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Progression Map

Progression Map: D&T

 

Mechanisms/Mechanical Systems

Food

Textiles

Structures

Electrical Systems

Design

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Children have an idea or purpose for what they want to make.

 

Thought about the user and purpose of products.

 

Explored and used different fabrics.

 

Assembled vehicles with moving wheels using construction kits.

 

Generate ideas based on simple design criteria and their own experiences, explaining what they could make.

 

 

 

Design appealing products for a particular user based on a simple design criteria.

Develop, model and communicate their ideas through drawings and mock-ups using card and paper.

 

Develop, model and communicate their ideas through talking, mock-ups and drawings.

 

Generate initial ideas and design criteria through investigating a variety of fruit and vegetables.

 

Communicate these ideas through talk and drawings.

Generate realistic ideas and their own design criteria through discussion, focusing on the needs of the user.

 

Use annotated sketches and prototypes to develop, model and communicate ideas.

 

Generate realistic ideas through discussion and design criteria for an appealing, functional product fit for purpose and specific users.

 

Produce annotated sketches, prototypes, final product sketches and pattern pieces.

 

Generate and clarify ideas through discussion with peers and adults to develop design criteria including appearance, taste, texture and aroma for an appealing product for a particular user and purpose.

Use annotated sketches and appropriate information and communication technology such as web-based recipes to develop and communicate ideas.

 

Generate realistic ideas and design criteria collaboratively through discussion, focusing on the needs of the user and the purpose of the product.

 

Develop ideas through the analysis of existing products and use annotated sketches and phototypes to model and communicate ideas.

 

Gather information about needs and wants, and develop design criteria to inform the design of products that are fit for purpose, aimed at particular individuals or groups.

 

Generate, develop, model and communicate realistic ideas through discussion and as appropriate, annotated sketches, cross-sectional and exploded diagrams.

Generate innovative ideas through research and discussion with peers and adults to develop a design brief and criteria for a design specification.

 

Carry out research into user needs and existing products, using surveys, interviews, questionnaires and web-based resources.

 

Develop a simple design specification to guide the development of their ideas and products, taking account of constraints including time, resources and cost.

 

Generate, develop and model innovative ideas, through discussions, prototypes and annotated sketches.

 

Develop a design specification for a functional product that responds automatically to changes in the environment.

 

Generate, develop and communicate ideas through discussion, annotated sketches and pictorial representations of electrical circuits or circuit diagrams.

 

Explore a range of initial ideas, and make design decisions to develop a final product linked to user and purpose.

 

Use words, annotated sketches and information and communication technology as appropriate to develop and communicate ideas.

 

Generate innovative ideas by carrying out research using surveys, interviews, questionnaires and web-based resources.

 

Develop a simple design specification to guide their thinking.

 

Develop and communicate ideas through discussion, annotated drawings, exploded drawings and drawings from different views.

 

Generate innovative ideas by carrying out research including surveys, interviews and questionnaires.

 

Develop, model and communicate ideas through talking, drawing, templates, mock-ups and prototypes and, where appropriate, computer-aided design.

 

Design purposeful, functional, appealing products for the intended user that are fit for purpose based on a simple design specification.

 

 

 

Make

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Children can safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

 

 

Early experiences of working with paper and card to make simple flaps and hinges.

 

Experience of using basic tools e.g. scissors or hole punches with construction materials e.g. plastic, card.

 

Experience of different methods of joining card and paper.

 

 

Plan by suggesting what to do next.

 

Select and use tools, skills and techniques, explaining their choice

 

Use simple utensils and equipment to e.g. peel, cut, slice, squeeze, grate and chop safely.

Select and use tools, explaining their choices to cut, shape and join paper and card.

 

Use simple finishing techniques suitable for the product they are creating.

 

Select from and use a range of tools and equipment to perform practical tasks such as marking out, cutting, joining and finishing.

 

Select from and use materials according to their characteristics.

 

Select from a range of fruit and vegetables according to their characteristics e.g. colour, texture and taste to create a chosen product.

Order the main stages of making.

 

Select from and use appropriate tools with some accuracy to cut, shape and join paper and card.

 

Select from and use finishing techniques suitable for the product they are creating.

 

Plan the main stages of making.

 

Select and use a range of appropriate tools with some accuracy e.g. cutting, joining and finishing.

 

Select fabrics and fastenings according to their funcitional characteristics e.g. strength, and aesthetic qualities e.g. pattern.

 

Plain the main stages of a recipe, listing ingredients, utensils and equipment.

Select and use appropriate utensils and equipment to prepare and combine ingredients.

 

Select from a range of ingredients to make appropriate food products, thinking about sensory charcteristics.

 

Order the main stages of making.

 

Select and use appropriate tools to measure, mark out, cut, score, shape and assemble with some accuracy.

 

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

 

Use finishing techniques suitable for the product they are creating.

 

Order the main stages of making.

 

Select from and use tools and equipment to cut, shape, join and finish with some accuracy.

 

Select from and use materials and components, including construction materials and electrical components according to their functional properties and aesthetic qualities.

Write a step-by-step recipe, including a list of ingredients, equipment and utensils.

 

Select and use appropriate utensils and equipment accurately to measure and combine appropriate ingredients.

 

Formulate a clear plan, including a step-by-step list of what needs to be done and lists of resources to be used.

 

Competently select from and use appropriate tools to accurately measure, mark out, cut, shape and join construction materials to make frameworks.

 

Use finishing and decorative techniques suitable for the product they are designing and making.

 

Formulate a step-by-step plan to guide making, listing tools, equipment, materials and components.

 

Competently select and accurately assemble materials and securely connect electrical components to produce a reliable, functional product.

 

Create and modify a computer control program to enable their electrical product to respond to changes in the environment.

Make, decorate and present the food product appropriately for the intended user and purpose.

 

Produce detailed lists of tools, equipment and materials. Formulate step-by-step plans and if appropriate, allocate tasks within a team.

 

Select from and use a range of tools and equipment to make products that are accurately assembled and well finished. Work within the constraints of time, resources and cost.

 

Produce detailed lists of equipment and fabrics relevant to their tasks.

 

Formulate step-by-step plans and if appropriate, allocate tasks within a team.

 

Select from and use a range of tools and equipment to make products that are accurately assembled and well finished. Work within the constraints of time, resources and cost.

Evaluate

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology.

 

Experience of common fruit and vegetables, undertaking sensory activities i.e. appearance taste and smell.

 

 

Explore a range of existing books and everyday products that use simple sliders and levers.

 

Explore a range of freestanding structures in the school and local environment e.g. everyday products and buildings.

 

Taste and evaluate a range of fruit and vegetables to determine the intended user’s preference.

Evaluate their product by discussing how well it works in relation to the purpose and the user and whether it meets design criteria.

 

Explore and evaluate a range of existing textiles products relevant to the project being undertaken.

 

Evaluate their ideas throughout and their final products against original design criteria.

 

Evaluate ideas and finished products against design criteria, including intended user and purpose.

Investigate and analyse books and, where available, other products with lever and linkages mechanisms.

Evaluate their own products and ideas against criteria and user needs, as they design and make.

 

Investigate a range of 3D textile products relevant to the project.

 

Test their product against an original design criteria and with the intended user.

 

Take into account other’s views.

 

Understand how a key event/individual has influenced the development of the chosen product and/or fabric.

 

Carry out sensory evaluations of a variety of ingredients and products. Record the evaluations using e.g. tables and simple graphs.

Evaluate the ongoing work and the final product with reference to the design criteria and the views of others.

 

Investigate and evaluate a range of existing shell structures including the materials, components and techniques that have been used.

 

Test and evaluate their own products against design criteria and the intended user and purpose.

 

Investigate and analyse a range of existing battery-powered products.

Evaluate their ideas and products against their own design criteria and identify the strengths and areas for improvement in their work.

Carry out sensory evaluations of a range of relevant products and ingredients. Record the evaluations using e.g. tables/graphs/charts such as star diagrams.

 

Evaluate the final product with reference back to the design brief and design specification, taking into account the views of others when identifying improvements.

 

Investigate and evaluate a range of existing frame structures.

 

Critically evaluate their products against their design specification, intended user and purpose identifying strengths and areas for development and carrying out appropriate tests.

 

Research key events and individuals relevant to frame structures.

 

Continually evaluate and modify the working features of the product to match the initial design specification.

 

Test the system to demonstrate its effectiveness for the intended user and purpose.

Understand how key chefs have influenced eating habits to promote varied and healthy diets.

 

Compare the final product to the original design specification.

 

Test products with intended user and critically evaluate the quality of the design, manufacture, functionality and fitness for purpose.

 

Consider the views of others to improve their work.

 

Investigate famous manufacturing and engineering companies relevant to the project.

 

Investigate and analyse textile products linked to their final product.

 

Compare the final product to the original design specification.

 

Test product with intended user and critically evaluate the quality of the design, manufacture, functionality and fitness for purpose.

 

Consider the views of others to improve their work.

Technical Knowledge

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Children explore mechanical equipment to investigate how they work.

 

Experience of simple cutting, shaping and joining skills such as using scissors, glue, paper fasteners and masking tape.

 

Experience of cutting soft fruit and vegetables using appropriate utensils.

 

Cut and joined fabrics with simple techniques.

 

Explored moving vehicles through play.

 

Developed some cutting, joining and finishing skills with card.

Explore and use sliders and levers.

 

Understand that different mechanisms produce different types of movement.

 

Know how to make freestanding structures stronger, stiffer and more stable.

 

Know and use technical vocabulary relevant to the project.

 

Understand where a range of fruit and vegetables come from e.g. farmed or grown at home.

Know and use technical vocabulary relevant to the project.

 

Understand how simple 3D textiles are made, using a template to create two identical shapes.

 

Understand how to join fabrics using different techniques eg. running stich, glue, over stitch, stapling.

 

Explore different finishing techniques eg. using painting, fabric crayons, stitching, sequins, buttons and ribbons.

 

Understand and use basic pronciples of a healthy and varied diet to prepare dishes, including how fruit and vegtables are part of The Eatwell Plate.

 

Know and use technical and sensory vocabulary relevant to the project.

 

Understand and use lever and linkage mechanisms.

 

Distinguish between fixed and loose pivots.

 

Know and use technical vocabulary relevant to the project.

 

Know how to strengthen, stiffen and reinforce existing fabrics.

 

Understand how to securely join two pieces of fabric together.

 

Understand the need for patterns and seam allowances.

 

Know and use technical vocabulary relevant to the project.

 

Know how to use appropriate equipment and utensils to prepare and combine food.

 

 

Know about a range of fresh and processed ingredients appropriate for their product, and whether they are grown, reared or caught.

 

Know and use relevant technical and sensory vocabulary appropriately.

 

Develop and use knowledge of how to construct strong, stiff shell structures.

 

Develop and use knowledge of nets and cubes and cuboids and where appropriate, more complex 3D shapes.

 

Know and use technical vocabulary relevant to the project.

 

Understand and use electrical systems in their products, such as series circuits incorporating switches, bulbs and buzzers.

 

Apply their understanding of computing to program and control their products.

 

Know and use technical vocabulary relevant to the project.

Know how to use utensils and equipment including heat sources to prepare and cook food.

 

Understand about seasonality in relation to food products and source of different food products.

 

Understand how to strengthen stiffen and reinforce 3D frameworks.

 

Know and use technical vocabulary relevant to the project.

 

Understand and use electrical systems in their products.

 

Understand the use of computer control systems in products.

 

Apply their understanding of computing to program, monitor and control their products.

 

Know and use technical vocabulary relevant to the project.

 

 

Know and use relevant technical and sensory vocabulary appropriately.

 

 

Understand that mechanical and electrical systems have an input, process and an output.

 

Understand how gears and pulleys or cams can be used to speed up, slow down or change the direction of movement.

 

Know and use technical vocabulary relevant to the project.

 

A 3D textile product can be made from a combination of accurately made pattern pieces, fabric shapes and different fabrics.

 

Fabrics can be strengthened, stiffened and reinforced where appropriate.

  • Relationships
  • Respect
  • Resourcefulness
  • Reflection
  • Resilience
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