Breadth of Study
Work confidently in a wide range of contexts, e.g. home, school, leisure, culture, industry, enterprise and wider environment.
Describe in detail, the purpose of their products.
Indicate design features of their products that will appeal to intended users.
Gather information about the needs and wants of individuals or groups.
Develop their own design criteria and use this to inform their ideas.
Carry out research e.g. surveys and interviews to identify users’ needs, wants and preferences.
Develop a simple design specification to guide their thinking.
Share and clarify ideas confidently, through discussion.
Model ideas using prototypes and pattern pieces.
Use annotated sketches, cross-sectional drawings, exploded diagrams and computer-aided design packages, to develop and communicate ideas.
Generate realistic ideas, focusing on the needs of the user.
Make design decisions that take account of the availability of resources.
Generate innovative ideas from prior research.
Confidently select tools and equipment suitable to the task.
Explain their choices, giving evidence.
Selects materials and components suitable to the task.
Produce appropriate lists of tools, equipment and materials that they will need.
Order the stages of the making process, in logical steps.
Formulate step-by-step plans as guide to making.
Follow procedures for safety and hygiene.
Use an extensive range of materials and components e.g. textiles, mechanical, construction kits, electrical and food ingredients.
Measures, marks out, cuts and shapes materials and components with accuracy.
Accurately assembles, joins and combines most materials.
Accurately apply a range of finishing techniques, including those from art and design sessions.
Use techniques that involve a number of steps.
Use resourcefulness when tackling practical problems.
Identify the strengths and areas for development in their ideas and products.
Consider the views of others, including intended users, to improve their work.
Refer to their design criteria as they design and make.
Use their design criteria to evaluate and improve their completed products.
Critically evaluate the quality of the design, manufacture and fitness for purpose of their products.
Evaluate their ideas and products against their original design specification.
Investigate and analyse: how well products have been designed and made; why materials have been chosen; what methods of construction were used; how well the products worked; whether they achieved their purpose and the needs/wants of the users.
Investigate and analyse: who designed the products; where products were designed and made; when products were designed and made; whether products can be recycled or re-used.
Consider cost and sustainability.
Consider the impact and innovative qualities of their products.
Recognise several inventors, designers, chefs, manufacturers and engineers, who have been influential in the design and technology industries.
Recognise that materials can be combined and mixed to create more useful characteristics.
Know that mechanical and electrical systems have an input, process and output.
Know how mechanical systems such as levers and linkages create movement.
Know that simple electrical circuits and components can be used to create functional products.
Program a computer to control their products.
Make strong, stiff shell structures for a purpose.
Know that a single fabric shape can be used to make a 3D textile product.
Recognise a range of fresh, precooked and processed foods.
Know that mechanical systems e.g. cams, pulleys or gears create movement.
Explore more complex electrical circuits and components.
Program a computer to monitor changes in the environment and control their products.
Reinforce and strengthen a 3D framework.
Know that 3D textile products can be made from a combination of fabric shapes.
Adapt recipes by adding or substituting one or more ingredients.
Cooking and Nutrition
Know that food is farmed, reared, grown elsewhere (e.g. home, allotments), exported, imported or caught.
Begin to know that seasons and weather affect food availability.
Begin to know how food is processed into ingredients that can be eaten or used in cooking.
Know how to prepare and cook a variety of savoury and some sweet dishes safely and hygienically, including the use of a heat source.
Know how to use a wide range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking.
Know that a healthy diet is made up of a variety and balance of different foods and drinks, as depicted on ‘The Eatwell Plate.’
Know that to be active and healthy, food is needed to provide energy for the body.
Know that recipes can be adapted to change the taste, texture, aroma and appearance.
Know that different foods contain substances that are needed for health e.g. water, fibre, vitamins and nutrients