Progression document curriculum map Design and Technology Intent Design and Technology is an inspiring, rigorous and practical subject. Design and Technology encourages children to learn to think and intervene creatively to solve problems both as individuals and as members of a team. At Middleton Primary School, we encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We aim to, wherever possible, link work to other disciplines such as mathematics, science, engineering, computing and art. The children are also given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness and are encouraged to become innovators and risk-takers. Implementation Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in an iterative process of designing and making. The children work in a range of relevant contexts (for example home, school, leisure, culture, enterprise, industry and the wider environment). As a school and in accordance with the National Curriculum’s expectations, we aim to ensure that all pupils are taught the necessary skills and knowledge which is detailed below. Impact We ensure the children • develop the creative, technical and practical expertise needed to perform everyday tasks confidently
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Progression document curriculum mapDesign and Technology
IntentDesign and Technology is an inspiring, rigorous and practical subject. Design and Technology encourages children to learn to think and intervene creatively to solve problems both as individuals and as members of a team. At Middleton Primary School, we encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We aim to, wherever possible, link work to other disciplines such as mathematics, science, engineering, computing and art. The children are also given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness and are encouraged to become innovators and risk-takers.ImplementationThrough a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in an iterative process of designing and making. The children work in a range of relevant contexts (for example home, school, leisure, culture, enterprise, industry and the wider environment).As a school and in accordance with the National Curriculum’s expectations, we aim to ensure that all pupils are taught the necessary skills and knowledge which is detailed below.
ImpactWe ensure the children• develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world• build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users and critique, evaluate and test their ideas and products and the work of others• understand and apply the principles of nutrition and learn how to cook. Children will design and make a range of products. A good quality finish will be expected in all design and activities made appropriate to the age and ability of the child
Children 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.
Design and Technology Progression
This document aims to track expectations for Design and Technology within Middleton Primary SchoolCooking and Nutrition
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.EYFS
Development matters Key Skills (Milestones) MPS expectationsExploring Media and Materials30 – 50 monthsExplores colour and how colours can be changedUnderstands that they can use lines to enclose a space, and then begin to use these shapes to represent objectsBeginning to be interested in and describe the texture of thingsUses various construction materialsBeginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spacesJoins construction pieces together to build and balance Realises tools can be used for a purpose40 – 60 monthsExplores what happens when they mix colours. •Experiments to create different texturesUnderstands that different media can be combined to create new effects. Manipulates materials to achieve a planned effect. •Constructs with a purpose in mind, using a variety of resources.
Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedTo use non-fiction and fiction texts to support learning
Uses simple tools and techniques competently and appropriately. Selects appropriate resources and adapts work where necessary. Selects tools and techniques needed to shape, assemble and join materials they are using.Early Learning GoalChildren sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and functionBeing Imaginative 30 – 50 monthsEngages in imaginative role-play based on own first-hand experiencesBuilds stories around toys, e.g. farm animals needing rescue from an armchair ‘cliff’Uses available resources to create props to support role-play Captures experiences and responses with a range of media, such as music, dance and paint and other materials or word40 – 60 monthsCreate simple representations of events, people and objects Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences.Chooses particular colours to use for a purpose Introduces a storyline or narrative into their playPlays alongside other children who are engaged in the same themePlays cooperatively as part of a group to develop and act out a narrativeEarly Learning GoalChildren represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories
Key Stage 1 (Year 1 and 2)Year 1National Curriculum Objectives Key Skills (Milestone 1) MPS expectationsTo Master Practical Skills - Food:Select from and use a range of tools and equipment to perform practical tasks and use a wide range of materials and components, including ingredients.
To Master Practical Skills -
To Master Practical Skills - Food:Assemble or cook ingredients
To Master Practical Skills -
To Master Practical Skills – Food:Each class to prepare and cook a recipe each half term (5 savoury, 1 sweet)Children to use relevant BAD verbs to talk about the process of cookingStaff to use the Core Competences framework around food and diet when implementing cooking lessons
To Master Practical Skills –
Materials:Select from and use a range of tools and equipment to cut, shape, join and finish including construction materials.
To Master Practical Skills – Textiles - see Art Textiles:Select from and use a range of tools and equipment to cut, shape, join and finish including textiles.
To Master Practical Skills - Electricals and Electronics:To explore and use mechanisms.
Materials:Cut materials safely using tools providedMeasure and mark out to the nearest centimetre Demonstrate a range of joining techniques (such as gluing, hinges or combining materials to strengthen)
To Master Practical Skills – Textiles - see Art Textiles:Colour and decorate textiles using a number of techniques (such as dyeing, adding sequins or printing
To Master Practical Skills - Electricals and Electronics:Diagnose faults in battery operated devices (such as low battery, water damage or battery terminal damage)
Materials:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learningEnabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Textile – see Art Textiles:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesisTo use non-fiction and fiction texts to support learningEnabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Electricals and Electronics:Children to use relevant BAD verbs to talk about the process of constructing and the techniques they have used
To Master Practical Skills – Computing:Design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through information and communication technology.
To Master Practical Skills – Construction:Select from and use a range of tools and equipment to cut, shape, join and finish including textiles. To build structures to explore how they can be made stronger, stiffer and more stable.
To Master Practical Skills – Mechanics:
To Master Practical Skills – Computing:Model designs using software
To Master Practical Skills – Construction:Use materials to practise drilling, screwing, gluing and nailing materials to make and strengthen products.
To Master Practical Skills – Mechanics:
Sentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positiveStaff to assess children’s progress each term
To Master Practical Skills – Computing:Children to use relevant BAD verbs to talk about the choices they have madeSentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Construction:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesis
To explore and use mechanisms for example sliders, levers, wheels and axels in their products.
To Design, Make, Evaluate and Improve:Design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.Explore and evaluate a range of existing products evaluate their ideas and products against design criteria.
To Take Inspiration from Design Throughout History:Explore and evaluate a range of existing
Create products using levers, wheels and winding mechanisms
To Design, Make, Evaluate and Improve:Make products, refining the design as work progressesUse software to design
To Take Inspiration from Design Throughout History:Explore objects and designs to identify likes and dislikes of the designs. Suggest improvements to existing designs
To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Mechanics:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have used.Sentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Design, Make, Evaluate and Improve:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have used.Sentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.
products. Enabling Enterprise – Creativity, aiming high, problem solving, staying positiveStaff to assess children’s progress each term
To Take Inspiration from Design Throughout History:To use design throughout history to stimulate writing opportunitiesVisits and visitors to hook and enhance learning
Year 2National Curriculum Objectives Key Skills (Milestone 1) MPS expectationsTo Master Practical Skills - Food:Select from and use a range of tools and equipment to perform practical tasks and use a wide range of materials and components, including ingredients.
To Master Practical Skills - Materials:Select from and use a range of tools and equipment to cut, shape, join and finish including construction materials.
To Master Practical Skills - Food:Assemble or cook ingredients
To Master Practical Skills - Materials:Cut materials safely using tools providedMeasure and mark out to the nearest centimetre Demonstrate a range of
To Master Practical Skills – Food:Each class to prepare and cook a recipe each half term (5 savoury, 1 sweet)Children to use relevant BAD verbs to talk about the process of cookingStaff to use the Core Competences framework around food and diet when implementing cooking lessons
To Master Practical Skills – Materials:Each class to design, plan and construct at least 2 products throughout the year
To Master Practical Skills – Textiles - see Art Textiles:Select from and use a range of tools and equipment to cut, shape, join and finish including textiles.
To Master Practical Skills - Electricals and Electronics:To explore and use mechanisms.
joining techniques (such as gluing, hinges or combining materials to strengthen)
To Master Practical Skills – Textiles - see Art Textiles:Colour and decorate textiles using a number of techniques (such as dyeing, adding sequins or printing
To Master Practical Skills - Electricals and Electronics:Diagnose faults in battery operated devices (such as low battery, water damage or battery terminal damage)
Children to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learningEnabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Textile – see Art Textiles:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesisTo use non-fiction and fiction texts to support learningEnabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Electricals and Electronics:Children to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of
To Master Practical Skills – Computing:Design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through information and communication technology.
To Master Practical Skills – Construction:Select from and use a range of tools and equipment to cut, shape, join and finish including textiles. To build structures to explore how they can be made stronger, stiffer and more stable.
To Master Practical Skills – Mechanics:To explore and use mechanisms for example sliders, levers, wheels and axels
To Master Practical Skills – Computing:Model designs using software
To Master Practical Skills – Construction:Use materials to practise drilling, screwing, gluing and nailing materials to make and strengthen products.
To Master Practical Skills – Mechanics:Create products using levers, wheels and winding mechanisms
comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positiveStaff to assess children’s progress each term
To Master Practical Skills – Computing:Children to use relevant BAD verbs to talk about the choices they have madeSentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Construction:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.
in their products.
To Design, Make, Evaluate and Improve:Design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.Explore and evaluate a range of existing products evaluate their ideas and products against design criteria.
To Take Inspiration from Design Throughout History:Explore and evaluate a range of existing products.
To Design, Make, Evaluate and Improve:Make products, refining the design as work progressesUse software to design
To Take Inspiration from Design Throughout History:Explore objects and designs to identify likes and dislikes of the designs. Suggest improvements to existing designs
Enabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Mechanics:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have used.Sentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Design, Make, Evaluate and Improve:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have used.Sentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positive
Staff to assess children’s progress each term
To Take Inspiration from Design Throughout History:To use design throughout history to stimulate writing opportunitiesVisits and visitors to hook and enhance learning
Key Stage 2 (Year 3, 4, 5 & 6)Year 3National Curriculum Objectives Key Skills (Milestone 2) MPS expectationsTo Master Practical Skills - Food:Select from and use a range of tools and equipment to perform practical tasks and use a wide range of materials and components, including ingredients, according to their functional properties and aesthetic qualities.
To Master Practical Skills - Materials:Select from and use a range of tools and
To Master Practical Skills - Food:Prepare ingredients hygienically using appropriate utensilsAssemble or cook ingredients (controlling the temperature of the oven or hob, if cooking)
To Master Practical Skills - Materials:Measure and mark out to the nearest millimetre
To Master Practical Skills – Food:Each class to prepare and cook a recipe each half term (5 savoury, 1 sweet)Children to use relevant BAD verbs to talk about the process of cookingStaff to use the Core Competences framework around food and diet when implementing cooking lessons
To Master Practical Skills – Materials:Each class to design, plan and construct at least 2 products throughout the year
equipment to cut, shape, join and finish including construction materials.
To Master Practical Skills – Textiles - see Art Textiles:Select from and use a wider range of tools and equipment to cut, shape, join and finish, accurately select from a wider range of materials including textiles.
To Master Practical Skills - Electricals and Electronics:To understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors], apply their understanding of computing to program, monitor and control their products. To use electrical systems in their products including series circuits incorporating switches, bulbs, buzzers and motors.
Apply appropriate cutting and shaping techniques that include cuts within the perimeter of the material (such as slots or cut outs)
To Master Practical Skills – Textiles - see Art Textiles:Understand the need for a seam allowanceSelect the most appropriate techniques to decorate textiles
To Master Practical Skills - Electricals and Electronics:Create series and parallel circuits
Children to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learningEnabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Textile – see Art Textiles:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesisTo use non-fiction and fiction texts to support learningEnabling Enterprise – Creativity, aiming high, problem solving, staying positiveTo Master Practical Skills – Electricals and Electronics:Children to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesis
To Master Practical Skills – Computing:To apply their understanding of computing to program, monitor and control their products. To communicate their ideas through computer-aided design.
To Master Practical Skills – Construction:Select from and use a wider range of tools and equipment to cut, shape, join and finish, accurately select from a wider range of materials including construction materials, according to their functional properties and aesthetic qualities. To apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
To Master Practical Skills – Computing:Control and monitor models using software designed for this purpose
To Master Practical Skills – Construction:Strengthen materials using suitable techniques
To Master Practical Skills – Mechanics:Use scientific knowledge of the transference of forces to choose
To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positiveStaff to assess children’s progress each term
To Master Practical Skills – Computing:Children to use relevant BAD verbs to talk about the choices they have madeSentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Construction:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Mechanics:To understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages], understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors], apply their understanding of computing to program, monitor and control their products.
To Design, Make, Evaluate and Improve:Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. Investigate and analyse a range of existing products, evaluate their ideas and products against their own design criteria and consider the views of others to improve their work, understand how key events and individuals in design and technology
appropriate mechanisms for a product (such as levers, winding mechanisms, pulleys and gears)
To Design, Make, Evaluate and Improve:Make products by working efficiently (such as by carefully selecting materials)Refine work and techniques as Design with the user in mind, motivated by the service a product will offer (rather than simply for profit)Make products through stages of prototypes, making continual refinementsUse prototypes, cross-sectional work progresses, continually evaluating the product designUse software to design and represent product designs
To Take Inspiration from Design Throughout History:Identify some of the great designers in
To Master Practical Skills – Mechanics:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have used.Sentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Design, Make, Evaluate and Improve:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have used.Sentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positiveStaff to assess children’s progress each
have helped shape the world.
To Take Inspiration from Design Throughout History:To consider the views of others to improve their work, understand how key events and individuals in design and technology have helped shape the world.
all of the areas of study (including pioneers in horticultural techniques) to generate ideas for designs
term
To Take Inspiration from Design Throughout History:To use design throughout history to stimulate writing opportunitiesVisits and visitors to hook and enhance learning
Year 4National Curriculum Objectives Key Skills (Milestone 2) MPS expectationsTo Master Practical Skills - Food:Select from and use a range of tools and equipment to perform practical tasks and use a wide range of materials and components, including ingredients, according to their functional properties and aesthetic qualities.
To Master Practical Skills - Materials:Select from and use a range of tools and equipment to cut, shape, join and finish including construction materials.
To Master Practical Skills - Food:Prepare ingredients hygienically using appropriate utensilsAssemble or cook ingredients (controlling the temperature of the oven or hob, if cooking)
To Master Practical Skills - Materials:Measure and mark out to the nearest millimetreApply appropriate cutting and shaping techniques that include cuts within the
To Master Practical Skills – Food:Each class to prepare and cook a recipe each half term (5 savoury, 1 sweet)Children to use relevant BAD verbs to talk about the process of cookingStaff to use the Core Competences framework around food and diet when implementing cooking lessons
To Master Practical Skills – Materials:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing
To Master Practical Skills – Textiles - see Art Textiles:Select from and use a wider range of tools and equipment to cut, shape, join and finish, accurately select from a wider range of materials including textiles.
To Master Practical Skills - Electricals and Electronics:To understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors], apply their understanding of computing to program, monitor and control their products. To use electrical systems in their products including series circuits incorporating switches, bulbs, buzzers and motors.
perimeter of the material (such as slots or cut outs)
To Master Practical Skills – Textiles - see Art Textiles:Understand the need for a seam allowanceSelect the most appropriate techniques to decorate textiles
To Master Practical Skills – Electricals and Electronics:Create series and parallel circuits
and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learningEnabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Textile – see Art Textiles:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesisTo use non-fiction and fiction texts to support learningEnabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Electricals and Electronics:Children to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to
To Master Practical Skills – Computing:To apply their understanding of computing to program, monitor and control their products. To communicate their ideas through computer-aided design.
To Master Practical Skills – Construction:Select from and use a wider range of tools and equipment to cut, shape, join and finish, accurately select from a wider range of materials including construction materials, according to their functional properties and aesthetic qualities. To apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
To Master Practical Skills – Computing:Control and monitor models using software designed for this purpose
To Master Practical Skills – Construction:Strengthen materials using suitable techniques
To Master Practical Skills – Mechanics:Use scientific knowledge of the transference of forces to choose appropriate mechanisms for a product
support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positiveStaff to assess children’s progress each term
To Master Practical Skills – Computing:Children to use relevant BAD verbs to talk about the choices they have madeSentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Construction:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Mechanics:To understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages], understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors], apply their understanding of computing to program, monitor and control their products.
To Design, Make, Evaluate and Improve:Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. Investigate and analyse a range of existing products, evaluate their ideas and products against their own design criteria and consider the views of others to improve their work, understand how key events and individuals in design and technology
(such as levers, winding mechanisms, pulleys and gears)
To Design, Make, Evaluate and Improve:Make products by working efficiently (such as by carefully selecting materials)Refine work and techniques as Design with the user in mind, motivated by the service a product will offer (rather than simply for profit)Make products through stages of prototypes, making continual refinementsUse prototypes, cross-sectional work progresses, continually evaluating the product designUse software to design and represent product designs
To Take Inspiration from Design Throughout History:Identify some of the great designers in all of the areas of study (including pioneers in horticultural techniques) to
To Master Practical Skills – Mechanics:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have used.Sentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Design, Make, Evaluate and Improve:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have used.Sentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positiveStaff to assess children’s progress each term
have helped shape the world.
To Take Inspiration from Design Throughout History:To consider the views of others to improve their work, understand how key events and individuals in design and technology have helped shape the world.
generate ideas for designs
To Take Inspiration from Design Throughout History:To use design throughout history to stimulate writing opportunitiesVisits and visitors to hook and enhance learning
Year 5National Curriculum Objectives Key Skills (Milestone 3) MPS expectationsTo Master Practical Skills - Food:Select from and use a range of tools and equipment to perform practical tasks and use a wide range of materials and components, including ingredients, according to their functional properties and aesthetic qualities.
To Master Practical Skills - Materials:Select from and use a range of tools and equipment to cut, shape, join and finish including construction materials.
To Master Practical Skills - Food:Understand the importance of correct storage and handling of ingredients (using knowledge of microorganisms) Measure accurately and calculate ratios of ingredients to scale up or down from a recipe
To Master Practical Skills - Materials:Cut materials with precision and refine the finish with appropriate tools (such as sanding wood after cutting or a more
To Master Practical Skills – Food:Each class to prepare and cook a recipe each half term (5 savoury, 1 sweet)Children to use relevant BAD verbs to talk about the process of cookingStaff to use the Core Competences framework around food and diet when implementing cooking lessons.
To Master Practical Skills – Materials:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing
To Master Practical Skills – Textiles - see Art Textiles:Select from and use a wider range of tools and equipment to cut, shape, join and finish, accurately select from a wider range of materials including textiles.
To Master Practical Skills - Electricals and Electronics:To understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors], apply their understanding of computing to program, monitor and control their products. To use electrical systems in their products including series circuits incorporating switches, bulbs, buzzers and motors.
precise scissor cut after roughly cutting out a shape)
To Master Practical Skills – Textiles - see Art Textiles:Create objects (such as a cushion) that employ a seam allowanceJoin textiles with a combination of stitching techniques (such as back stitch for seams and running stitch to attach decoration)
To Master Practical Skills - Electricals and Electronics:Create circuits using electronics kits that employ a number of components (such as LEDs, resistors, transistors and chips)
and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learningEnabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Textile – see Art Textiles:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesisTo use non-fiction and fiction texts to support learningEnabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Electricals and Electronics:Children to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.
To Master Practical Skills – Computing:To apply their understanding of computing to program, monitor and control their products. To communicate their ideas through computer-aided design.
To Master Practical Skills – Construction:Select from and use a wider range of tools and equipment to cut, shape, join and finish, accurately select from a wider range of materials including construction materials, according to their functional properties and aesthetic qualities. To apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
To Master Practical Skills – Computing:Write codes to control and monitor models or products
To Master Practical Skills – Construction:Develop a range of practical skills to create products (such as cutting, drilling and screwing, nailing, gluing, filling and sanding)
To Master Practical Skills – Mechanics:Use innovative combinations of electronics (or computing) and
Enabling Enterprise – Creativity, aiming high, problem solving, staying positiveStaff to assess children’s progress each term
To Master Practical Skills – Computing:Children to use relevant BAD verbs to talk about the choices they have madeSentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Construction:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Mechanics:To understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages], understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors], apply their understanding of computing to program, monitor and control their products.
To Design, Make, Evaluate and Improve:Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. Investigate and analyse a range of existing products, evaluate their ideas and products against their own design criteria and consider the views of others to improve their work, understand how key events and individuals in design and technology
mechanics in product designs
To Design, Make, Evaluate and Improve:Make products through stages of prototypes, making continual refinementsUse prototypes, cross-sectional diagrams and computer aided designs to represent designs
To Take Inspiration from Design Throughout History:Combine elements of design from a range of inspirational designers throughout history, giving reasons for
To Master Practical Skills – Mechanics:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have used.Sentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Design, Make, Evaluate and Improve:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have used.Sentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positiveStaff to assess children’s progress each term
have helped shape the world.
To Take Inspiration from Design Throughout History:To consider the views of others to improve their work, understand how key events and individuals in design and technology have helped shape the world.
choices Evaluate the design of products so as to suggest improvements to the user experience
To Take Inspiration from Design Throughout History:To use design throughout history to stimulate writing opportunitiesVisits and visitors to hook and enhance learning
Year 6National Curriculum Objectives Key Skills (Milestone 3) MPS expectationsTo Master Practical Skills - Food:Select from and use a range of tools and equipment to perform practical tasks and use a wide range of materials and components, including ingredients, according to their functional properties and aesthetic qualities.
To Master Practical Skills - Materials:Select from and use a range of tools and equipment to cut, shape, join and finish including construction materials.
To Master Practical Skills - Food:Understand the importance of correct storage and handling of ingredients (using knowledge of microorganisms) Measure accurately and calculate ratios of ingredients to scale up or down from a recipe
To Master Practical Skills - Materials:Cut materials with precision and refine the finish with appropriate tools (such as sanding wood after cutting or a more precise scissor cut after roughly cutting
To Master Practical Skills – Food:Each class to prepare and cook a recipe each half term (5 savoury, 1 sweet)Children to use relevant BAD verbs to talk about the process of cookingStaff to use the Core Competences framework around food and diet when implementing cooking lessons.
To Master Practical Skills – Materials:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have used
To Master Practical Skills – Textiles - see Art Textiles:Select from and use a wider range of tools and equipment to cut, shape, join and finish, accurately select from a wider range of materials including textiles.
To Master Practical Skills - Electricals and Electronics:To understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors], apply their understanding of computing to program, monitor and control their products. To use electrical systems in their products including series circuits incorporating switches, bulbs, buzzers and motors.
out a shape)
To Master Practical Skills – Textiles - see Art Textiles:Create objects (such as a cushion) that employ a seam allowanceJoin textiles with a combination of stitching techniques (such as back stitch for seams and running stitch to attach decoration)
To Master Practical Skills - Electricals and Electronics:Create circuits using electronics kits that employ a number of components (such as LEDs, resistors, transistors and chips)
Sentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learningEnabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Textile – see Art Textiles:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesisTo use non-fiction and fiction texts to support learningEnabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Electricals and Electronics:Children to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming
To Master Practical Skills – Computing:To apply their understanding of computing to program, monitor and control their products. To communicate their ideas through computer-aided design.
To Master Practical Skills – Construction:Select from and use a wider range of tools and equipment to cut, shape, join and finish, accurately select from a wider range of materials including construction materials, according to their functional properties and aesthetic qualities. To apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
To Master Practical Skills – Mechanics:
To Master Practical Skills – Computing:Write codes to control and monitor models or products
To Master Practical Skills – Construction:Develop a range of practical skills to create products (such as cutting, drilling and screwing, nailing, gluing, filling and sanding)
To Master Practical Skills – Mechanics:Use innovative combinations of electronics (or computing) and
high, problem solving, staying positiveStaff to assess children’s progress each term
To Master Practical Skills – Computing:Children to use relevant BAD verbs to talk about the choices they have madeSentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Master Practical Skills – Construction:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have usedSentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positive
To understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages], understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors], apply their understanding of computing to program, monitor and control their products.
To Design, Make, Evaluate and Improve:Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. Investigate and analyse a range of existing products, evaluate their ideas and products against their own design criteria and consider the views of others to improve their work, understand how key events and individuals in design and technology have helped shape the world.
mechanics in product designs
To Design, Make, Evaluate and Improve:Make products through stages of prototypes, making continual refinementsUse prototypes, cross-sectional diagrams and computer aided designs to represent designs
To Take Inspiration from Design Throughout History:Combine elements of design from a range of inspirational designers throughout history, giving reasons for choices Evaluate the design of products so as to suggest improvements to the
To Master Practical Skills – Mechanics:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have used.Sentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positive
To Design, Make, Evaluate and Improve:Each class to design, plan and construct at least 2 products throughout the yearChildren to use relevant BAD verbs to talk about the process of constructing and the techniques they have used.Sentence stems: language of comparison, description, evaluation, explanation, hypothesis To use non-fiction and fiction texts to support learning.Enabling Enterprise – Creativity, aiming high, problem solving, staying positiveStaff to assess children’s progress each term
To Take Inspiration from Design Throughout History:To consider the views of others to improve their work, understand how key events and individuals in design and technology have helped shape the world.
user experience
To Take Inspiration from Design Throughout History:To use design throughout history to stimulate writing opportunitiesVisits and visitors to hook and enhance learning
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