Design and Technology
Upon completing Step Two pupils:
- know how to make marks with a variety of materials.
- know how to make marks using a variety of tools.
- know how to make choices of food in food tech (e.g. making a fruit salad).
- know how to match objects to pictures.
- know ways they can organise objects (e.g. line up train carriages).
- can explore objects by rolling, squeezing and feeling them.
- can explore materials by folding, screwing, ripping, bending, scrunching and wetting them.
- can put objects together e.g. bricks.
- can construct using multiple parts (e.g. train set).
- can explore objects by stacking, dismantling, rolling and pushing.
- can make objects move (e.g. roll cars down a slope).
Upon completing Step Three pupils:
- know how to make a choice from a range of different sized boxes and containers (junk modelling).
- know how to learn a skill by watching and copying.
- know how to model material with tools and to create different ‘shapes’ using a range of techniques like rolling, flattening, stretching.
- know how to choose appropriate materials from a selection of junk or resources.
- know how to use tools with support.
- know how to select appropriately and use basic tools for cutting and shaping.
- know how to choose from a range of materials when they are designing their work.
- know some safety issues associated with tools.
- know about their preferences in their design.
- know how to find objects made from a given material.
- can construct an object from multiple parts.
- can make a choice and express a preference for specific equipment.
- can co-operate in the construction of a model by selecting items.
- am beginning to begin to design and plan by discussing what they are doing/making.
- can put together pieces to make a model.
- can use glue to join materials.
- can construct simple models using a range of different materials.
- can explore ways of developing or improving a model.
Upon completing Step Four pupils:
- know a range of comparative terms when designing and making.
- know how to talk about their work and say what they like.
- know different ways of joining materials – tape, glue and string.
- are becoming more careful when using tools.
- can talk about what they are going to do.
- can talk about how they are going to do something.
Upon completing Step Five pupils:
- know about the features of familiar objects (e.g. cars).
- know how to describe how something works.
- know how to use a range of tools with little help.
- know what they are making and what they are using.
- can think of an idea and develop it into a design.
- can make my ideas work with some help.
- can collect materials that could be used in my design.
Upon completing Step Six pupils:
- know how to select materials and tools from a choice that will help them.
- know what each simple tool is designed to do.
- know how to use simple tools safely and to good effect with some prompting.
- knows the features of a familiar object that they think are most important.
- can take an idea and describe, with reference to key features, what the finished object will look like.
- can identify the bits of my plan that are harder to achieve without help.
Upon completing Stage One pupils:
- know how to recognise similar features in a range of objects.
- know how to identify which parts of their model/product worked well and which did not.
- know how to use a range of cutting, shaping and joining tools demonstrating due attention to safety and appropriate choice.
- know how to design using pictures and text.
- can look at made and designed objects and say what they like/dislike about them giving simple reasons.
- can make choices, express preferences and select tools giving reason for my choice.
- can plan what to do next.
Upon completing Stage Two pupils:
- know how to use tools with increasing accuracy.
- know how to include labelled drawings in their design.
- know how to include models in their design.
- know how to choose the most appropriate tools, equipment and materials for their plan.
- know how to choose the most appropriate techniques for their plan.
- can develop a plan that reflects the views and needs of others.
- can plan by thinking ahead about the order of their work.
- can evaluate my work as it progresses and make improvements.
- can reflect on their completed work and say where changes have led to improvements.
Upon completing Stage Three pupils:
- know to be patient when designing and know this is an important part of the process.
- know how to select materials and tools by drawing on their past experiences with some prompts.
- know how to develop a plan that matches a set of requirements that are very specific.
- know how to draw on what they know to comment on existing products eg key features, materials.
- are confident and careful when using tools.
- can follow a designing and making process and take care to complete each part before moving on.
- can evaluate their finished work with attention to detail – joins, finish, strength and efficiency.
Upon completing Stage Four pupils:
- know how to find out what people want.
- know how to make simple statements about existing products.
- know examples of simple electric circuits.
- know examples of how to make strong structures.
- know some mechanical systems.
- know some components used in circuits.
- know examples of mechanical systems and how they work.
- can say what a product has to be like and take it into account.
- can create realistic and relevant ideas.
- can take account of resources.
- can show they have referred to requirements.
- can consider who, where, when, recyclable, renewable.
- can show they have checked the requirements are met.
- can measure and mark accurately.
- can order the main stages.
- can join/combine with accuracy.
- can finish surfaces with accuracy.
Upon completing Stage Five pupils:
- know and can give examples of the maths used in DT.
- know and can give examples of the science used in DT.
- know and can use correct technical vocab in context.
- can safely prepare some savoury dishes, some using heat.
- can prepare food using various skills.
- can model ideas.
- can explain how they have taken account of what people want.
- can use a range of drawing styles.
- can show an understanding of the brief.
- can describe briefly the purpose of the product.
- can make informed judgements about products.
- can explain the strengths/ weaknesses of their design.
- can consider the quality, materials, construction of products.
- can use others’ views when identifying strengths/ weaknesses.
- can follow safety and hygiene procedures.
- can select suitable tools and equipment.
- can select suitable materials for their obvious properties.
- can use a wider range of materials.
- can explain tool choices correctly.
- can give examples of materials combined for different properties.
- can identify input/process/output of simple systems.
- can explain the difference between function and aesthetics.
Upon completing Stage Six pupils:
- know about the job of the food we eat – nutrients etc.
- know how the seasons affect what food is available.
- know examples of movement changes caused by mechanical systems.
- can use research to create innovative ideas.
- can consider wider constraints.
- can research using different methods eg interview.
- can present needs as requirements.
- can identify more detailed needs.
- can make informed decisions about more complex products.
- can evaluate against a range of criteria.
- can say how criteria are met or not.
- can consider issues of innovation, sustainability, lifecycle.
- can consider the making process and the quality.
- can explain simply and give examples of how food is processed for use.
- can give examples of how adapting recipes changes taste, texture etc.
- can start to solve making problems for myself.
- can produce tool lists.
- can create step by step plans.
- can make products involving multiple steps.
