KS1 Subject. Design & Technology Progression of Knowledge, Understanding and Skills WIJPS

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1 Design & Technology Progression of Knowledge, Understanding and Skills WIJPS Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make that solve real and relevant problems within a variety of contexts, considering their own and others' needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation. Nursery & Reception EYFS Early learning goal: Exploring and using media and Children to develop their own ideas through selecting and using and working on processes that interest them. Through their explorations they find out and make decisions about how media and can be combined and changed. Early learning goal: Being imaginative Children talk about the ideas and processes which have led them to make music, designs, images or. They can talk about features of their own and others' work, recognising the differences between them and the strengths of others. Pupils are given opportunities to; Develop ideas and interests; specific creative and purposeful designs; combining and changing their ideas purposefully; talk about the features of their own and others work, recognising the differences between them and the strengths of others Expected - To use the environment which is set up in such a way that promotes opportunities to represent their own ideas Expected - To experiment (possibly with adult prompts), but not everyone making the same Exceeding - To develop ideas, making decisions, combining and changing their ideas, reflecting on their own work and the work of others. Projects include: Superheroes - construction, making bridges - Three Little Pigs, junk transport linked to transport museum visit. KS1 Subject KS1: 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 and school, gardens and playgrounds, the local community, industry and the wider environment.

2 content Design design purposeful, functional, appealing for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology Make select from and use a range of tools and equipment to perform practical tasks, (for example, cutting, shaping, joining and finishing) select from and use a wide range of and, including construction, textiles and ingredients, according to their characteristics Evaluate explore and evaluate a range of existing evaluate their ideas and against design criteria Technical knowledge build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms, (for example levers, sliders, wheels and axles), in s. As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. Pupils should be taught to: use the basic principles of a healthy and varied diet to prepare dishes understand where food comes from. Year One Developing planning & To think of some ideas of their own To explain what they want to do To use pictures and words to plan quality To explain what they are making To explain which tools are they using To describe how something works To talk about their own work and things that other people have done Autumn Toys Post boxes By the sea Cooking To explain the benefits of different food types. To discuss different equipment they use. To plan menus together To weigh foods together To let them help prepare food.

3 Year Two To cut food safely To describe the texture of foods To wash their hands and make sure that surfaces are clean To think of interesting ways of decorating food they have made, e.g. cakes Developing planning & To think of ideas and plan what to do next. To choose the best tools and. Can they give a reason why these are best? To describe their design by using pictures, diagrams, models and words To use information and communication technology, where appropriate, to develop ideas Pupils can they describe the properties of the ingredients they are using They explain what it means to be hygienic They are hygienic in the kitchen To describe how different textiles feel To make a product from textiles by gluing quality To join things (/ ) together in different ways Pupils can measure textile They can join textiles together to make something They can cut textiles They can explain why they chose a certain textile Mechanisms To make a product which moves To cut using scissors To describe the using different words To say why they have chosen moving parts To be able to explain what went well with their work To explain what they would improve if they did it again Mechanisms Pupils can join together as part of a moving product They can add some kind of design to Use of To make a structure/model using different To can make their model stronger if it needs to be Autumn Toys Post boxes By the sea Use of Pupils can measure to use in a model or structure They can join material in different ways They can use joining, folding or rolling to make it stronger The appropriate resources and tools for their building projects Their simple plans before making objects, e.g. drawings, arranging pieces of construction before building Cooking To explain the benefits of different food types. To discuss different equipment they use. To plan menus together To weigh foods together To let them help prepare food. The appropriate resources and tools for their building projects Their simple plans before making objects, e.g. drawings, arranging pieces of construction before building

4 KS2 Subject content 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 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, such as cutting, shaping, joining and finishing, accurately select from and use a wider range of and, including construction, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing evaluate their ideas and 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 s, (for example as gears, pulleys, cams, levers and linkages) understand and use electrical systems in s, (for example series circuits incorporating switches, bulbs, buzzers and motors) apply their understanding of computing to programme, monitor and control s. Year Three Developing, planning and To be able to show that their design meets a range of requirements To be able to put together a step-by-step plan which shows the order and also what quality To be able to use equipment and tools accurately To be able to explain what they changed which made their design even better Fruit & Vegetables Go fly a kite Cooking To discuss different equipment they use. To plan menus together To weigh foods together To let them help prepare food. To assist them when they prepare food

5 equipment and tools they need To be able to describe their design using an accurately labelled sketch and words To discuss how realistic is their plan? To choose the right ingredients for a product They can use equipment safely To make sure that their product looks attractive To describe how their combined ingredients come together To set out to grow plants such as cress and herbs from seed with the intention of using them for their food product. Pupils can join textiles of different types in different ways To choose textiles both for their appearance and also qualities. Technical Knowledge To understand how to use learning from science to help design and make that work To understand how to use learning from mathematics to help design and make that work To understand that have both functional properties and aesthetic qualities To understand that can be combined and mixed to create more useful characteristics To understand that mechanical and electrical systems have an input, process and output To understand the correct technical vocabulary for the projects they are Undertaking. Electrical and mechanical To select the most appropriate tools and techniques to use for a given task To make a product which uses both electrical and mechanical To use a simple circuit To use a number of Stiff and flexible sheet To use the most appropriate To work accurately to make cuts and holes To join To discuss different resources and tools for their building projects To assist with simple plans before making objects, e.g. drawings, arranging pieces of construction before building Let them help when using tools to repair car/home (pass the tools, explain what they are used for. E.g. why it might have a rubber handle, use of raw plugs, different drill bits) Mouldable To select the most appropriate To use a range of techniques to shape and mould To use finishing techniques

6 Year Four Developing, planning and To come up with at least one idea about how to create To take account of the ideas of others when designing To produce a plan and explain it to others To suggest some improvements and say what was good and not so good about their original design To know what to do to be hygienic and safe To have thought what they can do to present their product in an interesting way Technical Knowledge To understand how mechanical systems such as levers and linkages or pneumatic systems create movement To understand how simple electrical circuits and quality To be able to tell if their finished product is going to be good quality To be conscience of the need to produce something that will be liked by others To show a good level of expertise when using a range of tools and equipment to work at even though their original idea might not have worked To think what the user would want when choosing textiles To have thought about how to make strong To devise a template To can explain how to join things in a different way To have thought of how they will check if their design is successful To begin to explain how they can improve their original design To evaluate their product, thinking of both appearance and the way it works To take time to consider how they could have made their idea better Electrical and mechanical To add things to their circuits To alter after checking it, if it doesn't work To be confident about trying out new and different ideas. Fruit & Vegetables Go fly a kite Stiff and flexible sheet To measure carefully so as to make sure they have not made mistakes To attempt to make their product strong. Mouldable To use a range of advanced techniques to shape and mould To use finishing techniques, showing an awareness of audience? Cooking: To discuss different equipment they use. To plan menus together To weigh foods together To let them help prepare food. To assist them when they prepare food Materials and fabrics: To discuss choices of clothes for purpose. To discuss different resources and tools for their building projects To assist with simple plans before making objects, e.g. drawings, arranging pieces of construction before building Let them help when using tools to repair car/home (pass the tools, explain what they are used for. E.g. why it might have a rubber handle, use of raw plugs, different drill bits)

7 Year Five can be used to create functional To understand how to program a computer to control s To understand how to make strong, stiff shell structures To understand that a single fabric shape can be used to make a 3D textiles product To understand that food ingredients can be fresh, pre-cooked and processed Developing, planning and To come up with a range of ideas after they have collected information Do they take a user s view into account when designing? To produce a detailed step-by-step plan. To suggest some alternative plans and say what the good points and drawbacks are about each. To describe what they do to be both hygienic and safe. quality To be able to explain why their finished product is going to be of good quality To explain how their product will appeal to the audience To use a range of tools and equipment expertly? To persevere through different stages of the making process? To think what the user would want when choosing To be able to keep checking that their design is the best it can be To check whether anything could be improved To evaluate appearance and function against the original criteria? Electrical and mechanical To incorporate a switch into Mayan Huts - Rainforests Coding - Lego Electrical circuits American pop art - collage Stiff and flexible sheet To make measurements Cooking: To assist them in planning, preparing and cooking meals to include healthy options and variety. To discuss benefits of food appliances and how they have changed over time. Materials and fabrics: To discuss choices of clothes for purpose. (soles of shoes re friction) To discuss different resources

8 Year Six To ensure they have presented well. To understand how mechanical systems such as cams or pulleys or gears create movement To understand how more complex electrical circuits and can be used to create functional To understand how to program a computer to monitor changes in the environment and control s Developing, planning and To use a range of information to inform their design To use market research to inform plans To work within constraints To follow and refine their plan if necessary? To justify their plan to someone else To consider culture and society in their designs textiles To discuss how they made attractive and strong. To make up a prototype first. To use a range of joining techniques. quality To use tools and precisely To change the way they are working if needed. To refine after testing it To incorporate hydraulics and pneumatics To be able to carry out a test and evaluate their final product. To decide Is it fit for purpose. To discuss how they would improve it. To recognise if they need more or different information to make it even better. To understand whether meets all design criteria. accurate enough to ensure that everything is precise To ensure that is strong and fit for purpose. Mouldable To refine and further improve using mouldable. Autumn WW1 Collage/Camouflage Footwear - structures and tools for their building projects To assist with simple plans before making objects, e.g. drawings, arranging pieces of construction before building Let them help when using tools to repair car/home (pass the tools, explain what they are used for. E.g. why it might have a rubber handles, use of raw plugs, different drill bits) Oil doors, hinges etc.) Discuss friction in the home, washing, toothbrushes, bathmats etc. Cooking: To assist them in planning, preparing and cooking meals to include healthy options and variety. To discuss benefits of food appliances and how they have changed over time. : To talk with others about To discuss different resources and tools for their building projects To assist with simple plans before making objects, e.g.

9 To explain how their product should be stored with reasons To set out to grow their own with a view to making a salad, taking account of time required to grow different foods. Technical Knowledge To understand how to reinforce and strengthen a 3D framework To understand that a 3D textiles product can be made from a combination of fabric shapes To understand that a recipe can be adapted by adding or substituting one or more ingredients To have thought about how could be sold and what would improve even more. Electrical and mechanical To use different kinds of circuit in To think of ways in which adding a circuit would improve Stiff and flexible sheet To justify why they selected specific To ensure that their work is precise and accurate To hide joints so as to improve the look of their product. Mouldable To justify why the chosen material was the best for the task To justify design in relation to the audience. drawings, arranging pieces of construction before building To Let them help when using tools to repair car/home (pass the tools; explain what they are used for. E.g. why it might have a rubber handles, use of raw plugs, different drill bits) Oil doors, hinges etc.)