The curriculum covers everything from Planning to and communicating idea’s all the way up to evaluating and understanding the materials involved in creating the product.
England
Design and Technology – Knowledge, skills and understanding
Developing, planning and communicating ideas
- develop ideas and explain them clearly, putting together a list of what they want their design to achieve
- plan what they have to do, suggesting a sequence of actions and alternatives, if needed
- communicate design ideas in different ways as these develop, bearing in mind aesthetic qualities, and the uses and purposes for which the product is intended.
Working with tools, equipment, materials and components to make quality products
- select appropriate tools and techniques for making their product
- measure, mark out, cut and shape a range of materials, and assemble, join and combine components and materials accurately
- use finishing techniques to strengthen and improve the appearance of their product, using a range of equipment including ICT [for example, ‘drawing’ software or computer-aided design (CAD) software and a printer]
Evaluating processes and products
- reflect on the progress of their work as they design and make, identifying ways they could improve their products
- recognise that the quality of a product depends on how well it is made and how well it meets its intended purpose [for example, how well products meet social, economic and environmental considerations.]
Knowledge and understanding of materials and components
- how the working characteristics of materials affect the ways they are use
- how materials can be combined and mixed to create more useful properties [for example, using cardboard triangles on the corners of a wooden framework to strengthen it.]
Scotland
Technologies – Craft, design, engineering and graphics contexts for developing technological skills and knowledge
Second and Third
By applying my knowledge and skills of science and mathematics, I can engineer 3D objects which demonstrate strengthening, energy transfer and movement.
TCH 2-12a / TCH 3-12a
First and Second
During practical activities and design challenges, I can estimate and measure using appropriate instruments and units.
TCH 1-13a / TCH 2-13a
Through discovery and imagination, I can develop and use problem-solving strategies to construct models.
TCH 1-14a / TCH 2-14a
Having evaluated my work, I can adapt and improve, where appropriate, through trial and error or by using feedback.
TCH 1-14b / TCH 2-14b
I can use drawing techniques, manually or electronically, to represent objects or ideas, enhancing them using effects such as light, shadow and textures.
TCH 2-15a
Technological developments in society
Second
I can investigate the use and development of renewable and sustainable energy to gain an awareness of their growing importance in Scotland or beyond.
TCH 2-02b
Wales
Designing
Pupils should be given opportunities to:
- use a range of information sources to generate ideas for products
- investigate how existing products look and function as a source of ideas for their own
- products
- develop a simple specification/recipe for their products indicating their intentions and approach
- demonstrate their creative thinking when considering and recording solutions to problems that arise during their designing and making
- develop and communicate their design ideas in a variety of ways, using ICT and models where appropriate
- consider the safety, reliability and sustainability of their activities/products,
- evaluate their design ideas as they develop, considering the needs of the user.
Making
Pupils should be given opportunities to:
- work to their specification/recipe to make products
- choose appropriate materials, ingredients, equipment, tools/utensils and techniques, from a range made available to them
- measure, mark out, cut, shape, join, weigh and mix a range of materials and ingredients, using appropriate tools/utensils, equipment and techniques
- find alternative ways of making if the first attempt fails
- apply appropriate finishes to their products
Rigid and flexible materials:
- use a range of materials and components, making choices based on their developing knowledge of how they should be used
- learn about the efficient use of materials
- use techniques for reinforcing and strengthening structures in their products
Pupils should be given opportunities to develop their design and technology capability through:
- activities in which they investigate, analyse and evaluate products in order to acquire technological and health and safety knowledge and understanding that can be applied in their designing and making
- activities in which they learn about the responsible use of materials considering issues of sustainability
- reflecting on the work of designers, inventors, architects and chefs, including those from Wales
- activities in which they develop and practise particular skills and techniques that can be
- applied in their designing and making
- activities in which they design and make products, focusing on different contexts
- and materials.
Northern Ireland
The World around us
KS2 Science and Technology
Questioning and planning
Ask deeper and more probing questions, plan and set goals, design solutions and challenge assumptions.
Produce a series of design plans for more complex models showing how they are made, including use of materials, dimensions etc.
Make suggestions about what, when and how to measure.
Finding and selecting
Select a wide variety of sources of information, such as, pictures, photographs, films, artefacts, Internet, books and audio.
Develop increasing competence and accuracy in the choice and safe use of a greater range of appropriate tools and techniques when constructing.
Recognise the constraints of design, such as, the demands of the user and the properties of the materials.
