Design and Technology
At Our Lady of Lourdes, our aim is to provide a broad and balanced curriculum which provides our children skills for life beyond primary education. We encourage the use of creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
During Design and Technology, we actively encourage our children to be critical thinkers, forward planners and effective problem solvers. We also teach our children to be able to work as capable individuals and as part of a valuable, productive team.
Resilience is a key theme running through our DT curriculum, and the children are encouraged to become innovators and risktakers.
The National Curriculum aims for Design and Technology are:
- To develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
- To build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
- To critique, evaluate and test their ideas and products and the work of others understand and apply the principles of nutrition and learn how to cook.
At Our Lady of Lourdes, we use the Kapow scheme of work covers the 5 key curriculum areas as listed below. These are then broken down into specific areas which are repeated over the children's time at OLOL.
Our scheme of work is designed as a spiral curriculum with the following key principles in mind:
Cyclical: Pupils return to the key areas during their time in primary school.
Increasing depth: Each time a key area is revisited it is covered with greater complexity.
Prior knowledge: Upon returning to each key area, prior knowledge is utilised so pupils can build upon previous foundations, rather than starting again.
Click below to see the units of work that each year group complete. These are not completed in chronological order.
Year 1
| Structures | Mechanisms/Mechanical Systems | Cooking and Nutrition | Textiles |
|---|---|---|---|
|
Windmills: Design Importance of clear design criteria Including individual preferences and requirements in design
Make Making stable structures from card, tape and glue Using Nets Using axels
Evaluate Improvements? Strong/stable?
Technical -shape of materials can be changed to improve the strength and stiffness of structures - cylinders are a strong type of structure - axles are used in structures and mechanisms to make parts turn in a circle understand that different structures are used for different purposes know a structure is something that has been made and put together |
Wheels and Axels Design Designing a vehicle that includes wheels, axles and axle holders, which will allow the wheels to move Creating clearly labelled drawings which illustrate movement
Make Adapting mechanisms
Evaluate Testing mechanisms, identifying what stops wheels from turning, knowing that a wheel needs an axle in order to move
Technical Know that wheels need to be round to rotate and move Understand that for a wheel to move it must be attached to a rotating axle Know that an axle moves within an axle holder which is fixed to the vehicle or toy Know that the frame of a vehicle (chassis) needs to be balanced |
Fruit and Vegetables Design Designing smoothie carton packaging by-hand or on ICT software
Make Chopping fruit and vegetables safely to make a smoothie Identifying if a food is a fruit or a vegetable Learning where and how fruits and vegetables grow
Evaluate Tasting and evaluating different food combinations Describing appearance, smell and taste Suggesting information to be included on packaging
Cooking and Nutrition • Understanding the difference between fruits and vegetables To understand that some foods typically known as vegetables are actually fruits (e.g. cucumber) To know that a blender is a machine which mixes ingredients together into a smooth liquid To know that a fruit has seeds and a vegetable does not To know that fruits grow on trees or vines To know that vegetables can grow either above or below ground To know that vegetables can come from different parts of the plant (e.g. roots: potatoes, leaves: lettuce, fruit: cucumber) |
Decorations Design Using a template to create a design for a decoration
Make Cutting fabric neatly with scissors Using joining methods to decorate a puppet (stapling, sticking etc) Sequencing steps for construction
Evaluate Reflecting on a finished product, explaining likes and dislikes |
Year 2
| Structures | Mechanisms | Cooking and Nutrition | Textiles |
|---|---|---|---|
|
Chairs Design Generating and communicating ideas using sketching and modelling
Make Making a structure according to design criteria Creating joints and structures from paper/card and tape Building a strong and stiff structure by folding paper
Evaluate Testing the strength of own structures Identifying the weakest part of a structure Evaluating the strength, stiffness and stability of own structure
Technical To know that materials can be manipulated to improve strength and stiffness To know that a structure is something which has been formed or made from parts To know that a ‘stable’ structure is one which is firmly fixed and unlikely to change or move To know that a ‘strong’ structure is one which does not break easily To know that a ‘stiff’ structure or material is one which does not bend easily |
Making a moving monster Design Creating a class design criteria for a moving monster Designing a moving monster for a specific audience in accordance with a design criteria
Make Making linkages using card for levers and split pins for pivots Experimenting with linkages adjusting the widths, lengths and thicknesses of card used Cutting and assembling components neatly
Evaluate Evaluating own designs against design criteria Using peer feedback to modify a final design
Technical To know that mechanisms are a collection of moving parts that work together as a machine to produce movement To know that there is always an input and output in a mechanism To know that an input is the energy that is used to start something working To know that a lever is something that turns on a pivot To know that a linkage mechanism is made up of a series of levers |
A balanced diet Design Designing a healthy wrap based on a food combination which work well together
Make Slicing food safely using the bridge or claw grip Constructing a wrap that meets a design brief
Evaluate Describing the taste, texture and smell of fruit and vegetables Taste testing food combinations and final products Describing the information that should be included on a label Evaluating which grip was most effective
Cooking and Nutrition To know that ‘diet’ means the food and drink that a person or animal usually eats To understand what makes a balanced diet To know where to find the nutritional information on packaging To know that the five main food groups are: Carbohydrates, fruits and vegetables, protein, dairy and foods high in fat and sugar To understand that I should eat a range of different foods from each food group, and roughly how much of each food group To know that nutrients are substances in food that all living things need to make energy, grow and develop To know that ‘ingredients’ means the items in a mixture or recipe To know that I should only have a maximum of five teaspoons of sugar a day to stay healthy To know that many food and drinks we do not expect to contain sugar do; we call these ‘hidden sugars’ |
Designing a pouch Design Designing a pouch
Make Selecting and cutting fabrics for sewing Threading a needle Sewing running stitch, with evenly spaced, neat, even stitches to join fabric Neatly pinning and cutting fabric using a template
Evaluate Reflecting upon final product
Technical To know that sewing is a method of joining fabric To know that different stitches can be used when sewing To understand the importance of tying a knot after sewing the final stitch To know that a thimble can be used to protect my fingers when sewing |
Year 3
| Structures | Mechanical systems | Digital World | Eating Seasonally |
|---|---|---|---|
|
Design Designing a building with key features to appeal to a specific person/purpose Drawing and labelling design using 2D shapes, labelling: -the 3D shapes that will create the features - materials needed and colours Designing and/or decorating an element on CAD software
Make Constructing a range of 3D geometric shapes using nets Creating special features for individual designs Making facades from a range of recycled materials
Evaluate Evaluating own work and the work of others based on the aesthetic of the finished product and in comparison to the original design Suggesting points for modification of the individual designs
Technical To understand that wide and flat based objects are more stable To understand the importance of strength and stiffness in structures |
Design Designing a toy which uses a pneumatic system Developing design criteria from a design brief Generating ideas using thumbnail sketches and exploded diagrams Learning that different types of drawings are used in design to explain ideas clearly
Make Creating a pneumatic system to create a desired motion Building secure housing for a pneumatic system Using syringes and balloons to create different types of pneumatic systems to make a functional and appealing pneumatic toy Selecting materials due to their functional and aesthetic characteristics Manipulating materials to create different effects by cutting, creasing, folding, weaving
Evaluate Using the views of others to improve designs Testing and modifying the outcome, suggesting improvements Understanding the purpose of exploded-diagrams through the eyes of a designer and their client
Technical To understand how pneumatic systems work To understand that pneumatic systems can be used as part of a mechanism To know that pneumatic systems operate by drawing in, releasing and compressing air |
Design Problem solving by suggesting potential features on a Micro: bit and justifying my ideas Developing design ideas for a technology pouch Drawing and manipulating 2D shapes, using computer-aided design, to produce a point of sale badge
Make Using a template when cutting and assembling the pouch Following a list of design requirements Selecting and using the appropriate tools and equipment for cutting, joining, shaping and decorating a foam pouch Applying functional features such as using foam to create soft buttons
Evaluate Analysing and evaluating an existing product Identifying the key features of a pouch
Technical To understand that in programming a ‘loop’ is code that repeats something again and again until stopped To know that a Micro:bit is a pocket-sized, codeable computer Writing a program to control (button press) and/or monitor (sense light) that will initiate a flashing LED algorithm |
Design Creating a healthy and nutritious recipe for a savoury tart using seasonal ingredients, considering the taste, texture, smell and appearance of the dish
Make Knowing how to prepare themselves and a work space to cook safely in, learning the basic rules to avoid food contamination Following the instructions within a recipe
Evaluate Establishing and using design criteria to help test and review dishes Describing the benefits of seasonal fruits and vegetables and the impact on the environment Suggesting points for improvement when making a seasonal tart
Cooking and Nutrition To know that not all fruits and vegetables can be grown in the UK To know that climate affects food growth • To know that vegetables and fruit grow in certain seasons To know that cooking instructions are known as a ‘recipe’ To know that imported food is food which has been brought into the country To know that exported food is food which has been sent to another country. To understand that imported foods travel from far away and this can negatively impact the environment To know that each fruit and vegetable gives us nutritional benefits because they contain vitamins, minerals and fibre To understand that vitamins, minerals and fibre are important for energy, growth and maintaining health To know safety rules for using, storing and cleaning a knife safely To know that similar coloured fruits and vegetables often have similar nutritional benefits |
Year 4
| Mechanical Systems | Electrical Systems | Cooking and Nutrition | Textiles |
|---|---|---|---|
|
Making a slingshot car Design Designing a shape that reduces air resistance Drawing a net to create a structure from Choosing shapes that increase or decrease speed as a result of air resistance Personalising a design
Make Measuring, marking, cutting and assembling with increasing accuracy Making a model based on a chosen design
Evaluate Evaluating the speed of a final product based on: the effect of shape on speed and the accuracy of workmanship on performance
Technical To know that air resistance is the level of drag on an object as it is forced through the air To understand that the shape of a moving object will affect how it moves due to air resistance.
|
Torches Design Designing a torch, giving consideration to the target audience and creating both design and success criteria focusing on features of individual design ideas
Make Making a torch with a working electrical circuit and switch Using appropriate equipment to cut and attach materials Assembling a torch according to the design and success criteria
Evaluate • Testing and evaluating the success of a final product
Technical To know that an electrical circuit must be complete for electricity to flow To know that a switch can be used to complete and break an electrical circuit |
Biscuits Make Following a baking recipe Cooking safely, following basic hygiene rules
Cooking and Nutrition To know that the amount of an ingredient in a recipe is known as the ‘quantity’ To know that it is important to use oven gloves when removing hot food from an oven To know the following cooking techniques: sieving, creaming, rubbing method, cooling To understand the importance of budgeting while planning ingredients for biscuits |
Fastenings Design Writing design criteria for a product, articulating decisions made Designing a personalised book sleeve
Make Making and testing a paper template with accuracy and in keeping with the design criteria Measuring, marking and cutting fabric using a paper template Selecting a stitch style to join fabric, working neatly sewing small neat stitches Incorporating fastening to a design
Evaluate Testing and evaluating an end product against the original design criteria Deciding how many of the criteria should be met for the product to be considered successful Suggesting modifications for improvement Articulating the advantages and disadvantages of different fastening types
Technical To know that a fastening is something which holds two pieces of material together for example a zipper, toggle, button, press stud and velcro To know that different fastening types are useful for different purposes To know that creating a mock up (prototype) of their design is useful for checking ideas and proportions
|
Year 5
| Mechanical systems | Electrical Systems | Cooking and Nutrition | Textiles |
|---|---|---|---|
|
Pop Up Book Design Designing a pop-up book which uses a mixture of structures and mechanisms Naming each mechanism, input and output accurately Storyboarding ideas for a book
Make Following a design brief to make a pop up book, neatly and with focus on accuracy Making mechanisms and/or structures using sliders, pivots and folds to produce movement Using layers and spacers to hide the workings of mechanical parts for an aesthetically pleasing result
Technical To know that mechanisms control movement To understand that mechanisms that can be used to change one kind of motion into another To understand how to use sliders, pivots and folds to create paper-based mechanisms |
Electronics Greetings Card Design Designing an electronic greetings card with a copper track circuit and components Creating a labelled circuit diagram showing positive and negative parts in relation to the LED and the battery Writing design criteria for an electronic greeting card Compiling a moodboard relevant to my chosen theme, purpose and recipient
Make Making a functional series circuit Creating an electronics greeting card, referring to a design criteria Mapping out where different components of the circuit will go
Evaluate Evaluating a peer’s product against design criteria and suggesting modifications that could be made to improve the reliability or aesthetics of it or to incorporate another type of circuit component
Technical To know the key components used to create a functioning circuit To know that copper is a conductor and can be used as part of a circuit To understand that breaks in a circuit will stop it from working To understand that a series circuit only has one path for the electrical current to flow from positive to negative To know that we use symbols to represent components in a circuit diagram To know the names of the components in a basic series circuit: crocodile wires, LED (light-emitting diode), battery holder, battery, cell |
What could be healthier? Design Adapting a traditional recipe, understanding that the nutritional value of a recipe alters if you remove, substitute or add additional ingredients Writing an amended method for a recipe to incorporate the relevant changes to ingredients Designing appealing packaging to reflect a recipe
Make Cutting and preparing vegetables safely Using equipment safely, including knives, hot pans and hobs Knowing how to avoid cross-contamination Following a step by step method carefully to make a recipe
Evaluate Identifying the nutritional differences between different products and recipes Identifying and describing healthy benefits of food groups
Cooking and Nutrition To understand where meat comes from - learning that beef is from cattle and how beef is reared and processed, including key welfare issues To know that I can adapt a recipe to make it healthier by substituting ingredients To know that I can use a nutritional calculator to see how healthy a food option is To understand that ‘cross-contamination’ means that bacteria and germs have been passed onto ready-to-eat foods and it happens when these foods mix with raw meat or unclean objects |
Stuffed Toys Design Designing a stuffed toy considering the main component shapes required and creating an appropriate template Considering the proportions of individual components
Make Creating a 3D stuffed toy from a 2D design Measuring, marking and cutting fabric accurately and independently Creating strong and secure blanket stitches when joining fabric Threading needles independently Using applique to attach pieces of fabric decoration Sewing blanket stitch to join fabric Applying blanket stitch so the space between the stitches are even and regular
Evaluate Testing and evaluating an end product and giving point for further improvements
Technical To know that blanket stitch is useful to reinforce the edges of a fabric material or join two pieces of fabric To understand that it is easier to finish simpler designs to a high standard To know that soft toys are often made by creating appendages separately and then attaching them to the main body To know that small, neat stitches which are pulled taut are important to ensure that the soft toy is strong and holds the stuffing securely |
Year 6
| Mechanical Systems | Digital World | Cooking and Nutrition | Structures |
|---|---|---|---|
|
Automata Toys Design Experimenting with a range of cams, creating a design for an automata toy based on a choice of cam to create a desired movement Understanding how linkages change the direction of a force Making things move at the same time Understanding and drawing cross-sectional diagrams to show the inner-working
Make Measuring, marking and checking the accuracy of the jelutong and dowel pieces required Measuring, marking and cutting components accurately using a ruler and scissors Assembling components accurately to make a stable frame Understanding that for the frame to function effectively the components must be cut accurately and the joints of the frame secured at right angles Selecting appropriate materials based on the materials being joined and the speed at which the glue needs to dry/set
Evaluation Evaluating the work of others and receiving feedback on own work Applying points of improvements Describing changes they would make/do if they were to do the project again
Technical To understand that the mechanism in an automata uses a system of cams, axles and followers To understand that different shaped cams produce different outputs |
Navigating the World Design Writing a design brief from information submitted by a client Developing design criteria to fulfil the client’s request Considering and suggesting additional functions for my navigation tool Developing a product idea through annotated sketches Placing and manoeuvring 3D objects, using CAD Changing the properties of, or combine one or more 3D objects, using CAD
Make Considering materials and their functional properties, especially those that are sustainable and recyclable (for example, cork and bamboo) Explaining material choices and why they were chosen as part of a product concept Programming an N,E, S,W cardinal compass
Evaluate Explaining how my program fits the design criteria and how it would be useful as part of a navigation tool Developing an awareness of sustainable design • Identifying key industries that utilise 3D CAD modelling and explain why Describing how the product concept fits the client’s request and how it will benefit the customers Explaining the key functions in my program, including any additions Explaining how my program fits the design criteria and how it would be useful as part of a navigation tool Explaining the key functions and features of my navigation tool to the client as part of a product concept pitch Demonstrating a functional program as part of a product concept
Technical To know that accelerometers can detect movement To understand that sensors can be useful in products as they mean the product can function without human input |
Come Dine with Me Design Writing a recipe, explaining the key steps, method and ingredients Including facts and drawings from research undertaken
Make Following a recipe, including using the correct quantities of each ingredient Adapting a recipe based on research • Working to a given timescale Working safely and hygienically with independence
Evaluate Evaluating a recipe, considering: taste, smell, texture and origin of the food group Taste testing and scoring final products Suggesting and writing up points of improvements in productions Evaluating health and safety in production to minimise cross contamination
Cooking and Nutrition To know that ‘flavour’ is how a food or drink tastes To know that many countries have ‘national dishes’ which are recipes associated with that country To know that ‘processed food’ means food that has been put through multiple changes in a factory To understand that it is important to wash fruit and vegetables before eating to remove any dirt and insecticides To understand what happens to a certain food before it appears on the supermarket shelf (Farm to Fork) Sustainable fishing |
Playgrounds Design Designing a playground featuring a variety of different structures, giving careful consideration to how the structures will be used, considering effective and ineffective designs
Make Building a range of play apparatus structures drawing upon new and prior knowledge of structures Measuring, marking and cutting wood to create a range of structures Using a range of materials to reinforce and add decoration to structures
Evaluate Improving a design plan based on peer evaluation Testing and adapting a design to improve it as it is developed Identifying what makes a successful structure
Technical To know that structures can be strengthened by manipulating materials and shapes |