Quick Links

Useful Links

Crayford Temple Grove

D&T

D&T

 

Design & Technology Vision

At Haberdashers' Crayford Primary we aim to provide children with a Design and Technology education that is relevant to our rapidly changing world. We believe that Design and Technology should be inspiring, rigorous, and practical, encouraging children to learn to think and intervene creatively to solve problems.? We want to encourage our children to become problem solvers who can work creatively on a shared project or as individuals. High-quality design and technology lessons will inspire children to think independently, innovatively and develop creative, procedural, and technical understanding.  

Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in the process of designing and making. Children will be exposed to a wide range of media where they will develop their skills, vocabulary, and resilience. Wherever possible, we aim to make rich connections to the wider curriculum, often linking work with subjects such as mathematics, science, computing and art. Through the evaluation of past and present technology children can reflect upon the impact of Design Technology on everyday life and the wider world.

Key knowledge and skills for Design and Technology have been mapped across the school to ensure progression between year groups. This also ensures that there is a context for the children’s work in Design and Technology as well as developing their skills throughout the programme of study.  

At Haberdashers' Crayford Primary, we strive to provide a program of learning opportunities for all pupils to gain the basic knowledge and understanding, which underpins design and technology. In addition, we endeavour to provide continuity and progression for all pupils throughout the curriculum as they move through the school. We want our pupils to be driven by ambition and the belief that possibilities and opportunities are boundless and believe that high -quality design and technology education makes an essential contribution to the creativity, culture, wealth, and well-being of the wider world. 

Design & Technology Overview

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

EYFS

Art focus: Painting/Sculpture

Focused artist: Van Gogh/Georgia O’Keefe

Practical outcomes

To create a foil painting and creating a 3d flower collaboration

Art focus: Drawing/Printing

 

Focused artist: Piet Mondrian/ Gustav Glint


Practical outcomes

 

To create a geometric line drawing and printed metallic artwork

D&T focus: Structures Houses and Bridges

Practical outcomes

To create a house for the ‘Three Little Pigs

Art focus: Collage/ Look at work from other artists

Focused artist: Claude Monet/ Freda Khoal

Practical outcomes

To create a collage of a lily pond and create a self-portrait inspired by Freda Khoal

D&T focus: Food Healthy eating

Practical outcomes

To create a healthy snack/meal.

Art focus: Textiles /Exploring ideas

Focused artist: Alma Thomas/Georges Sauet

Practical outcomes Weave a paper plate and create a dot picture

 

D&T focus: Mechanisms Transport

 

Practical outcomes

 

To create a moving vehicle.

Year 1

Art focus: Composition, colour and shape.

Focused artist: Paul Klee

Practical outcomes

Collage in the style of Paul Klee. 3D version taken from picture (self-portraits).

Art focus: Experimentation with form and colour mixing.

 

Focused artist: Andy Goldsworthy.

 

Practical outcomes

 

Create a natural sculpture. Painting depicting changing seasons using mixed primary colours

D&T focus: Mechanisms

Practical outcomes

To design and create a home for Bog Baby.

Art focus: Investigating line and mark making

Focused artist: Pablo Picasso

Practical outcomes

Complete a landscape painting using different methods of mark making. Draw proportionate representations using simple line and shape.

D&T focus: cultural cooking and nutrition.

Practical outcomes

To design a nutritious meal and create a cultural showcase of food.

Art focus: Collage/texture

Focused Artist: Henri Matisse

Practical outcomes

To create a Matisse inspired collage.

 

Year 2

D&T focus: Sculpture

Practical outcomes

To design and construct a wooden home

Art focus: Colour and properties of media

Focused artist: Vincent Van Gogh- Starry Night

Practical outcome

To complete a colour wheel showing accurate graduation in tints to create a great fire of London artwork using elements of Starry Night.

D&T focus: Sculpture

Practical outcomes

To design and construct a rocket.

Art focus: Investigating landscapes and birds eye views.

Focused artist: Paul Gauguin

Practical outcomes

To create a 2D painting from a 3D model. Practical Outcomes Children to design a textured image of their choosing and create a repeat printed image.

D&T focus: Textiles

Practical outcomes

Somalian textile prints/patterns

Art focus: Scaling images

Practical outcomes

Children collaborate on a temporary mural of togetherness.

Year 3

Art focus: Painting and printing

Practical outcomes

To create a piece of Stone Age cave art.

D&T focus: Electric Light it up

Practical outcomes

Children to use knowledge and designs to construct a working model light for a specific purpose

Art focus: Egypt, cultural art and artefacts

Practical outcomes

Children to construct and paint a canopic jar and understand its relevance.

Art focus:Egypt continued

Practical outcomes

Children to design a boat for Nile transportation and exhibit in their vehicle.

D&T focus: Mechanical Poster Recycling (mechanism)

Practical outcomes

To create a mechanical poster with moving parts

D&T focus: Mechanical (continued)

Practical outcomes

To create a metal sculpture of the iron man.

Year 4

D&T focus: Ancient Greece

Practical outcomes

To design and create a Greek Vase

Art focus: Mythological art ­- Myths in Art

Practical outcomes

To create a mythological creature using armature paper mâché

D&T focus: Construction

Practical outcomes

To create a telescope

Art focus: Science and exploration in art

Focus artist: Leonardo Da Vinci

Practical outcomes

To make a compass or sundial

D&T focus: Electrical Alarm clock: Sound

Practical outcomes

To create an alarm system based on a design

Art focus: Manipulation of materials and narrative art (Roman topic link)

Practical outcomes

To produce an original mosaic narrative and a unique relief sculpture giving reasons for choices

Year 5

Art focus: Cultures from around the world.

Practical outcomes

Construct and paint a theatrical mask/headdress to celebrate an evening in our world.

 

D&T focus: Textiles

Practical outcomes

To create a sustainable piece of clothing

D&T focus: Automata Animals: Animals and habitats (Mechanisms)

Practical outcomes

To build a framework accurately using a wider range of tools and equipment.

Art focus: Form (3D)

Practical outcomes

To use clay to create round and relief sculptures.

Art focus: The human figure and woman in art. Pre-1950’s

Practical outcomes

To compare how women were depicted during the 30’s and 40’s in advertisement art

Art focus: Still life observations (space)

Practical outcomes

Children will build up evidence of skill progression in sketchbooks. A final piece of a composition of the children’s design incorporating the taught skills.

Year 6

Art focus: Anglo-Saxon art, printing repeated patterns.

Practical outcomes

Create a repeated print from lino stamp

D&T focus: Textiles Anglo-Saxon purses or plant themed money carriers.

Practical outcomes

To create an Anglo-Saxon purse.

Art focus: The Blitz, creating depth and tone.

Practical outcomes

Using oil pastels, create a piece of artwork which represents The Blitz

D&T focus: Cooking and Nutrition WWII recipes

Practical outcomes

To investigate what soldiers eat now and compare and evaluate how nutrition has improved.

D&T focus: Electrical Funfair rides

Practical outcomes

To create a fairground ride following my design.

Design & Technology Progression Map

 

EYFS

Year group

Nursery

Reception

Vocabulary

bricks, balance, tall, wide, stack, tower, enclosure, build, join, fix stick, cut mix, pour, ingredients, 

bricks, balance, tall, wide, stack, tower, enclosure, build, join, fix, stick, cut, design, modify, purpose, use, joins, edges, hammer, safely, tools, make, mix, pour, blend, ingredients.

Design

-I know how to select appropriate resources.

-  I can use gestures, talking and arrangements of materials and components to show design. 

-  I can use contexts set by the teacher and myself. 

-  I have use language of designing and making (join, build, shape, longer, shorter, heavier etc.).

Make

-  I can construct with a purpose, using a variety of resources.

-  I can use simple tools and techniques. 

-  I can build / construct with a wide range of objects. 

-  I can select tools & techniques to shape, assemble and join. 

-  I can replicate structures with materials / components. 

-  I can discuss how to make an activity safe and hygienic. 

-  I can record experiences by drawing, writing, voice recording. 

-  I understand different media can be combined for a purpose.

Evaluate

-  I can adapt work if necessary. 

-  I can dismantle, examine, talk about existing objects/structures. 

-  I can consider and manage some risks. 

-  I can practise some appropriate safety measures independently. 

-  I can talk about how things work.

-  I can look at similarities and differences between existing objects / materials / tools.

-  I can show an interest in technological toys.

-  I can describe textures.

Technical Knowledge

-  I can begin to understand some food preparation tools, techniques and processes. 

-  I can practise stirring, mixing, pouring, blending. 

-  I can discuss how to make an activity safe and hygienic. 

-  I can discuss use of senses. 

-  I understand need for variety in food. 

-  I can begin to understand that eating well contributes to good health.

 

DESIGN & TECHNOLOGY PROGRESSION OF KNOWLEDGE AND SKILLS

 

KS1

LKS2

UKS2

 

Design

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.

Children design purposeful, functional, appealing products for themselves and other users based on design criteria.They generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.

Children can:

•    use their knowledge of existing products and their own experience to help generate their ideas;

•    design products that have a purpose and are aimed at an intended user;•explain how their products will look and work through talking and simple annotated drawings;

•    plan and test ideas using templates and mock-ups;  

•    understand and follow simple design criteria;

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.

Children use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.

They generate, develop, model and communicate their ideas through discussion, annotated sketches, crosssectional and exploded diagrams, prototypes, pattern pieces and computer- aided design.Children can:

•   identify the design features of their products that will appeal to intended customers;

•   use their knowledge of a broad range of existing products to help generate their ideas;

•   design innovative and appealing products that have a clear purpose and are aimed at a specific user;

•   explain how particular parts of their products work;

•   use annotated sketches and crosssectional drawings to develop and communicate their ideas;

•   when designing, explore different initial ideas before coming up with a

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.

Children use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.

They generate, develop, model and communicate their ideas through discussion, annotated sketches, crosssectional and exploded diagrams, prototypes, pattern pieces and computer- aided design.•Children can:

•       use research to inform and develop detailed design criteria to inform the design of innovative, functional and appealing products that are fit for purpose and aimed at a target market;•   use their knowledge of a broad range of existing products to help generate their ideas;

•       design products that have a clear purpose and indicate the design features of their products that will appeal to the intended user;

•       explain how particular parts of their products work;

•       use annotated sketches, crosssectional drawings and exploded

 

 

 

final design;

•   when planning, start to explain their choice of materials and components including function and aesthetics;

•   test ideas out through using prototypes;

•   develop and follow simple design criteria;

 

diagrams       (possibly               including computer-aided design) to develop and communicate their ideas;

•       generate a range of design ideas and clearly communicate final designs;

•       consider the availability and costings of resources when planning out designs

 

 

Make

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 making.

Children select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing].

They select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

Children can:Planning

•      with support, follow a simple plan or recipe;

•      begin to select from a range of hand tools and equipment, such as scissors, graters, zesters, safe knives, juicer;

•      select from a range of materials, textiles and components according to their

characteristics;

Practical skills and techniques

•      learn to use hand tools and kitchen equipment safely and appropriately and learn to follow hygiene procedures;

•      use a range of materials and

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 making.

Children select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] accurately.

They select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.

Children can:Plan

•   with growing confidence, carefully select from a range of tools and equipment, explaining their choices;

•   select from a range of materials and components according to their functional properties and aesthetic qualities;

•   place the main stages of making in a systematic order;

Practical skills and techniques

•   learn to use a range of tools and

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 making.

Children select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.

They select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.

Children can:

Planning•independently plan by suggesting what to do next;

•       with growing confidence, select from a wide range of tools and equipment, explaining their choices;

•       select from a range of materials and components according to their functional properties and aesthetic qualities;

•       create step-by-step plans as a guide to making;

•       Practical skills and techniques

 

 

components, including textiles and food ingredients;

•      cut, shape and score materials with some accuracy;

•      assemble, join and combine materials, components or ingredients;

•      demonstrate how to cut, shape and join fabric to make a simple product;

•      manipulate fabrics in simple ways to create the desired effect;

•      cut, peel and grate ingredients, including measuring  

•      begin to use simple finishing techniques to improve the appearance of their product, such as adding simple decorations.

equipment safely, appropriately and accurately  

•   use a wider range of materials and components, including construction materials and kits, textiles and mechanical components;

•   with growing independence, measure and mark out to the nearest cm and millimeter;

•   cut, shape and score materials with some degree of accuracy;

•   assemble, join and combine material and components with some degree of accuracy;

•   demonstrate how to measure, cut, shape and join fabric with some accuracy to make a simple product;

•   join textiles with an appropriate sewing technique;

•   begin to select and use different and appropriate finishing techniques to improve the appearance of a product such as hemming, tie-dye, fabric paints and digital graphics.

 

 

•       learn to use a range of tools and equipment safely and appropriately and learn to follow hygiene procedures;

•       independently take exact measurements and mark out, to within 1 millimetre; •             use a full range of materials and components, including construction

materials and kits, textiles, and mechanical components;

•       cut a range of materials with precision and accuracy;

•       shape and score materials with precision and accuracy;

•       assemble, join and combine materials and components with accuracy;

•       demonstrate how to measure, make a seam allowance, tape, pin, cut, shape and join fabric with precision to make a more complex product;

•       join textiles using a greater variety of stitches, such as backstitch, whip stitch, blanket stitch;

•       refine the finish using techniques to improve the appearance of their product, such as sanding or a more precise scissor cut after roughly cutting out a shape.

 

Evaluate

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 designingand making.

Children explore and evaluate a range of existing products. They evaluate their

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 designingand making.

Children investigate and analyse a range of existing products.

They evaluate their ideas and products against their own design criteria and

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 designingand making.

Children investigate and analyse a range of existing products.

They evaluate their ideas and products against their own design criteria and

 

 

ideas and products against design criteria. Children can:

•    explore and evaluate existing products mainly through discussions, comparisons and simple written evaluations;

•    explain positives and things to improve for existing products;

•    explore what materials products are made from;

•    talk about their design ideas and what they are making;

•    as they work, start to identify strengths and possible changes they might make to refine their existing design;•evaluate their products and ideas against their simple design criteria;

 

consider the views of others to improve their work.

They understand how key events and individuals in design and technology have helped shape the world.Children can:

•       explore and evaluate existing products, explaining the purpose of the product and whether it is designed well to meet the intended purpose;

•       explore what materials/ingredients products are made from and suggest reasons for this;

•       consider their design criteria as they make progress and are willing to alter their plans, sometimes considering the views of others if this helps them to improve their product;

•       evaluate their product against their original design criteria;

•       evaluate the key events, including technological developments, and designs of individuals in design and technology that have helped shape the world.

consider the views of others to improve their work.

They understand how key events and individuals in design and technology have helped shape the world.Children can:

•     complete detailed competitor analysis of other products on the market;

•     critically evaluate the quality of design, manufacture and fitness for purpose of products as they design and make;

•     evaluate their ideas and products against the original design criteria, making changes as needed.

 

Technical knowledge

Children build structures, exploring how they can be made stronger, stiffer and more stable.

They explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.Children can:

•    build simple structures, exploring how they can be made stronger, stiffer and more stable;

•    talk about and start to understand the simple working characteristics of materials and components;

Children apply their understanding of how to strengthen, stiffen and reinforce more complex structures.

They understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages].

They understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors].

They apply their understanding of computing to program, monitor and control their products.

Children apply their understanding of how to strengthen, stiffen and reinforce more complex structures.

They understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages].

They understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors].

They apply their understanding of computing to program, monitor and control their products.

 

•explore and create products using mechanisms, such as levers, sliders and wheels.

Children can:

•    understand that materials have both functional properties and aesthetic qualities;

•    apply their        understanding      of            how            to strengthen, stiffen and reinforce more complex structures in order to create more useful characteristics of products;•understand and demonstrate how mechanical and electrical systems have an input and output process;

•    make and represent simple electrical circuits, such as a series and parallel, and components to create functional products;

•    explain how mechanical systems such as levers and linkages create movement;

•    use mechanical systems in their products.

Children can:

•     apply their        understanding      of            how           to strengthen, stiffen and reinforce more complex structures in order to create more useful characteristics of products;•understand and demonstrate that mechanical and electrical systems have an input, process and output;•explain how mechanical systems, such as cams, create movement and use mechanical systems in their products;

•     apply their understanding of computing to program, monitor and control a product.