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KS1 Coverage
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Technical knowledge: Making products work
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Food and Nutrition: Where food comes from
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Food and nutrition: Food preparation, cooking and nutrition
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- Know about the simple working characteristics of materials and components.
- Know about the movement of simple mechanisms such as levers, sliders, wheels and axles.
- NON-STATUTORY: That a 3D textiles product can be assembled from two identical fabric shapes
- NON-STATUTORY: That food ingredients should be combined according to their sensory characteristics
- NON-STATUTORY: Use the correct technical vocabulary for the projects they are undertaking
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- That all food comes from plants or animals.
- That food has to be farmed, grown elsewhere (e.g. at home) or caught.
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- How to name and sort food into the five groups in The eatwell plate.
- That everyone should eat at least five portions of fruit and vegetables every day
- How to prepare simple dishes safely and hygienically, without using a heat source
- How to use techniques such as cutting, peeling and grating.
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Designing: understanding contexts, users and purposes
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Designing: generating, developing, modelling and communicating ideas
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Making: Planning
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Making: Practical skills and techniques
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Evaluating: own ideas and products
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Evaluating: Existing products
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Year 1
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- Work confidently within familiar contexts, such as imaginary, story-based, home, school, gardens and playground.
- State what products they are designing and making
- Say how their products will work
- Say whether their products are for themselves or other users.
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- Generate ideas by drawing on their own experiences.
- Model ideas by exploring materials, components and construction kits
- Use information and communication technology, where appropriate, to develop and communicate their ideas.
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- Select from a range of tools and equipment.
- Select from a range of materials and components, suggesting reasons for their choices.
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- Follow procedures for safety and hygiene.
- Mark out, cut and shape materials and components.
- Assemble, join and combine materials and components.
- Begin to use finishing techniques, including those from art and design.
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- Talk about their design ideas and what they are making.
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- Explore what products are, how they work and what people like and dislike about them.
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Year 2
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- Work confidently within a range of contexts, such as imaginary, story-based, home, school, gardens, playground, local community, industry and the wider environment.
- Say what they are designing and making, using simple design criteria to help develop their ideas
- Describe what their products are for and how they will work
- Say how they will make their products suitable for their intended users.
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- Generate ideas using their own experiences and by using knowledge of existing products.
- Model ideas by making templates and mock-up, exploring the materials, components and construction kits they may use.
- Use information and communication technology, where appropriate, to develop and communicate their ideas.
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- Select from a range of tools and equipment, explaining their choices.
- Select from a range of materials and components according to their characteristics.
- Plan by suggesting what to do next.
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- Follow procedures for safety and hygiene.
- Measure, mark out, cut and shape materials and components.
- Choose an appropriate way to assemble, join and combine materials and components [e.g. not using blue tac for heavy components]
- Use finishing techniques, including those from art and design
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- Make simple judgements about their products and ideas against design criteria.
- Suggest how their products could be improved.
- How freestanding structures can de made stronger, stiffer and more stable
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Explore who products are for, how they are used, where they might be used, what materials they are made from and what people like and dislike about them.
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Key Stage 2
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Lower KS2 Coverage
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Technical knowledge: Making products work
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Food and Nutrition: Where food comes from
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Food and nutrition: Food preparation, cooking and nutrition
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- Know how to use learning from science to help design and make products that work.
- Know how to use learning from mathematics to help design and make products that work.
- Know that materials have both functional properties and aesthetic qualities.
- Know that mechanical and electrical systems have an input, process and output.
- NON STATUTORY: Know that materials can be combined and mixed to create more useful characteristics
- NON STATUTORY: Know the correct technical vocabulary for the projects they are undertaking
- Know how mechanical systems such as levers and linkages or pneumatic systems create movement.
- Know how simple electrical circuits and components can be used to create functional products.
- Know how to programme a computer to control their products.
- Know how to make string, stiff shell structures.
- NON-STATUTORY: Know that a single fabric can be sewn to make a 3D textiles product.
- NON-STATUTORY: Know that food ingredients can be fresh, pre-cooked and processed.
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- Know that food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world.
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- Know how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source.
- Know how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking.
- Know that a healthy diet is made up from a variety and balance of different food and drink, as depicted in The eatwell plate.
- Know that to be active and healthy, food and drink are needed to provide energy for the body.
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Designing: understanding contexts, users and purposes
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Designing: generating, developing, modelling and communicating ideas
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Making: Planning
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Making: Practical skills and techniques
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Evaluating: own ideas and products
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Evaluating: Existing products
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Year 3
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- Work within a range of contexts such as enterprise, industry and the wider environment.
- Describe the purpose of their products.
- Develop their own design criteria and use these to inform their ideas.
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- Generate ideas focusing on the needs of the user.
- Begin to share ideas through discussion.
- Model their ideas using prototypes and pattern pieces.
- Develop and communicate their ideas through annotated sketches.
- Develop and communicate their ideas using computer-aided design, where appropriate.
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- From a given range, select tools and equipment suitable for task.
- From a given range, select materials and components suitable for the task.
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- Follow procedures for safety and hygiene.
- Use a wider range of materials and components, including construction materials and kits, textiles, food ingredients, mechanical components and electrical components.
- Measure, mark out, cut and shape materials and components with some accuracy.
- Assemble, join and combine materials and components with some accuracy.
- Apply a range of finishing techniques, including those from art and design, with some accuracy.
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- Identify the strengths and areas for development in their ideas and products, using these to improve their work .
- Use their design criteria to evaluate their completed products.
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- Investigate and analyse how well products have been made and how well products work.
- Investigate and analyse who designed and made a product and where they did this.
- Investigate and analyse whether products can be recycled or reused.
- Investigate and analyse how sustainable the materials in products are.
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Year 4
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- Work within a range of contexts such as enterprise, industry and the wider environment.
- Describe the purpose of their products and begin to explain how particular parts work.
- Gather information about the needs and wants of particular individuals and groups, using this to develop their own design criteria.
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- Generate realistic ideas focusing on the needs of the user.
- NON STATUTORY: Make design decisions that take account of the availability of resources.
- Share ideas through discussion.
- Model their ideas using prototypes and pattern pieces.
- Develop and communicate their ideas through annotated sketches and begin to use cross-sectional drawings.
- Develop and communicate their ideas using computer-aided design, where appropriate.
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- Select tools and equipment suitable for the task.
- Select materials and components suitable for the task.
- NON STATUTORY: Order the main stages of making
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- Follow procedures for safety and hygiene.
- Use a wider range of materials and components, including construction materials and kits, textiles, food ingredients, mechanical components and electrical components.
- Measure, mark out, cut and shape materials and components with some accuracy.
- Assemble, join and combine materials and components with some accuracy.
- Apply a range of finishing techniques, including those from art and design, with some accuracy.
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- Identify the strengths and areas for development in their ideas and products, considering the views of others. Use these to improve their work.
- Refer to their design criteria as they make to ensure the best possible outcome. Use their design criteria to evaluate their products once completed.
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- Investigate and analyse how well products have been designed and made, how well methods of construction have been used and how well products achieve their purposes.
- Investigate and analyse who designed a made a product as well as where and when they did this.
- Investigate and analyse whether products can be recycled or reused.
- Investigate and analyse how sustainable the materials in products are.
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Upper KS2 Coverage
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Technical knowledge: Making products work
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Food and Nutrition: Where food comes from
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Food and nutrition: Food preparation, cooking and nutrition
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- Know how to use learning from science to help design and make products that work.
- Know how to use learning from mathematics to help design and make products that work.
- Know that materials have both functional properties and aesthetic qualities.
- Know that mechanical and electrical systems have an input, process and output.
- NON STATUTORY: Know that materials can be combined and mixed to create more useful characteristics
- NON STATUTORY: Know the correct technical vocabulary for the projects they are undertaking
- Know how mechanical systems such as cams and pulleys or gears create movement.
- Know how more complex electrical circuits and components can be used to create functional products
- Know how to programme a computer to monitor changes in the environment and control their products.
- Know how to reinforce and strengthen a 3D framework.
- NON STATUTORY: Know that 3D textiles products can be made from a combination of fabric shapes
- NON STATUTORY: Know that a recipe can be adapted by adding or substituting one or more ingredients
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- Know that food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world.
- Know that seasons may affect the food available.
- Know how food is processed into ingredients that can be eaten or used in cooking.
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- Know how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source.
- Know how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking.
- Know that different food and drink contain different substances - nutrients, water and fibre - that are needed for health.
- NON STATUTORY: Know that recipes can be adapted to change the appearance, taste, texture and aroma
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Designing: understanding contexts, users and purposes
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Designing: generating, developing, modelling and communicating ideas
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Making: Planning
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Making: Practical skills and techniques
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Evaluating: own ideas and products
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Evaluating: Existing products
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Year 5
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- Work confidently within a range of contexts such as enterprise, industry and the wider environment.
- Describe the purpose of their products and explain how particular parts work.
- Gather information about the needs, wants and preferences of particular individuals and groups from research; using surveys, interviews questionnaires and web-based resources. Use this to develop their own design criteria.
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- Generate ideas, drawing on their research.
- NON STATUTORY: Make design decisions that take account of constraints such as time, resources and cost
- Share and begin to clarify ideas through discussion.
- Model their ideas using prototypes and pattern pieces.
- Develop and communicate their ideas through annotated sketches, cross-sectional drawings and begin to use exploded diagrams.
- Develop and communicate their ideas using computer-aided design, where appropriate.
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- Select tools and equipment suitable for the task, explaining their choices in relation to the skills and techniques they will be using.
- Select materials and components suitable for the task, explaining their choices according to their functional properties.
- NON STATUTORY: Formulate step-by-step plans as a guide making
- NON STATUTORY: Produce appropriate lists of tools, equipment and materials that they need
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- Follow procedures for safety and hygiene.
- Use a wider range of materials and components, including construction materials and kits, textiles, food ingredients, mechanical components and electrical components.
- Accurately measure, mark out, cut and shape materials and components.
- Accurately assemble, join and combine materials and components.
- Accurately apply a range of finishing techniques, including those from art and design.
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- Identify the strengths and areas for development in their ideas and products, considering the views of others including those of intended users. Use these to improve their work.
- Evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make.
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- Investigate and analyse how well products have been designed and made, why certain materials have been chosen, what methods of construction have been used and how well products meet users needs and wants.
- Investigate and analyse how much products cost to make and how innovate they are.
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Year 6
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- Work confidently within a range of contexts such as enterprise, industry and the wider environment.
- Describe the purpose of their products and explain how particular parts work, indicating those features that will appeal to intended users.
- Gather information about the needs, wants, preferences and values of particular individuals and groups from research; using surveys, interviews questionnaires and web-based resources. Use this to develop their own design criteria.
- NON STATUTORY: Develop a simple design specification to guide their thinking
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- Generate innovative ideas, drawing on their research.
- NON STATUTORY: Make design decisions that take account of constraints such as time, resources and cost
- Share and clarify ideas through discussion.
- Model their ideas using prototypes and pattern pieces.
- Develop and communicate their ideas through annotated sketches, cross-sectional drawings and exploded diagrams.
- Develop and communicate their ideas using computer-aided design, where appropriate.
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- Select tools and equipment suitable for the task, explaining their choices in relation to the skills and techniques they will be using.
- Select materials and components suitable for the task, explaining their choices according to their functional properties and aesthetic qualities.
- NON STATUTORY: Formulate step-by-step plans as a guide making
- NON STATUTORY: Produce appropriate lists of tools, equipment and materials that they need
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- Follow procedures for safety and hygiene.
- Use a wider range of materials and components, including construction materials and kits, textiles, food ingredients, mechanical components and electrical components.
- Accurately measure, mark out, cut and shape materials and components.
- Accurately assemble, join and combine materials and components.
- Accurately apply a range of finishing techniques, including those from art and design.
- Demonstrate resourcefulness when tackling practical problems.
- Demonstrate resourcefulness when tackling practical problems.
- NON STATUTORY: Use techniques that involve a number of steps
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- Identify the strengths and areas for development in their ideas and products, considering the views of others including those of intended users. Use these to improve their work.
- Critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make.
- NON STATUTORY: Evaluate their ideas and products against their original design specification
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- Investigate and analyse how well products have been designed and made, why certain materials have been chosen, what methods of construction have been used and how well products meet users needs and wants.
- Investigate and analyse how much products cost to make and how innovate they are, including what impact they have beyond their intended purpose.
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