T h e C o l l e t t S c h o o l SPECIAL EDUCATIONAL NEEDS Age-related National Curriculum Topic to Teach. In order of NC increasing compleity/ demands of the pupils EYFS Key Stage 1 Curriculum Map: Design and Technology Key Stage 2 Key Stage 3 Key Stage 4 KS 5 Lions Tigers Leopards Panthers Cedar Fig Dragon Spindle Rowan Sequoia Willow Post-16 Uses various construction materials. Beginning to construct, stacking blocksvertically and horizontally, making enclosures and creating spaces.(30-50months) I can make choice of construction materials e.g. duplo, magnet blocks, plastic shapes. (P4.7) Joins construction pieces together to build and balance.(30-50 months) I can assemble the component needed for an activity with help e.g placing bricks together (P4.3) I can join construction materials together to build and balance with adult support (P5.5) Realises tools can be used for a purpose. (30-50 months) I can eplore a variety of basic tools (P4.1) Understands that different media can be combined to create new effects.manipulates materials to achieve a plannedeffect. (40-60 months) With help I can make choices of materials from a limited range e.g. bubble wrap/ foil for collage (P4.4) I can eplore and manipulate a limited range of materials e.g.cut, tear, stick (P4.5) Constructs with a purpose in mind, using avariety of resources. Uses simple tools and techniques competently and appropriately. (40-60 months)
I am starting to use simple and basic tools and simple actions to produce a piece of work, with support (P5.2) Through eploration I am beginning to understand that components can be put together to make and end product (P5.8) I can find a tool I need for a purpose e.g. collect scissors (P5.9) Selects appropriate resources and adapts work where necessary. Selects tools and techniques needed to shape,assemble and join materials they are using. (40-60 months) I can select and gaher suitable materials, ingredients and tools for an activity with less support (P6.7) Design purposeful, functional and appealing productsfor themselves and other users based on design criteria (NC KS1) I can cut along lines that are straight and curved with support. (P6.3) I can eplore familiar products and with support eplore the different parts the products are made from (p6.5) Generate, develop, model and communicate their ideas through talking, drawing, templates, mock ups and, where appropriate, ICT (NC KS1) I can curl and roll paper to make tubes with support (P6.4) I can use my hands to shape and mould products (P6.10) I can use a template with support (P8.6) Select from and use a range of tools and equipment to perform practical tasks e.g. cutting, joining and finishing (NC KS1) I can choose tools or equipment in negotiation wwith an adult (P7.3) I can use tools and equipment safely (P7.5)
I can cut along lines that are straight or curved with increasing independence (P7.8) Select from and use a range of materials and components, including construction materials, tetiles and ingredients, according to their characteristics (NC KS1) I can copy others joining components e.g. Lego (P6.9) I can use construction kits to try out new ideas (P8.3) Eplore and evaluate a range of eisting products (NC KS1) I can say what I think about a product with adult prompts (P7.1) I can operate familiar products with support and eplore how they work. ( p7.6) evaluate their ideas and products against design criteria (NC KS1) I am beginning to communicate preference wwhen designing and making. (P7.7) I can begin to talk about my plans (P7.9) I can say if I like or dislike my work using wwords or symbols (P.7.10) I can talk about what I am making with adult prompts and answer simple questions about my work. (P8.10) build structures, eploring how they can be made stronger, stiffer and more stable (NC KS1) I can join and combine materials with support (P8.5) I can choose the materials I would like to combine and use within my product. (P8.9) I am beginning to shape, assemble, join, and combine
materials in a variety of ways. (P9/10/11.4) I can join 2D and 3D materials effectively in different ways. (P9/10/11.6) eplore and use mechanisms [for eample, levers, sliders, wheels and ales], in their products. (NC KS1) I am beginning to understand how wheels and ales work (P9/10/11.3) I can use simple levers and sliding mechanisms to create movement (P9/10/11.5) 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 (NC KS2) I generate ideas and plans considering the user and purpose for which I am designing, with support (P12/13/14.1) I can produce an outcome in response to a theme (P15/16/17.9) generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and eploded diagrams, prototypes, pattern pieces and computer-aided design (NC KS2) I can use labelled sketches to communicate the details of my design. (P12/13/14.2) I can generate ideas by gathering and using information (P15/16/17.1) select from and use a wider range of tools and equipment to perform practical tasks [for eample, cutting, shaping, joining and finishing], accurately (NC KS2) I can use pencils and rulers to mark out with support. (P12/13/14.3) Ican choose suitable tools, material and techniques for an activity (P12/13/14.4) I work with a variety of materials and components with some
accuracy, paying attention to quality of finish and to function (P18/19/20.7) select from and use a wider range of materials and components, including construction materials, tetiles and ingredients, according to their functional properties and aesthetic qualities (NC KS2) I know how materials are combined to create more useful properties (P15/16/17.7) I can use simple techniques (e.g. tie-dye) to incorporate visual elments (e.g. colour, line, teture) P15/16/17.8) investigate and analyse a range of eisting products (NC KS2) evaluate their ideas and products against their own design criteria and consider the views of others to improve their work (NC KS2) I can talk about my product, describe how it works and comment on my peers work. (P9/10/11.10) I can eplain my choices (P12/13/14.9) I can recognise what I have done well and wwhat I could do to make my work better (P12/13/14.10) understand how key events and individuals in design and technology have helped shape the world(nc KS2) I understand how key individuals in DT have helped shpe the world (P18/19/20.9) apply their understanding of how to strengthen, stiffen and reinforce more comple structures (NC KS2) I understand that 3D structures can be constructed from nets (P15/16/17.6) understand and use mechanical systems in their products [for eample, gears, pulleys, cams, levers and linkages] (NC KS2) I understand wheels and ales (P12/13/14.5)
I am beginning to understand winding and turning mechanisms (P12/13/14.6) I can use levers and sliding mechanisms to create movement I understand wheels and ales (P15/16/17.2) understand and use electrical systems in their products [for eample, series circuits incorporating switches, bulbs, buzzers and motors] (NC KS2) apply their understanding of computing to program, monitor and control their products. (NC KS2) use research and eploration, such as the study of different cultures, to identify and understand user needs (NC KS3) I can take users views into consideration (P18/19/20.2) I evaluate my products and my use of information sources. (P21/22/23.10) identify and solve their own design problems and understand how to reformulate problems given to them (NC KS3) I test and evaluate my products, showing that I understand the situations in which my designs will have to function and am aware of the limits of resources. (P21/22/23.9) Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations (NC KS3) I use my understanding of familiar products when developing and communicationg my own ideas. (P21/22/23.2) I work from my own detailed plans, modyfiyng them where ppropriate. (P21/22/23.3) use a variety of approaches [for eample, biomimicry and user-centred design], to generate creative ideas and avoid stereotypical responses (NC KS3) develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computerbased tools (NC KS3)
select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture (NC KS3) select from and use a wider, more comple range of materials, components and ingredients, taking into account their properties (NC KS3) analyse the work of past and present professionals and others to develop and broaden their understanding (NC KS3) investigate new and emerging technologies (NC KS3) test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups (NC KS3) understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists (NC KS3) understand and use the properties of materials and the performance of structural elements to achieve functioning solutions (NC KS3) understand how more advanced mechanical systems used in their products enable changes in movement and force understand how more advanced electrical and electronic systems can be powered and used in their products [for eample, circuits with heat, light, sound and movement as inputs and outputs] (NC KS3) apply computing and use electronics to embed intelligence in products that respond to inputs [for eample, sensors], and control outputs [for eample, actuators], using programmable components [for eample, microcontrollers]. (NC KS3) Working in Art and Design requires pupils to consistently revisit similar skillsets in order to develop a personal and informed piece(s) of work. Pupils are encouraged to work in a range of media from 4 years to 17 years in order to develop personal interests and mastery where possible in their chosen media as a result of eperimenting, determining outcomes and developing a sustained enquiry.