Home / Children Learning / Key Stage 2 / Key Stage 2 DT /

Helping you to help your child
achieve their best!

 

Key Stage 2 DT

Your child will be working with a wide variety of materials, from fabrics and foods, to wood and metals, and learning to use appropriate design terminology and concepts, such as arranging, pattern, slicing and symmetrical

What do they learn?

Children work both on their own and in teams to experiment with different ideas to see how well they work, and think and talk about any improvements they can make to the design to make it more effective. This means thinking about the people who will use their design and what they will use it for. As part of this learning your child will be looking closely at how everyday things have been made. They also draw on knowledge from other parts of the curriculum, such as mathematics and science, and use ICT

Lesson examples

Here are some examples of what children have done in class

A Year 3 class developed their making skills by thinking about and combining ingredients according to taste, appearance or texture to create a sandwich that contributes to a healthy diet.

A teacher divided his Year 4 class into groups and asked each to select a piece of cardboard packaging for a tube of toothpaste. They looked at its construction, purpose and graphics and then recorded the information. After taking pictures using a digital camera, each group created a net (pattern) for their own design using computer-aided design (CAD) software.

Recognising that mechanisms can be a daunting subject, a Year 5 class teacher enlisted the help of a local toy maker to get the project off to an exciting start. The toy maker came armed with a range of old and new mechanical toys, which intrigued the pupils and got them thinking about how things move. This first hand experience of working with mechanisms got them inspired enough to try a few experiments of their own.

A Year 6 class created their own house slippers for different purposes and people. They thought about how to address a range of needs such as appearance, safety, warmth and size. They learnt how to make accurate patterns and templates and how to produce detailed working drawings. They practised their making and finishing skills to enhance the quality of their slippers. Finally, they evaluated their products critically against design criteria the teacher had given them, and identified what to do to improve them.

Key words and phrases in DT

Designing: choosing, investigating, tasting, arranging, experimenting, popular, sort, pictogram, discuss, drawing, label, list

Making: washing, cleaning, peeling, cutting, slicing, grating, join, fix, plan, scissors, hole punch, masking tape

Science: salad, fruit, vegetables, strong, weak, wall, roof, window, glass, peel, flesh, skin, grater, chop, seeds, pips, stalk, juice, root, leaf, stone, bunch structure, brick, transparent, hinge

Sensory: crisp, sharp, juicy, sweet, sour, sticky, squashy, smooth, crunchy, scented, waxy

Mathematics: square, rectangle, triangle, cube, cuboid, side, edge, surface, on top of, underneath, smaller than, symmetrical, beside, next to

 

What's it mean?

•    Find out more about the terms and names used in education. More...

 

Helping hands

• Your online Directory of support for parents and children. More...
 
children with tools

Get ahead at home

  • Talk to your child about the role of design in everyday stuff at home. Make a list together thinking about DIY, sewing, making meals, the furniture, décor, giving cards and presents. They may be surprised just how much there is!
  • Fill an old cardboard box with materials your child could use for making things. Recycle stuff such as packets, plastic containers, small boxes, little bits of wood, rubber bands, old cotton reels, pieces of fabric, paper-clips, string, paper plates, plastic cups, straws, toilet rolls... Remember to include design essential such as glue, sticking tape, hole punch, stapler and scissors.
  • Give your child a project and encourage him or her to approach it like a real designer. This will help a lot with the way lessons are taught at school.
  • First step is to choose something that interests your child - cooking a simple dish, making clothes for a doll, a model car or plane, or a birthday card for a friend. The Department for Education and Skills suggests the following steps as an approach to designing and making at home:
  1. Do some research by looking magazines and brochures to get ideas. This may also include recipe books, DIY books or stuff you have at home.
  2. Make a pattern or prototype. Help your child to draw the design and to label different parts. Think about its use to help decide key features, such as size, colour and look.
  3. When you are clear about how the design will be used, and who will use it, think about the type of materials needed. Where you will get the materials from - is there anything you can use in your design box, or can you use parts from a construction kit such as Lego?
  4. What about the tools and equipment needed to make the design? Do you have everything?
  5. Before you get started be very clear about the steps you will take. What will you do first and next? What are the finishing touches to be made?
  6. Help your child to use the tools and materials safely and to solve any problems they make encounter along the way