D.T. Progression in knowledge and skills September 2020

Culmination of PIS
EYFS- ELG Key stage 1 Key Satge 2
Physical development (40-60+)
50- Uses simple tools to effect changes to materials
51- Handles tools, objects, construction and malliable materials safely with increasing control
ELG- They handle equipment and tools effectively, including pencils and writing
Expressive arts and design (40-60+)
29- Constructs with a purpose in mind, using a variety of resources
30- Uses simple tools and tecniques competently and appropriately
31- Selects appropriate resources and adapts work where necessary
32- Select tools and techniques needed to shape, assemble and join materials they are using
ELG- They can safely use and explore a variety of materials, tools, techniques, experimenting with colour, design, texture, form and functions		 Exploring and Developing Ideas Evaluating and developing work Exploring and Developing Ideas Evaluating and Developing Work
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.
Select from and use a range of tools and equipment to perform practical tasks.
Select and use a wide range of materials and components.		 Explore and evaluate a wide range on existing products.
Evaluate their own ideas and products against design criteria. Build structures, exploring how they can be made stronger, stiffer and more stable.
Explore and use mechanisms.		 Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose. Generate, develop, model and communicate ideas through discussion, annotated sketches, cross sectional and exploded diagrams, prototypes, pattern pieces and computer aided design.
Select from a wider range of tools and equipment.
Select from a wider range of materials and components.		 Investigate and analyse a range of existing products.
Understand how key events and individuals in technology have helped shape the world.
Apply understanding of how to make more complex structures more stable.
Understand and use mechanical systems in their products. Understand and use electrical systems in their products.
Apply their understanding of computing to program, monitor and control their products.
  Year 1/ 2 Year 3/4 Year 5/6
Developing, planning a
nd communicating ideas
  • Follow verbal instructions.
  • Explain what they are making and which materials they are using.
  • Name the tools they are using.
  • Describe what they need to do next.
  • Select materials from a limited range that will meet the design criteria.
  • Select appropriate techniques explaining: First... Next... Last...
  • Select pictures to help develop ideas.
  • Add notes to drawings to help explanations.
  • Investigate similar products to the one to be made to give starting points for a design.
  • Draw/sketch products to help analyse how they are made.
  • Think ahead about the order of their work and decide upon tools and materials.
  • Plan a sequence of actions to make a product.
  • Select appropriate techniques explaining: First... Next... Last...
  • Record the plan by drawing (labelled sketches) or writing.
 Investigate products/images to collect ideas.
  • Sketch and model alternative ideas.
  • Record ideas using annotated diagrams.
  • Draw plans which can be read/followed by someone else.
Food technology
  • Develop a food vocabulary using taste, smell, texture and touch.
  • Group familiar food products e.g. fruit and vegetables.
  • Cut and peel a range of ingredients.
  • Work safely and hygienically
  • Grate and chop a range of ingredients.
  • Measure and weigh food items - non-statutory measures e.g. spoons, cups.
  • Understand the need for a variety of foods in the diet.
  • Develop sensory vocabulary/knowledge using taste, smell, texture and touch.
  • Follow instructions.
  • Make healthy eating choices from an understanding of a balanced diet.
  • Join and combine a range of ingredients.
  • Analyse the taste, texture, smell and appearance of a range of food.
  • Work safely and hygienically. Measure and weigh ingredients appropriately.
  • Select and prepare foods for a particular purpose.
  • Taste a range of ingredients/food items to develop a sensory food vocabulary for use when designing.
  • Weigh and measure using scales.
  • Cut and shape ingredients using appropriate tools and equipment.
  • Join and combine food ingredients appropriately.
  • Decorate appropriately.
  • Work safely and hygienically.
  • Show an awareness of a healthy diet from an understanding of a balanced diet.