Year 6: D&T Designing and Evaluating Making Cookery and Nutrition

D1 I can design with the user in mind, motivated M1 Materials I show an understanding of the qualities of materials to choose C1 I can measure accurately and by the service a product will offer (rather appropriate tools to cut and shape (e.g. the nature of fabric may require sharper calculate ratios of ingredients to scale up than simply for profit). scissors than would be used to cut paper). or down from recipe.

D2 I can use prototypes, cross-sectional M2 Textiles I can use the qualities of materials to create suitable visual and tactile C2 I can create and refine recipes, diagrams, and computer aided designs to effects in the decoration of textiles (such as a soft decoration for comfort on a including ingredients, methods, cooking represent designs. cushion). times and temperatures. D3 I can combine elements of design from a M3 Electricals and electronics I can create circuits using electronics kits range of inspirational designers throughout that employ several components with increasing confidence. history, giving reasons for choices.

D4 I can evaluate the design of products M4 Construction I can demonstrate a range of practical skills to create products. to suggest improvements to the user experience. M5 Mechanics I can use innovative combinations of electronics (or computing) and mechanics in product designs M6 Computing I can write code to control and monitor models or products.

Year 6 topic coverage Autumn Spring Summer Disasters Groovy Greeks Shang Dynasty D1, D2, D4 D2, D3, D4 M1, M2, M4 M1, M3, M4, M5, M6 M1, M4 C1, C2

Vocabulary Vocabulary Vocabulary Designing and Evaluating: Designing and Evaluating: Making: Design, purpose, user in mind, motivated, service that the identify, deconstruct, disassemble, understand how they Materials –measure, mark out, nearest, centimetre, product offers, profit, identify, deconstruct, disassemble, work, design opportunities, justify, choice, use prototypes, millimetre, safely, cut, fold, shape, accuracy, precision, understand how they work, design opportunities, justify, cross-sectional diagrams, computer aided-designs, represent refine, finish, qualities, properties e.g. thick/dense/thin, choice, use prototypes, cross-sectional diagrams, computer ideas/designs, continually refine, efficiency, precision, high choice, appropriate, appropriate tools, scissors, ruler, aided-designs, represent ideas/designs, continually refine, quality finish, apply Art skills, decorate, identify, generate and tape measure, pens and pencils for marking, hammer, efficiency, precision, high quality finish, apply Art skills, combine ideas from great designers, horticulturalist or saw, pliers, junior hacksaw, bench hook, screw driver, decorate, create, innovative, improve on existing designs pioneer’s (names), reason, choice, inspirational people, drill, glue gun, craft knife, hole punch, stapler, sand- and products, evaluate, comment on, own work (self), historical, create, innovative, improve on existing designs and paper, file, materials, card, paper, fabric, string, ribbon, others work (peer), represent, show, ideas, imagination, products, evaluate, comment on, own work (self), others work card board, tubes, boxes, cotton reels, wood, plastic, share, discuss, evaluate continually, evaluate design to (peer), represent, show, ideas, imagination, bottles, dowel, straws, wheels, nails, glue, tape, cut, improve user experience. share, discuss, evaluate continually, evaluate design to shape, sharp, select. Tools, scissors, ruler, tape measure, pens and pencils for improve user experience. Textiles – join, stitch, running stitch, back stitch, marking, hammer, saw, pliers, junior hacksaw, bench hook, Tools, scissors, ruler, tape measure, pens and pencils for create, object/product, employ (use) seam, seam screwdriver, drill, glue gun, craft knife, hole punch, stapler, marking, hammer, saw, pliers, junior hacksaw, bench hook, allowance, qualities, properties e.g. sandpaper, file, materials, card, paper, fabric, string, ribbon, screwdriver, drill, glue gun, craft knife, hole punch, stapler, thick/dense/thin/soft/smooth, choice, appropriate, cardboard, tubes, boxes, cotton reels, wood, plastic, sandpaper, file, materials, card, paper, fabric, string, ribbon, visual effect, tactile effect, purpose of the product, bottles, dowel, straws, wheels, nails, glue, tape. cardboard, tubes, boxes, cotton reels, wood, plastic, bottles, decoration. dowel, straws, wheels, nails, glue, tape. Construction – demonstrate, practical, skills, Making: strengthen, reinforce, suitable, appropriate, efficient, Materials –measure, mark out, nearest, centimetre, Making: techniques, drilling, screwing, gluing, nailing, cutting, millimetre, safely, cut, fold, shape, accuracy, precision, Materials –measure, mark out, nearest, centimetre, filing, sanding, create, product. refine, finish, qualities, properties e.g. thick/dense/thin, millimetre, safely, cut, fold, shape, accuracy, precision, refine, choice, appropriate, appropriate tools, scissors, ruler, tape finish, qualities, properties e.g. thick/dense/thin, choice, measure, pens and pencils for marking, hammer, saw, appropriate, appropriate tools, scissors, ruler, tape measure, pliers, junior hacksaw, bench hook, screw driver, drill, glue pens and pencils for marking, hammer, saw, pliers, junior gun, craft knife, hole punch, stapler, sand-paper, file, hacksaw, bench hook, screw driver, drill, glue gun, craft knife, materials, card, paper, fabric, string, ribbon, card board, hole punch, stapler, sand-paper, file, materials, card, paper, tubes, boxes, cotton reels, wood, plastic, bottles, dowel, fabric, string, ribbon, card board, tubes, boxes, cotton reels, straws, wheels, nails, glue, tape, cut, shape, sharp, select. wood, plastic, bottles, dowel, straws, wheels, nails, glue, Electricals and electronics – create, circuit, electronic kit, tape, cut, shape, sharp, select. number of components, wires, crocodile clips, battery,

bulbs, motors, buzzers, LED’s, resistors, transistors, chips, Construction – demonstrate, practical, skills, strengthen, confidence. reinforce, suitable, appropriate, efficient, techniques, drilling, Construction – demonstrate, practical, skills, strengthen, screwing, gluing, nailing, cutting, filing, sanding, create, reinforce, suitable, appropriate, efficient, techniques, product. drilling, screwing, gluing, nailing, cutting, filing, sanding, create, product. Cookery and Nutrition: Mechanics – use, innovative, combination, electronics, Measure, accurately, calculate, ratio, ingredients, names of computing, mechanics, create, product. ingredients, scale up or down, recipe, create, refine, Computing - write code, monitor, observe, control, discuss, methods, cooking times, temperature, utensils, sterilise, improve, model/product, software. knife, grater, peeler, pan, chopping board, fork, spoon, plate, blender, bowl, whisk, scales, electronic scales, jug, measuring cup, microwave, pre-heat, oven, hob, stir, whisk, fold, mix, chop, slice, cut, bake, beat, blend, boil dice, dissolve, fry, grate, knead, peel, poach, roast, score, simmer. I will know I will know I will know  That designs should be made with the end user in  That my designs can be represented in several ways. Materials mind, as well as profit, to ensure that the product is  That a prototype is a first or preliminary version of a  That there are a range of materials and each successful. product. one has its own set of qualities.  That designs should be motivated by the service  That a cross-sectional diagram is a diagram that  The qualities of a materials effects how well that the product will provide, not just by profit. shows you both the inside and outside of a design. tools work on them e.g. the nature of fabric  How to design with the end user in mind to ensure  That a computer aided design is design that has had may require sharper scissors than would be that the product is successful. the use of computers to create, modify and optimise used to cut paper.  How to create designs that are motivated by the it.  How to select the most appropriate tool for the service that the product will provide.  The name of the software that I can use to refine and job based on the qualities of the material I  That my designs can be represented in several way represent my design on a computer. have chosen. (prototypes, cross-sectional diagrams, computer  That ideas and designs can be continuously refined aided designs). alongside the making of prototypes. Textiles  That a prototype is a first or preliminary version of a  How to refine and represent designs using  That there are a range of materials and each product. prototypes. one has its own set of qualities.  That a cross-sectional diagram is a diagram that  How to refine and represent designs using cross-  That fabrics can be used to create layers of shows you both the inside and outside of a design. sectional diagrams. decoration, adding different visual and tactile  How to refine and represent designs using computer textures to a product. aided designs software.

 That a computer aided design is design that has  That there are many inspirational designers in the  That visual texture is referring to the way the had the use of computers to create, modify and world, including pioneers in horticultural techniques. decoration looks e.g. glossy, coarse, pitted etc. optimise it.  The name and works of some inspirational  That tactile texture is referring to the way the  The name of the software that I can use to refine designers, including pioneers in horticultural decoration feels e.g. glossy, coarse, pitted. and represent my design on a computer. techniques.  The qualities of materials effect the finish of a  That ideas and designs can be continuously refined  How to combine elements of work and ideas from product and how well it suits the intended alongside the making of prototypes. inspirational designers within my own designs, giving purpose.  How to refine and represent designs using reasons for my choices.  That the textures of materials/fabrics should be prototypes.  That to improve a product the design must be considered when decorating a product to  How to refine and represent designs using cross- evaluated. ensure it fits in line with intended purpose. sectional diagrams.  That evaluate means to make a judgement on the  How to select the most appropriate material for  How to refine and represent designs using quality of the product. Looking at the pros and cons. the job based on the qualities of the material computer aided designs software.  How to look at a design critically and share my ideas, and how well they suit the intended purpose of  That to improve a product the design must be thoughts, and opinions. the product e.g. soft decoration for comfort on evaluated.  That when evaluating a design, the users experience a cushion.  That evaluate means to make a judgement on the should be considered.  How to use the selected materials to create quality of the product. Looking at the pros and cons.  That ‘user experience’ is the overall experience that suitable visual and tactile textures/decorations  How to look at a design critically and share my someone using the product has e.g. how easy or to enhance the finish/look of the product (make ideas, thoughts, and opinions. hard was it, did it do what the product was meant to it desirable to its intended audience).  That when evaluating a design, the users etc. experience should be considered.  How to suggest improvements to the user experience Construction  That ‘user experience’ is the overall experience that of a product.  That there are different practical skills that I someone using the product has e.g. how easy or can use to build with in design and technology hard was it, did it do what the product was meant to Materials which include drilling, cutting, filing, sanding, etc.  That there are a range of materials and each one has screwing, gluing, and nailing.  How to suggest improvements to the user its own set of qualities.  That these techniques, drilling, cutting, filing, experience of a product.  The qualities of a materials effects how well tools sanding, screwing, gluing, and nailing, can be work on them e.g. the nature of fabric may require used to make (join), strengthen or refine the Materials sharper scissors than would be used to cut paper. finish of objects/products.  That there are a range of materials and each one  How to select the most appropriate tool for the job  How to drill holes in materials. has its own set of qualities. based on the qualities of the material I have chosen.  How to screw materials together.  How to glue materials together.  How to nail materials together.

 The qualities of a materials effects how well tools Construction  How to cut materials using a saw. work on them e.g. the nature of fabric may require  That there are different practical skills that I can use  How to sand materials using sandpaper. sharper scissors than would be used to cut paper. to build with in design and technology which include  How to file materials using a file.  How to select the most appropriate tool for the job drilling, cutting, filing, sanding, screwing, gluing, and based on the qualities of the material I have nailing. chosen.  That these techniques, drilling, cutting, filing,  How to evaluate my own product (peer/self). sanding, screwing, gluing, and nailing, can be used Electricals and electronics to make (join), strengthen or refine the finish of  That a circuit must be joined all the way round to objects/products. work, a break in the circuit will stop the flow of  How to drill holes in materials. electricity.  How to screw materials together.  The components that are needed to make different  How to glue materials together. types of circuits.  How to nail materials together.  That a circuit can be made from an electronics kit.  How to cut materials using a saw.  That an electronics kit includes components such  How to sand materials using sandpaper. as LED’s transistors and chips.  How to file materials using a file.  How to build and test different types of circuits with increasing confidence.  How to build a circuit using several the different  That ingredients can be weighed/measured components from an electronics kit with increasing depending on whether they are dry or liquid. confidence.  Liquids are measured in millilitres/litres or pints.  Dry ingredients are weighed in grams/kilograms. Construction  That I can use electronic scales, or analogue scales  That there are different practical skills that I can use to weigh my dry ingredients. to build with in design and technology which include  That I can use a measuring jug to measure my drilling, cutting, filing, sanding, screwing, gluing, liquids. and nailing.  How to weigh/measure my ingredients accurately.  That these techniques, drilling, cutting, filing,  That a recipe is a set of instructions to follow when sanding, screwing, gluing, and nailing, can be used preparing/cooking a meal or baking. to make (join), strengthen or refine the finish of  How to read and follow a detailed recipe. objects/products.  How to calculate ratios of ingredients to scale up or  How to drill holes in materials. down from a recipe.  How to screw materials together.

 How to glue materials together.  That recipes have different sections including  How to nail materials together. ingredients (you will need section), methods, cooking  How to cut materials using a saw. times and temperatures.  How to sand materials using sandpaper.  The names of a range of ingredients that I could use  How to file materials using a file. in a recipe.  The names of different methods I can use to cook Mechanics different elements of meals/recipes.  That innovative means new and creative.  How to create my own detailed recipe including  That there are a range of electronics or ingredients, methods, cooking times and mechanisms that I can use to create movement in a temperatures. product.  How to refine an existing detailed recipe including  How to select appropriate electronics and ingredients, methods, cooking times and mechanisms when designing a product. temperatures.  How to show the intended use of electronics and mechanisms in a design.  How to combine electronics and mechanisms in a  How to evaluate my own product (peer/self). design to show an innovative product.

Computing  That models can be controlled and monitored using computer software.  The name of the software that I can use to control and monitor a model.  That code can be written to control and monitor a model.  How to write code to control and monitor a model.

 How to evaluate my own product (peer/self).