WDPS Curriculum Hub 24/25


1	Design Technology
2	Intention: Our design and technology curriculum is creative and practical. Using their imagination and through research, children design and make products that solve real problems in a variety of contexts. It equips children with the knowledge, skills and vocabulary necessary to become resourceful, innovative and resilient in design. It allows children to evaluate and develop critical understanding of past and present designs.
3	Children learn about, how to, why... (Key knowledge, skills, concepts for each unit)
4	Term	EYFS	1	2	3	4	5	6
5	Autumn				TEXTILES Puppet Design and make a new puppet character for The Flintstones TV show Key Knowledge: Basic knowledge of different types of puppets and their uses. Key Skills: Joining and sewing Links in with: History : Stone Age English: Traditional tale Potential writing stimulus Visit suggestion: Stratford Circus - Puppet workshop Museum of Childhood -Puppet workshop	CONSTRUCTION Robots Design and make a robot using www.usecubes.com Key Knowledge: Designing using software Key Skills: Use software to design product (CAD) Construct product accoroding to specification Links in with: The big question - Do we need robots? English: Fantasy Potential writing stimulus Computing: Usecubes - design robot online Visit suggestion: Design Museum - 3D printing workshop	CONSTRUCTION Labyrinth Design and make a labyrinth Key Knowledge: Measure, use and safety of tools Key Skills: Join, assemble and combine materials and components accurately. Links in with: English: Myths Potential writing stimulus
6	Spring		CONSTRUCTION & TEXTILES 3 Little Pigs Design and make a house for the Three Little Pigs Key Knowledge: properties of different materials and basic knowledge of componets of a house. Key Skills: Measure, mark, cut, glue, shape and join materials Links in with: Science:Materials ‘Grow your own potato’ -experience	FOOD Healthy snack Design a healthy meal (fruit kebab) Key Knowledge: five food groups, names of fruit. Healthy and unhealthy Key Skills: Peel,slice (orange, banana) and cut food (under supervision) Links in with: Big question - What is being healthy? English:Instructions text Science: Healthy body PSHE: Healthy me	FOOD Make a sandwich Design and make a healthy sandwich Key Knowledge: Different types of bread and the 5 food groups Key Skills: Grate, spread,slice, mix and combine foods Links in with: Science - Animals including humans PSHE: Healthy me Workshop suggestion: Warburton company- workshop (In school)	MECHANISM Moving pictures Design and make a moving picture for an adventure story https://docs.google.com/presentation/d/1NeXJZgCEnsU0VildNVDxkQlgE6PCmAAEKSlVhBTnceo/edit?usp=share_link Key Knowledge: Levers and their movement. Key Skills:Measure, mark, cut, glue, shape and join materials Key Links in with: The big question History: Egyptians	FOOD Banquet - optional Design and make a lunch for a Viking banquet Key Knowledge: porpotion, hygeine and safety use of tools accurately.n Key Skills: Chop, peel, grare, slice, mix,spread and bake using a heat source. Links in with: The big question: Vikings	FOOD Rationing Design and bake biscuits/cakes using WW2 rations Key Knowledge: Using measuring scale, rationing rules for health and safety. Key Skills: Scale, weigh and use heat source safely. Links in with: History WW2
7	Summer		MECHANISM Transport Design and make a moving vehicle Key Knoledge: J2e software, Distinguish between fixed and freely moving axels. Key Skills: Use software to design product (CAD) join, add materials Links in with: History: Transport from the past	CONSTRUCTION Bug Hotel Design and make a bug hotel Key Knowledge: size, shape, materias ( water proof) Key Skills: cut, sew, assemble, drill, Join and combine materials. Links in with: Science: Habitats				CONSTRUCTION Lamps Design and make an electrical compliance Key Knowledge: circuits, what lamps are and purpose. Key Skills: Intergrate working electrical circuit to lamp design Links in with: Science: Electricity
8	All the things children learn about, how, to, why, that in this subject are so that children can, know, do...
9	Strand	EYFS	KS1		KS2
10	Design		Across KS1 pupils can:		Across KS2 pupils can:
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13	Understanding contexts, users and purposes.		Work confidently within a range of contexts, such as imaginary, story-based, home, school, gardens, playgrounds, local community, industry and the wider environment. • State what products they are designing and making. • Say whether their products are for themselves or other users. • Describe what their products are for. • Explain how their products will work.. • Explain how they will make their products suitable for their intended users. • Use simple design criteria to help develop their ideas.		Work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment. Describe the purpose of their products. Indicate the design features of their products that will appeal to intended users. Explain how particular parts of their products work.
14					In LKS2 pupils should also:		In UKS2 pupils should also:
15					Gather information about the needs and wants of particular individuals and groups. Develop their own design criteria and use these to inform their ideas.		Carry out research, using surveys, interviews, questionnaires and web-based resources. Identify the needs, wants, preferences and values of particular individuals and groups. Develop a simple design specification to guide their thinking.
16	Generating, developing, modelling and communicationg ideas.		Across KS1 pupils can:		Across KS2 pupils can:
17			Generate ideas by drawing on their own experiences. Use knowledge of existing products to help come up with ideas. Develop and communicate ideas by talking and drawing. Model ideas by exploring materials, components and construction kits and by making templates and mock-ups Use information and communication technology, where appropriate, to develop and communicate their ideas.		Share and clarify ideas through discussion. Model their ideas using prototypes and pattern pieces. use annotated sketches, cross-sectional drawings and Exploded diagrams to develop and communicate their ideas. Use computer-aided design to develop and communicate their ideas.
18					Across LKS2 pupils should:		Across UKS2 pupils should::
19					Generate realistic ideas, focusing on the needs of the user. Make design decisions that take account of the availability of resources.		Generate innovative ideas, drawing on research. Make design decisions, taking account of constraints such as time, resources and cost.
20	Planning		Across KS1 pupils can:		Across KS2 pupils can:
21	Planning		Across KS1 pupils can:		Across KS2 pupils can:
22			Plan by suggesting what to do next. Select from a range of tools and equipment, explaining their choices. Select from a range of materials and components according to their characteristics.		Select tools and equipment suitable for the task. Explain their choice of tools and equipment in relation to the skills and techniques they will be using. Select materials and components suitable for the task. Explain their choice of materials and components according to functional properties and aesthetic qualities.
23					In LKS2 pupils should also:		In UKS2 pupils should also:
24					Order the main stages of making.		Produce appropriate lists of tools, equipment and materials that they need. Formulate step-by-step plans as a guide to making.
25	Practical skills and techniques		Across KS1 pupils can:		Across KS2 pupils can:
26	Practical skills and techniques		Across KS1 pupils can:		Across KS2 pupils can:
27			Follow procedures for safety and hygiene. Use a range of materials and components, including construction materials and kits, textiles, food ingredients and Mechanical components. Measure, mark out, cut and shape materials and components. Assemble, join and combine materials and components. Use finishing techniques, including those from art and design.		Follow procedures for safety and hygiene. Use a wider range of materials and components than KS1, Including construction materials and kits, textiles, food Ingredients, mechanical components and electrical components.
28					In LKS2 pupils should also:		In UKS2 pupils should also:
29					Measure, mark out, cut and shape materials and components with some accuracy. Assemble, join and combine materials and components with some accuracy. Apply a range of finishing techniques, including those from art and design, with some accuracy.		Accurately measure, mark out, cut and shape materials and components. Accurately assemble, join and combine materials and components. Accurately apply a range of finishing techniques, including those from art and design. Use techniques that involve a number of steps. Demonstrate resourcefulness when tackling practical.
30	Evaluating		Across KS1 pupils can:		Across KS2 pupils can:
31	Evaluating		Across KS1 pupils can:		Across KS2 pupils can:
32	Own Ideas and products		Talk about their design ideas and what they are making. Make simple judgements about their products and ideas. Against design criteria. Suggest how their products could be improved		Ientify the strengths and areas for development in their ideas and products. Consider the views of others, including intended users, to improve their work
33					In LKS2 pupils should also:		In UKS2 pupils should also:
34					Refer to their design criteria as they design and make. Use their design criteria to evaluate their completed products. .		Critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make. Evaluate their ideas and products against their original design specification.
35	Existing products		Across KS1 pupils will explore:		Across KS2 pupils will investigate and analyse:
36			What products are. Who products are for. What products are for. How products are used. Where products might be used. What materials products are made from.. What they like and dislike about products.		How well products have been designed. How well products have been made. Why materials have been chosen. What methods of construction have been used. How well products work. How well products achieve their purposes. How well products meet user needs and wants.
37					LKS2 pupils should also investigate and analyse:.		In UKS2 pupils should also investigate and analyse:
38					Who designed and made the products. Where products were designed and made. When products were designed and made. Whether products can be recycled or reused.		How much products cost to make. How innovative products are. How sustainable the materials in products are. What impact products have beyond their intended purpose.
39	Technical knowledge: Making products work		Across KS1 pupils should know:		Across KS2 pupils should know:
40			About the simple working characteristics of materials and components. About the movement of simple mechanisms such as levers, sliders, wheels and axles. How freestanding structures can be made stronger, stiffer and more stable. That a 3-D textiles product can be assembled from two identical fabric shapes. That food ingredients should be combined according to their sensory characteristics. The correct technical vocabulary for the projects they are undertaking.		How to use learning from science to help design and make products that work. How to use learning from mathematics to help design and make products that work. That materials have both functional properties and aesthetic qualities. That materials can be combined and mixed to create more useful characteristics. That mechanical and electrical systems have an input, process and output. The correct technical vocabulary for the projects they are undertaking..
41					In LKS2 pupils should also:		In UKS2 pupils should also:
42					How mechanical systems such as levers and linkages or pneumatic systems create movement How simple electrical circuits and components can be used to create functional products How to program a computer to control their products (Makey makey boards) How to make strong, stiff shell structures That a single fabric shape can be used to make a 3D textiles product That food ingredients can be fresh, pre-cooked and processed		How mechanical systems such as cams or pulleys or gears create movement. How more complex electrical circuits and components can be used to create Functional products. How to program a computer to monitor changes in the environment and control their products. How to reinforce and strengthen a 3D framework. That a 3D textiles product can be made from a combination of fabric shapes.. That a recipe can be adapted a by adding or substituting one or more Ingredients..
43	Cooking and nutrution		Across KS1 pupils will know:		Across KS2 pupils will know:
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46	Where food comes from		That all food comes from plants or animals. That food has to be farmed, grown elsewhere (e.g. home) or caught.		That food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world.
47					In LKS2 pupils should also:		In UKS2 pupils should also:
48					Same s above		That seasons may affect the food available. How food is processed into ingredients that can be eaten or used in cooking.
49	Food preparation, cooking and nutrition		Across KS1 pupils will know:		Across KS2 pupils will know:
50					How to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source. How to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking.
51					In LKS2 pupils should also:		In UKS2 pupils should also:
52			How to name and sort foods into the five groups in The eatwell plate. That everyone should eat at least five portions of fruit and vegetables every day. How to prepare simple dishes safely and hygienically, without using a heat source. How to use techniques such as cutting, peeling and grating.		That a healthy diet is made up from a variety and balance of different foods and drinks, as depicted in The eatwell plate. That to be active and healthy, food is needed to provide energy for the body.		That recipes can be adapted to change the appearance, taste, texture and aroma. That different foods contain different substances - nutrients, water and fibre - that are needed for health water and fibre - that are needed for health.
53	Key events and indivitual		Not a requirement in KS1		Across KS2 will know:
54					About inventors, designers, engineers, chefs and manufacturers who have developed ground breaking products.
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