DT Progression

Progression in DT at James Dixon Primary School

Year One

Year Two

Year Three

Design

- Generate ideas by drawing on their own and other - Generate ideas considering its user and - Draw on their own experience to help people's experiences and by looking at existing purpose generate ideas products - Identify the purpose and establish criteria - Suggest ideas and explain what they are - Explain purpose of the product, how it will work for a successful product going to do and how it will be suitable for the user - Plan the order of their work before starting - Use pictures and words to plan what they - Develop their design ideas through discussion, - Explore, develop and communicate a are going to do observation, drawing and modelling design, making design decisions - Model their ideas in card and paper - Choose the best tools and materials, explaining - Make labels with drawings when drawing choices design

Make

- Construct with a purpose, using a variety of resources - use simple tools and techniques - build/construct with a range of objects - select tools and techniques to perform tasks including shaping, assembling and joining - Record experiences through drawing, writing and talking - Work in a safe way, ensuring appropriate hygiene, with adult support if necessary

Evaluate

- Talk about existing products, identifying similarities and differences - Talk about how things work and who might use them - Talk about their finished product to an adult, beginning to say what they would change next time

Year Four

Year Five

Year Six

- Generate ideas, considering the purposes for which they are - Generate ideas, considering the designing, using ICT to help research - Generate ideas, considering the purposes for which they are designing, design ideas purposes for which they are designing, using ICT to help research design ideas - Develop innovative design ideas using research for design ideas - Draw up design criteria - use computer aided designs - Develop a clear idea of what has to be - Develop a clear idea of what has to be - Explore, develop and communicate done, planning how to use materials, done, planning how to use materials, aspects of their design proposals by equipment and processes, and equipment and processes, and modelling their ideas in different ways, suggesting alternative methods of making suggesting alternative methods of making including prototypes and pattern if first attempts fail if first attempts fail pieces - Produce a plan and explain it to others - use cross sectional planning and - Plan the order of their work, annotated sketches choosing appropriate materials, tools and techniques, following a logical sequence

- Select and use tools/equipment and use Select and use tools/equipment and use with increasing accuracy with a good level accuracy Select and use tools/equipment and - Select appropriate materials, explaining - Select appropriate materials, explaining use with accuracy the choices and considering the the choices and considering the - Select appropriate materials, functionality functionality explaining the choices and - beginning to apply a range of finishing - beginning to apply a range of finishing considering the functionality and the techniques techniques, mostly accurate aesthetics - follow a plan in the correct order - follow a detailed plan in the correct order - Apply a range of finishing - Work in a safe way, ensuring appropriate - Work in a safe way, ensuring appropriate techniques, accurately hygiene hygiene - follow a detailed plan in the correct order - Work in a safe way, ensuring appropriate hygiene

- Be able to explain what they are making and why - Consider the steps they are carrying out - select tools and equipment and begin to explain choices - Select from a range of materials and begin to explain choices - Work in a safe way, ensuring apprpriate hygiene

- Select and use suitable tools/equipment and explain choices, beginning to use tools/equipment accurately - Select appropriate materials, explaining choices - Follow their plan in order - Work in a safe way, ensuring appropriate hygiene

- Talk about existing products, identifying positive and negative features - Talk about how existing products work ,and who might use them and why/how - Talk about their own work, linking it to what they were asked to do - Say what went well in their design/product - Say what they would do differently next time and why

- Thoroughly evaluate existing products, thinking about what they are made of, how they are made, and - Evaluate existing products, thinking - Evaluate existing products, thinking whether they are fit for purpose about what they are made of, how they are - Evaluate existing products, thinking about about what they are made of, how they are - Refer to design criteria while making made, and whether they are fit for purpose what they are made of, how they are made, made, and whether they are fit for purpose and then be able to evaluate whether - Refer to design criteria while making and and whether they are fit for purpose - Refer to design criteria while making and they have met their criteria, then be able to evaluate whether they - Refer to design criteria while making and then be able to evaluate whether they considering purpose and appearance have met their criteria, considering then be able to evaluate whether they have have met their criteria, considering -Evaluate design decisions while purpose and appearance met their criteria purpose and appearance making -Evaluate design decisions while making - Record what went well and what they would - Record what went well and what they - Thoroughly evaluate the design - Record what went well and what they improve next time and why would improve next time and why process and finished product, would improve next time and why - Consider what others might say about their - Consider what others might say about considering if different - Consider what others might say about product their product materials/resources may have had an their product - Know about - Know about impact - Know about inventors/designers/engineers/chefs/manuf inventors/designers/engineers/chefs/ma - Consider what others might say inventors/designers/engineers/chefs/ma acturers that have helped to shape the world nufacturers that have helped to shape the about their product nufacturers that have helped to shape the world - Know about world inventors/designers/engineers/chefs /manufacturers that have helped to shape the world

Technical Skills

Textiles

Mechanisms

Materials/ Structures

Year One

Year Two

- with support, being to measure and join materials - describe differences in materials - suggest ways a product might be made stronger

- to use levers/sliders

Year Three

Year Four

- measure, cut and join textiles - explain choices of textiles - begin to make and use a template

Year Six

- select materials carefully, considering intended use, the aesthetics and function - Explain how product meets design criteria - reinforce and strengthen a 3D frame - ensure product is strengthened and fit for purpose -measure accurately to ensure precision

- use appropriate materials - join materials - measure carefully to avoid mistakes - begin to make strong structures

- to use wheels and axles - consider how to make a product stronger and try on their own product

Year Five

- understand how different systems work and use a pneumatic system in their product to create movement - select most appropriate tools/equipment - select appropriate material

- join textiles in different ways - choose textiles considering appearance and function - make and use a template, understanding that a simple fabric shape can be used to make a 3d product

On a 2 year rolling unit - use cams, gears and pulleys to create movement - be confident trying out new ideas and systems

On a 2 year rolling unit - use cams, gears and pulleys to create movement - be confident trying out new ideas and systems

- Use levers and linkage to create movement (Year 5 unit) - think about the user's needs and the aesthetics when choosing textiles - make product attractive and strong - use a range of joining techniques - make a prototype - begin to understand that a single 3D product can be made from a combination of fabric shapes

Food Electrical systems

- work hygienically, explaining - work hygienically, explaining why it why it is important - work hygienically, explaining why it is important - think about presenting food in - think about presenting food in is important interesting and attractive ways - work hygienically, explaining why it is interesting and attractive ways - work hygienically, explaining why it is - think about presenting food in - adapt recipes to change important important interesting and attractive ways - understand that food can be - wash hands, and clean surfaces, appearance, taste or texture - carefully select ingredients - think of interesting ways to decorate food - understand that food can be grown, reared or caught in the UK with support if needed - use a heat source safely -use equipment safely - describe different food groups and the grown, reared or caught in the UK or wider world - think about ways to decorate food - understand that food can be - think about how to grow plants to use importance of a varied diet and the eatwell or wider world - begin to understand the - begin to think about where food grown, reared or caught in the in cooking plate - think about how to grow plants to seasonality of food comes from UK or wider world - make products attractive - say where food comes from and how it is use in cooking - think about how to grow plants to - begin to talk about healthy food - think about how to grow plants - explain how food and drink are farmed - explain how food and drink are use in cooking choices needed for active and healthy bodies to use in cooking - think about how to grow plants to use in needed for active and healthy - explain how food and drink are - with support, cut,grate and peel - prepare and cook some dishes with - explain how food and drink are cooking bodies needed for active and healthy safely increasing confidence needed for active and healthy - cut, peel and grate with increasing - prepare and cook savoury dishes, bodies - use a range of techniques including bodies confidence using a range of techniques - prepare and cook savoury dishes, mixing, kneading and baking - prepare and cook savoury including spreading, slicing, peeling using a range of techniques dishes, using a range of and chopping including spreading, slicing, peeling techniques including spreading, and chopping slicing, peeling and chopping

- usea number of components in a - with support, begin to use a simple circuit circuit (2 year rolling unit) in a product - learn about how to program a computer to control a product

- use different types of circuits in products - use a number of components in a - think of ways in which adding a circuit circuit might improve a product - program a computer to control a - program a computer to monitor product (2 year rolling unit) changes in environment and control product

- use different types of circuits in products - think of ways in which adding a circuit might improve a product - program a computer to monitor changes in environment and control product