DT Progression: POS & End of Year Expectations Key Stage 2) Design Making Evaluating Technical Knowledge Cooking & Nutrition Understanding contexts, and purpose Planning Own ideas and products Making products work Where food comes from Across KS2 pupils should: • work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment • describe the purpose of their products • indicate the design features of their products that will appeal to intended users • explain how particular parts of their products work In Upper KS2 pupils should also: • carry out research, using surveys, interviews, questionnaires and web-based resources • identify the needs, wants, preferences and values of particular individuals and groups• develop a simple design specification to guide their thinking Across KS2 pupils should: select tools and equipment suitable for the task • explain their choice of tools and equipment in relation to the skills and techniques they will be using •select materials and components suitable for the task • explain their choice of materials and components according to functional properties and aesthetic qualities Across KS2 pupils should: • identify the strengths and areas for development in their ideas and products • consider the views of others, including intended users, to improve their work In Upper KS2 pupils should also: • critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make • evaluate their ideas and products against their original design specification Across KS2 pupils should know: • how to use learning from science to help design and make products that work • how to use learning from mathematics to help design and make products that work • that materials have both functional properties and aesthetic qualities • that materials can be combined and mixed to create more useful characteristics • that mechanical and electrical systems have an input, process and output • the correct technical vocabulary for the projects they are undertaking Across KS2 pupils should 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 In Upper KS2 pupils should also know: • that seasons may affect the food available • how food is processed into ingredients that can be eaten or used in cooking Design Making Evaluating Technical Knowledge Cooking & Nutrition
• how innovative products are • how sustainable the materials in products are • what impact products have beyond their intended purpose Design Making Evaluating Technical Knowledge Cooking & Nutrition I can statements I can statements I can statements I can statements I can statements • I can research, including using ICT to find other peoples’ designs that are in use, to adapt for my own design. • I can explain how or why someone else’s design fits with the needs of people or places. • I can design a range of different designs and choose the most appropriate (best). • I can explain why I have made my choice. • I can show that I have thought about materials and cost. • I can record my ideas using annotated diagrams. • I can record my ideas using plans. • I can record my ideas using writing. • I can record my ideas using ICT. • I can measure, mark, cut out and shape a range of materials independently. • I can assemble, join and combine components/materials accurately. I can use skills in using different equipment safely and accurately • I can use modelling wire, pliers, wire cutters etc. • I can use appropriate finishing techniques to strengthen and improve the appearance of my product, using a range of equipment including ICT • I can use a greater variety of finishing techniques, e.g. collage, paint, embroidery, embellishments. • I can investigate and analyse a range of existing products • I can evaluate their ideas and products against my own design criteria and consider the views of others to improve their work • I can understand how key events and individuals in design and technology have helped shape the world •I can my knowledge of how to strengthen, stiffen and reinforce more complex structures • I can understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] • I can understand the use of electrical systems in my products [for example , series circuits incorporating switches, bulbs, buzzers and motors] • I can apply my understanding of computing to program, monitor and control of my product. • I can weigh and measure accurately (time, dry ingredients and liquids). • I can apply the rules for basic food hygiene and other safe practises, e.g. hazards relating to the use of ovens. • I can research products, e.g. which bird feed is best? Which biscuits are the healthiest? Etc.