activities may change due to the differing interests and needs of the children and equipment. Food Technology nativity Scene That Building Stay up? Design and make structures Are Eggs Alive? Design explore it? Design and make shelters Am I the fastest? Programmable toys Year 1 Paws, Claws and Whiskers Designing Labels; Designing and Making Animal Enclosures Superheroes Moon Zoom Design and make space-themed vehicles; Evaluating toys; Using mechanisms Splendid The Enchanted Woodland Building structures; making party food Rio de Vida Carnival Instruments; Flag Making; Recipes Year 2 Bounce Materials and Mechanisms Land Ahoy! Mechanisms Structures Beat Band Boogie! Making Percussion Instruments The Scented Garden Making Fragrant Products Towers, Tunnels and Turrets Making Models of Towers, Bridges and Tunnels Wiggle and Crawl Origins of Food Selecting Natural Materials KS2 Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts (for example, the home, school, leisure, culture, enterprise, industry and the wider environment). When designing and making, pupils should be taught to: Design • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, at individuals or groups • generate, develop, model and communicate their ideas through discussion, annotated sketches, and exploded diagrams, prototypes, pattern pieces and computer-aided design Make • select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately • select from and use a range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate • investigate and analyse a of existing products • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work • understand how key events and individuals in design and technology have helped the world Technical knowledge • apply their understanding of how to strengthen, stiffen and reinforce more complex structures • understand and use mechanical systems in their products (for example, gears, pulleys, cams, levers and linkages) • understand and use electrical systems in their products (for example, series circuits incorporating switches, bulbs, buzzers and motors) • apply their understanding of computing to program, monitor and control their products.
KS2 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 3 Tremors Structures – creating shelters Gods and Mortals Moving parts – model making Predator Selecting and using materials Cooking and Nutrition Tribal Tales Tool design and making Mighty Metals Product evaluation; Using research to inform design; Selecting materials; Making vehicles; Building an iron man; Using electrical circuits Year 4 Misty mountain Sierra Clay Modelling Playlist Making instruments Potions Product development bottoms and bile Healthy foods Textiles Working models Blue Submarine design Working models Road Trip USA Preparing US dishes Model making Totem pole design Year 5 Star Gazers Selecting Materials; Design Research; Structures; Evaluation Beast Creator Making Peasants, Princes & Pestilence Sketch books; printmaking; historical recipes Scream Machine Off With Her Head Time Traveller Selecting materials Year 6 Gallery Rebels Selecting and Using Tools and Materials A Child’s War Following Recipes; Building Structures Frozen Kingdom Building an Igloo I.D. Tools; Design; Fashion and Clothing Blood Heart Working Models; The Heart Tomorrow’s Robotics Assessment Formative assessment techniques will ensure that teachers assess the on-going design process and not just the finished products or outcomes:- Teachers’ observation of pupils Teacher – pupil discussion and teacher questioning Pupils’ drawings, notes, models, comments and written work Artefacts made by pupils Pupils’ on-going analysis of their achievements Photographs of children engaged in the design process Use of ICT if appropriate Teachers’ summative assessment of pupils’ progress must consider Knowledge and understanding of materials and components Understanding of mechanisms and ICT control Ability to use materials and equipment safely Ability to develop, plan and communicate design ideas Interest and motivation in designing and making Ability to appreciate and produce items of quality that meet its intended purpose