DT

At Monks Orchard we help to prepare our children for the fast-paced ever-changing world by providing them with a range of opportunities for Design Technology. We link our Design Technology activities to the rest of our curriculum, to broaden children’s knowledge and to use their skills to create meaningful products. We carefully track the skills children need so that each one taught, builds upon prior learning and extends their knowledge. From designing structures, products and nutritional meals, to investigating mechanisms and electrical circuits, our children will be taught how to think creatively and critically, to prepare them for a career in Design Technology in the future.

Progression in DT

NB. Skills progression adapted from: Design and Technology Progression Framework (Design and Technology Association National Curriculum Expert Group for D&T)

EarlY years

Nursery	Explore different materials freely, to develop their ideas about how to use them and what to make. Develop their own ideas and then decide which materials to use to express them. Join different materials and explore different textures.
Nursery	Explore, use and refine a variety of artistic effects to express their ideas and feelings. Return to and build on their previous learning, refining ideas and developing their ability to represent them. Create collaboratively, sharing ideas, resources and skills
Reception

Year 1

Designing	Understanding contexts, users and purposes	work confidently within a range of contexts, such as imaginary, story-based, home, school, gardens, playgrounds, state what products they are designing and making describe what their products are for use simple design criteria to help develop their ideas
Designing	Generating, developing, modelling and communicating ideas	generate ideas by drawing on their own experiences develop and communicate ideas by talking and drawing
Making	Planning	plan by suggesting what to do next select from a range of tools and equipment, explaining their choices select from a range of materials and components according to their characteristics
Making	Practical skills and techniques	follow procedures for safety and hygiene use a range of materials and components mark out, cut and shape materials and components assemble, join and combine materials and components use finishing techniques, including those from art and design
Evaluating	Own ideas and products	talk about their design ideas and what they are making make simple judgements about their products and ideas suggest how their products could be improved
Evaluating	Existing products	Explore: what products are who products are for what products are for what materials products are made from what they like and dislike about products
Technical Knowledge	Making products work	Know: about the simple working characteristics of materials and components about the movement of simple mechanisms such as wheels and axles how freestanding structures can be made stronger, stiffer and more stable that a 3-D textiles product can be assembled from two identical fabric shapes that food ingredients should be combined according to their sensory characteristics the correct technical vocabulary for the projects they are undertaking
Cooking and Nutrition	Where food comes from	Know: that all food comes from plants or animals that food has to be farmed, grown elsewhere (e.g. home) or caught
Cooking and Nutrition	Food preparation, cooking and nutrition	Know: that everyone should eat at least five portions of fruit and vegetables every day how to prepare simple dishes safely and hygienically, without using a heat source how to use techniques such as cutting, peeling and grating

Year 2

Designing	Understanding contexts, users and purposes	work confidently within a range of contexts, such as imaginary, story-based, home, school, gardens, playgrounds, local community, industry and the wider environment say whether their products are for themselves or other users say how their products will work say how they will make their products suitable for their intended users use simple design criteria to help develop their ideas
Designing	Generating, developing, modelling and communicating ideas	generate ideas by drawing on their own experiences develop and communicate ideas by talking and drawing use knowledge of existing products to help come up with ideas model ideas by exploring materials, components and construction kits and by making templates and mockups use information and communication technology, where appropriate, to develop and communicate their ideas
Making	Planning	plan by suggesting what to do next select from a range of tools and equipment, explaining their choices select from a range of materials and components according to their characteristics
Making	Practical skills and techniques	follow procedures for safety and hygiene use a range of materials and components, including construction materials and kits, textiles, food ingredients and mechanical components measure, mark out, cut and shape materials and components assemble, join and combine materials and components use finishing techniques, including those from art and design
Evaluating	Own ideas and products	talk about their design ideas and what they are making make simple judgements about their products and ideas against design criteria suggest how their products could be improved
Evaluating	Existing products	Explore: what products are who products are for what products are for how products work how products are used where products might be used what materials products are made from what they like and dislike about products
Technical Knowledge	Making products work	Know: about the simple working characteristics of materials and components about the movement of simple mechanisms such as levers and sliders how freestanding structures can be made stronger, stiffer and more stable that food ingredients should be combined according to their sensory characteristics the correct technical vocabulary for the projects they are undertaking
Cooking and Nutrition	Where food comes from	Know: that all food comes from plants or animals that food has to be farmed, grown elsewhere (e.g. home) or caught
Cooking and Nutrition	Food preparation, cooking and nutrition	Know: how to name and sort foods into the five groups in The eatwell plate that everyone should eat at least five portions of fruit and vegetables every day how to prepare simple dishes safely and hygienically, without using a heat source how to use techniques such as cutting, peeling and grating

Year 3

Designing	Understanding contexts, users and purposes	work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment describe the purpose of their products
Designing	Generating, developing, modelling and communicating ideas	share and clarify ideas through discussion model their ideas using prototypes and pattern pieces use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas
Making	Planning	select tools and equipment suitable for the task explain their choice of tools and equipment in relation to the skills and techniques they will be using select materials and components suitable for the task order the main stages of making
Making	Practical skills and techniques	follow procedures for safety and hygiene use a wider range of materials and components than KS1, including construction materials and kits, textiles, food ingredients, mechanical components and electrical components measure, mark out, cut and shape materials and components with some accuracy assemble, join and combine materials and components with some accuracy apply a range of finishing techniques, including those from art and design
Evaluating	Own ideas and products	identify the strengths and areas for development in their ideas and products consider the views of others, including intended users, to improve their work
	Existing products	Investigate and analyse: how well products have been designed how well products have been made why materials have been chosen what methods of construction have been used how well products work
	Key events and individuals	Know about inventors, designers, engineers, chefs and manufacturers who have developed ground-breaking products
Technical Knowledge	Making products work	Know: how to use learning from science to help design and make products that work how to use learning from mathematics to help design and make products that work that materials have both functional properties and aesthetic qualities the correct technical vocabulary for the projects they are undertaking how to make strong, stiff shell structures that a single fabric shape can be used to make a 3D textiles product that food ingredients can be fresh, pre-cooked and processed
Cooking and Nutrition	Where food comes from	Know that food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world
Cooking and Nutrition	Food preparation, cooking and nutrition	Know: how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking that a healthy diet is made up from a variety and balance of different food and drink, as depicted in The eatwell plate that to be active and healthy, food and drink are needed to provide energy for the body

Year 4

Designing	Understanding contexts, users and purposes	work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment describe the purpose of their products indicate the design features of their products that will appeal to intended users explain how particular parts of their products work gather information about the needs and wants of particular individuals and groups develop their own design criteria and use these to inform their ideas
Designing	Generating, developing, modelling and communicating ideas	share and clarify ideas through discussion model their ideas using prototypes and pattern pieces use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas use computer-aided design to develop and communicate their ideas generate realistic ideas, focusing on the needs of the user make design decisions that take account of the availability of resources
Making	Planning	select tools and equipment suitable for the task explain their choice of tools and equipment in relation to the skills and techniques they will be using select materials and components suitable for the task explain their choice of materials and components according to functional properties and aesthetic qualities order the main stages of making
Making	Practical skills and techniques	follow procedures for safety and hygiene use a wider range of materials and components than KS1, including construction materials and kits, textiles, food ingredients, mechanical components and electrical components measure, mark out, cut and shape materials and components with some accuracy assemble, join and combine materials and components with some accuracy apply a range of finishing techniques, including those from art and design, with some accuracy
Evaluating	Own ideas and products	identify the strengths and areas for development in their ideas and products consider the views of others, including intended users, to improve their work refer to their design criteria as they design and make use their design criteria to evaluate their completed products
	Existing products	Investigate and analyse: how well products have been designed how well products have been made why materials have been chosen what methods of construction have been used how well products work how well products achieve their purposes how well products meet user needs and wants who designed and made the products where products were designed and made when products were designed and made whether products can be recycled or reused
	Key events and individuals	Know about inventors, designers, engineers, chefs and manufacturers who have developed ground-breaking products
Technical Knowledge	Making products work	Know: how to use learning from science to help design and make products that work how to use learning from mathematics to help design and make products that work that materials have both functional properties and aesthetic qualities that materials can be combined and mixed to create more useful characteristics that mechanical and electrical systems have an input, process and output the correct technical vocabulary for the projects they are undertaking how mechanical systems such as levers and linkages or pneumatic systems create movement how to program a computer to control their products how to make strong, stiff shell structures that food ingredients can be fresh, pre-cooked and processed
Cooking and Nutrition	Where food comes from	Know that food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world
Cooking and Nutrition	Food preparation, cooking and nutrition	Know: how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking that a healthy diet is made up from a variety and balance of different food and drink, as depicted in The eatwell plate that to be active and healthy, food and drink are needed to provide energy for the body

Year 5

Designing	Understanding contexts, users and purposes	work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment describe the purpose of their products indicate the design features of their products that will appeal to intended users explain how particular parts of their products work carry out research, using surveys, interviews, questionnaires and web-based resources identify the needs, wants, preferences and values of particular individuals and groups
Designing	Generating, developing, modelling and communicating ideas	share and clarify ideas through discussion model their ideas using prototypes and pattern pieces use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas use computer-aided design to develop and communicate their ideas generate innovative ideas, drawing on research make design decisions, taking account of constraints such as time, resources and cost
Making	Planning	select tools and equipment suitable for the task explain their choice of tools and equipment in relation to the skills and techniques they will be using select materials and components suitable for the task explain their choice of materials and components according to functional properties and aesthetic qualities produce appropriate lists of tools, equipment and materials that they need formulate step-by-step plans as a guide to making
Making	Practical skills and techniques	follow procedures for safety and hygiene use a wider range of materials and components than KS1, including construction materials and kits, textiles, food ingredients, mechanical components and electrical components accurately measure, mark out, cut and shape materials and components accurately assemble, join and combine materials and components accurately apply a range of finishing techniques, including those from art and design use techniques that involve a number of steps demonstrate resourcefulness when tackling practical problems
Evaluating	Own ideas and products	identify the strengths and areas for development in their ideas and products consider the views of others, including intended users, to improve their work critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make evaluate their ideas and products against their original design specification
	Existing products	Investigate and analyse: how well products have been designed how well products have been made why materials have been chosen what methods of construction have been used how well products work how well products achieve their purposes how well products meet user needs and wants how sustainable the materials in products are what impact products have beyond their intended purpose
	Key events and individuals	Know about inventors, designers, engineers, chefs and manufacturers who have developed ground-breaking products
Technical Knowledge	Making products work	Know: how to use learning from science to help design and make products that work how to use learning from mathematics to help design and make products that work that materials have both functional properties and aesthetic qualities that materials can be combined and mixed to create more useful characteristics that mechanical and electrical systems have an input, process and output the correct technical vocabulary for the projects they are undertaking how mechanical systems such as cams or pulleys or gears create movement how more complex electrical circuits and components can be used to create functional products how to program a computer to monitor changes in the environment and control their products how to reinforce and strengthen a 3D framework that a recipe can be adapted by adding or substituting one or more ingredients
Cooking and Nutrition	Where food comes from	Know: that seasons may affect the food available how food is processed into ingredients that can be eaten or used in cooking
Cooking and Nutrition	Food preparation, cooking and nutrition	Know: how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking that recipes can be adapted to change the appearance, taste, texture and aroma that different food and drink contain different substances – nutrients, water and fibre – that are needed for health

Year 6

Designing	Understanding contexts, users and purposes	work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment describe the purpose of their products indicate the design features of their products that will appeal to intended users explain how particular parts of their products work carry out research, using surveys, interviews, questionnaires and web-based resources identify the needs, wants, preferences and values of particular individuals and groups develop a simple design specification to guide their thinking
Designing	Generating, developing, modelling and communicating ideas	share and clarify ideas through discussion model their ideas using prototypes and pattern pieces use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas use computer-aided design to develop and communicate their ideas generate innovative ideas, drawing on research make design decisions, taking account of constraints such as time, resources and cost
Making	Planning	select tools and equipment suitable for the task explain their choice of tools and equipment in relation to the skills and techniques they will be using select materials and components suitable for the task explain their choice of materials and components according to functional properties and aesthetic qualities produce appropriate lists of tools, equipment and materials that they need formulate step-by-step plans as a guide to making
Making	Practical skills and techniques	follow procedures for safety and hygiene use a wider range of materials and components than KS1, including construction materials and kits, textiles, food ingredients, mechanical components and electrical components accurately measure, mark out, cut and shape materials and components accurately assemble, join and combine materials and components accurately apply a range of finishing techniques, including those from art and design use techniques that involve a number of steps demonstrate resourcefulness when tackling practical problems
Evaluating	Own ideas and products	identify the strengths and areas for development in their ideas and products consider the views of others, including intended users, to improve their work critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make evaluate their ideas and products against their original design specification
	Existing products	Investigate and analyse: how well products have been designed how well products have been made why materials have been chosen what methods of construction have been used how well products work how well products achieve their purposes how well products meet user needs and wants how much products cost to make how innovative products are how sustainable the materials in products are what impact products have beyond their intended purpose
	Key events and individuals	Know about inventors, designers, engineers, chefs and manufacturers who have developed ground-breaking products
Technical Knowledge	Making products work	Know: how to use learning from science to help design and make products that work how to use learning from mathematics to help design and make products that work that materials have both functional properties and aesthetic qualities that materials can be combined and mixed to create more useful characteristics that mechanical and electrical systems have an input, process and output the correct technical vocabulary for the projects they are undertaking how mechanical systems such as cams or pulleys or gears create movement how more complex electrical circuits and components can be used to create functional products how to program a computer to monitor changes in the environment and control their products how to reinforce and strengthen a 3D framework that a 3D textiles product can be made from a combination of fabric shapes that a recipe can be adapted by adding or substituting one or more ingredients
Cooking and Nutrition	Where food comes from	Know: that seasons may affect the food available how food is processed into ingredients that can be eaten or used in cooking
Cooking and Nutrition	Food preparation, cooking and nutrition	Know: how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking that recipes can be adapted to change the appearance, taste, texture and aroma that different food and drink contain different substances – nutrients, water and fibre – that are needed for health

DT Projects

There are 3 specific Design and Technology projects through the year, one per term, per year group. Where possible these have been linked to class topics.

These projects should not be thought of as the only DT children do. Teachers are expected to identify opportunities for developing DT skills, knowledge and understanding, across the curriculum; linking to science, art and topic work where possible.

Each project will have a different focus:

Food and drink technology
Construction; including structures, mechanisms and control technology
Constructing with textiles

Each project should follow the ‘Research – Design – Make – Evaluate’ structure.

Research

understand the design brief
think about who the product is for
consider the needs of the consumer
research Existing Products
evaluate Existing Products
know about the history of the product
know about designers who have designed similar products
conduct relevant market research

Design

generate ideas
use sketches, drawings, diagrams, annotations, IT, etc. to produce plan of product
evaluate and modify plan
select an appropriate range of materials
select an appropriate range of tools

Make

understand and follow safety and hygiene procedures/rules
accurately measure, mark and shape materials
accurately join and combine materials and components
accurately apply a range of finishing techniques
amend, adapt and solve problems during the making process

Evaluate

talk about designs and products
identify strength and areas for development
critically evaluate suitability and effectiveness of product against design brief, and quality of construction
consider views of other, including the consumer
suggest improvements, changes
undertake appropriate market research

Most activities are designed to be completed in small groups, usually of 3 or 4 children. But the size of the groups will depend on age and ability, and on the nature of the project.

	Autumn	Spring	Summer
Nursery	Sandwiches (food)	Spring collage (textile)	A Car for Teddy (structures)
Reception	Pizzas (food)	Houses for the three little pigs (structures)	Sea creature collage (textile)
Year 1	Topic: All About Me Project: A glove puppet of me (textile)	Topic: Treasure Project: A healthy packed lunch for a pirate (food)	Topic: Transport Project: London Bus (structures)
Year 2	Topic: Living Things and Their Habitats Project: A moving minibeast, in its habitat, picture (structures)	Topic: Significant People Project: Mary Seacole/ Florence Nightingale collage (textile)	Topic: European Study (Spain) Project: A Spanish Feast (food)
Year 3	Topic: Stone Age to Iron Age Project: Iron Age houses (structures)	Topic: Frozen Land Project: Polar animal soft toys (textile)	Topic: Plants Project: Fruit smoothies (food)
Year 4	Topic: Ancient Egyptians Project: Hieroglyphic embroidery (textile)	Topic: Ancient Rome Project: Rome siege weapons (structures)	Topic: Rain Forest Project: Rain forest pastries (food)
Year 5	Topic: Space and the Space Race Project: Moon Buggies (structures)	Topic: Civil rights Project: Civil rights banner (textile)	Topic: Anglo Saxons, Celts and Vikings Project: Viking bread (food)
Year 6	Topic: World War I Project: Lift for a trench (structures)	Topic: World War 2 Project: WW2 Dinner (food)	Topic: Ancient Benin Project: Story-telling, wax print (Batik), tabard (textile)

Nursery

Project	Sandwiches Choose ingredients for, make and eat sandwiches for a party (NB. Make sure you are aware of, and plan for, dietary requirements/ allergies.)
Topic link	N/A
DT Focus	Food and drink technology
Research	What is a sandwich? When do people eat sandwiches? Difference between a snack and a meal. What have you had in a sandwich? What is your favourite sandwich? Taste a variety of breads and sandwich fillings. Talk about likes, dislikes, taste, texture, etc. Collect information about class' like and dislikes.
Design	Choose range of sandwiches to make. How many sandwiches will we need for the whole class? What ingredients will we need? Where could we get the ingredients? What tools we need?
Make	Talk about hygiene and safety rules and the reasons for them. Count, measure and weigh ingredients. Choose appropriate tools and peel, grate, chop, cut, slice, spread ingredients
Evaluate	Eat the sandwiches (as part of a class party). Talk about the sandwiches and the process of making them. Which parts were easy/difficult. Likes, dislikes, things that were good, things we could do better or we would change.

Project	Spring collage Design and make a spring collage using a variety of textiles
Topic link	N/A
DT Focus	Constructing with textiles
Research	Research what happens in spring (weather, plants, animals, colours, etc.) Look at examples of textile collages and a variety of fabrics: talk about colours, textures, etc. Discuss which fabrics would be good and which would not be good for the project, and why?
Design	Each child chooses one/two objects (eg. daffodil, lamb, tree, sun, etc.) to make for a whole class spring collage: talk about reasons for choices. Choose fabrics to use: thinking about colour, texture, etc. What tools will we need?
Make	Talk about safety rules for using tools and the reasons for them. Mark out and cut shapes from a variety of materials. Assemble and join materials.
Evaluate	Talk about their object and the overall collage. What do they like about it? Why? What did they find easy or difficult? Things we could do better or we would change.

Project	A car for teddy Design and make a car for a (teacher) chosen soft toy, using junk modelling materials
Topic link	N/A
DT Focus	Construction; including structures, mechanisms and control technology
Research	Look at and talk about a variety of cars, carriages, buses, trucks, etc. How do they move? Do people travel in them? Where do people sit/stand? How comfortable do you think they are? Which do you like? Why? Which do you think the toy would like? Why?
Design	Think about size and shape of toy. Will the toy sit/stand? How big will the car need to be? What shape should it be? What materials could we use? How would we join them? How will we decorate the car? What tools will we need?
Make	Talk about safety rules for using tools and the reasons for them. Mark out, cut and shape a variety of materials. Assemble and join materials. Use finishing techniques (including those from art and design)
Evaluate	Talk about their car. What do they think about it? What do they like/not like? Does the toy fit? Do they think the toy like sit/is comfortable? Why? What did they find easy/difficult? Things we could better or change.

Reception

Project	Pizzas Choose and prepare toppings for a pizza (NB. Make sure you are aware of, and plan for, dietary requirements/ allergies.)
Topic link	N/A
DT Focus	Food and drink technology
Research	What is a pizza? Who has eaten pizza? What is your favourite pizza? Research where ingredients used to make pizza come from (plants, dairy, grains). Talm about how vegetables are fruit and vegetables are grown. Taste a variety of healthy toppings (fruit and vegetables) and identify them. Rate/evaluate the taste of each item with a view of including them as ingredients for a pizza.
Design	Design your pizza. Choose the toppings and draw a picture of what your pizza will look like (label pictures where appropriate). What ingredients will we need? Where could we get the ingredients? What tools we need?
Make	Talk about hygiene and safety rules and the reasons for them. Count, measure and weigh ingredients. Choose appropriate tools and peel, grate, chop, cut, slice, spread ingredients
Evaluate	Eat the pizzas. Talk about the pizzas and the process of making them. Which parts were easy/difficult. Likes, dislikes, things that were good, things we could do better or we would change. Which ingredients would you use again, which would you not.

Project	Houses for the three little pigs Design and make a (model) house for one of the three little pigs
Topic link	N/A
DT Focus	Construction; including structures, mechanisms and control technology
Research	Read the story of the three little pigs. Look at photos/pictures of houses. Talk about the materials use to make the houses, and compare with the materials used by the three little pigs. Experiment with making three dimensional constructions out of different materials, such as paper, card, etc. Talk about which materials make a strong model and which are not strong enough.
Design	Design a house (or home) for one of the three little pigs –taking into account that it must stand up on its own and be able to stand the wolf blowing on it. What materials could we use? How would we join them? How will we decorate the house? What tools will we need?
Make	Talk about safety rules for using tools and the reasons for them. Mark out, cut and shape a variety of materials. Assemble and join materials. Use finishing techniques (including those from art and design)
Evaluate	Talk about their house. What do they think about it? What do they like/not like? Does it stand up on its own? If you blow on it, does it still stand up? What do you like/dislike about it? Why? What did they find easy/difficult? Things we could better or change.

Project	Sea creature collage Design and make a collage of sea creatures, under the sea, using a variety of textiles
Topic link	N/A
DT Focus	Constructing with textiles
Research	Research a variety of sea creatures (photos, books, videos, trip to aquarium). Look at examples of textile collages and a variety of fabrics: talk about colours, textures, etc. Discuss which fabrics would be good and which would not be good for the project, and why?
Design	Choose a sea creature to make as part of a class collage. Draw and colour your design. Think about which fabrics would be good to use; colour, texture, ease of use, etc. Label your picture with which fabrics you have chosen (add samples?). How will we join/fix the materials? What tools will we need?
Make	Talk about safety rules for using tools and the reasons for them. Mark out and cut shapes from a variety of materials. Assemble and join materials.
Evaluate	Talk about their object and the overall collage. What do they like about it? Why? What did they find easy or difficult? Things we could do better or we would change.