Progression

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Design

-Draw on their own experience to help generate ideas.

-Suggest ideas and explain what they are going to do.

-Identify a target group for what they intend to design and make.

-Model their ideas in card and paper.

-Develop their design ideas applying findings from their earlier research.

-Generate ideas by drawing on their own and other people's experiences.

-Use knowledge of existing products to help come up with ideas.

-Develop their design ideas through discussion, observation, drawing with labels and modelling.

-Identify a purpose and simple design criteria.

-Model ideas by exploring materials, components and construction kits and by making templates and mock-ups.

-Generate ideas for an item, considering its purpose and the user/s.

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

-Identify a purpose and establish criteria for a successful product.

-Plan the order of their work before starting.

-Explore, develop and communicate design proposals by modelling ideas.

-Make drawings with labels when designing.

Use computer aided design to develop and communicate ideas.

-Consider the purposes for which they are designing.

-Develop their own design criteria

-Make labelled drawings from different views showing specific features.

-Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making, if the first attempts fail.

-Evaluate products and identify criteria that can be used for their own designs.

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

-Identify a purpose for their product.

-Draw up a specification for their design.

-Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making if the first attempts fail.

-Use results of investigations, information sources, including ICT when developing design ideas.

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

-Communicate their ideas through detailed labelled drawings – cross

-Develop a design specification.

-Explore, develop and communicate aspects of their design proposals by modelling their ideas in a variety of ways.

-Plan the order of their work, choosing appropriate materials, tools and techniques.

Make:

Planning & Construction

-Make their design using appropriate techniques, selecting from a range of tools and equipment.

-With help measure, mark out, cut and shape a range of materials.

-Use tools e.g. scissors and a hole punch safely.

-Assemble, join and combine materials and components together using a variety of temporary methods e.g. glues or masking tape.

-Begin to select tools and materials according to their characteristics; use vocabulary to name and describe them.

-Measure, cut and score with some accuracy.

-Use hand tools safely and appropriately.

-Assemble, join and combine materials in order to make a product.

-Select tools, equipment and techniques suitable for the task.

-Measure, mark out, cut, score and assemble components with more accuracy.

-Work safely and accurately with a range of simple tools.

-Think about their ideas as they make progress and be willing to change things if this helps them improve their work.

-Order the main stages of making.

-Explain their selection of tools and techniques for making their product.

-Measure, mark out, cut and shape a range of materials, using appropriate tools, equipment and techniques.

-Join and combine materials and components accurately in temporary and permanent ways.

-Produce appropriate lists of tools and techniques according to their functional properties.

-Measure and mark out accurately.

-Use skills in using different tools and equipment safely and accurately.

-Cut and join with accuracy to ensure a good-quality finish to the product.

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

-Select appropriate tools, materials, components and techniques according to their aesthetic qualities.

-Assemble components. --Make working models.

-Use tools safely and accurately.

-Construct products using permanent joins.

-Make modifications as they go along.

-Achieve a quality product.

Make:

Textiles

-Cut fabric into shapes.

-Cut, shape and join fabric to make a simple garment. Use basic sewing techniques.

-Measure, tape or pin, cut and join fabric with some accuracy.

-Sew using a range of different stitches, weave and knit.

-Measure, tape or pin, cut and join fabric with some accuracy.

-Pin, sew and stitch materials together create a product.

Make:

Finishing Techniques

-Use simple finishing techniques to improve the appearance of their product.

-Choose and use appropriate finishing techniques.

-Use finishing techniques to improve function and appearance.

-Use finishing techniques to improve function and appearance.

-Strengthen and improve the appearance of their product using a range of equipment including ICT.

-Demonstrate resourcefulness when tackling practical problems and find solutions.

Evaluate:

Existing products

-Explore what/who products are for.

-Explore how products work and are used.

-Explore where might they be used.

-What materials have been used.

-Likes/dislikes.

-How well have products been designed?

-How well have products been made?

-Who designed and made the product?

-Where was it designed and made?

-Why have materials been chosen?

-What construction methods have been used?

-When was it designed and made?

-Can the product be recycled or reused?

-How well does it work?

-How well does it achieve its purpose?

-How much does it cost to make?

-How innovative is it?

-How well does it meet the user needs and wants?

-How sustainable are the materials in it?

-What impact does the product have beyond its intended purpose?

Evaluate:

Own products

-Evaluate their product by discussing how well it works in relation to the purpose.

-Evaluate their products as they are developed, identifying strengths and possible changes they might make.

-Evaluate their product by asking questions about what they have made and how they have gone about it.

-Evaluate against their design criteria.

-Evaluate their products as they are developed, identifying strengths and possible changes they might make.

-Talk about their ideas, saying what they like and dislike about them.

-Suggest how their products could be improved.

-Evaluate their product against original design criteria e.g. how well it meets its intended purpose.

-Disassemble and evaluate familiar products.

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

-Evaluate their work both during and at the end of the assignment, according to their design criteria.

-Evaluate their products carrying out appropriate tests.

-Consider the ideas of others to improve their work.

-Evaluate a product against the original design specification.

-Evaluate it personally and seek evaluation from others.

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

-Evaluate their products, identifying strengths and areas for development, and carrying out appropriate tests.

-Record their evaluations using drawings with labels.

-Evaluate against their original criteria and suggest ways that their product could be improved.

Technical Knowledge

-About the simple working characteristics of materials and components.

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

-Correct technical vocabulary for the projects they are undertaking.

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

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

-Food ingredients should be combined according to sensory characteristics.

-That materials have both functional and aesthetic qualities.

-Mechanical and electrical systems have an input, process and output.

-About inventors, designers, engineers, chefs, and manufacturers who have developed ground-breaking products.

-How to use learning from science & maths to help to design and make products that work.

-How levers, linkages and pneumatic systems create movement.

-Simple electrical circuits can be used to create functional products.

-How to make strong, stiff, shell structures.

-Food ingredients can be fresh, pre-cooked and processed.

-Materials can be combined and mixed to create more useful characteristics.

-How to program a computer for control.

-How systems such as cams, pulleys or gears create movement.

-How more complex electrical circuits 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 frame.

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

Cooking & Nutrition

-That all food comes from plants or animals.

-That everyone should eat at least 5 portions of fruit and vegetables a day.

-Select and use appropriate fruit and vegetables, processes and tools.

-That food has to be farmed, grown elsewhere or caught.

-How to name and sort food into the five groups on The Eatwell Plate. 

-Use basic food handling, hygienic practices and personal hygiene.

-That food is grown, reared, and caught in the UK, Europe and wider world.

-Follow safe procedures for food safety and hygiene.

-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 of balance of different food and drink.

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

-Demonstrate hygienic food preparation and storage.

-That seasons may affect the food available.

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

-Weigh and measure accurately (time, dry ingredients, liquids).

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

-How recipes can be adapted to change appearance, taste, texture and aroma.

-Apply the rules for basic food hygiene and other safe practices e.g. hazards relating to the use of ovens.