BSPS Progression Map: Design Technology

Early YearsFoundation Stage -Development Matters

3 & 4 Year Olds

Reception

Explore different materials freely, in order to develop their ideas about how to use them and what to make.  (Expressive Arts and Design)

Develop their own ideas and then decide which materials to use to express them. (Expressive Arts and Design)

Choose the right resources to carry out their own plan. (Physical Development)

Explore, use and refine a variety of artistic effects to express their ideas and feelings.(Expressive Arts and Design)

Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park. (Expressive Arts and Design)

Create closed shapes with continuous lines, and begin to use these shapes to represent objects.(Expressive Arts and Design)

Use large-muscle movements to wave flags and streamers, paint and make marks. (Physical Development)

Use one-handed tools and equipment, for example, making snips in paper with scissors.(Physical Development)

Create collaboratively, sharing ideas, resources and skills. (Expressive Arts and Design)

Progress towards a more fluent style of moving, with developing control and grace.(Physical Development)

Develop their small motor skills so that they can use a range of tools competently, safely and confidently (Physical Development)

Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor. (Physical Development)

Explore how things work. (Knowledge of the World)

Return to and build on their previous learning, refining ideas and developing their ability to represent them. (Expressive Arts and Design)

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

I can describe the features of the product I am designing and making

I can describe what my product will be used for

I can generate and develop my ideas by talking and drawing

Year 3

Year 5

Year 4

Year 6

I can measure, mark, cut and shape my materials appropriately

I can use my tools safely

I can select from, and use, a range of materials and components e.g. construction material, textiles and ingredients I can select from a range of tools and equipment to perform practical tasks

I can talk about what I am making and why

I can look at current products and recognise what they are for, how they work and why

.

I can use, develop and communicate my ideas using information and communication technology where appropriate

I can use a design plan to help create my product

I can discuss why the features of my product are suitable for my users

I can model my ideas by exploring with a variety of materials and other products

I can use finishing techniques

I can discuss the benefits to using certain materials

I can discuss why I use tools for certain purposes

I can talk about my ideas and evaluate if they will be effective

I can discuss the materials used for existing products and recognise why

select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

explore and evaluate a range of existing products

evaluate their ideas and products against design criteria

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

I can develop my ideas using prototypes and pattern pieces

I can explain how design features of my product will work I can describe the purpose of my products

I can accurately measure and form the sections of my product

I can select from, and use, a wider range of materials and components e.g. construction material, textiles and ingredients

I can select a wider range of tools to use when making my product

I can adapt my design criteria as I develop my product to meet my needs

I can look at existing products and decide why and how they have been made 

.

select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

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

I can create fit for purpose products by researching the needs of my user

I can recognise if I need to make my product more appealing by changing features

I can discuss how my product features will be appealing to myself and others I can present my ideas using annotated sketches

I can accurately add finishing touches to my product

I can recognise the benefits and disadvantages to using my selected tools and materials

I can discuss why I have selected the tools and materials for my products

I can consider the views of others as I create my product

I can discuss inventors and their contribution to design and technology

I understand where and how products were made

I can present my ideas using cross-sectional drawings

I can design innovative, functional and appealing products aimed at a particular group

I can continue to accurately use appropriate tools and materials for my products and understand why these are being used

I can critically evaluate my product using the views of others and my own feedback

I can recognise how inventors have been innovative with their products and the effect of this

I can discuss how innovative a product is and suggest improvements

I can use computer-aided design to develop and communicate my ideas

I can present my ideas using exploded diagrams

I can list the tools and materials I need to create my product and write a step-by-step guide for making it

I can hold feedback sessions in order to develop my designs and products

I can discuss where a product was made and how much it may have cost to make

Early YearsFoundation Stage -Development Matters

3 & 4 Year Olds

Reception

Select and use activities and resources, with help when needed. This helps them to achieve a goal they have chosen or one which is suggested to them.  (Personal, Social and Emotional Development)

Make healthy choices about food, drink, activity and toothbrushing.  (Personal, Social and Emotional Development)

Know and talk about the different factors that support their overall health and wellbeing:- regular physical activity- healthy eating (Personal, Social and Emotional Development)

ACTIVITY & RECIPES

build structures, exploring how they can be made stronger, stiffer and more stable

explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.

I can investigate what different mechanisms could do to my product

I can build a structure and explain why I have used certain materials

I can talk about different materials and describe their properties

Year 3

Year 5

Year 4

Year 6

I know which foods are bad for me

I can recognise foods that are good for me

I know where different foods come from

I can add in mechanisms to my product and explain the effect they have

I can make my structure stronger by adding or changing materials

I can discuss how to make my structures stronger

I can prepare dishes that are balanced and healthy

I know where some of the ingredients come from.

use the basic principles of a healthy and varied diet to prepare dishes

understand where food comes from.

apply their understanding of how to strengthen, stiffen and reinforce more complex structures

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.

I can investigate what a mechanical system could add to my product

When creating a complex structure I can decide how to strengthen, stiffen and reinforce it

I can recognise where and how ingredients are grown, reared, caught and processed

I can follow a recipe and use simple cooking techniques

I can create a menu that is varied and healthy

understand and apply the principles of a healthy and varied diet

prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

I can suggest improvements when using a mechanical system

I can add a mechanical system to my product

I can describe seasonality in food production

I know the difference between food that is grown and food that is processed

I can suggest how to amend my computer program to improve my product

I can create a simple computer program to program, monitor and control my product

I can make recipes that use ingredients appropriate for the season

I can write a simple recipe and use my cooking techniques to create the dish

I can recognise the effect of changing part of my electrical system and how this will impact on the use of my product

I can create my own electrical system e.g. using switches, bulbs, buzzers and motors

I can investigate using an electrical system in my product

I can create more detailed recipes that someone else could follow and discuss why the recipe is varied and healthy

ACTIVITY & RECIPES

Recipes

Fruit Kebab

Gingerbread Biscuits

Pancakes

Recipes

Cheese Straws

Healthy Fruit Smoothie

Recipes

Soda Bread

Quiche

Flapjacks

Recipes

Pizza (Homemade base)

Koulourakia (Greek cookies)

Recipes

Fruit Crumble

Vegetable Soup

Anglo-Saxon Bread

Recipes

WW2 Ration recipes

Scones

Sweets

Specific Activity

Sewing - Hand Puppets  (running stitch)

Cams and pneumatics -Growing plants  (Flowerton)

Specific Activity

Sewing – Textile artwork (running stitch/back stitch/Satin stitch)

Specific Activity

Sewing – Fashion alterations  (running stitch/back stitch/Satin stitch/Ladder stitch)