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)

Pupils will be able to understand that products all around us are designed and identify products that use mechanisms, describe the movement of sliding mechanisms as up and down, left and right or forwards and backwards, think about the needs of the user, communicate ideas, work independently to make a working slider mechanism, use a range of tools with increasing accuracy to cut and join materials, understand the benefits of using different materials and explain choices and explain what went well and what to improve about their product.

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

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

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

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

5. Does your slider game work as you wanted?- Finishing a slider game-  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.

Simple stitches (Textiles)

Children will name some objects made of fabric, describe the look and feel of different fabrics, thread a needle, make a series of stitches that match each other in embroidery fabric, choose colours and shapes for a design, explain their ideas to others verbally and with a sketch, choose materials based on their texture, follow the general position of the lines of a design with stitches and say what they like about someone else’s stitching and what could be made better.

1. What is fabric?- To explore how fabrics are made and used.

2. Making stitches- How can I thread a needle and make stitches? To thread a needle and make stitches.

3. Designing bunting- How can I design a piece of bunting for a celebration? To sketch a design for a piece of bunting.

4. Stitching a design- How can I use stitches to decorate my bunting?  To stitch a design for a piece of celebratory bunting.

5. Finishing and evaluating bunting- How can I finish and evaluate my bunting design? To finish a design of stitches and evaluate.

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.