Your new design will be uploaded in:
...
Please contact Delivery Team on
0113 3200 750 if you have any queries.
X

Church Lane, Doncaster, South Yorkshire, DN5 7EZ

01709893125

admin@barnburghprimary.com

Barnburgh Primary School

Learning to shine together

RespectCouragePerseveranceAmbitionIndependence

Design & Technology Portfolio

Please see our evidence for each Design Technology National Curriculum Programme of Study below.

 

Early Years Foundation Stage

Please take a look at the Early Years portfolio, under the Expressive Arts and Design section.

 

Design:

KS1 - Design purposeful, functional, appealing products for themselves and other users based on design criteria

Year 2:

LI: To design and create a sign to improve the local area.

The children made suggestions about how the local area could be improved. We looked at photographic examples before drafting our ideas. Examples included ‘No ball games’, ‘Keep off the grass’ and ‘Clean up after your dog’. The children were eager to think of new ways to improve the surrounding area. By the end of the lesson, the children had drafted a copy of the sign they wanted to make and were able to discuss how it would improve the local area.

KS1 - Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology

KS2 - 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

Year 5 designed and made their own super minibeasts in response to an aphid outbreak

KS2 - Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make:

KS1 - Select from and use a range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing)

Year One

Learning Intention: To construct simple structures, models or other products using a range of materials.

The children worked in pairs to design a nest or den for a woodland animal. They went on a hunt to find lots of natural objects and begun building.

Sellotape, string and elastic bands were provided to support them with making their models stronger. They were encouraged to explain why they were using these resources. and how they were placing objects to create their desired effect.

"This stick is really tall so i will be able to lean the other sticks against it" (Louie)

"If i get lots of leaves and pile them on top of each other, I can make a really comfy nest for a bird" (Charlie)

"I'm going to put sellotape around it to make it stick together and then it will be stronger" (Cerys)

"We used string to tie the top of our den because it kept falling down. Its very strong now" (Owen)

By the end of the session, the children presented some amazing nests/dens using a range of materials and were able to explain how they had created it/what they had used.

Year One 

Learning question: How do you create an animal enclosure? 

The children worked in pairs to make an animal enclosure. They used different materials to create their model. They had to think about what the animal needs and how big the enclosure would need to be. By the end of the session, the children were able to identify which animal closures could go where and why and how they made their enclosure to suit their animals e.g. hippo has a waterhole and a monkey has a swinging tree.

Year 1

LQ: How do you create a model house from the Great Fire of London?

We learnt all about The Great Fire of London. We found out how it started, how it spread, what happened when it spread and how it came to an end. The children were keen to make houses from 1666 and recreated Pudding Lane. They worked in teams to box model and had to use good communication and sharing skills to complete their model.  The children picked from a range of materials and were encouraged to use glue and cellotape to join their boxes. By the end of the session the children were able to discuss and talk about their models.

KS1 - Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Year One

Learning Intention: Construct simple structures, models or other products using a range of materials.

The children were worried that the alien would be missing home, so they worked in pairs to design a brand-new space ship. They were encouraged to think about the properties of the materials they were using and its suitability for features of the spaceship. By the end of the lesson, the children had selected appropriate materials to construct  a simple spaceship. They also thought about their method of joining materials to ensure they were secure.

Year 2: Tremendous Tie dye!

LI: To select the correct materials to create a tie dye pattern on a t-shirt.

The children explored tie-dye  T-shirts. We predicted what would happen to the T-shirts when we put food colouring on them. The children also thought about what the pattern would turn out like depending on how the T-shirt is scrunched and coloured. The children used vocabulary linked to tie-dying such as Absorbing and now we are waiting patiently to see the results.

Year 2

 LQ: How do you select a range of materials to create a model house?

The children looked at their photos from their walk around the local community of the different types of houses they came across. They had a go at designing a house they had seen on their walk and were encouraged to use the photographs to stimulate ideas.  The children were provided with  a range of small boxes to ensure that the models are roughly the same scale. They thought about the features of the houses and were encouraged to work with their partner to maniuplate materials and construct them. By the end of the session, the children were able to discuss how they made their model, the features and how they worked as a team.

Year 1

LQ: How do you create a model dinosaur?

The children worked in pairs to create a model dinosaur. They used a range of materials including paper, plastic, cardboard and fabric. Throughout the session, the children thought about the most suitable materials for the different parts of their dinosaur e.g. cardboard for the body as this is a strong material and fabric for the wings. They were able to change their resources as and when needed to ensure that their model stayed together.

As a result of perseverance and team work, the children were able to create amazing model dinosaurs.

Year One

Learning Intention: To select and use a range of materials, beginning to explain their choices.

The children selected their own crown template and resources. They carefully cut out their choice of natural images and were able to explain how they were going to use them. Some children made beautiful patterns whilst others designed them differently. The children were encouraged  to select their method of sticking e.g. sellotape, masking tape or glue and explain why they were using it. By the end of the session, all children had persevered with sticking methods and could justify why they had changed their method to make their crown stronger.

"Sellotape is stronger than the glue. It keeps popping open with the glue" (Nathan)

KS2 - Select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing), accurately

Year 5 used natural and found resources to start building their own minibeast hotel in Walt's Wood. The children learnt about putting materials together and what materials would work well to create suitable 'rooms' in the hotel.

Year 4 designed and then made a model of their digestive system on t-shirts. They were able to wear their digestive system and so could see where these organs belonged. They used a range of materials and ways of attaching these materials to produce great end products.

Year 4: In Design Technology, we learnt about a range of tools we can use to help change the state of chocolate. After melting the chocolate, we made designed and made new solid chocolates, adding flavour and shape.

Year 5 combined different materials and ideas to make a scarecrow. They learnt about how to fasten and decorate different materials.

Examples of Work

KS2 - 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

Evaluate:

KS1 - Explore and evaluate a range of existing products

Year One

Learning Intention: To explore a variety of space-related toys and evaluate their features.

The children were shown a variety of space-related toys and were encouraged to discuss the materials that they were made of. The children were very knowledgeable on materials and some of them were even able to explain why the material had been used. Once we were familiar with the toys and had all had a close look, the children were encouraged to think about:

  • Which toy they liked the best
  • Why they didn't like the others
  • What the toys were made from
  • Whether a different material might be better
  • How to improve the toys design

They recorded these on speech bubbles and placed them beside their chosen toy.

By the end of the lesson, the children had explored a range of space-related toys and were able to evaluate the features that they would change, as well as ones that they would keep.

KS1 - Evaluate their ideas and products against design criteria

KS2 - Investigate and analyse a range of existing products

KS2 - Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Converting media.
(Media will continue converting in the background)

KS2 - Understand how key events and individuals in design and technology have helped shape the world

Year 6

Year 6 were asked to find out about significant people who have changed the world of technology, including Sir Tim Berners-Lee, Steve Jobs, Sir Jonathan Ive, Bill Gates, Steve Wozniak, Alan Turing, Mark Zuckerberg, Marissa Mayer, Susan Wojcicki, Jack Dorsey, Sheryl Sandberg and Blaise Pascal. They then presented their findings to the class and explained why these people are important, including how their work has helped to shape technology. 

Name
 Alan Turning - Lizzie and Oliver C.docxDownload
 Bill Gates - Karris and Jorge.docxDownload
 Jack Dorsey - Alfie M, Oliver W and Evie.docxDownload
 Marissa Mayer - Lillia and Kourtney.docxDownload
 Mark Zuckerberg - Brooke, Charlotte and Charlie.docxDownload
 Sheryl Sandberg - Fred and Thomas.docxDownload
 Sir Jonathon Ive - Ethan Ge and Reggie.docxDownload
 Sir Tim Burners Lee - Amelia and Alex.docxDownload
 Steve Jobs - Ethan Ga and Ruben.docxDownload
 Steve Wozniak - Alfie C and Callum L.docxDownload
Showing 1-10 of 10

Technical Knowledge:

KS1 - Build structures, exploring how they can be made stronger, stiffer and more stable

Year One

Learning Intention: To select and use a range of materials, beginning to explain their choices.

The children selected their own crown template and resources. They carefully cut out their choice of natural images and were able to explain how they were going to use them. Some children made beautiful patterns whilst others designed them differently. The children were encouraged  to select their method of sticking e.g. sellotape, masking tape or glue and explain why they were using it. By the end of the session, all children had persevered with sticking methods and could justify why they had changed their method to make their crown stronger.

"Sellotape is stronger than the glue. It keeps popping open with the glue" (Nathan)

Year One

Learning Intention: To construct simple structures, models or other products using a range of materials.

The children worked in pairs to design a nest or den for a woodland animal. They went on a hunt to find lots of natural objects and begun building.

Sellotape, string and elastic bands were provided to support them with making their models stronger. They were encouraged to explain why they were using these resources. and how they were placing objects to create their desired effect.

"This stick is really tall so i will be able to lean the other sticks against it" (Louie)

"If i get lots of leaves and pile them on top of each other, I can make a really comfy nest for a bird" (Charlie)

"I'm going to put sellotape around it to make it stick together and then it will be stronger" (Cerys)

"We used string to tie the top of our den because it kept falling down. Its very strong now" (Owen)

By the end of the session, the children presented some amazing nests/dens using a range of materials and were able to explain how they had created it/what they had used.

KS1 - Explore and use mechanisms (for example, levers, sliders, wheels and axles), in their products

Year One

Learning Intention: To use wheels and axles to make a simple moving model. 

The children worked in pairs to make a simple Moon buggy using simple, everyday materials. They worked together to draw a plan of their model, thinking about the resources they would use for each part. They were encouraged to think about different ways that they could add wheels and axles, allowing the model to move. Some children used straws as the axle and cut out cardboard wheels and others used pipe cleaners and bottle lids. By the end of the lesson, the children were able to evaluate their model, testing out whether their method of creating moving wheels was effective and identifying any changes they would make next time.

KS2 - Apply their understanding of how to strengthen, stiffen and reinforce more complex structures

KS2 - Understand and use mechanical systems in their products (for example, gears, pulleys, cams, levers and linkages)

KS2 - Understand and use electrical systems in their products (for example, series circuits incorporating switches, bulbs, buzzers and motors)

Year 5 learnt how to use extra elements in a circuit to still make the bulb work. We learnt about electrical conductors and used our finds from Alchemy Island to help create successful circuits.

KS2 - Apply their understanding of computing to program, monitor and control their products

Cooking and Nutrition:

KS1 - Use the basic principles of a healthy and varied diet to prepare dishes

Year One

Learning Intention:  To select healthy ingredients for a woodland treat.

The children worked as a class to sort a variety of healthy and unhealthy foods.

" It is okay to have chocolate and crisps as a treat but not all the time as they have lots of sugar and salt in them" (Eddie)

"Fizzy pop damages your teeth" (Ralph)

"Milk helps your teeth and bones grow strong (Joseph)

They were encouraged to think about their hygiene and were able to explain that before touching food they should wash their hands with soap. Once they had done so, they selected and prepared a variety of healthy ingredients to create their own woodland treat.  They were able to explain the reason they had chosen the healthy ingredients and recognised importance of a varied diet.

Year 2

LI: To know the principles of planning a healthy meal.

The children looked at a range of pictures showing healthy and non-healthy meals from around the world. The chidlren sorted the images into two groups: ‘healthy meals’ and ‘unhealthy meals’. The children were the re-introduced to the  food pyramid and we discussed the different food types needed for a healthy diet. Children were encouraged children to identify different food groups. By the end of the session, the children had a better understanding of healthy and unhealthy meals and the importance of a balanced diet.

KS1 - Understand where food comes from

Year 2

LI: To understand where food comes from.

The children discussed where comes food comes from and why it might come from certain countries etc. By the end of the lesson, the children could dicuss that food comes from two main sources: animals and plants. Cows provide beef, sheep provide lamb and mutton and pigs provide pork, ham and bacon. Examples of poultry include chickens, geese and turkeys. Examples of fish include cod, salmon and shellfish. Milk comes mainly from cows but also from goats and sheep. Most eggs come from chickens. Honey is made by bees. Fruit and vegetables come from plants. Oils are made from parts of plants. Sugar is made from plants called sugar cane and sugar beet. Plants also give us nuts, such as almonds, walnuts and hazelnuts. They also discovered that food can come from other countries and dependent on the climate will depend what grows.

KS2 - Understand and apply the principles of a healthy and varied diet

Year 3 children learnt what nutrients is and where it comes from

Year 4 prepared and made a sugar free smoothie to compare a tooth-friendly snack with their sugary alternatives.

KS2 - Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

KS2 - Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

Year 5

The children tasted different seasonal fruits and vegetables and rated what they had tasted. 

Year 5

 The children prepared Walt's Wood, in order to turn it into a mini allotment. Once it had been prepped, the space was used to plant different seasonal vegetables, such as: carrots, parsnips, herbs and potatoes.