Design Technology

Intent:

At Freeland Primary school, we encourage our children to think and learn creatively, and we strive to promote individuality whilst nurturing the ability to work as a part of a team. Design and Technology is an inspiring and practical subject which allows these values to come to the forefront of our children’s education. Our pupils will use their imagination and creativity to solve real and relevant problems with a variety of contexts, which will enable them to consider their own needs, but also the wants and values of others. Our pupils will learn how to respond to a design brief, and will design, make and evaluate a product focused around three main areas of focus: textiles, food and construction. They will also learn about well-known designers and makers, giving them an insight into the important roles that could await them beyond primary education.

Each key stage has the opportunity to consolidate skills from previous learning, and the use of sketchbooks will allow children to reflect on previous designs and execution of a product, informing them of the direction their future work can go. We encourage reflective learning, so children will have the opportunity to self-evaluate their products and processes. This gives them ownership of modifications they may wish to make to future products.

We believe that all children, regardless of background or circumstance, can excel in DT, and the ability to cooperate and communicate in a group is essential for all aspects of modern life.

As with all subjects at Freeland Primary School we use a knowledge and skills-based curriculum for art.

Year 1/Sparrows

Autumn

Spring

Summer

Cycle B

2027-2028

Why did London burn?

Moving Fire Engines

Food Focus

Sensational Smoothies

Textile Focus

Kite Designers

Knowledge

Year 1: Pupils will learn to:

Identify the similarities and differences between the fire engines of 1666 and modern-day fore engines.
Identify an axle and chassis on a vehicle.
State which materials would be suitable for the construction of the toy vehicle.
Identify equipment to cut card, paper and wood.
Join materials together using glue, tape, pins, paperclips and split pins.

Year 2: Pupils will learn to:

Identify the similarities and differences between the fire engines of 1666 and modern-day fore engines and explain why they are this way.
Identify axles and chassis and explain why they are important.
Identify more than one material which would be suitable to construct a toy from.
Identify and safely use materials to cut card, paper, wood and plastic.
Join materials together using glue, tape, pins, paperclips and split pins, and know which to use to create a suitable join for their design.

Year 1: Pupils will learn to:

Identify some fruits which are grown in different countries.
Design a purposeful, healthy and appealing drink.
Identify why fruits are healthy for humans.
Select and use simple tools and equipment to prepare such as knives, spoons and forks.
Evaluate their drink, against a range of fruit juices.
Safely use some kitchen equipment such as knives and cutting boards.
Understanding why it is important to use equipment safely.
Use equipment for some basic cutting and peeling skills.

Year 2: Pupils will learn to:

Identify fruits from other countries and say why they cannot be grown in the UK.
Design and make a purposeful, healthy drink.
State why the drink is healthy, linking it to food groups.
Select appropriate tools and equipment like knives, forks, spoons, peelers and corkers.
Compare the drinks across the class to real-life products already available.
Understand how and why it is important to use equipment safely

Year 1: Pupils will learn to:

Identify the reasons why kites were invented.
Explain some simple forms of kites, including diamond, sleds and cellular.
Select appropriate materials for making an effective kite.
Different grades of pencil will make lighter and darker marks.
Explain if a kite can fly successfully giving some reasons.
Identify the kite, the tail and the string of a kite.

Year 2: Pupils will learn to:

Identify the reasons why Chinese generals used them for tactics within fighting in a war.
explain the developments through Japanese, Indian, Malaysian and European idea around what kites are useful for.
Explain some of the different types of kites that can be created such as diamond, sleds, cellular, rokkakus, deltas, para foils, inflatables, stunt and novelty.
Explore and select the different materials that can be used for making kites.
Give scientific reasons why they are or are not successful.
Explain which weather is best suited for a kite.
Explain how a tail can effect the flight of a kite.

Skills

Year 1: Pupils will:

Design a simple fire engine toy using sketching and labelling.
Use their own ideas to create chassis for a fire engine of their own.
Test a range of dry materials to use for the chassis of their vehicle.
Decide which material is the most suitable for their design and explain why.
Use dowelling to create an axle with wheels attached to each end.
Create a support which enables the wheels to turn successfully.

Year 2: Pupils will:

Create a design for a toy vehicle using sketching and annotation.
Show more than 2 dimensions in their sketch.

Use their own ideas to create chassis for a fire engine with a moving part.
Test a range of dry materials to use for the chassis of their vehicle.
Evaluate which material is most suitable for their design, justifying their choice clearly.
Use dowelling to create an axle with wheels attached to each end.
Create a support which enables the wheels to turn successfully.
Evaluate their design and suggest improvements

Year 1: Pupils will:

Choosing at least 3 different fruits.
Design a smoothie with a drawing.
Write some simple steps to make a smoothie.
Using a knife, fork and spoon to prepare fruit.
Using simple tools to help blend the food.
Criticise the product by saying how it tastes.

Year 2: Pupils will:

Choosing fruits which complement each other in terms of taste and explaining the selection.
Using a knife, fork and spoon to prepare fruit.
Using simple tools, including electrical equipment, to help blend the food.
Evaluate the outcome and suggest improvements.

Year 1: Pupils will:

Identify which type of kite to make.
Design the kite using drawings.
Name the materials used to make the kite.
Cut paper and material.
Glue paper and material.
Critique the product and say if it is successful.

Year 2: Pupils will:

Identify which type of kite to make.
Design the kite using drawings and annotation notes.
Name the materials used to make the kite and write the steps on how to make it.
Cut paper and material.
Glue paper and material.
Critique the product and say if it is successful and how it could be improved.

Cycle A

2026-2027

Construction Materials Focus

Moving Picture Books

Food Focus

Perfect Pizzas

Textiles Focus

Brilliant Bags

Knowledge

Year 1: Pupils will learn to:

Use flaps and sliders in books to make an image move.
Engage the reader with a suitable design for a slider.
Understand how a slider works in a book to make an image move.
State which materials would be suitable for the construction of the moving picture.
Identify equipment to cut card, paper and wood.
Join materials together using glue, tape, pins, paperclips and split pins.

Year 1: Pupils will learn to:

Identify some vegetables.
Design a purposeful, healthy and appealing pizza.
Identify why vegetables are healthy for humans.
Select and use simple tools and equipment to prepare such as knives, spoons and forks.
Evaluate their pizza against a range of real-life products.
Safely use some kitchen equipment such as knives and cutting boards.
Understanding why it is important to use equipment safely.
Use equipment for some basic cutting and peeling skills.

Year 1: Pupils will learn to:

Design a bag for a specific purpose.
Identify different fabrics to make bags.
Appreciate that reusing bags can be good for the environment.
Identify where fibres come from.
Use simple stitches to decorate and join fabric.
Critique their final product.

Skills

Year 1: Pupils will:

Design a range of characters or objects which could move in a book.
Construct a simple slider with a tab for movement.

Safely cut card and paper using scissors.

Safely join dry materials using glue, tape, pins or paperclips.

Evaluate their design, saying what they like about it and what could be improved.

Year 1: Pupils will:

Choosing at least 3 different toppings.
Design a pizza with a drawing.
Write some simple steps to make a pizza.
Using a knife, fork and spoon to prepare vegetables.
Using simple tools to help cut and mix.
Criticise the product by saying how it tastes.

Year 1: Pupils will:

Identify which type of bag to make.
Design the bag using drawings.
Name the materials used to make the bag.
Cut paper and material.
Glue paper and material.
Critique the product and say if it is successful.

Key Stage 2

Autumn

Spring

Summer

Cycle A

2027-2028

Jungle Fever!: Textiles/Materials focus

Nightlights

Field to Fork, Bean to Bar: Food Focus

Chocolate Creations!

Raiders and Invaders: Construction Materials Focus

Moving Monsters

Knowledge

Year 3: Pupils will know that:

A simple circuit can be constructed with a switch to allow for light.
Some materials are opaque and will not allow light to pass through.
Some materials are transparent or translucent and will allow different levels of light to pass through.
More than one design should be produced for a product so that choices can be made for the outcome.

Year 4: Pupils will know that:

A simple circuit with a switch can be made to light a bulb.
A simple circuit can be fitted with a dimmer switch to alter the levels of light emitted.
Some materials are opaque and will not allow light to pass through.
Some materials are transparent or translucent and will allow light to pass through.
Materials can be overlayed to create different levels of transparency.
More than one design should be produced for a product so that an informed choice can be made for the outcome.

Year 3: Pupils will know that:

Research is required in order to produce a consumable product.
Scaling up of single ingredients is required to mass produce a product.
Perishable items, including fruit, must be packaged and stored safely.
Packaging can encourage customers to purchase an item.
Chocolate can be melted and re-solidified due to its properties.

Year 4: Pupils will know that:

Market research over a range of people is required in order to produce a consumable product.
Scaling up of single ingredients is required to mass produce a product.
Perishable items, including fruit, must be packaged and stored safely.
Packaging and designs can encourage customers to purchase an item.
Advertisements can be used to make an item more appealing.
Chocolate can be melted and re-solidified due to its properties.

Year 3: Pupils will know that:

They can cut, make, and combine shapes to create recognisable forms.
Pneumatics (movement through air) can be used to create movement in a 3D design.
Pneumatics are used in tools for power.

Year 4: Pupils will know that:

They can cut, make, and combine shapes to create recognisable forms.
Existing objects can be adapted to create something new.
Pneumatics (movement through air) can be used to create movement in a 3D design.
Pneumatics are used in tools for power.

Skills

Year 3: Pupils will:

Construct a simple frame using wood.
Cut wood safely using hacksaws and bench hooks.
Measure accurately suing a ruler or tape measure.
Join wood using wood glue and corner reinforcements.
Create a transparent film out of tissue paper.
Use card or paper to create opaque layers.
Evaluate their design against a success criterion.

Year 4: Pupils will:

Construct a geometric frame using wood.
Cut wood safely using hacksaws and bench hooks.
Measure accurately suing a ruler or tape measure.
Join wood using wood glue and corner reinforcements.
Create a transparent film out of tissue paper.
Use card or paper to create opaque layers.
Evaluate their design against a success criterion and suggest improvements or modifications.

Year 3: Pupils will:

Design a chocolate bar aimed at children.
Create a product which includes at least one added ingredient.
Safely prepare food.
Safely cut food items and store them.
Produce a chocolate bar using a mold.
Design a label/packaging for their product.

Year 4: Pupils will:

Conduct market research across the school/community.
Design a chocolate bar aimed at children.
Create a product which includes at least two added ingredients.
Safely prepare food.
Safely cut food items and store them.
Produce a chocolate bar using a mold.
Design a label/packaging for their product.
Design a printed or film advert for their final product.

Year 3: Pupils will:

Design a monster with a moving part.
Use existing objects (egg boxes, cereal boxes, etc.) for the basis of their design.
Create a pneumatic system to move a part of their design.
Join card, paper, fabric, etc. to decorate their design.
Evaluate their outcome against a success criterion.

Year 4: Pupils will:

Produce several designs for a toy monster with a moving part.
Use existing objects (egg boxes, cereal boxes, etc.) for the basis of their design.
Create at least one pneumatic system to move a part of their design.
Join card, paper, fabric, etc. to decorate their design.
Evaluate their outcome against a success criterion and make modifications to improve their design.

Cycle B

2026-2027

Textiles focus

Pencil Cases

Construction Materials Focus

Pop-Up Books

Food Focus

Seasonal Foods

Knowledge

Year 2: Pupils will learn to:

design their own pencil case using their own styles.
identify a range of materials to create a pencil case.
explain the reasons that re-usable pencil cases are an effective way to help save the environment.
appreciate the awareness of sustainability and recycled fabrics.
identify the origins of some fibres
identify different properties materials have and why they are used for certain functions.
Identify different stiches to join fabric and decorate materials.
use a given template or simple pattern, and to pin and cut fabric.

Critique their final product and suggest improvements

Year 3: Pupils will know that:

Different fabrics have different properties.
Fabrics can be glued and stitched to join pieces together.
Different stitches have different purposes.
Stitches can be used to decorate a surface of fabrics.

Year 4: Pupils will know that:

Different fabrics have different properties, and natural fibres can be combined with man-made fibres to change properties.
Fabrics can be glued and stitched to join pieces together.
Different stitches have different purposes, such as finishing seams or creating button holes.
Stitches can be used to decorate a surface of fabrics.

Year 5: Pupils will know that:

Different fabrics have different properties.
Fabric is woven from natural sources.
Natural fibres can be combines with man-made fibres to change the properties of a fabric.
Clothing is designed for a specific purpose.
Paper pieces are used to create a template prior to using fabric.

Year 6: Pupils will know that:

Different fabrics have different properties.
Fabric is woven from natural sources, such a cotton fibres or sheep’s wool.
Natural fibres can be combines with man-made fibres to change the properties of a fabric.
Clothing is designed for a specific purpose.

Year 2: Pupils will learn to:

Use flaps, moveable objects and sliders in books to make an image move.
Engage the reader with a suitable design for a slider and moveable object in a book.
Understand and explain clearly how a slider and rotator work in a book to make an image move.
State which materials would be suitable for the construction of a moving picture.
Identify equipment to cut card, paper and wood.
Join materials together using glue, tape, pins, paperclips and split pins.

Year 3: Pupils will know that:

Storybooks can have interactive elements to make them appealing to the reader.
Paper and card can be folded so that it is freestanding and rigid.
Different types of folds create different effects.
Paper and card can be glued to create an interactive book.

Year 4: Pupils will know that:

Storybooks and non-fiction books can have interactive elements to make them appealing to the reader.
Paper and card can be folded so that it is freestanding and rigid.
Different types of folds create different effects.
Paper and card can be glued to create an interactive book.

Year 2: Pupils will know that:

Identify different vegetables grown in the UK and abroad.
Design and make a purposeful, healthy pizza.
State why the pizza is healthy, linking it to food groups.
Select appropriate tools and equipment like knives, forks, spoons, peelers and corkers.
Compare the pizzas across the class to real-life products already available.

Understand how and why it is important to use equipment safely

Year 3: Pupils will know that:

The climate in Britain effects the way plants, including fruit and vegetables, grow.
A greenhouse can be used to control climate for plants.
Some fruit or vegetables are imported from other countries.
The seasons produce different fruit and vegetables due to the climate and conditions.
A balanced diet is essential for a healthy lifestyle.

Year 4: Pupils will know that:

The climate in Britain effects the way plants, including fruit and vegetables, grow.
A greenhouse and irrigation systems can be used to control climate for plants.
Some fruit or vegetables are imported from other countries all year round.
The seasons produce different fruit and vegetables due to the climate and conditions.
A balanced diet is essential for a healthy lifestyle.

Year 5: Pupils will know that:

Food needs to be prepared before serving.
Safety precautions need to be followed when preparing and serving food.
Perishable goods need to be stored correctly.
Events need to be advertised and planned for.

Year 6: Pupils will know that:

Food needs to be carefully prepared before serving.
Safety precautions need to be followed when preparing and serving food.
Perishable goods need to be stored correctly.
Events need to be advertised and planned for in order to attract the most custom.
Profit margins and spending need to be considered to measure the success of an event.

Skills

Year 2: Pupils will:

Identify which type of pencil case to make.
Design the pencil case using drawings and annotation notes.
Name the materials used to make the pencil case and write the steps on how to make it.
Cut paper and material.
Glue paper and material.

Critique the product and say if it is successful and how it could be improved.

Year 3: Pupils will:

Design a pencil case inspired by their topic.
Create a template out of paper.
Safely cut fabric using scissors.
Use a variety of stitches to joint their fabric together.
Add a button to their design so that it can be closed.
Evaluate their design against a success criterion.

Year 4: Pupils will:

Produce several designs for a pencil case inspired by their topic.
Create a template out of paper in order to create a ‘maquette’.
Safely cut fabric using scissors.
Use a variety of stitches to joint their fabric together.
Add at least one button and pocket to their design so that it can be closed.
Evaluate their design against a success criterion and make modifications where necessary.

Year 5: Pupils will:

Research how to care for fabrics used in everyday clothing.
Design an pencil case with a specific purpose in mind.
Create a pencil case using paper pieces.
Sew seams and hems to prevent the fabric from fraying.
Design an attractive element to make the item appealing.
Evaluate their design against a success criterion.

Year 6: Pupils will:

Research how to care for fabrics used in everyday clothing.
Incorporate at least one pocket onto their design
Design an attractive element to their garment to make the item appealing.
Evaluate their design against a success criterion.

Year 2: Pupils will:

Design a range of characters and objects which could move within a picture book.
Construct a slider and a flap or rotating object with a tab or disc for movement.
Safely cut card, paper, material and any other suitable dry media to create a moving picture.
Safely join dry materials to create a moving object for a picture book.

Evaluate the effectiveness of their final design, stating how it could be improved next time.

Year 3: Pupils will:

Design a free-standing or pop-up feature for a page in a book.
Research a pop-up folding design.
Create a colourful pop-up feature for a picture.
Evaluate their design against a success criterion.

Year 4: Pupils will:

Design at least one free-standing or pop-up feature for a page in a book.
Research several different pop-up folding designs and select one for their design.
Create a colourful pop-up feature for a picture.
Evaluate their design against a success criterion and make modifications where necessary.

Year 2: Pupils will:

Choosing toppings which complement each other in terms of taste and explaining the selection.
Using a knife, fork and spoon to prepare vegetables.
Using simple tools, including electrical equipment, to help cut or bake the food.
Evaluate the outcome and suggest improvements.

Year 3: Pupils will:

Conduct research into popular fruits and vegetables.
Conduct research into which fruits and vegetables are available during Britain’s summer.
Create a 2-course menu of simple healthy foods based on seasonal availability.
Safely prepare and serve a cold buffet/meal.

Year 4: Pupils will:

Conduct research into popular fruits and vegetables.
Conduct research into which fruits and vegetables are available during Britain’s summer.
Create a 3-course menu of simple healthy foods based on seasonal availability.
Safely prepare and serve a cold buffet/meal.
Evaluate the success of their meals against a success criterion.

Year 5: Pupils will:

Conduct market research into popular food and drinks served in a cafe.
Create a simple menu of foods and drinks to sell at a pop-up event.
Handle a budget to ensure they make profit at the end of their project.
Safely prepare and serve food in a pop-up event.
Advertise the event to ensure footfall.

Year 6: Pupils will:

Conduct market research into popular food and drinks served in a cafe.
Research a local charity to raise money for.
Contact a local charity for advertising materials.
Create a varied menu of foods and drinks to sell at a pop-up event.
Handle a budget to ensure they make profit at the end of their project.
Safely prepare and serve food in a pop-up event.
Advertise the event to ensure footfall.

Implementation:

At Freeland Primary School, Design Technology is taught for an hour each week – or blocked over a number of hours depending on the media required. Throughout the school, each unit of work in DT lessons will be completed following a logical process, from exploring an initial concept or problem, which will generate the design brief – the following lessons will then aim to satisfy this. The order is roughly as follows:

Design brief and context will be introduced
Research and designing
Practical making session
Practical making session
Practical making session
Completion of final piece and evaluation

During each unit of work, sketchbooks are used to record and capture the learning journey, building up a clear picture of the skills taught. Children will use these sketchbooks to reflect on their learning and will be able to see areas of strength and where they need to develop in future pieces of work.

We encourage designs and final products to be displayed throughout the school on display boards or in display cases, and online via the school’s website. By celebrating the achievements and individuality of pieces of design and technology, children will gain an understanding of the purpose of museums and will learn that responding to a real-life problem can result in a career in designing, engineering, manufacturing, and similar. Links with art and science will be highlighted throughout the DT unit of work.

Impact:

Our DT curriculum is designed to promote development over time – of both knowledge and skills. Consequently, the pupils at Freeland Primary School will leave key stage 2 working to at least age-related expectations in Design Technology and will be able to identify the fields of construction, textiles and food as possible industries for future employment. Through evidence including pupil voice, the children’s final products and design work in sketchbooks, we will see children becoming enthusiastic and passionate about designing and making an item to satisfy a brief to the best of their ability. Teachers will become increasingly more confident in delivering high-quality DT lessons, and best practice can be shared across the school. Gallery displays will be present across the school and on our website, celebrating achievement, and by visiting art galleries and museums, we aim to develop our future designers and engineers.

Welcome to Freeland CE Primary School

Design Technology