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.