Year 1 Design and Technology

Stable structures (Structures)

Pupils will explain that structures are things that are built and have a purpose, understand that structures with a wider base are more stable than ones with a narrow base, explain that extra weight added to the base of a structure makes it more stable, design a product for a particular user, use a sketch to show ideas, choose the best method for joining the parts of the product, make evenly spaced cuts, use scissors to cut out a shape neatly and accurately and explain what they like and dislike about their final product.

1. Exploring stability-How can I balance objects to make them stable? To explore stability by balancing.

2. Building stable towers- How can I build a tower that will stand up without falling over? To explore wide or narrow bases by building towers.

3. Stabilising structures with weight- How can adding weight in different places make a structure more stable? To test a structure's stability with weight added in different places.

4. Designing a stable pencil pot- How can I design a pencil pot that is stable and useful? To design a stable structure that meets the needs of a user.

5. Making a stable pencil pot- How can I cut and join materials to make a stable pencil pot? To use a variety of cutting and joining techniques to make a stable product.

National Curriculum Objectives

Design

• Design purposeful, functional, appealing products for themselves and other users based on design criteria. 

• Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-upsand, where appropriate, information and communication technology.

Make

• Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing].

• Select from and use a wide range of materials and components, including construction materials, according to their characteristics.

Evaluate

• Explore and evaluate a range of existing products.

• Evaluate their ideas and products against design criteria.

Technical Knowledge

• Build structures, exploring how they can be made stronger, stiffer and more stable.

Cooking and nutrition: Smoothies 

Pupils will be able to describe fruits and vegetables and explain how to identify fruits, name a range of places that fruits and vegetables grow, describe basic characteristics of fruit and vegetables and prepare fruits and vegetables to make a smoothie.

1. What are fruits and non-fruits?- Fruits- To identify fruits.

2. Which fruits and vegetables grow above or below the ground? Growing- To describe where fruits and vegetables grow.

3. How do we cut fruit and vegetables safely?- Cutting and juicing- To practise food preparation skills.

4. What does it taste like?- Testing ingredients- To select ingredients for a recipe.

5. Which fruits and vegetables shall we choose?- Making smoothies- To apply food preparation skills to a recipe.

6. How can we improve our smoothie?- Evaluating- To evaluate against the design brief

National Curriculum Links

• Understand where foods come from. 

• Select from and use a range of tools and equipment to perform practical tasks.

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

• Use the principles of a healthy and varied diet to prepare dishes.

• Evaluate their ideas and products against design criteria.

Matching Slider Game  (Mechanisms)

1.  What is a slider mechanism?  To identify slider mechanisms and describe how they move. 

2. How can we make a slider move more smoothly?   To make and improve slider mechanisms.

3. How will the sliders move in your game?   To make a mock up of a matching game with sliders. 

4. Which tools will you use to make your slider game?  To use a range of tools with increasing accuracy.

5. Does your slider game work as you wanted?  To add designs and test a product.

National Curriculum Objectives

Design

• Design purposeful, functional appealing products for themselves and other users based on design criteria.

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

Make

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

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

Evaluate

• Explore and evaluate a range of existing products.

• Evaluate their ideas against design criteria.

Technical Knowledge

• Explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products.

Puppets (Textiles)

Children learn the different ways they can join fabrics together through the creation of a puppet.

1. How can I join fabrics? To join fabrics together using different methods.

2. How can I use a template? To use a template to create my design.

3. Which joining technique shall I use? To join two fabrics together accurately.

4. How can I join my decorations to my puppet? To embellish my design using joining methods.

National Curriculum Objectives

Design

• Design purposeful, functional, appealing products for themselves or other users based on design criteria. 

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

Make

• Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]. 

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

Evaluate

• Explore and evaluate a range of existing products.