Design and Technology Curriculum – Year 5 and 6 – Cycle A

Link to DT Association guidance – Link to Projects on a Page Documents

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, aimed at particular individuals or groups  generate, develop, model and communicate their ideas through discussion,
annotated sketches, cross-sectional 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 wider range of materials and components, including construction materials,
textiles and ingredients, according to their functional properties and aesthetic qualities
National Curriculum Key Stage 2

Evaluate  investigate and analyse a range 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 shape 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.
Cooking and nutrition
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a
crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.
Pupils should be taught to:
Key stage 2  understand and apply the principles of a healthy and varied diet  prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques  understand seasonality, and know where and how a variety of ingredients are
grown, reared, caught and processed.
Developing Planning and Communicating Ideas Evaluating Processes and Products Knowledge and Understanding of Materials and Components
• Use research and develop design criteria to inform the design of innovative, •Investigate and analyse a range of existing products • Evaluate their ideas and products Apply their understanding of how to strengthen, stiffen and reinforce more
functional, appealing products that are fit for purpose, aimed at particular against their own design criteria and consider the views of others to improve their work • complex structures
Negotiables

individuals or groups • Generate, develop, model and communicate their ideas Understand how key events and individuals in design and technology have helped shape
Year 5

through discussion, annotated sketches, cross-sectional and exploded diagrams, the world
Non-

prototypes, pattern pieces and computer-aided design

• Use research and develop design criteria to inform the design of innovative, • Investigate and analyse a range of existing products • Evaluate their ideas and products • Understand and use mechanical systems in their products [for example, gears,
functional, appealing products that are fit for purpose, aimed at particular against their own design criteria and consider the views of others to improve their work • pulleys, cams, levers and linkages] • Understand and use electrical systems in their
Negotiables

individuals or groups • Generate, develop, model and communicate their ideas Understand how key events and individuals in design and technology have helped shape products [for example, series circuits incorporating switches, bulbs, buzzers and
Year 6

through discussion, annotated sketches, cross-sectional and exploded diagrams, the world motors] • Apply their understanding of computing to program, monitor and
Non-

prototypes, pattern pieces and computer-aided design control their products.

Autumn: Food – Brazilian Cuisine Spring: Programming/modelling – Warning Systems Summer: Moving Toys – Cam mechanisms
To master practical skills: DT1: Understand the importance of correct storage and handling of To master practical skills: To master practical skills:
ingredients (using knowledge of micro-organisms). DT9: Create circuits using electronics kits that employ a number of components (such as LEDs, DT5: Cut materials with precision and refine the finish with appropriate tools (such as
DT2: Measure accurately and calculate ratios of ingredients to scale up or down from resistors, transistors and chips). sanding wood after cutting or a more precise scissor cut after roughly cutting out a shape).
a recipe. DT10: Write code to control and monitor models or products. DT6: Show an understanding of the qualities of materials to choose appropriate tools to
DT3: Demonstrate a range of baking and cooking techniques. DT13: Use innovative combinations of electronics (or computing) and mechanics in product designs. cut and shape (such as the nature of fabric may require sharper scissors than would
DT4: Create and refine recipes, including ingredients, methods, cooking times To design, make, evaluate and improve: be used to cut paper).
and temperatures. DT14: Design with the user in mind, motivated by the service a product will offer (rather than simply DT11: Develop a range of practical skills to create products (such as cutting, drilling and
To design, make, evaluate and improve: for profit) screwing, nailing, gluing, filing and sanding).
DT14: Design with the user in mind, motivated by the service a product will offer (rather DT15: Make products through stages of prototypes, making continual refinements. DT12: Convert rotary motion to linear using cams.
than simply for profit) DT16: Ensure products have a high-quality finish, using art skills where appropriate.
To design, make, evaluate and improve:
DT16: Ensure products have a high-quality finish, using art skills where appropriate. DT17: Use prototypes, cross-sectional diagrams and computer aided designs to represent designs.
To take inspirations form designers from history: DT14: Design with the user in mind, motivated by the service a product will offer (rather
To take inspirations form designers from history: than simply for profit)
DT18: Combine elements of design from a range of inspirational designers throughout DT18: Combine elements of design from a range of inspirational designers throughout history, giving
DT15: Make products through stages of prototypes, making continual refinements.
history, giving reasons for choices. reasons for choices. DT16: Ensure products have a high-quality finish, using art skills where appropriate.
DT19: Create innovative designs that improve upon existing products. DT19: Create innovative designs that improve upon existing products. DT17: Use prototypes, cross-sectional diagrams and computer aided designs to represent
D20: Evaluate the design of products so as to suggest improvements to the user experience. D20: Evaluate the design of products so as to suggest improvements to the user experience. designs.
To take inspirations form designers from history:
DT18: Combine elements of design from a range of inspirational designers throughout
Hierarchies

history, giving reasons for choices.

DT19: Create innovative designs that improve upon existing products.
D20: Evaluate the design of products so as to suggest improvements to the
user experience.
 Recipe cards, ingredients, knifes, baking trays, ovens, chopping boards, bowls, Due to the specialised nature of the mechanisms in the unit of work, learning intentions Due to the specialised nature of the mechanisms in the unit of work, learning
plates, rolling pin. and outcomes are very similar. intentions and outcomes are very similar.
Crumble a collection of toys containing cams, construction kits, stiff sheet materials, eg
card, foamboard, corrugated plastic, prepared cams (shaped and off-centre
Resources

wheels), wooden wheels, doweling, cardboard boxes or wooden frames, PVA glue,
masking tape, tools and equipment - bench hooks, saws, hand drill, G-cramp,
round file, single-hole punch, paper drill, metal safety ruler, craft knife, cutting
mats and glue gun (for teacher use)
Recipe, design criterion, seasonality, grown, produced, chopping, grating, ▪ Knowledge and understanding - Computer system, programming, embedded, debugging, designing eg sequence, annotated diagram, sketch, decision, choice, prototype,
slicing, mixing, folding, kneading, baking, evaluate, refine, ingredient, software, hardware, micro-controllers, LED, algorithms, model, communicate
Vocabulary

appealing product, consumer making eg shape, assemble, accurate, saw, mark out
knowledge and understanding eg cam, mechanism, movement, linear motion,
rotary motion, pivot, off-centre, axle, force, framework, follower, guide, offset,
shaft
• how everyday free-standing objects have been made stable. • the importance of correct storage and handling of ingredients (using knowledge • How to create circuits using electronics kits that employ a number of
• ways of making strong and stable structures. of micro-organisms). components (such as LEDs, resistors, transistors and chips).
• and use strengthening and joining techniques. • How to measure accurately and calculate ratios of ingredients to scale up or • How to code to control and monitor models or products.
down from a recipe. • How to use innovative combinations of electronics (or computing) and
Flashback

• How to create and refine recipes, including ingredients, methods, cooking times mechanics in product designs.
and temperatures.

WALT: develop a design criterion by researching ingredients and techniques that are WALT: computers and computer programs are used in a variety of products. WALT: investigate a variety of toys with moving cam mechanisms.
used together to create appealing products. Activities: Children will learn that many more complex electrical products are controlled Activities: Children will think of and investigate different moving toys. They will
using embedded computer systems, often with microcontrollers with specially written learn about cam mechanisms and explore different toys that use them.
Activities: Children will look at Brazilian cuisine, (Provide children with a list of programs on them. They will begin to explain, in human language, the algorithms that Children will know:
recipes of carnival foods - Pao de Queijo, Brigadeiro, Salsa) not researching online. monitor and control these systems. • the movement of a mechanism within a toy or model
They will analyse whether there are any unique ingredients or techniques used Children will know: • a cam mechanism will change rotary motion into linear motion
different from our own. By the end of the lesson the class will have a design • and develop their ideas by discussing, annotating diagrams and writing • examples of cam toys and comment on how they work
criterion written and a list of common Brazilian dishes that meet this criterion. instructions
Children will know: • how embedded systems monitor and control products
• what is needed to develop a design criterion for a particular group • how computer scientists have helped shape the world
Lesson 1

• what techniques will be used to create desired products.

• and develop their ideas based on successful chefs who cook Brazilian
cuisine.
WALT: consider how the ingredients used are source and grown, linking to why they WALT: develop ideas for a product with an embedded computer system that controls it. WALT: investigate different types of cam mechanisms.
have been chosen for Brazilian cuisine. Activities: Children will learn about the work of computer hardware and software Activities: Children will explore and investigate different types of cam mechanisms
Activities: Children will choose some of the ingredients within the recipes they have engineers, and about some famous computer engineering partnerships. They will go on to and think about the shapes they will produce. They will be testing different
researched and locate where they are grown/made. They will then make links to design and program a computer-controlled pelican crossing using Crumble software shaped cams to see how they affect the linear movement of the follower.
why these particular ingredients have been chosen for Brazilian cooking. They could Children will know: Children will know:
the look at ingredients grown in Britain and see if any of these could substitute the • How to develop prototypes of a computer-controlled electrical system • how cams work
traditional ingredients to reduce the impact on the environment. • How to incorporate one or more different electrical components in their system • how different shaped cams affect the movement of the follower
Children will know: • Hpw to improve their prototype designs by ‘debugging’ their software and/or • convert rotary motion to linear using cams.
Lesson 2

• where food is grown or processed. hardware • how different cams could be used for different kinds of toys
• why these have been chosen for Brazilian cuisine.
• British alternatives to reduce food miles.
WALT: To design an appealing recipe based upon a design criterion. WALT: develop, model and communicate ideas for an embedded system which monitors WALT: investigate ways of strengthening structures for a moving toy.
Activities: Children will use their design criterion created in the last lesson to and controls a traffic light system. Activities: Children to explore materials and investigate different ways of
develop a recipe that is an innovation on an existing Brazilian dish. They will need to Activities: Children will consider how a range of electronic components in products might strengthening moving toy structures.
outline the ingredients, techniques and method needed in order to make their work. They will discover how pioneering computer scientists made computers easier to use Children will know:
product. Dishes for inspiration - Pao de Queijo, Brigadeiro, Salsa. over time. After that they will start to design a product such as an automatic traffic light • how they could make a sturdy structure for a moving toy
Children will know: upon the approach of a car. • how to experiment with a variety of materials, tools and techniques
• How to design a recipe with the user in mind, not just focussing on the Children will know: • ways of strengthening a structure
Lesson 3

profit • how to develop a design brief for a product

• And choose ingredients and techniques inspired by existing products. • how to develop their ideas for their product through discussion and annotated
• their ideas and communicate them effectively and clearly in their plan. sketches
 • know how to incorporate electrical systems in their product design

WALT: calculate the ratios of ingredients needed to scale up or down a WALT: develop ideas for a product and start to write programs to monitor and control WALT: design a moving toy with a cam mechanism.
recipe, calculating the cost of this. them. Activities: Children will use their previously learnt knowledge to design a
Activities: Activities: Children will learn more about why and how microcontrollers are used to moving toy with a cam mechanism. They will need to think about who the
Now the children have designed their recipes they will need to calculate the control electronic products, then attempt to ‘debug’ a simple program written by some toy is for, what shape the cam will be, the structure, decoration and
children to control a switch and an LED. They may then either program electronic
specific amount of each ingredient that they need based on the purpose of materials needed to construct it.
components for their own room system designs from the previous lesson, or consider how
their cooking project (To feed the class) How much is one portion? How a novelty electronic toy might be programmed.
Children will know:
much of each ingredient will they need? They need to write accurate Children will know: Year 5 - Children state the audience of their design • Children design a
measurements on their recipe. • ways in which a given product idea might be developed and improved moving toy with a cam mechanism • Children describe how they will
Children will know: • how to debug a defective algorithm for a given product idea create their toy and what materials and tools they will need
• the audience for their product to decide about portion size • how to debug their own computer-controlled product ideas Year 6 -Children state the purpose and audience of their design • Children
• how to scale the proportions from a given recipe to meet the need • to use innovative combinations of electronics (or computing) and mechanics in design a moving toy with a cam mechanism • Children describe how they
of their own recipe product designs. will create their toy and what materials and tools they will need
Lesson 4

• evaluate and make any necessary changes to an existing recipe

• How to to calculate the cost.

WALT: create an appealing food product using a wide range of cooking and baking WALT: model and communicate ideas, using either prototype models or computer-aided WALT: follow a design to create a moving toy with a cam mechanism.
techniques. design. Activities: Children will refer to their designs from the previous lesson to create
Activities: Children will need to accurately measure out their ingredients base on Activities: Children will consider why we make prototype models, and how using models to their moving toys.
their recipe – using good food hygiene practices throughout. Depending on the explain ideas can be interesting and inspiring. They may then either make shoebox model Children will know:
recipe they have developed they will choose appropriate skills based on what they rooms to show how their previously designed electronic systems might work, or use 3-D • how to follow a design to create a moving toy
have learnt lower down in the school. This could be chopping, grating, slicing, CAD software to create 3-D models. • how to work safely with a variety of materials and tools
mixing, folding, kneading, baking. Children will know: • of their toy that could be improved upon
Children will know: • suggest ways in which models can better communicate ideas than written/verbal
• follow their own recipe and measure ingredients accurately descriptions alone
• and use appropriate techniques as indicated in their recipe to create their • how to make prototype models to communicate their ideas
product. • how to control their prototypes using electronic components and computers
Lesson 5

• how to evaluate and refine their recipe if they notice anything needs
changing.

WALT: evaluate their product and refine the recipe. WALT: evaluate your design for a computer-controlled system and consider the views of WALT: to evaluate a finished moving toy.
Activities: Children will taste their recipe and comment on the look, taste, texture others to improve your work. Activities: Children will demonstrate their finished moving toys, then evaluate
and smell of their product. They will then make suggestions about how they could Activities: Children will reflect on their learning during previous lessons in this scheme of both their process and their finished product, either individually or with a partner.
have refined the process to improve this. As a challenge they will also make work, then evaluate their own product designs and design process. They will also consider Children will know:
comments on how they could make their product more environmentally friendly by ways in which the ideas of others helped them, and how they were able to help others, • a finished product fairly
choosing local products. too. • ways they could improve their product if they were to make it again
Children will know: Children will know: • ways in which they have been successful
• what is good and what could be improved about their products. • explain ways in which they debugged and improved their programs for controlling
• how to refine their recipe to help make these improvements products
Lesson 6

• how they can make their recipe seasonal or more environmentally friendly • how they learned from others and improved their own designs
when producing it in the UK. • ways in which their DT and programming skills have developed, and ways in which
they could further develop their learning
Children will know: Children will know: Children will know:
• the importance of correct storage and handling of ingredients • How to create circuits using electronics kits that employ a number of components • how different cams could be used for different kinds of toys
(using knowledge of micro-organisms). (such as LEDs, resistors, transistors and chips). • how cams work
• How to measure accurately and calculate ratios of ingredients to scale up • How to code to control and monitor models or products. • how different shaped cams affect the movement of the follower
• convert rotary motion to linear using cams.
or down from a recipe. • How to use innovative combinations of electronics (or computing) and mechanics
• How to create and refine recipes, including ingredients, methods, cooking in product designs.
times and temperatures.