D & T Scheme of Work

Transcription

1 D & T Scheme of Work Class: Year 1 Learning Objectives 1e Drawing (observational). Activities & Experience Resources Assessment Criteria DESIGNING Lots of experience of observational drawing of objects, building. Discuss child s work as they draw (active teacher involvement). a) Draw part of the school building b) Draw a favourite toy, drawing from different angles c) Draw plants (one per group) colour, leaf and flower shape (observational) d) Draw a picture of a simple Lego model they have made relationship between parts, elevations. Construction kits. Detailed drawing. 1e Drawing (from memory). LOOK skills object remove draw return object discuss. Drawing done from memory. 1a, 1c, 1d, 1e Modelling (a rocket or any other) + 2c, 2d, 3a, 3b. Select materials, tools & techniques Measure, mark out, cut and shape a range of materials Assemble, join and combine materials and components make suggestions about how to proceed. Production of a model. 2d Use glue and be aware of which type and how much to use. STRUCTURES Mount a piece of their own work for display. Greeting card using a variety of materials (papers and textiles). Collage work e.g. leaves, seeds, pasta, fabrics, sequins, tissue paper. Junk modelling toilet rolls, Glues: Gloy; PVA; Medium paste/ wallpaper, flour & water); Pritt sticks. Can use glue with success. 1

2 boxes yoghurt pots etc. 2d, 4b Use adhesive tape and have some knowledge of when its use is appropriate 4a Understand how to make structures more stable to withstand greater loads. Wrapping a present (in paper you have printed). Joining a torn piece of paper accurately (mending a book). Also try textiles, foil, card. Investigate use of different materials when making structures. Use different techniques to make structures more stable. Tapes Sellotape Masking tape Fasteners: Paper clips; Bulldog clips; Paper fasteners; Elastic bands; String/wool; Cotton; Treasury tags. Can use adhesive tape and know when it is suitable. Shows ability to make structures stable. 2

3 D & T Scheme of Work Class: Year 2 Learning Objectives Activities & Experience Resources Assessment Criteria 3

4 2d, 5b Threading needles with various types of thread. Running stitch. TEXTILES Make a simple felt animal, e.g. frog, mouse (2 pieces of material only). Tools; Scissors; Needles; Pins. Production of a toy. 2a, 4a Variety of stitches & position with some accuracy. 4c, 2d, 2e Using thread as a joint. Simple tapestry picture using more than one type of stitch. Stitch puppet with moveable tread joints. DESIGN & MAKE ACTIVITY (Teddy bears Picnic) Various types of fabrics (cotton/ thread/ wool) Production of a tapestry. Making of a puppet. 2a Select materials, tools & techniques. 2d, 2b Use of variety of methods for preparing foods. FOOD - buttering bread with knives - cutting soft foods with knives - stirring with spoons, e.g. jelly or cake mixture - use of grater and blender to prepare food - investigate the use of peelers and knives for peeling foods. Look at the advantages/disadvantages - use knives for chopping harder foods Knives; Spoon; Measuring jug; Scales; Potato peeler; Aprons; Cooker; Fridge; Foodstuffs. Success in activities. Sensible suggestions. 1d Make suggestions about how to proceed. - investigate heating/ cooling cooking cooling: make a jelly/ice lollies heating: make toast, warm milk frying: pancakes 2c, 4b To develop measuring skills. - measuring using spoons up to a certain mark on a jug - weigh using balancing scales (link with Maths) Ability to measure. 2c, 4b To develop an understanding of hygiene and safety. - use of aprons, washing hands, tying hair back - clean surfaces - tidy/safe work surface - washing up Knowledge of hygiene and safety. 4

5 - discuss dangers of electricity & gas - storage of food - wrapping - sell by dates - use of fridge DESIGN & MAKE ACTIVITY (A box with a lid to hold valuables) 4a, 5a Can find out how products function. 5a To find out how products are made, to learn how they function. 5a To find out if intended design of product is fulfilled. PRODUCTS 1c, 3a, 3b Investigate products to see how they are constructed Investigate how the product design helps the user and fulfils its function Survey of product/users to identify strengths and weaknesses. Evaluation. Disposable ball point pen; Toothpaste dispenser; Rotary whisk; Water sprayer; Packets/ cereal boxes; Models/ Construction kits; Toys. Poster showing construction. Assessment of design. 5a Understand how product assembly and order is achieved. Visit to factory. Production line activity. Ability to relate order of assembly. 5

6 D & T Scheme of Work Class: Year 3 6

7 Learning Objectives Activities & Experience Resources Assessment Criteria 2f, 4b Select/combine different types of food to create products that have different sensory characteristics. 4b Select/combine different types of food. FOOD Look at changes when foods are mixed/cooked (consider cooking and heating). Look at the changes that occur when different ingredients are added e.g. raising agent, different types of fruit (fruit salad). Investigate different ways of shaping foods. Colouring foods. Sample products they have made and consider likes/dislikes/favourites. Record results of work done. Kitchen Utensils Knives; Spoons; Grater; Whisk; Measuring jug; Potato peeler; Mixing bowls; Scales. Aprons; Cooker; Fridge. Ability to identify changes. Completed record. 2d Use a wider variety of kitchen utensils. Use dial/digital weighing scales. Use graded measuring jug. Use peelers. Ability to use utensils. 2a, 2d Use a variety of tools to cut different flexible and rigid materials to form straightsided shapes. SHEET MATERIALS Investigate which tools would be best used to cut which materials i.e. utility snips/craft knife for coriflute, hacksaw/coping saw for plywood. Use cut shape to produce piece of 3d modern art (collage). Tools Hacksaw; Scissors; Utility snips; Craft knife; Coping saw; Fret saw; Materials; Plywood; Balsa; Plastic; Coriflute. Production of shapes. 2a, 2d, 4a Consider the use of coping saw for cutting along premeasured curved lines (plus fret saw if available). Investigate the use of coping saw to cut accurately along pre-measured curved lines. Produce a jigsaw. Make a mobile. Produce figures for a board game. Produce puppet on a stick. Can cut accurately along premeasured curved lines. 2a, 2d Use fret saw to cut along pre-measured lines. Investigate the use of fret saw to cut accurately along pre-measured curved lines. Can cut accurately with a fret saw. 7

8 D & T Scheme of Work Class: Year 4 5d, 3g, 1a DESIGN & MAKE ACTIVITY Design & make your ideal bedroom (basic box which lights up?) Learning Objectives 3a To identify parts of the whole and illustrate. 2c Drawing plans. 3b Annotating drawing. 2c Start to draw in 3d. Activities & Experience Resources Assessment Criteria DESIGNING/MODELLING Observational drawing part of school/classroom. Still life (different views). Look at artists various techniques used, line drawings. Look at plans and drawing plan of school/class. Simple scale drawings (size relationship). Draw and label a car. Label drawings done in science to show materials and features. Use isometric paper to teach basic cube/stack, build and draw own structures various angles (shading). Perspective drawing show distance. Paper; Card; Boxes (various sizes); Reclaimed material; Clay; Plasticine; Construction kits; Art straws; Paint; Crayons; Felt pens; Catalogues; Books (famous artists). Production of observational drawings. Production of a simple scale drawing. Labelling of a drawing. Drawing simply in 3d. 4d, 3e, 4g Prototyping. Use various mediums to make features or whole object. Test these as appropriate and use and modify. This would be linked to a larger project. Ideal bedroom models of the individual pieces of furniture could be tried out. If some mechanisms were to be included in a task, the mechanism could be modelled before the whole object was put together. Production of an ideal bedroom. 8

9 4c Use mechanisms to produce different kinds of movement. 4c, 5c Apply knowledge of simple components in their own models. Build a working model of a windmill. CONSTRUCTION KITS Gain knowledge of pulleys, gears, levers and joints. Work on cards with each kit focusing on one aspect at a time to encourage experience and understanding. Build a crane. Move a bucket up and down a wall by turning a handle. Lego; Teko; Brio Mec; Capsella; Lego Technic; Meccano. Can explain pulleys, gears, levers and joints. 1c, 1d, 4c, 2b, 5c Gain and apply knowledge of more difficult mechanisms. Focus on one aspect at a time and incorporate the particular mechanism first of all in the work done from cards and then encourage the knowledge to be applied in the child s own modelling. Shows ability to apply knowledge. 4c Apply knowledge of mechanisms when working with other materials. When working with other materials, encourage the children to see and use the knowledge that these mechanisms can be applied to work with other materials. -make a model with gears made out of wood. -use plastic cogs in a wood or card frame. -build a model train out of boxes adding mechanisms to make it move in some way. Shows ability to apply knowledge to other materials. 5c Use kits to build prototype. Deciding how a mechanism might be put into a model by testing it out using a construction kit first. Can build a prototype. 9

10 D & T Scheme of Work Class: Year 5 1a DESIGN & MAKE a pencil case for your stationary. Learning Objectives Activities & Experience Resources Assessment Criteria 2a, 2d Securing two pieces of fabric in order to sew/join accurately. 3e, 2d Make simple paper patterns. 2a, 2e Applying decoration to fabric. 2d, 1a, 2a Understanding various types of fasteners and selecting the best type to fit the task. TEXTILES 5c, 1d, 2b Glove puppets (emphasis on securing with pins or tacking before sewing permanently). Patchwork dolls. Blanket/plant mat/ tablemat made out of tessellated shapes. Using textile paint to decorate a handkerchief/table napkin/dolls clothes. Decorate felt purse/pencil case with stitching or collage. Pencil case choice of press-studs or a zip to fasten. Clothes for a doll/teddy/baby. Tools Needles; Scissors (various types); Pins (straight and safety); Collection of artefacts. Materials Various types of fabrics; Cotton thread/wool; Textile paints; Fabric crayons. Fasteners e.g. hooks & eyes, Velcro, press-studs, clips. Ability to secure two pieces of fabric before sewing. Production of patterns. Production of a decorated textile. Application of the most suitable type of fastener. 4b, 2d Making fabric Felt making. Paper making. Production of felt or paper. 3a, 3b, 4f Reinforce knowledge of gears, pulleys etc. Apply when producing more difficult models. CONTROL (MECHANISMS) Re-use work done previously on Construction Kits. Use kits such as Lego Technic to produce a model with a Construction Kits. Ability to use gears and/or pulleys. 10

11 system of gear and/or pulleys. Investigate pulleys & cogs in the environment (e.g. bike gear). Children use previous experience to produce working models of familiar object e.g. crane, well, water wheel, windmill, lift. Pulley System Kits; String; Elastic bands; PVA; Cotton reels; Wheels (plastic, wood); Dowel; Square section wood. 1a, 2b, 4b Select appropriate materials to produce own gears and pulleys. Use a variety of materials (cotton reels, wheels, and elastic bands) to make a device that will lift an object from the floor onto a desk). 11

12 D & T Scheme of Work Class: Year 6 Learning Objectives Activities & Experience Resources Assessment Criteria 5a, 3c, 5h Use observation to identify the aesthetic and functional characteristics of familiar products. 5a, 3c, 5h, 5i, 4a Investigate materials used in a variety of products and show how these fit together. 1b, 1c, 3c Identify how the needs and preferences of users are reflected in existing products. PRODUCTS Investigate products by using experience and discussion as well as recording skills to make reasonable judgements about materials and components and the needs and values of those who use them (consumers). Investigate products how different materials used are fastened/fixed. Make observations and record conclusions. Looking at advertising how to identify those elements which advertisers see as crucial in selling the product e.g. image, information, price, style, value, function, reliability. Pencil cases; Purses; Torches; Toys; Switches; Kitchen utensils. Recording judgements about familiar products. Observe and record how products fit together. Produce advertisements for familiar products. 3c Understand the factors affecting the quality of their design. From their own observations and discussions to list elements that determine quality such as: apparatus; functions; safety; reliability. List elements that determine quality of design. 3c, 5c, 1d, 2b, 2a DESIGN & MAKE ACTIVITY (a wooden desktidy for school) 2f Use of glues and tapes discuss safety aspects. STRUCTURES Collage work use leaves, seeds, pasta, fabric etc. Greeting card use variety of materials (emphasis on glue type). Making a book emphasis on glue/paper choices, use of Tools T-square; G clamp; Vice; Bench hook; Tenon saw; 12

13 3c, 5a, 4c Use of fastener. 2d Cut strip materials to length. 2d Joining wood in a variety of methods. Use a drill accurately and change drill bit as required. tapes, fasteners etc. Mending a torn book/paper (using tape). Making a basic picture frame (glue gun). Use mechanical fixings to make catch for box (choice of familiar fastener, paper clips, elastic bands, pins, hook & eye etc.) Bring in examples evaluate how effective each is. Investigate best glue to stick two materials together (use wide variety). Measure wood strip (approx. 10mm x 10mm) accurately to nearest half cm using T square for making. Choose suitable holding device (i.e. G clamp, bench hook, vice). Use tenon saw for cutting wood. Be taught to use a variety of methods for forming wood strip together using: screws; dowel, nails; nuts & bolts. Drilling skills will automatically be required for some of the above joining methods (dowel/nut & bolt). Make a simple pencil box using wood strip. Drill & bits. Glues Gloy; PVA Medium; Paste; Pritt sticks; Wood glue; Glue guns; Copydex. Tapes Sellotape; Marking tape; Parcel tape; PVC tape; Sticky back plastic; Book tape. Fasteners Paper clips; Bulldog clips; Elastic bands; String; wool; pins; nails; staples; Velcro; nut & bolt; dowel joint; drawing pins; blutak; screws; dowel joint; hook & eye. Using glue appropriately. Ability to use fasteners and evaluate their effectiveness. Cut strips accurately. Join wood appropriately. Wood 13

14 Wood strip i.e. 30mm. 14