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Design & Technology

Design and Technology at Wymondley is taught through the following content...

 

Year 1/2Year 3/4Year 5/6
Cycle A   
Cycle B   

 

Enrichment OpportunitiesLinks Across the Curriculum

Decorations Day

World Book Day

Harvest - wheatsheaf workshop

Themed cooking

Forest School

 

 

 

Through this content, the children learn and develop the following skills...

 

 Year 1Year 2Year 3Year 4Year 5Year 6

Designing - Understanding contexts, users and purposes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Across KS1 pupils should:

Work confidently within a range of contexts, such as imaginary, story-based, home, school, gardens, playgrounds, local community, industry and the wider environment.

State what products they are designing and making 

Say whether their products are for themselves or other users.

Describe what their products are for.

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.

 

 

 

 

 

Across KS2 pupils should:

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.

 

In early KS2 pupils should also: 

Gather information about the needs and wants of particular individuals and groups.

Develop their own design criteria and use these to inform their ideas.

 

 

 

Across KS2 pupils should:

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.

 

In late KS2 pupils should also:

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.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Across KS1 pupils should:

Generate ideas by drawing on their own experiences.

Use knowledge of existing products to help come up with ideas.

Develop and communicate ideas by talking and drawing.

Model ideas by exploring materials, components and construction kits and by making templates and mock- ups.

Use information and communication technology, where appropriate, to develop and communicate their ideas.

 

 

 

Across KS2 pupils should:

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.

 

In early KS2 pupils should also:

Generate realistic ideas, focusing on the needs of the user.

Make design decisions that take account of the availability of resources.

Across KS2 pupils should:

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.

 

In late KS2 pupils should also:

Generate innovative ideas, drawing on research.

Make design decisions, taking account of constraints such as time, resources and cost.

Making - Planning

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Across KS1 pupils should:

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.

 

 

 

 

 

 

 

 

 

 

Across KS2 pupils should:

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.

 

In early KS2 pupils should also:

Order the main stages of making.

 

 

Across KS2 pupils should:

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.

 

In late KS2 pupils should also:

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Across KS1 pupils should:

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.

 

 

 

 

 

 

 

 

Across KS2 pupils should:

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.

 

In early KS2 pupils should also:

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.

 

 

Across KS2 pupils should:

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.

 

In late KS2 pupils should also:

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Across KS1 pupils should:

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.

 

 

 

 

 

 

 

 

Across KS2 pupils should:

Identify the strengths and areas for development in their ideas and products.

Consider the views of others, including intended users, to improve their work.

 

In early KS2 pupils should also:

Refer to their design criteria as they design and make.

Use their design criteria to evaluate their completed products.

 

 

Across KS2 pupils should:

Identify the strengths and areas for development in their ideas and products.

Consider the views of others, including intended users, to improve their work.

 

In late KS2 pupils should also: 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

Evaluating existing products

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Across KS1 pupils should 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.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Across KS2 pupils should 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.

 

In early KS2 pupils should also investigate and analyse:

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.

 

 

Across KS2 pupils should 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.

 

In late KS2 pupils should also investigate and analyse:

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.

About inventors, designers, engineers, chefs and manufacturers who have developed groundbreaking products.

Cooking and Nutrition - Where food comes from

 

 

 

 

 

 

 

 

 

 

 

 

Across KS1 pupils should know:

That all food comes from plants or animals.

That food has to be farmed, grown elsewhere (e.g. home) or caught.

 

 

 

 

 

 

 

 

 

Across KS2 pupils should 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.

 

 

 

 

 

 

 

 

Across KS2 pupils should 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

 

In late KS2 pupils should also 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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Across KS1 pupils should know:

How to name and sort foods into the five groups in The Guide

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.

 

 

 

 

 

 

 

 

 

Across KS2 pupils should 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.

 

In early KS2 pupils should also know:

That a healthy diet is made up from a variety and balance of different food and drink, as depicted in The Eat well Guide

That to be active and healthy, food and drink are needed to provide energy for the body.

Across KS2 pupils should 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.

 

In late KS2 pupils should also know:

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.

 

 

Design and Technology in action at Wymondley...

 

  

 

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