River Beach Design & Technology Skills Progression

Designing

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Designing and Planning products and communicating ideas.

Can use own ideas to design a product.

Can state what products they are designing and making.  

Can use own ideas to plan and design a product.

Can say whether their products are for themselves or other users.

Plan by suggesting what to do next  select from a range of tools and equipment, explaining their choices.

Can use own ideas to plan and design a product that meets specific criteria.

Can describe what their products are for.

Can use own ideas, as well as looking at existing designs, to plan and design a product that meets specific criteria.

Can how say how their products will work.

Gather information about the needs and wants of particular individuals and groups.

develop their own design criteria and use these to inform their idea.

Is able to design and plan a product using a range of other sources, in order to meet specific criteria.

Can say how they will make their products suitable for their intended users.

carry out research, using surveys, interviews, questionnaires and web-based resources.

Explain their plans through the use of drawings and annotated sketches in technical drawing.

Is able to carry out some market research in order to design a product suitable for a specific purpose.

Can say how their  design meets specific criteria using appropriate design vocabulary ( such as proto-type, first draft etc).

Identify the needs, wants, preferences and values of particular individuals and groups.

Explain their plans through computer-aided designs, cross-sectional drawings and exploded diagrams in a technical format.


Making

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Working with tools, equipment and materials to make a product.

Select from a range of materials and components according to their characteristics.

Follow procedures for safety and hygiene.

Use a range of materials and components, including construction materials and kits, textiles, food ingredients and mechanical components.

Select from a range of materials and components according to their characteristics.

Follow procedures for safety and hygiene.

Measure, mark out, cut and shape materials and components.

Assemble, join and combine materials and components.

Use finishing techniques, including those from art and design.

Select tools, materials and equipment suitable for the task.

Follow procedures for safety and hygiene.

Use a wider range of materials and components than KS1, including construction materials and kits, textiles, food ingredients, mechanical components and electrical components assemble, join and combine materials and components with some accuracy.

Explain their choice of tools and equipment in relation to the skills and techniques they will be using.

Follow procedures for safety and hygiene.

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

In early KS2 pupils should also: measure, mark out, cut and shape materials and components with some accuracy.

Apply a range of finishing techniques, including those from art with some accuracy.

Produce appropriate lists of tools, equipment and materials that they need.

Follow procedures for safety and hygiene.

Accurately measure, mark out, cut and shape materials and components.

Accurately assemble, join and combine materials and components.

Accurately apply a range of finishing techniques, including those from art and design.

Formulate step-by-step plans as a guide to making.

Follow procedures for safety and hygiene.

Use techniques that involve a number of steps.

Accurately assemble, join and combine materials and components.

Accurately apply a range of finishing techniques, including those from art and design.

Demonstrate resourcefulness when tackling practical problems.


Evaluating

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Evaluating own ideas and products.

Talk about their design ideas and what they are making.

Make simple judgements about their products and ideas against design criteria.

Suggest how their products could be improved.

Identify the strengths and areas for development in their ideas and products.

Consider the views of others, including intended users, to improve their work In early KS2 pupils should also: •

Refer to their design criteria as they design and make.

Use their design criteria to evaluate their completed product.

Critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make.

Evaluate their ideas and products against their original design specification.

Evaluating existing products.

What products are  and who products are for.

What products are for?

How products work?

How products are used?

Where products might be used.

What materials products are made from what they like and dislike about products.

How well products have been designed.

How well products have been made and why materials have been chosen.

What methods of construction have been used.

How well products work.  

How well products achieve their purposes.

How well products meet user needs and wants.

Who designed and made the products and where products were designed and made.

When products were designed and made.

Whether products can be recycled or reused.

How much products cost to make.

How innovative products are.

How sustainable the materials in products are.

What impact products have beyond their intended purpose.

Key events and individuals

Throughout KS2, children should know about inventors, designers, engineers, chefs and manufacturers who have developed ground-breaking products.


Technical Knowledge

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Making a product work

Across KS1 pupils should know:

About the simple working characteristics of materials and components.

About the movement of simple mechanisms such as levers, sliders, wheels and axles.

How freestanding structures can be made stronger, stiffer and more stable.

That a 3-D textiles product can be assembled from two identical fabric shapes.

That food ingredients should be combined according to their sensory characteristics.

The correct technical vocabulary for the projects they are undertaking.

Across KS2 pupils should know:

Use learning from science and maths in their design and their products

That materials have both functional properties and aesthetic qualities

That materials can be combined and mixed to create more useful characteristics

That mechanical and electrical systems have an input, process and output

The correct technical vocabulary for the projects they are undertaking

How mechanical systems such as levers and linkages or pneumatic systems create movement.

How simple electrical circuits and components can be used to create functional products.

How to program a computer to control their products.

How to make strong, stiff shell structures.

That a single fabric shape can be used to make a 3D textiles product.

That food ingredients can be fresh, pre-cooked and processed.

How mechanical systems such as cams or pulleys or gears create movement.

How more complex electrical circuits and components can be used to create functional products.

How to program a computer to monitor changes in the environment and control their products.

How to reinforce and strengthen a 3D framework.

That a 3D textiles product can be made from a combination of fabric shapes.

That a recipe can be adapted by adding or substituting one or more ingredients.


Cooking and Nutrition

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Where food comes from.

Across KS1 pupils should know:

That all food comes from plants or animals.

That food has to be farmed, grown elsewhere (e.g. home) or caught.

Across KS1 pupils should know:

That all food comes from plants or animals.

That food has to be farmed, grown elsewhere (e.g. home) or caught.

Across KS2 pupils should know:

That food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world.

Across KS2 pupils should know:

That food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world.

Across KS2 pupils should know:

That food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world. 

That seasons may affect the food available.

How food is processed into ingredients that can be eaten or used in cooking.

Across KS2 pupils should know:

That food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world

That seasons may affect the food available.

How food is processed into ingredients that can be eaten or used in cooking.

Food preparation, cooking and nutrition

how to name and sort foods into the five groups in The eat-well plate.

That everyone should eat at least five portions of fruit and vegetables every day.

How to prepare simple dishes safely and hygienically, without using a heat source.

How to use techniques such as cutting, peeling and grating.

Across KS2 Children should know:

how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking.

That a healthy diet is made up from a variety and balance of different food and drink, as depicted in The eat-well plate.

That to be active and healthy, food and drink are needed to provide energy for the body.

That a healthy diet is made up from a variety and balance of different food and drink, as depicted in The eat-well plate.

That to be active and healthy, food and drink are needed to provide energy for the body.

That recipes can be adapted to change the appearance, taste, texture and aroma.

That different food and drink contain different substances – nutrients, water and fibre – that are needed for health.

That recipes can be adapted to change the appearance, taste, texture and aroma.

That different food and drink contain different substances – nutrients, water and fibre – that are needed for health.