This publication has been written to help primary and secondary schools interpret words and phrases in the programmes of study that need further explanation. It also provides initial advice on how the new requirements can be implemented effectively to ensure good quality teaching and learning.

Both ‘preparing and cooking a range of predominantly savoury dishes’, and an ‘understanding of seasonality’ are key areas of subject content in the National Curriculum at Key Stage 2, and this project, developed for Year 5 pupils using the relevant planner from Projects on a Page, addresses both aspects effectively. Soups offer an excellent alternative to other, more limiting food projects and this resource comprehensively covers the planning and delivery. It includes a highlighted planning sheet, lesson plans, worksheets and PowerPoint presentations. An associated article in D&T Primary issue 26 explains the context and delivery of this in one school in which different cultures were also researched and included in the planning.

In response to the ever-increasing demands and pressures on primary teachers, the D&T Association has produced a simpler, slimmed-down, more focused way of recording children’s progress in the subject. These two aids to assessment and recording progression include an editable Word file with all the assessment criteria for Designing, Making, Evaluating, Technical Knowledge and Cooking and Nutrition. There is also a simple Excel spreadsheet which allows you to record children’s progress from Key Stage 1 through Early and Late Key Stage 2 in D&T. This contains abbreviated statements for you to record progress against each of the ten Assessment Criteria each two-year stage of development. Teachers will need to judge whether children are: * Emerging * Expected * Exceeding This allows you to quickly record and help identify the strengths and areas to develop in practice, next steps for planning and teaching, and support for individual children. This helps to build up a profile of the strengths and areas to develop for each child as they progress through school. The developing profile can be used to inform planning and teaching and to offer children the additional support or challenge they need in their next project. There is space to add notes as appropriate. The spreadsheet produces a numerical value to help indicate children’s overall achievement at any point in time. Where there is repetition in the text between assessment criteria, this is because children need to continue to revisit and deepen specific aspects of their learning across several year groups. Most assessment criteria will need to be considered over a number of projects and contexts.

Some students come to KS3 without the necessary grounding in areas such as Structures and Mechanisms to enable them to progress at the pace you would like. Extensive learning about structures and mechanisms should take place in primary schools, but if it has not been covered to a level that is required for progressing towards GCSEs, an intermediate refresher that takes students over the concepts can be very welcome. In preparation for the D&T GCSE a good knowledge will be required of a range of materials and their applications, links to science, rigid and soft structures, different types of movement and the forces, stresses and friction associated with these. These two PowerPoint KS3 resources offer a grounding to build upon in teaching these concepts. The resources are presented as revision guides to help bridge the gap between Primary and GCSE by reviewing the basic principles and taking this forwards towards higher level learning. They do not provide in-depth detail about, for example, calculating compound gear ratios, and have a level of vocabulary appropriate for Key Stage 3 students. However, they may be adapted by teachers to suit a school’s needs, and used in association with GCSE Control Systems resources to develop understanding further. "These resources are perfect to adapt to your own classroom, the images and animations help to teach students in a visual way and also relate to everyday life. I will definitely be using in my own classroom."

The Projects on a Page scheme of work was introduced in 2014 to help primary schools in England implement the National Curriculum for D&T in an imaginative way. Based on universal principles of effective teaching and learning in D&T, it is also a valuable resource for schools in other parts of the UK and further afield. This scheme of work has been developed by the D&T Association’s Primary Working Group in association with D&T primary consultants. It comprises 21 A3 size project planners that give scope for teachers to use their creativity and professional judgment, whilst ensuring the quality, integrity and rigour of children’s learning. Each planner has 20-step planning guidance and accompanying teaching tips and techniques, a glossary, an example of iterative design appropriate to the project, and practical advice on using resources, useful sketches and diagrams in a helpsheet format to support teachers delivering the project in the classroom. Also included are suggestions on class organisation, links to resources and a glossary of technical terminology related to the project. A guidance booklet shows how to use the planners to full effect and the context in which they should be used. Year 1/2 Mechanisms - Sliders and levers Year 1/2 Structures - Freestanding structures Year 1/2 Food - Preparing fruit and vegetables Year 1/2 Textiles - Templates and joining techniques Year 1/2 Mechanisms - Wheels and axles Year 3/4 Mechanical Systems - Levers and linkages Year 3/4 Mechanical Systems - Pneumatics (NEW) Year 3/4 Structures - Shell structures using computer-aided design (NEW) Year 3/4 Electrical Systems - Simple programming and control (NEW) Year 3/4 Textiles - 2-D shape to 3-D product Year 3/4 Food - Healthy and varied diet Year 3/4 Structures - Shell structures Year 3/4 Electrical Systems - Simple circuits and switches Year 5/6 Food - Celebrating culture and seasonality Year 5/6 Textiles - Combining different fabric shapes Year 5/6 Structures - Frame structures Year 5/6 Electrical Systems - More complex switches and circuits Year 5/6 Mechanical Systems - Pulleys or gears Year 5/6 Mechanical Systems - Cams (NEW) Year 5/6 Textiles - Using computer-aided design in textiles (NEW) Year 5/6 Electrical Systems - Monitoring and control (NEW) Levers and Linkages and Pneumatics provide alternative ways of teaching Mechanical systems at Year 3/4, as do Cams and Pulleys and Gears at Year 5/6. The two Electrical Systems planners focus on the Crumble microcontroller. Full guidance is given in the accompanying booklets showing how to use the planners to full effect and the context in which they should be used.

A series of teaching resources exploring influential design movements and the context in which they emerged. This set of six PowerPoint based resources is intended to provide KS4/5 students with a background knowledge of different design movements, the context and conditions from which they emerged, examples of their output and the influences they have had upon other designers and movements in the 20th and 21st Centuries. Some of the movements are more closely aligned with the arts but have nevertheless had considerable influence on design and technology and can be used to help students understand the contexts in which designing takes place and inspire them to develop individual work of their own. Each PowerPoint contains information on the leading figures in the movement; the political, cultural, economic and technological context of the period in which it emerged; a summary of the movement’s ideas, influences, output, and the legacy as both artefacts and inspiration. Each contains suggestions for further activities based on the movement’s features. Teachers are encouraged to adapt the PowerPoints and notes to the needs of their students and curriculum, or may use them as summary background information for a period in history and the products of that period. The resources include multiple links to websites where further information can be found if required. "Nicely laid out and clear, the slides are easy to read and the structure allows progress, developing an understanding of the movement and its impact upon the world." Titles Art Nouveau Arts and Crafts De Stijl Modernism Pop Art Post Modernism

This project focuses on building and construction. The majority of children will be aware of buildings such as roads, bridges and houses in their local environment. They may have seen, for example, frameworks, trenches, scaffolding and a variety of tools and equipment linked to this activity. They may be familiar will construction kits either at home or in school, and free play should be encouraged to familiarise them with the parts and joining these in different ways. The resources in this pack include two PowerPoint presentations with picture and questions on building roles, materials the use of tools, a vocabulary and full details of how the activities might be realised and fitted into themes in your school and to meet the requirements of the statutory framework. Also included is updated guidance on using construction kits effectively with full advice on using, auditing and the value of kits in learning and teaching.

A set of six pdf resources looking at the history, types, sources and ways of cooking a range of foods, including recipes. Each title is also available separately. All About Vegetables looks at the wide range of vegetables that are available and how they are used in cooking. It covers definitions, history and consuming vegetables, storage and preparation as well as how to grow and keep different vegetables and problems you may encounter. Eight recipes are included. All About Meats - How meat comes to our tables including different rearing methods, slaughtering and butchering animals and some of the issues associated with these. It covers meat from cattle, sheep, pigs, poultry and ‘exotic’ breeds, the different cuts and how they are best used, and different ways of cooking with meat. Eight recipes are included. All About Eggs contains plenty of information on cooking with eggs: microwaving, freezing and using raw eggs and including the effects of different cooking methods and appropriate health and safety advice for each. It looks at the different methods of egg production, the different parts of an egg and also includes a section on the dangers of food poisoning. Includes eleven recipes. All About Fish has plenty of information on cooking with fish. It covers types of fish, buying fish, sources and anatomy, preparing shellfish, gutting and filleting and health and hygiene issues. Cooking methods covered include shallow and deep frying, grilling, steaming, poaching, microwaving, baking and barbequing. The resource also includes six recipes, each of which indicates the nutritional and functional elements of each ingredient. All About Food Preservation - People have found a great many ways to preserve foods. Foods decay at different rates and in earlier times it was important to preserve a range of foods for the winter months and other times when fresh produce was scarce. Methods include freezing, bottling, salting, drying, fermenting into alcoholic drinks, adding other ingredients such as sugars and spices, as well as packaging in the form of tins and bottles. In almost all cases the principle is the same: deactivate those things that cause food to decay, whether by killing the microorganisms, moulds, fungi or bacteria, or creating an environment in which they cannot thrive. This resource goes through different methods of preserving covering scientific and historical aspects, health risks, selecting and preparing foods and the different approaches to preservation. All About Garlic, Spices and Chilies - This contains an introduction to the origins, history and uses of these key ingredients in many of today’s dishes. It covers different types of each as well as the parts of the plants, risks, and how to buy them. Cooking with Garlic Spices and Chillies also includes

The A to Z of Design and Technology is a pictorial dictionary of D&T terminology presented as PowerPoint presentations which may also be printed as classroom display cards. The resource consists of clear images of related items, each with a picture, title and definition, covering different focus areas of workshop applications, textiles and food. It includes tools and materials in each of these settings and is aimed at Key Stage 1 and 2 pupils, but is also useful for students at Key Stage 3. Teacher notes accompany the presentations. Published in English and Welsh versions, the resource will act as a stimulus in the classroom and to supplement teaching about different aspects of D&T.

These resources include five projects which aim to inspire D&T and Science teachers to run collaborative projects between the two subjects and ensure that you can successfully deliver a STEM project to enhance the learning of your students. These examples were first taught by D&T teachers, however all rely on knowledge, resources and equipment from Science departments. Each has an introductory page, summaries of the D&T, Science and Maths aspects covered, details of the project and the school’s experience of planning an delivering it. Sound and Vision – Year 9 A product design and electronics project where students produce an mp3 amplifier kit and study sound waves before making a it into a portable speaker unit. Speedy Boats – Year 9 A product design project where students look at the hydrodynamics of boat hulls before making their own and testing it in a water test tank. Keeping Hot Things Hot – Year 9 A product design project which links a Science investigation into how suitable packaging materials are with a product analysis of vacuum flasks before applying knowledge to a design task in D&T. Welding with Chocolate – Year 8 A structures project where students consider joining methods used in bridges before making a plank and box girder bridge and then test to destruction. Communication – Year 7/8 A project where students work together to investigate the structure of the ear and how we hear things before manufacturing a giant ear for demonstrations.

4x4 product analysis and design sheets are widely used in schools, particularly at KS3, to help stimulate ideas amongst students in product design. Initial ideas or existing products are included as the start point and the sheets passed to other students to make suggestions and improvements to the design in the four boxes available, from different perspectives. The sheets are then returned to the original student to consider the ideas. This pdf contains twelve 4x4 planning sheets inspired by ‘Chindogu’ in which inventions with a twist are brought about by considering solutions outside the normal range. They might be dusters on cats’ feet for clearing the floor, portable lampposts or a device for warning when your shoe laces become undone. Some of the ideas might lead to practical solutions while others are just meant as a stimulus to encourage students to think beyond the bounds of ‘normal’ designing. The sheets include prompts for designing such things as a non-drip teaspoon, a disguise for primary children wanting to observe wildlife, finger extensions for eating fast food and keeping your hands clean, and a clean way of walking over a muddy lawn. The prompts on the four boxes encourage students to consider how these might be adapted or changed to perform other functions, or packaged for different markets. The ideas on the sheets can also be used as useful starters or plenaries to inspire creative thinking. These twelve sheets provide a good companion to the original Different Designs set.

This project offers a basic introduction to wireless communications technology, using infra-red as a starting point. Infra-red is relatively simple, components are cheap and it enables students to understand some of the basic principles of how wireless control works. Communications Technology is now a huge industry worldwide and a vast range and variety of electronic products are now developed with a view to enabling better, faster and wider communications between people across the world. The exponential development curve shown by the mobile phone in the last two decades is a good example, while wireless networks etc are enabling people and devices to communicate with each other without the need for cables. The resource focuses on the electronic design and programming elements of this type of project. It is anticipated that the teacher will build in other elements of product design such as casing design, CAD/CAM, modelling etc as they feel appropriate. The resource is intended to be presented in a way that enables teachers to adapt and use activities as they see fit. This could be as part of a full design and make project, adapted for use as a series of focused practical tasks or indeed as standalone activities to introduce concepts, ideas and knowledge. The original project was developed for Year 8 students, but some elements may be suitable for Year 9s or even as a basic introduction to remote control at Key Stage 4.

4x4 planning sheets inspired by ‘Chindogu’ inventions to stimulate ideas amongst KS3 students in product design. 4x4 product analysis and design sheets are widely used in schools at KS3 to help stimulate ideas amongst KS3 students in product design. Initial ideas or existing products are included as the start point and the sheets passed to other students to make suggestions and improvements to the design in the four boxes available, from different perspectives. The sheets are then returned to the original student to consider the ideas. This set of thirteen 4x4 sheets are inspired by the Japanese concept of ‘chindogu’ in which inventions with a twist are brought about by considering solutions outside the normal range. They might be dusters on cats’ feet for clearing the floor, portable lampposts or a device for warning when your shoe laces become undone. Some of the ideas might lead to practical solutions while others are just meant as a stimulus to encourage students to think beyond the bounds of ‘normal’ designing. The sheets include prompts for designing such things as clip-on ears that flap to keep flies away from cows, a c double glove to allow two people to hold hands in cold weather and shoes with spikes on the soles to give ants, beetles and other insects a good chance of survival, rather than getting stepped on. The prompts on the four boxes encourage students to consider how these might be adapted or changed to perform other functions, or packaged for different markets. The ideas on the sheets can be used as useful starters or plenaries.

With the removal of the use of levels for assessing progress in National Curriculum subjects, schools are now able to focus their teacher assessment and reporting in D&T, not on a set of opaque level descriptions but on the essential knowledge, understanding and skills that all pupils should learn. The short statement (found as a pdf below) provides out some commentary from DfE and sets out some guiding principles to inform the development of schools’individual approaches.

The primary myths and facts documents provide answers to frequently asked question concerning implementation of the new programmes of study. These will be added to as other answers are provided to questions from D&T Association members.

The secondary myths and facts documents provide answers to frequently asked question concerning implementation of the new programmes of study. These will be added to as other answers are provided to questions from D&T Association members.

To support implementation of the new programmes of study, 6 interrelated principles have been agreed by the National Curriculum Expert Group for D&T. They describe the features of a genuine DéT experience from the pupils’ perspective and can be applied to all material areas and aspects of the subject. Each principle should be evident to a greater or lesser degree in each project that pupils undertake. The principles provide a helpful starting point for clarifying and securing the distinctive nature of DéT in the classroom. The new Curriculum requirements are consistent with the six principles.

The framework provides steps for progression in children’s knowledge, understanding and skills. These include but go beyond the new programmes of study. Age-related expectations have been developed for KS1, early and late KS2, and early and late KS3. These are intended to help teachers plan activities which build on pupils’ previous learning and ensure an appropriate level of challenge.