Design Technology

Design and technology project

Structures- Shell structures 

Prior learning

• Experience of using different joining, cutting and finishing techniques with paper and card.

• A basic understanding of 2-D and 3-D shapes in mathematics and the physical properties and everyday uses of materials in science.

Designing

• Generate realistic ideas and design criteria collaboratively through discussion, focusing on the needs of the user and purpose of the product.

• Develop ideas through the analysis of existing products and use annotated sketches and prototypes to model and communicate ideas.

Making

• Order the main stages of making.

• Select and use appropriate tools to measure, mark out, cut, score, shape and assemble with some accuracy.

• Explain their choice of materials according to functional properties and aesthetic qualities.

• Use finishing techniques suitable for the product they are creating.

Evaluating

• Investigate and evaluate a range of existing shell structures including the materials, components and techniques that have been used.

• Test and evaluate their own products against design criteria and the intended user and purpose.

Technical knowledge and understanding

• Develop and use knowledge of how to construct strong, stiff shell structures.

• Develop and use knowledge of nets of cubes and cuboids and, where appropriate, more complex 3D shapes.

• Know and use technical vocabulary relevant to the project.

Skills progression

Key Stage 2

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].

When designing and making, pupils should be taught to:

Design

•  use research and develop design criteria to inform the design of innovative, functional, 

• appealing products that are fit for purpose, aimed at particular individuals or groups

•  generate, develop, model and communicate their ideas through discussion, annotated 

• sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and 

• computer-aided design

Make

•  select from and use a wider range of tools and equipment to perform practical tasks 

• [for example, cutting, shaping, joining and finishing], accurately

•  select from and use a wider range of materials and components, including construction 

• materials, textiles and ingredients, according to their functional properties and aesthetic 

• qualities

Evaluate

•  investigate and analyse a range of existing products

•  evaluate their ideas and products against their own design criteria and consider the 

• views of others to improve their work

•  understand how key events and individuals in design and technology have helped 

• shape the world

Technical knowledge

•  apply their understanding of how to strengthen, stiffen and reinforce more complex 

• structures

•  understand and use mechanical systems in their products [for example, gears, pulleys, 

• cams, levers and linkages]

•  understand and use electrical systems in their products [for example, series circuits 

• incorporating switches, bulbs, buzzers and motors]

•  apply their understanding of computing to program, monitor and control their products.

Key vocabulary

shell structure, three-dimensional (3-D) shape, net, cube, cuboid, prism, vertex, edge, face, length, width, breadth, capacity marking out, scoring, shaping, tabs, adhesives, joining, assemble, accuracy, material, stiff, strong, reduce, reuse, recycle, corrugating, ribbing, laminating font, lettering, text, graphics, decision, evaluating, design brief design criteria, innovative, prototype