nc strand eyfs y1 challenge y2 challenge opportunities to...
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Tillington Manor Primary School
Progression Map
Subject: D & T
NC Strand EYFS Y1 Challenge Y2 Challenge
Developing,
planning and
communicating
ideas.
Opportunities to notice
and discuss materials
around them e.g.
utensils for cooking,
tree barks on a walk,
soft furnishings in the
classroom.
Opportunities to discuss
reasons that make
activities safe or unsafe
e.g. hygiene and
electrical awareness.
Opportunities to discuss
appropriate use of
senses e.g. when tasting
different foods.
Opportunities to use
the language of
designing and making,
e.g. words such as ‘join',
‘build' and ‘shape' as
well as evaluative and
comparative language -
‘longer', ‘shorter',
‘lighter', ‘heavier' and
‘stronger'. Children
should also learn to
record their
experiences by, for
example, drawing,
writing, voice recording
or modelling.
Draw on their
own experience
to help
generate ideas - Suggest ideas
and explain
what they are
going to do
- Identify a
target group for
what they
intend to design
and make
- Model their
ideas in card
and paper
- Develop their
design ideas
applying
findings from
their earlier
research
Prod
uce m
ore d
eta
iled d
esi
gns/
pla
ns.
Generate ideas
by drawing on their
own and other
people's
experiences - Develop their
design ideas
through discussion,
observation ,
drawing and
modelling
- Identify a purpose
for what they
intend to design
and make
- Identify simple
design criteria
- Make simple
drawings and label
parts
Cre
ate t
heir
ow
n desi
gn c
rite
ria
and p
roduc
ed m
ore d
eta
iled d
raw
ings
.
Tillington Manor Primary School
Progression Map
Working with
tools,
equipment,
materials and
components to
make quality
products (inc-
food)
Learning about planning
and adapting initial
ideas to make them
better, e.g. a child
might choose to use
scissors, a stapler,
elastic bands and glue
to join bits together to
make a toy vehicle. But
they might then modify
their initial idea by
using masking tape.
Children should use a
range of tools including
scissors, hole punch,
stapler, glue spreader,
rolling pin, cutter and
grater.
Make their
design using
appropriate
techniques
- With help
measure, mark
out, cut and
shape a range
of materials
- Use tools eg
scissors and a
hole punch
safely
- Assemble, join
and combine
materials and
components
together using a
variety of
temporary
methods e.g.
glues or masking
tape
- Select and use
appropriate fruit
and vegetables,
processes and
tools
- Use basic food
handling,
hygienic
practices and
personal
hygiene
- Use simple
finishing
techniques to
improve the
appearance of
their product
Use
too
ls m
ore c
onfi
dent
ly a
nd ind
epe
ndent
ly (
suppor
t ot
her
childre
n)
Begin to select
tools and
materials; use
vocab' to name
and describe them
- Measure, cut and
score with some
accuracy
- Use hand tools
safely and
appropriately
- Assemble, join
and combine
materials in order
to make a product
- Cut, shape and
join fabric to make
a simple garment.
Use basic sewing
techniques
- Follow safe
procedures for
food safety and
hygiene
- Choose and use
appropriate
finishing
techniques
Use
mor
e a
dva
nced s
ew
ing
tech
niqu
es
to c
reat
e a
mor
e c
omple
x g
arm
ent
.
Tillington Manor Primary School
Progression Map
Evaluating
processes and
products
Opportunities to notice and
discuss materials around
them e.g. utensils for
cooking, tree barks on a
walk, soft furnishings in
the classroom.
Opportunities to discuss
reasons that make
activities safe or unsafe
e.g. hygiene and electrical
awareness. Opportunities
to discuss appropriate use
of senses e.g. when tasting
different foods.
Opportunities to use the
language of designing and
making, e.g. words such as
‘join', ‘build' and ‘shape' as
well as evaluative and
comparative language -
‘longer', ‘shorter', ‘lighter',
‘heavier' and ‘stronger'.
Evaluate their
product by
discussing how
well it works in
relation to the
purpose
- Evaluate their
products as they
are developed,
identifying
strengths and
possible
changes they
might make
- Evaluate their
product by
asking questions
about what they
have made and
how they have
gone about it
Evaluate against
their design criteria
- Evaluate their
products as they
are developed,
identifying
strengths and
possible changes
they might make
- Talk about their
ideas, saying what
they like and dislike
about them
Topics Making houses; Healthy diet; Moving pictures; Design and make a
playground; Templates and joining techniques
Learning Challenges/Key Questions – KS1
Topic Learning Challenges/Key Questions
Construction:
Making houses
What resources will you use to construct your house?
How will you join materials together?
What would you have done differently if you could do it again?
Food technology:
e.g. fruit salad
What do you have to do before handling food?
Which tools would you use to cut the food?
Why are fruit and vegetables important to us?
Tillington Manor Primary School
Progression Map
Preparing fruit and
vegetables
e.g. Teddy bear’s picnic
Moving pictures
How can you make part of your picture move?
Which tools do you need to help you?
Can you plan your picture and explain how it will work?
Construction: Design and make a
model playground
Can you draw your playground, labelling the different parts?
Can you measure and cut the materials you will need?
Can you evaluate against a success criteria?
Textiles - Templates and joining
techniques- Puppets
Can you use tools safely?
Can you use appropriate finishing techniques?
Tillington Manor Primary School
Progression Map
Tillington Manor Primary School
Progression Map
Tillington Manor Primary School
Progression Map
Subject: D & T.– KS2
NC Strand Y3 Ch Y4 Ch Y5 Ch Y6 Ch
Tillington Manor Primary School
Progression Map
Developing,
planning and
communicating
ideas.
-Generate ideas
for an item,
considering its
purpose and the
user/s
-Identify a
purpose and
establish
criteria for a
successful
product.
- Plan the order
of their work
before starting
- Explore,
develop and
communicate
design proposals
by modelling
ideas
-Make drawings
with labels when
designing
Plan
mor
e c
ompl
ex m
odels
-Generate ideas,
considering the
purposes for
which they are
designing
- Make labelled
drawings from
different views
showing specific
features
- Develop a
clear idea of
what has to be
done, planning
how to use
materials,
equipment and
processes, and
suggesting
alternative
methods of
making, if the
first attempts
fail
-Evaluate
products and
identify criteria
that can be used
for their own
designs
Plan
mor
e c
ompl
ex m
odels
-Generate ideas
through
brainstorming and
identify a purpose
for their product
- Draw up a
specification for
their design
- Develop a clear
idea of what has
to be done,
planning how to
use materials,
equipment and
processes, and
suggesting
alternative
methods of
making if the
first attempts
fail
- Use results of
investigations,
information
sources, including
ICT when
developing design
ideas
Plan
mor
e c
ompl
ex m
odels
-Communicate
their ideas
through detailed
labelled
drawings
- Develop a
design
specification
-Explore,
develop and
communicate
aspects of their
design proposals
by modelling
their ideas in a
variety of ways
- Plan the order
of their work,
choosing
appropriate
materials, tools
and techniques
Plan
mor
e c
ompl
ex m
odels
Tillington Manor Primary School
Progression Map
Working with
tools,
equipment,
materials and
components to
make quality
products (inc-
food)
-Select tools
and techniques
for making their
product
- Measure, mark
out, cut, score
and assemble
components
with more
accuracy
- Work safely
and accurately
with a range of
simple tools
- Think about
their ideas as
they make
progress and be
willing change
things if this
helps them
improve their
work
- Measure, tape
or pin, cut and
join fabric with
some accuracy
- Demonstrate
hygienic food
preparation and
storage
- Use finishing
techniques
strengthen and
Mak
ing
mor
e a
dve
ntur
ous
prod
ucts
, co
mb
inin
g d
iffe
rent
tech
niqu
es
-Select
appropriate
tools and
techniques for
making their
product
- Measure, mark
out, cut and
shape a range of
materials, using
appropriate
tools, equipment
and techniques
- Join and
combine
materials and
components
accurately in
temporary and
permanent ways
- Sew using a
range of
different
stitches, weave
and knit
- Measure, tape
or pin, cut and
join fabric with
some accuracy
- Use simple
graphical
communication
techniques
Mak
ing
mor
e a
dve
ntur
ous
prod
ucts
, co
mb
inin
g d
iffe
rent
tech
niqu
es
-Select
appropriate
materials, tools
and techniques
- Measure and
mark out
accurately
- Use skills in
using different
tools and
equipment safely
and accurately
-Weigh and
measure
accurately (time,
dry ingredients,
liquids)
- Apply the rules
for basic food
hygiene and other
safe practices
e.g. hazards
relating to the
use of ovens
- Cut and join
with accuracy to
ensure a good-
quality finish to
the product
Mak
ing
mor
e a
dve
ntur
ous
prod
ucts
, co
mb
inin
g d
iffe
rent
tech
niqu
es
-Select
appropriate
tools, materials,
components and
techniques
- Assemble
components
make working
models
- Use tools
safely and
accurately
- Construct
products using
permanent
joining
techniques
- Make
modifications as
they go along
- Pin, sew and
stitch materials
together create
a product
- Achieve a
quality product
Mak
ing
mor
e a
dve
ntur
ous
prod
ucts
, co
mb
inin
g d
iffe
rent
tech
niqu
es
Tillington Manor Primary School
Progression Map
improve the
appearance of
their product
using a range of
equipment
including ICT
Evaluating
processes and
products
-Evaluate their
product against
original design
criteria e.g. how
well it meets its
intended
purpose
- Disassemble
and evaluate
familiar
products
-Evaluate their
work both
during and at
the end of the
assignment
- Evaluate their
products
carrying out
appropriate
tests
Evaluate a
product against
the original
design
specification
- Evaluate it
personally and
seek evaluation
from others
-Evaluate their
products,
identifying
strengths and
areas for
development,
and carrying out
appropriate
tests
- Record their
evaluations using
drawings with
labels
- Evaluate
against their
original criteria
and suggest
ways that their
product could be
improved
Tillington Manor Primary School
Progression Map
Topics Healthy and varied diet; Levers and linkages; Structures - Shell
structures; Simple Circuits and Switches
2D-3D shape (Textiles)
Construction: Designing a rollercoaster/theme park.
Celebrating culture and seasonality; Textiles - Combining different
fabric shapes; Structures - Frame structures; Mechanical Systems -
Pulleys or gears
Learning Challenges/Key Questions – KS2
Topic Learning Challenges/Key Questions
Construction:
Shell Shelters E.g. gift boxes/containers; desk tidy;
disposable/recyclable lunchboxes;
packaging;
cool boxes; party boxes; keep safe boxes;
mystery boxes
Can you develop and use knowledge of how to construct strong, stiff shell structures?
Can you use technical vocabulary relevant to the project?
Can you select and use appropriate tools to measure, mark out, cut, score, shape and assemble with some
accuracy?
Can you generate realistic ideas and design criteria collaboratively through discussion, focusing on the needs of
the user and purpose of the product?
Simple Circuits and Switches https://www.bbc.com/bitesize/clips/z28b4wx E.g. siren for a toy vehicle; reading light; noise-
making toy;
nightlight; illuminated sign; torches; table
lamp; lighting for display;
hands-free head lamp; buzzer for school
office
•Can you generate, develop, model and communicate realistic ideas through discussion and, as appropriate, annotated
sketches, cross-sectional and exploded diagrams?
• Can you Select from and use materials and components, including construction materials and electrical components
according to their functional properties and aesthetic qualities?
• Do you know how to construct a simple series electrical circuit in science, using bulbs, switches and buzzers?
• Do you understand and use electrical systems in their products, such as series circuits incorporating
switches, bulbs and buzzers?
Healthy and varied diet E.g. fruit salad; vegetable
salads; mixed, layered
salad; fruit and vegetable
kebabs;
fruit smoothie; dips; cous
cous
Do you know about healthy eating and varied diet and understand how fruit and vegetables are part of The
Eatwell Plate?
Can you carry out sensory evaluations of a variety of ingredients and products. Record the evaluations using e.g.
tables and simple graphs?
Can you select and use appropriate utensils and equipment to prepare and combine ingredients. (peel, cut, slice,
squeeze, grate and chop safely?
Can you use annotated sketches and appropriate information and communication technology, such as web-based
recipes, to develop and communicate ideas?
Construction: Designing a
rollercoaster/theme park.
• Can you develop and communicate ideas through discussion, annotated drawings, exploded
drawings and drawings from different views
• Test products with intended user and critically evaluate the quality of the design, manufacture, functionality and
fitness for purpose.
Tillington Manor Primary School
Progression Map
2D-3D shape (Textiles) E.g. purse/wallet; soft toy/mascot; apron;
fashion accessory; beach bag; shoe bag;
pencil case; story sack
Can you select fabrics and fastenings according to your functional characteristics e.g. strength, and aesthetic
qualities e.g. pattern?
Can you test your product against the original design criteria and with the intended user?
Do you know how to strengthen, stiffen and reinforce existing fabrics?
Levers and linkages E.g. story book; poster; class display; greetings
card; information book; storyboard
Can you select from and use finishing techniques suitable for the product they are creating?
Can you investigate and analyse books and, where available, other products with lever and linkage mechanisms?
Can you distinguish between fixed and loose pivots?
Structures - Frame structures E.g. fairground ride with gears or pulleys
(carousel, Ferris wheel)
controllable toy vehicle with gears or
pulleys ( dragster, off-road vehicle, sports car,
lorry)
window display with moving parts (lifting or
turning items for sale)
Generate, develop and model innovative ideas, through discussion, prototypes and annotated sketches?
Can you use finishing and decorative techniques suitable for the product they are designing and making?
Do you understand how to strengthen, stiffen and reinforce 3-D frameworks?
Celebrating Culture and Seasonality- Hot Choose from: different types of bread;
pizza; savoury biscuits; savoury scones; cheese
straws
• Can you write a step-by-step recipe, including a list of ingredients, equipment and utensils?
• Can you carry out sensory evaluations of a range of relevant products and ingredients? Record the evaluations
using
e.g. tables/graphs/charts such as star diagrams.
• Do you know and understand about food hygiene, nutrition, healthy eating and a varied diet?
Understand what is meant by The Eatwell Plate.
Combining Different Fabric Shapes E.g tablet case; mobile phone carrier;
shopping bag;
insulating bag; hat/cap; garden tool belt;
slippers; sandals; fabric advent calendar;
fabric door stop
Can you Produce detailed lists of equipment and fabrics relevant to their tasks?
• Can you investigate and analyse textile products linked to their final product?
Do you know that a 3-D textile product can be made from a combination of accurately made pattern pieces, fabric
shapes and different fabrics?
More Complex Switches and Circuits Choose from: vehicle alarm; security lighting
system;
alarm for valuable artefact; automatic
nightlight; electrical board game;
alarm for school shed
• Can you competently select and accurately assemble materials, and securely connect electrical
components to produce a reliable, functional product?
• Can you create and modify a computer control program to enable an electrical product to work automatically in
response to changes in the environment?
• Can you apply their understanding of computing to program, monitor and control their products?
Tillington Manor Primary School
Progression Map