kneading and baking

Sort foods into the 5 groups using The Eatwell Plate and understand all groups and why they differ in size, making up a healthy diet

 

Identify that food and drink provide certain nutritional and health benefits which support a healthy lifestyle

 

Identify that people should eat at least 5 portions of fruit and vegetables a day

 

Prepare simple dishes hygienically and safely, where needed and with a heat source

 

Select the appropriate tools to follow a given recipe to make a savoury dish

 

Estimate the amount of ingredients to an appropriate level of accuracy

 

Use cooking techniques such as: chopping, peeling, grating, slicing, mixing, spreading, kneading and baking

Product Design  

 

Designing -

 

Generating, developing,  modelling and communicating ideas

 

Understanding contexts, users and purposes

Talk about design ideas

 

Create a drawing of their idea or design

 

Use IT to explore design ideas - to draw a design using a basic paint program

Talk about design ideas

 

Create a drawing of a design and discuss it

 

Make a mock-up or template of a design and discuss it

 

Use IT to explore design ideas - to research design ideas or draw a design using a basic paint program

Generate and develop their own ideas through discussion

 

Design products that are functional and designed for purpose

 

Design and create a cross sectional drawing of their design

 

 

Generate and develop their own ideas through discussion

 

Design products that are functional and designed for purpose

 

Use given shapes on a computer program to create a design. e.g. Use a computer aided design program to create a net for packaging

Can design products that are innovative and appeal to individuals or groups

 

Can create a prototype of their design

 

Can use a computer design program to communicate their ideas. e.g. Use a computer aided design program to create packaging designs with text

Can design products that are innovative and appeal to individuals or groups

 

Can create a prototype of their design

 

Can use a computer design program to communicate their ideas. e.g. Use a computer aided design program to create designs with text and graphics

 

 

Product Design  

 

-  Making -

 

Planning, practical skills and techniques

Through exploring and assembling, find ways to make structures more stable so they are freestanding.

 

Decorate textiles using buttons, beads, braids ribbons and sequins

 

Cut along straight lines, curved lines and shapes marked out by a template

 

Colour fabrics using paints to print and paint

 

Roll, fold, tear and cut paper and card

Join fabrics using staples and a running stitch

 

Use tape and glue to create temporary joins, fixed joins and moving joins

 

Make a simple circuit in a model (e.g. a closed circuit with a bulb)

 

Make simple mechanisms in products (e.g. hinges, levers, wheels etc)

 

Independently cut wood / dowelling using a hacksaw and bench hook

 

Make a shell or frame structure, strengthening with diagonal struts

 

Join fabrics together using a wider range of stitches. e.g. Back stitch, chain stitch

 

Can choose the most appropriate joining technique to add to a piece of fabric

 

Can cut slots in fabric

 

Can use given sewing patterns or printing blocks to add detail to their ideas

Can create simple joins with wood. e.g. Butt joint, dowel joint

 

Can include a simple electrical circuit in their product that produces one outcome. e.g. Light or sound

 

Can use a simple mechanical system in their product. e.g. Gears, levers and cams

 

Can measure and mark a square section & dowelling to the nearest cm

 

Can use a bradawl to mark hole positions

 

Can use a hand drill to make tight holes and loose holes

 

Can use a computer program to create a sequence to produce a repeating pattern. e.g. A flashing light on and off.

Can build frameworks using a range of materials: wood, card, corrugated plastic

 

Can cut internal shapes

 

Can cut accurately to 1mm: strip wood, dowel & square section

 

Use a glue gun with close supervision

 

Can use more complex mechanical systems in their products e.g. Pulleys and linkages

 

Can select the most appropriate way to join or secure materials within their design

Can use appliqué to decorate by glueing and stitching

 

Can create their own simple sewing pattern or printing block to use in their design

 

Can include an electrical circuit that produces more than one outcome e.g. light and sound

 

Can use a computer program to control their products e.g. Using a program which would allow them to program a delay or use of a sensor

Product Design  

 

Evaluating -

 

Own ideas and products as well as existing products

Say what they like and dislike about existing products

 

Say how well their design has met a given criteria

Say what they like and dislike about existing products

 

Say how well their design has met a given criteria

Explain strengths and weaknesses of existing products

 

Evaluate their work against their own design criteria

 

Discuss and describe well known designers and inventors in their work

Explain strengths and weaknesses of existing products

 

Evaluate their work against their own design criteria

 

Discuss and describe well known designers and inventors in their work

Evaluate existing products in relation to their purpose and audience

 

Collect feedback from others to find out how to improve their product

Evaluate existing products in relation to their purpose and audience

 

Collect feedback from others to find out how to improve their product

 

Explore the impact of well known designers and inventors and how their products helped shape the world

Product Design  

 

Technical Knowledge -

 

Making products work

Know about the simple working characteristics of materials and components

 

Know about the movement of simple mechanisms such as levers, sliders, wheels and axels

 

Know how freestanding structures can be made stronger, stiffer and more stable

 

Know that a 3-D textiles product can be assembled from two identical fabric shapes

 

 

Know about the simple working characteristics of materials and components

 

Know about the movement of simple mechanisms such as levers, sliders, wheels and axels

 

Know how freestanding structures can be made stronger, stiffer and more stable

 

Know that a 3-D textiles product can be assembled from two identical fabric shapes

 

Know the correct technical vocabulary for the projects they are undertaking

Know how to use learning from science to help design and make products that work

 

Know how to use learning from mathematics to help design and make products that work

 

Know that materials have both functional properties and aesthetic qualities

 

Know that materials can be combined and mixed to create more useful characteristics

 

Know that mechanical and electrical systems have an input, process and output

 

Know the correct technical vocabulary for the projects they are undertaking

 

Know how mechanical systems such as levers and linkages or pneumatic systems create movement

 

Know how simple circuits such and components can be used to create functional

Know how to use learning from science to help design and make products that work

 

Know how to use learning from mathematics to help design and make products that work

 

Know that materials have both functional properties and aesthetic qualities

 

Know that materials can be combined and mixed to create more useful characteristics

 

Know that mechanical and electrical systems have an input, process and output

 

Know the correct technical vocabulary for the projects they are undertaking

Know how to use learning from science to help design and make products that work

 

Know how to use learning from mathematics to help design and make products that work

 

Know that materials have both functional properties and aesthetic qualities

 

Know that materials can be combined and mixed to create more useful characteristics

 

Know that mechanical and electrical systems have an input, process and output

 

Know the correct technical vocabulary for the projects they are undertaking

Know how to use learning from science to help design and make products that work

 

Know how to use learning from mathematics to help design and make products that work

 

Know that materials have both functional properties and aesthetic qualities

 

Know that materials can be combined and mixed to create more useful characteristics

 

Know that mechanical and electrical systems have an input, process and output

 

Know the correct technical vocabulary for the projects they are undertaking