Design Technology

Design and Technology is an exciting and integral part of Hellingly School life with staff, not only following the specific DT curriculum but using DT as a means to enhance the teaching of other subjects. Most of our DT units have cross curricular links with both core and foundation subjects, thus ensuring a higher percentage of time spent covering a particular area and emphasizing the relevance of the work to everyday life. In addition to this, themed topic days provide classes with opportunities to cook or design and make items e.g. in Year 3 when Egyptian bread and jewellery was made.

We are incredibly lucky at Hellingly to have a designated room and teacher for Food Technology. Small groups of children from each class are taken every week to learn and develop essential cooking skills with Mrs Moore. They get at least 5 opportunities each year to prepare and take home a seasonal dish. Whether it’s Samuel Peyps Pies, Egyptian Bread, Palace cakes or spaghetti bolognaise with Year 6, everybody loves the home cooking smells that waft down the corridor at Hellingly each day!

From Nursery to Year 6, the children are taught specific skills enabling them to create and make high quality items. In the Early Years Foundation Stage, children begin to appreciate that materials/objects have particular properties which make them suitable for a particular task. They learn to select and safely use an appropriate range of tools to produce a product which satisfies a particular purpose showing clear decision making. They build and construct with a wide range of objects, adapting their work where necessary. With this foundation, children from Year 1 onwards are guided through the design processes used in industry: they must consider their target market and analyse existing products before they create their own ideas and develop them into working products. As they make their product, essential skills are taught, always with an emphasis on safety. Finally they must evaluate their finished product. Progression can clearly be seen via both the level of skills shown as the children move on up the school plus the demands of the projects themselves.

Chris Quigley Learning Intentions Milestone 1
Year 1 and 2
Milestone 2
Year 3 and 4
Milestone 3
Year 5 & 6
To master practical skills Food
  • Cut, peel or grate ingredients safely and hygienically.
  • Measure or weigh using measuring cups or electronic scales.
  • Assemble or cook ingredients.
  • Prepare ingredients hygienically using appropriate utensils.
  • Measure ingredients to the nearest gram accurately.
  • Follow a recipe.
  • Assemble or cook ingredients (controlling the temperature of the oven or hob, if cooking).
  • Understand the importance of correct storage and handling of ingredients (using knowledge of micro-organisms).
  • Measure accurately and calculate ratios of ingredients to scale up or down from a recipe.
  • Demonstrate a range of baking and cooking techniques.
  • Create and refine recipes, including ingredients, methods, cooking times and temperatures.
  • Cut materials safely using tools provided.
  • Measure and mark out to the nearest centimetre.
  • Demonstrate a range of cutting and shaping techniques (such as tearing, cutting, folding and curling).
  • Demonstrate a range of joining techniques (such as gluing, hinges or combining materials to strengthen).
  • Cut materials accurately and safely by selecting appropriate tools.
  • Measure and mark out to the nearest millimetre.
  • Apply appropriate cutting and shaping techniques that include cuts within the perimeter of the material (such as slots or cut outs).
  • Select appropriate joining techniques.
  • Cut materials with precision and refine the finish with appropriate tools (such as sanding wood after cutting or a more precise scissor cut after roughly cutting out a shape).
  • Show an understanding of the qualities of materials to choose appropriate tools to cut and shape (such as the nature of fabric may require sharper scissors than would be used to cut paper).
  • Shape textiles using templates.
  • Join textiles using running stitch.
  • Colour and decorate textiles using a number of techniques (such as dyeing, adding sequins or printing).
  • Understand the need for a seam allowance.
  • Join textiles with appropriate stitching.
  • Select the most appropriate techniques to decorate textiles.
  • Create objects (such as a cushion) that employ a seam allowance.
  • Join textiles with a combination of stitching techniques (such as back stitch for seams and running stitch to attach decoration).
  • Use the qualities of materials to create suitable visual and tactile effects in the decoration of textiles (such as a soft decoration for comfort on a cushion).
Electricals and electronics
  • Diagnose faults in battery operated devices (such as low battery, water damage or battery terminal damage).
  • Create series and parallel circuits
  • Create circuits using electronics kits that employ a number of components (such as LEDs, resistors, transistors and chips).
  • Model designs using software.
  • Control and monitor models using software designed for this purpose.
  • Write code to control and monitor models or products.
  • Use materials to practise drilling, screwing, gluing and nailing materials to make and strengthen products.
  • Choose suitable techniques to construct products or to repair items.
  • Strengthen materials using suitable techniques.
  • Develop a range of practical skills to create products (such as cutting, drilling and screwing, nailing, gluing, filling and sanding).
  • Create products using levers, wheels and winding mechanisms.
  • Use scientific knowledge of the transference of forces to choose appropriate mechanisms for a product (such as levers, winding mechanisms, pulleys and gears).
  • Convert rotary motion to linear using cams.
  • Use innovative combinations of electronics (or computing) and mechanics in product designs.
To design, make, evaluate and improve
  • Design products that have a clear purpose and an intended user.
  • Make products, refining the design as work progresses.
  • Use software to design.
  • Design with purpose by identifying opportunities to design.
  • Make products by working efficiently (such as by carefully selecting materials).
  • Refine work and techniques as work progresses, continually evaluating the product design.
  • Use software to design and represent product designs.
  • Design with the user in mind, motivated by the service a product will offer (rather than simply for profit).
  • Make products through stages of prototypes, making continual refinements.
  • Ensure products have a high quality finish, using art skills where appropriate.
  • Use prototypes, cross-sectional diagrams and computer aided designs to represent designs.
To take inspiration from design throughout history
  • Explore objects and designs to identify likes and dislikes of the designs.
  • Suggest improvements to existing designs.
  • Explore how products have been created.
  • Identify some of the great designers in all of the areas of study (including pioneers in horticultural techniques) to generate ideas for designs.
  • Improve upon existing designs, giving reasons for choices.
  • Disassemble products to understand how they work.
  • Combine elements of design from a range of inspirational designers throughout history, giving reasons for choices.
  • Create innovative designs that improve upon existing products.
  • Evaluate the design of products so as to suggest improvements to the user experience.

Pupil Voice

“I love the fact that it’s all hands on. You always get to have fun. I just love it!”

“It’s never boring!”

“You get to learn a bit of everything. You do measuring, sums and all sorts!”

“I learned to saw this term. I was actually quite good at it!”

Pupils’ Work

Food technology.

Year 2 have examined different moving vehicle and learned about rotating and fixed axles. After learning about Florence Nightingale, they designed and made their own moving ambulances for her!

Year 3 designed their own patterns to make their very own beanbag rainforest tree frogs! Year 4 loved designing, making and testing their own Roman catapults!