St Martin and St Mary Church of England Primary School
Design & Technology Subject Progression Grid
Design and Technology - Curriculum Subject Statements | |||
Core Values | Early Years Foundation Stage | Key Stage 1 | Key Stage 2 |
Connection & Aspiration | We encourage children to represent their own ideas, thoughts and feelings through designing and creating products. We provide a variety of tools and materials for children to use safely allowing them to experiment with design, form and function. | We aim to inspire all children to design purposeful, functional and appealing products for themselves and other audiences. Children are encouraged to communicate their ideas through drawing and talking. Children will have opportunities to prepare healthy and balanced meals and will have a good understanding of where food comes from. | Pupils continue to develop their knowledge, understanding and skills needed to engage in an iterative process. We encourage all children to research and design their product to ensure their products are fit for purpose. Children are given opportunities to evaluate their ideas and consider the views of others to improve their work. Children plan and prepare a variety of savoury dishes using a range of cooking techniques. |
Purpose of Study
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products 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.
National Curriculum Subject Aims
The national curriculum for design and technology aims to ensure that all pupils:
National Curriculum Subject Content
Key Stage 1 | 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 and school, gardens and playgrounds, the local community, industry and the wider environment].
When designing and making, pupils should be taught to: | 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: |
|
|
|
|
|
|
|
|
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. | |
|
|
Topic Progression Grid
Design and Technology Education Subject Overview Grid | |||||||
Year Group/Class | EYFS | Years 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Autumn 1 | Making dens and building houses with boxes | Puppets and Toys |
| Roman shield | Archimedes Screw | Eco-Friendly Structures | Mountain Embroidery |
Autumn 2 | Christmas Crafts | Christmas Crafts |
| 3D Christmas decorations | 3D Christmas Decorations | Celebration Cooking | Healthy Soups |
Spring 1 | Cutting skills | Joining Materials |
|
| Cooking Utensils
Healthy Snack | Ancient Egyptians Amulets, masks and pots |
|
Spring 2 | Wheeled vehicle |
|
| Sewing felt fish | Roundhouse | Natural sculptures
Cloth dying | Tudor Houses |
Summer 1 | Explore different materials e.g. paint, clay and sand | Healthy Food |
| Victorian cooking
Outdoor cooking | Stone Age Cooking
Giant Shoes |
| Bird Houses |
Summer 2 | Cooking + nutrition – where does food come from? |
|
| Design of bridges | Burglar Alarms (Science- electricity) | Kites | Global Food |
Curriculum Progression Design and Technology
| Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Developing, planning and communicating ideas. | 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
Develop their design ideas through discussion, observation , drawing and modelling
Identify a purpose for what they intend to design and make
Identify simple design criteria
Make simple drawings and label parts | Generate ideas for an item, considering its purpose and the user/s
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 | Generate ideas, considering the purposes for which they are designing
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 | Generate ideas through brainstorming and 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 | Communicate their ideas through detailed labelled drawings
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 |
Working with tools, equipment, materials and components to make quality products (including food) | Make their design using appropriate techniques
With help measure, mark out, cut and shape a range of materials
Use tools eg 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
Select and use appropriate fruit and vegetables, processes and tools
Use basic food handling, hygienic practices and personal hygiene
Use simple finishing techniques to improve the appearance of their product | Begin to select tools and materials; use vocab' 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
Cut, shape and join fabric to make a simple garment. Use basic sewing techniques
Follow safe procedures for food safety and hygiene
Choose and use appropriate finishing techniques | Select tools and techniques for making their product
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 change things if this helps them improve their work
Measure, tape or pin, cut and join fabric with some accuracy
Demonstrate hygienic food preparation and storage
Use finishing techniques strengthen and improve the appearance of their product using a range of equipment including ICT | Select appropriate 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
Sew using a range of different stitches, weave and knit Measure, tape or pin, cut and join fabric with some accuracy
Use simple graphical communication techniques | Select appropriate materials, tools and techniques
Measure and mark out accurately
Use skills in using different tools and equipment safely and accurately
Weigh and measure accurately (time, dry ingredients, liquids)
Apply the rules for basic food hygiene and other safe practices e.g. hazards relating to the use of ovens
Cut and join with accuracy to ensure a good-quality finish to the product | Select appropriate tools, materials, components and techniques
Assemble components make working models
Use tools safely and accurately
Construct products using permanent joining techniques
Make modifications as they go along
Pin, sew and stitch materials together create a product
Achieve a quality product |
Evaluating processes and 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 | Evaluate their product against original design criteria e.g. how well it meets its intended purpose
Disassemble and evaluate familiar products | Evaluate their work both during and at the end of the assignment
Evaluate their products carrying out appropriate tests | Evaluate a product against the original design specification
Evaluate it personally and seek evaluation from others | 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 |