Progression documents

DT Overview and progression - projects by category

Autumn

Spring

Summer

Year 1

Mechanisms: Slides and levers

EX: Christmas Card

Food: Preparing fruit and vegetables (including cooking and nutrition requirements for KS1):

EX: Fruit salads/smoothies etc

Textiles: Templates and joining techniques:

EX: Puppets

Year 2

Food: Preparing fruit and vegetables (including cooking and nutrition requirements for KS1)

Healthy lunchbox

Local History

Structures: Freestanding structures:

EX: bridge across the water/crevasse

Mechanisms: Wheels and axles

Moving vehicle

EX: Fire engine

Year 3

Food: Healthy and varied diet (including cooking and nutrition requirements for KS2): EX:Staffordshire Oatcake

Local History

Europe

Equator/the Tropic of Cancer and Tropic of Capricorn

Textiles: 2-D shape to 3-D product:

EX: bag

Stone Age to Iron Age

South of England/Depth study of UK/ South coast of USA

Climate

Structures: Shell structures (including CAD):

EX:cool boxes

Roman Empire

The Romans/Middle East

/Africa/Progression across England

Year 4

Mechanical systems: Levers and linkages

EX: cards/book for Reception class

Viking and Anglo-Saxon struggle

Anglo-Saxon and Viking settlement and trade

Food: Healthy and varied diet (including cooking and nutrition requirements for KS2)

EX:Seasonal food

British Settlement by Anglo-Saxons and Scots

Northern and Southern hemisphere

Biomes

Climates

Electrical Systems: Simple circuits and switches (including programming and control)

EX:wind turbines

Ancient Egypt

Rivers and the water cycle

Year 5

Electrical Systems: More complex switches and circuits (including programming, monitoring and control)

EX: Alarms for a mode of transport

Local history: Transport

Human geography/Trade

Food: Celebrating culture and seasonality:

EX: Greek bread

Ancient Greece

Greece

Structures: Frame structures

EX: bird hide for school playground

The Maya

Year 6

Food:

EX: Christmas Cakes

Tudors

Maps, continents, study of North America

Mechanical Systems: Pulleys or gears

EX: Factories in London

WW2 – The Blitz

Impact of human geography

Textiles: Combing different fabric shapes (including CAD)

EX:Time at St Giles’

Crime and Punishment

Africa

St. Joseph’s D&T Progression Document

Year 1	Autumn	Spring	Summer
Key Knowledge	Mechanisms (Slides and levers) Brief: To design and create a moving picture Christmas card to give to a family member. Key Questions: What is a designer? What is a mechanism?	Food: Preparing fruit and vegetables (including cooking and nutrition requirements for KS1) Brief: To design and create a fruit salad/smoothie for Year 1 children. Key Questions: What is a chef? How does a chef chop/prepare food?	Textiles: Templates and joining techniques Brief: To design and make a puppet. Key Events/Individuals: Jim Henson
Prior Knowledge	• Early experiences of working with paper and card to make simple flaps and hinges. • Experience of simple cutting, shaping and joining skills using scissors, glue, paper fasteners and masking tape	• Experience of common fruit and vegetables, undertaking sensory activities i.e. appearance taste and smell. • Experience of cutting soft fruit and vegetables using appropriate utensils.	• Explored and used different fabrics. • Cut and joined fabrics with simple techniques. • Thought about the user and purpose of products
Designing	• Generate ideas based on simple design criteria and their own experiences, explaining what they could make. • Develop, model and communicate their ideas through drawings and mock-ups with card and paper.	• Design appealing products for a particular user based on simple design criteria. • Generate initial ideas and design criteria through investigating a variety of fruit and vegetables. • Communicate these ideas through talk and drawings.	• Design a functional and appealing product for a chosen user and purpose based on simple design criteria. • Generate, develop, model and communicate their ideas as appropriate through talking, drawing, templates, mock-ups and information and communication technology.
Making	• Plan by suggesting what to do next. • Select and use tools suitable for the task, explaining their choices, to cut, shape and join paper and card. • Use simple finishing techniques suitable for the product they are creating.	• Use simple utensils and equipment to e.g. peel, cut, slice, squeeze, grate and chop safely. • Select from a range of fruit and vegetables according to their characteristics e.g. colour, texture and taste to create a chosen product	• Select from and use a range of tools and equipment to perform practical tasks such as marking out, cutting, joining and finishing. • Select from and use textiles according to their characteristics.
Evaluating	• Explore a range of existing cards and everyday products that use simple sliders and levers. • Evaluate their product by discussing how well it works in relation to the purpose and the user and whether it meets design criteria.	• Taste and evaluate a range of fruit and vegetables to determine the intended user’s preferences. • Evaluate ideas and finished products against design criteria, including intended user and purpose.	• Explore and evaluate a range of existing textile products relevant to the project being undertaken. • Evaluate their ideas throughout and their final products against original design criteria.
Technical Knowledge	• Explore and use sliders and levers. • Understand that different mechanisms produce different types of movement. • Know and use technical vocabulary relevant to the project.	• Understand where a range of fruit and vegetables come from e.g. farmed or grown at home. • Understand and use basic principles of a healthy and varied diet to prepare dishes, including how fruit and vegetables are part of The eatwell plate. • Know and use technical and sensory vocabulary relevant to the project.	• Understand how simple 3-D textile products are made, using a template to create two identical shapes. • Understand how to join fabrics using different techniques e.g. running stitch, glue, over stitch, stapling. • Explore different finishing techniques e.g. using painting, fabric crayons, stitching, sequins, buttons and ribbons. • Know and use technical vocabulary relevant to the project.
Key Competencies	problem-solving, teamwork, negotiation consumer awareness, organization, motivation persuasion, leadership, perseverance	problem-solving, teamwork, negotiation consumer awareness, organization, motivation persuasion, leadership, perseverance	problem-solving, teamwork, negotiation consumer awareness, organization, motivation persuasion, leadership, perseverance
Key Vocabulary	slider, lever, pivot, slot, bridge/guide, card, masking tape, paper fastener, join, pull, push, up, down, straight, curve, forwards, backwards, design, make, evaluate, user, purpose, ideas, design criteria, product, function	fruit and vegetable names, names of equipment and utensils, sensory vocabulary e.g. soft, juicy, crunchy, sweet, sticky, smooth, sharp, crisp, sour, hard, flesh, skin, seed, pip, core, slicing, peeling, cutting, squeezing, healthy diet, choosing, ingredients, planning, investigating tasting, arranging, popular, design, evaluate, criteria	names of existing products, joining and finishing techniques, tools, fabrics and components, template, pattern pieces, mark out, join, decorate, finish, features, suitable, quality mock-up, design brief, design criteria, make, evaluate, user, purpose, function
		Year 2
Key Knowledge	Food: Preparing fruit and vegetables (including cooking and nutrition requirements for KS1) Brief: To design and make a ‘World Kitchen’ wrap for the school lunch menu. Key Events/Individuals: Jamie Oliver (chef)	Structures: Freestanding structures Brief: To design and create a bridge to use across a crevasse/water Key Events/Individuals: Isambard Kingdom Brunel (civil engineer)	Mechanisms Wheels and axles Brief: To design and make a fire engine Key Events/Individuals: Alec Issigonis (designer of Mini) Frank Stephenson (designer of modern Mini)
Prior Knowledge	• Experience of common fruit and vegetables, undertaking sensory activities i.e. appearance taste and smell. • Experience of cutting soft fruit and vegetables using appropriate utensils.	• Experience of using construction kits to build walls, towers and frameworks. • Experience of using of basic tools e.g. scissors or hole punches with construction materials e.g. plastic, card. • Experience of different methods of joining card and paper.	• Assembled vehicles with moving wheels using construction kits. • Explore moving vehicles through play. • Gained some experience of designing, making and evaluating products for a specified user and purpose. • Developed some cutting, joining and finishing skills with card.
Designing	• Design appealing products for a particular user based on simple design criteria. • Generate initial ideas and design criteria through investigating a variety of fruit and vegetables. • Communicate these ideas through talk and drawings.	• Generate ideas based on simple design criteria and their own experiences, explaining what they could make. • Develop, model and communicate their ideas through talking, mock-ups and drawings.	• Generate initial ideas and simple design criteria through talking and using own experiences. • Develop and communicate ideas through drawings and mock-ups.
Making	• Use simple utensils and equipment to e.g. peel, cut, slice, squeeze, grate and chop safely. • Select from a range of fruit and vegetables according to their characteristics e.g. colour, texture and taste to create a chosen product	• Plan by suggesting what to do next. • Select and use tools, skills and techniques suitable for the task, explaining their choices. • Select new and reclaimed materials and construction kits to build their structures. • Use simple finishing techniques suitable for the structure they are creating.	• Select from and use a range of tools and equipment to perform practical tasks such as cutting and joining to allow movement and finishing. • Select from and use a range of materials and components such as paper, card, plastic and wood according to their characteristics.
Evaluating	• Taste and evaluate a range of fruit and vegetables to determine the intended user’s preferences. • Evaluate ideas and finished products against design criteria, including intended user and purpose.	• Explore a range of existing freestanding structures in the school and local environment e.g. everyday products and buildings. • Evaluate their product by discussing how well it works in relation to the purpose, the user and whether it meets the original design criteria.	• Explore and evaluate a range of products with wheels and axles. • Evaluate their ideas throughout and their products against original criteria.
Technical Knowledge	• Understand where a range of fruit and vegetables come from e.g. farmed or grown at home. • Understand and use basic principles of a healthy and varied diet to prepare dishes, including how fruit and vegetables are part of The eatwell plate. • Know and use technical and sensory vocabulary relevant to the project.	• Know how to make freestanding structures stronger, stiffer and more stable. • Know and use technical vocabulary relevant to the project.	• Explore and use wheels, axles and axle holders. • Distinguish between fixed and freely moving axles. • Know and use technical vocabulary relevant to the project.
Key Competencies	problem-solving, teamwork, negotiation consumer awareness, organization, motivation persuasion, leadership, perseverance	problem-solving, teamwork, negotiation consumer awareness, organization, motivation persuasion, leadership, perseverance	problem-solving, teamwork, negotiation consumer awareness, organization, motivation persuasion, leadership, perseverance
Key Vocabulary/ Questions	fruit and vegetable names, names of equipment and utensils, sensory vocabulary e.g. soft, juicy, crunchy, sweet, sticky, smooth, sharp, crisp, sour, hard, flesh, skin, seed, pip, core, slicing, peeling, cutting, squeezing, healthy diet, choosing, ingredients, planning, investigating tasting, arranging, popular, design, evaluate, criteria	cut, fold, join, fix, structure, wall, tower, framework, weak, strong, base, top, underneath, side, edge, surface, thinner, thicker, corner, point, straight, curved, metal, wood, plastic, circle, triangle, square, rectangle, cuboid, cube, cylinder, design, make, evaluate, user, purpose, ideas, design criteria, product, function	vehicle, wheel, axle, axle holder, chassis, body, cab, assembling, cutting, joining, shaping, finishing, fixed, free, moving, mechanism, names of tools, equipment and materials used, design, make, evaluate, purpose, user, criteria, functional
		Year 3
Key Knowledge	Food: Healthy and varied diet (including cooking and nutrition requirements for KS2) Brief: To design and make a Staffordshire oat cake to sell from a street food stall after school. Key Events/Individuals: Alex Povey (Povey’s Oatcakes) Niall Keating (Chef from Stoke on Trent with two Michelin stars)	Textiles: 2-D shape to 3-D product Brief: To design and make a bag to give to a family member as a gift. Key Events/Individuals: Cath Kidston (textile designer)	Structures: Shell structures (including CAD) Brief: To design and make the packaging to protect a fragile biscuit from being broken, to be sold at the school fayre. Key Events/Individuals: Iconic food packaging (e.g. Campbell’s soup, Coca Cola, Toblerone, Pringles, Smarties, Golden Syrup)
Prior Knowledge	• Know some ways to prepare ingredients safely and hygienically. • Have some basic knowledge and understanding about healthy eating and The eatwell plate. • Have used some equipment and utensils and prepared and combined ingredients to make a product.	• Have joined fabric in simple ways by gluing and stitching. • Have used simple patterns and templates for marking out. • Have evaluated a range of textile products.	• Experience of using different joining, cutting and finishing techniques with paper and card. • A basic understanding of 2-D and 3-D shapes in mathematics and the physical properties and everyday uses of materials in science.
Designing	• Generate and clarify ideas through discussion with peers and adults to develop design criteria including appearance, taste, texture and aroma for an appealing product for a particular user and purpose. • Use annotated sketches and appropriate information and communication technology, such as web-based recipes, to develop and communicate ideas.	• Generate realistic ideas through discussion and design criteria for an appealing, functional product fit for purpose and specific user/s. • Produce annotated sketches, prototypes, final product sketches and pattern pieces.	• Generate realistic ideas and design criteria collaboratively through discussion, focusing on the needs of the user and purpose of the product. • Develop ideas through the analysis of existing products and use annotated sketches and prototypes to model and communicate ideas.
Making	• Plan the main stages of a recipe, listing ingredients, utensils and equipment. • Select and use appropriate utensils and equipment to prepare and combine ingredients. • Select from a range of ingredients to make appropriate food products, thinking about sensory characteristics.	• Plan the main stages of making. • Select and use a range of appropriate tools with some accuracy e.g. cutting, joining and finishing. • Select fabrics and fastenings according to their functional characteristics e.g. strength, and aesthetic qualities e.g. pattern.	• Order the main stages of making. • Use appropriate tools to measure, mark out, cut, score, shape and assemble with some accuracy. • Explain their choice of materials according to functional properties and aesthetic qualities. • Use finishing techniques suitable for the product they are creating.
Evaluating	• Carry out sensory evaluations of a variety of ingredients and products. Record the evaluations using e.g. tables and simple graphs. • Evaluate the ongoing work and the final product with reference to the design criteria and the views of others.	• Investigate a range of 3-D textile products relevant to the project. • Test their product against the original design criteria and with the intended user. • Take into account others’ views. • Understand how a key event/individual has influenced the development of the chosen product and/or fabric.	• Investigate and evaluate a range of existing shell structures including the materials, components and techniques that have been used. • Test and evaluate their own products against design criteria and the intended user and purpose
Technical Knowledge	• Know how to use appropriate equipment and utensils to prepare and combine food. • Know about a range of fresh and processed ingredients appropriate for their product, and whether they are grown, reared or caught. • Know and use relevant technical and sensory vocabulary appropriately.	• Know how to strengthen, stiffen and reinforce existing fabrics. • Understand how to securely join two pieces of fabric together. • Understand the need for patterns and seam allowances. • Know and use technical vocabulary relevant to the project.	• Develop and use knowledge of how to construct strong, stiff shell structures. • Develop and use knowledge of nets of cubes and cuboids and, where appropriate, more complex 3D shapes. • Know and use technical vocabulary relevant to the project
Key Competencies	problem-solving, teamwork, negotiation consumer awareness, organization, motivation persuasion, leadership, perseverance	problem-solving, teamwork, negotiation consumer awareness, organization, motivation persuasion, leadership, perseverance	problem-solving, teamwork, negotiation consumer awareness, organization, motivation persuasion, leadership, perseverance
Key Vocabulary/ Questions	name of products, names of equipment, utensils, techniques and ingredients, texture, taste, sweet, sour, hot, spicy, appearance, smell, preference, greasy, moist, cook, fresh, savoury, hygienic, edible, grown, reared, caught, frozen, tinned, processed, seasonal, harvested healthy/varied diet, planning, design criteria, purpose, user, annotated sketch, sensory evaluations	fabric, names of fabrics, fastening, compartment, zip, button, structure, finishing technique, strength, weakness, stiffening, templates, stitch, seam, seam allowance, user, purpose, design, model, evaluate, prototype, annotated sketch, functional, innovative, investigate, label, drawing, aesthetics, function, pattern pieces	shell structure, three-dimensional (3-D) shape, net, cube, cuboid, prism, vertex, edge, face, length, width, breadth, capacity, marking out, scoring, shaping, tabs, adhesives, joining, assemble, accuracy, material, stiff, strong, reduce, reuse, recycle, corrugating, ribbing, laminating font, lettering, text, graphics, decision, evaluating, design brief, design criteria, innovative, prototype
		Year 4
Key Knowledge	Mechanical systems Levers and linkages Brief: To design and make a moving history book for a young child. Key Events/Individuals: Paul Johnson (moving books)	Food: Healthy and varied diet (including cooking and nutrition requirements for KS2) Brief: To design and make a food product using local, seasonal ingredients, such as soup/humous/bread. Key Events/Individuals: Clare Smyth (chef)	Electrical Systems: Simple circuits and switches (including programming and control) Brief: To design and make a night light. Key Events/Individuals: Alexander Graham Bell (electrical engineer) Nikola Tesla (electrical engineer)
Prior Knowledge	• Explored and used mechanisms such as flaps, sliders and levers. • Gained experience of basic cutting, joining and finishing techniques with paper and card.	• Know some ways to prepare ingredients safely and hygienically. • Have some basic knowledge and understanding about healthy eating and The eatwell plate. • Have used some equipment and utensils and prepared and combined ingredients to make a product.	• Constructed a simple series electrical circuit in science, using bulbs, switches and buzzers. • Cut and joined a variety of construction materials, such as wood, card, plastic, reclaimed materials and glue.
Designing	• Generate realistic ideas and their own design criteria through discussion, focusing on the needs of the user. • Use annotated sketches and prototypes to develop, model and communicate ideas.	• Generate and clarify ideas through discussion with peers and adults to develop design criteria including appearance, taste, texture and aroma for an appealing product for a particular user and purpose. • Use annotated sketches and appropriate information and communication technology, such as web-based recipes, to develop and communicate ideas.	• Gather information about needs and wants, and develop design criteria to inform the design of products that are fit for purpose, aimed at particular individuals or groups. • Generate, develop, model and communicate realistic ideas through discussion and, as appropriate, annotated sketches, cross-sectional and exploded diagrams.
Making	• Order the main stages of making. • Select from and use appropriate tools with some accuracy to cut, shape and join paper and card. • Select from and use finishing techniques suitable for the product they are creating.	• Plan the main stages of a recipe, listing ingredients, utensils and equipment. • Select and use appropriate utensils and equipment to prepare and combine ingredients. • Select from a range of ingredients to make appropriate food products, thinking about sensory characteristics.	• Order the main stages of making. • Select from and use tools and equipment to cut, shape, join and finish with some accuracy. • Select from and use materials and components, including construction materials and electrical components according to their functional properties and aesthetic qualities.
Evaluating	• Investigate and analyse books and, where available, other products with lever and linkage mechanisms. • Evaluate their own products and ideas against criteria and user needs, as they design and make.	• Carry out sensory evaluations of a variety of ingredients and products. Record the evaluations using e.g. tables and simple graphs. • Evaluate the ongoing work and the final product with reference to the design criteria and the views of others.	• Investigate and analyse a range of existing battery-powered products. • Evaluate their ideas and products against their own design criteria and identify the strengths and areas for improvement in their work.
Technical Knowledge	• Understand and use lever and linkage mechanisms. • Distinguish between fixed and loose pivots. • Know and use technical vocabulary relevant to the project.	• Know how to use appropriate equipment and utensils to prepare and combine food. • Know about a range of fresh and processed ingredients appropriate for their product, and whether they are grown, reared or caught. • Know and use relevant technical and sensory vocabulary appropriately.	• Understand and use electrical systems in their products, such as series circuits incorporating switches, bulbs and buzzers. • Apply their understanding of computing to program and control their products. • Know and use technical vocabulary relevant to the project. 2
Key Competencies	problem-solving, teamwork, negotiation consumer awareness, organization, motivation persuasion, leadership, perseverance	problem-solving, teamwork, negotiation consumer awareness, organization, motivation persuasion, leadership, perseverance	problem-solving, teamwork, negotiation consumer awareness, organization, motivation persuasion, leadership, perseverance
Key Vocabulary/ Questions	mechanism, lever, linkage, pivot, slot, bridge, guide, system, input, process, output, linear, rotary, oscillating, reciprocating, user, purpose, function, prototype, design criteria, innovative, appealing, design brief	name of products, names of equipment, utensils, techniques and ingredients, texture, taste, sweet, sour, hot, spicy, appearance, smell, preference, greasy, moist, cook, fresh, savoury, hygienic, edible, grown, reared, caught, frozen, tinned, processed, seasonal, harvested healthy/varied diet, planning, design criteria, purpose, user, annotated sketch, sensory evaluations	series circuit, fault, connection, toggle switch, push-to-make switch, push-to-break switch, battery, battery holder, bulb, bulb holder, wire, insulator, conductor, crocodile clip, control, program, system, input device, output device, user, purpose, function, prototype, design criteria, innovative, appealing, design brief
		Year 5
Key Knowledge	Electrical Systems: More complex switches and circuits (including programming, monitoring and control) Brief: To design and make a product incorporating electrical circuits which are controlled/monitored by a computer. Key Events/Individuals: Edith Clarke (electrical engineer)	Food: Celebrating culture and seasonality (including cooking and nutrition requirements for KS2) Brief: To design and make Greek bread. Key Events/Individuals: Paul Hollywood	Structures: Frame structures Brief: To design and make bird hide for the school playground Key Events/Individuals: Doug Aitken (American Architect) Santambrogio Milano Hans Eek (designer of Ice hotel) Hugh Broughton (designer of British Antarctic Research Station)
Prior Knowledge	• Understanding of the essential characteristics of a series circuit and experience of creating a battery powered, functional, electrical product. • Initial experience of using computer control software and an interface box or a standalone box, e.g. writing and modifying a program to make a light flash on and off.	• Have knowledge and understanding about food hygiene, nutrition, healthy eating and a varied diet. • Be able to use appropriate equipment and utensils, and apply a range of techniques for measuring out, preparing and combining ingredients.	• Experience of using measuring, marking out, cutting, joining, shaping and finishing techniques with construction materials. • Basic understanding of what structures are and how they can be made stronger, stiffer and more stable.
Designing	• Use research to develop a design specification for a functional product that responds automatically to changes in the environment. Take account of constraints including time, resources and cost. • Generate and develop innovative ideas and share and clarify these through discussion. • Communicate ideas through annotated sketches, pictorial representations of electrical circuits or circuit diagrams.	• Generate innovative ideas through research and discussion with peers and adults to develop a design brief and criteria for a design specification. • Explore a range of initial ideas, and make design decisions to develop a final product linked to user and purpose. • Use words, annotated sketches and information and communication technology as appropriate to develop and communicate ideas.	• Carry out research into user needs and existing products, using surveys, interviews, questionnaires and web-based resources. • Develop a simple design specification to guide the development of their ideas and products, taking account of constraints including time, resources and cost. • Generate, develop and model innovative ideas, through discussion, prototypes and annotated sketches.
Making	• Formulate a step-by-step plan to guide making, listing tools, equipment, materials and components. • Competently select and accurately assemble materials, and securely connect electrical components to produce a reliable, functional product. • Create and modify a computer control program to enable an electrical product to work automatically in response to changes in the environment.	• Write a step-by-step recipe, including a list of ingredients, equipment and utensils • Select and use appropriate utensils and equipment accurately to measure and combine appropriate ingredients. • Make, decorate and present the food product appropriately for the intended user and purpose.	• Formulate a clear plan, including a step-by-step list of what needs to be done and lists of resources to be used. • Competently select from and use appropriate tools to accurately measure, mark out, cut, shape and join construction materials to make frameworks. • Use finishing and decorative techniques suitable for the product they are designing and making.
Evaluating	• Continually evaluate and modify the working features of the product to match the initial design specification. • Test the system to demonstrate its effectiveness for the intended user and purpose. • Investigate famous inventors who developed ground-breaking electrical systems and components.	• 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. • Evaluate the final product with reference back to the design brief and design specification, taking into account the views of others when identifying improvements. • Understand how key chefs have influenced eating habits to promote varied and healthy diets.	• Investigate and evaluate a range of existing frame structures. • Critically evaluate their products against their design specification, intended user and purpose, identifying strengths and areas for development, and carrying out appropriate tests. • Research key events and individuals relevant to frame structures.
Technical Knowledge	• Understand and use electrical systems in their products. • Apply their understanding of computing to program, monitor and control their products. • Know and use technical vocabulary relevant to the project.	• Know how to use utensils and equipment including heat sources to prepare and cook food. • Understand about seasonality in relation to food products and the source of different food products. • Know and use relevant technical and sensory vocabulary.	• Understand how to strengthen, stiffen and reinforce 3-D frameworks. • Know and use technical vocabulary relevant to the project.
Key Competencies	problem-solving, teamwork, negotiation consumer awareness, organization, motivation persuasion, leadership, perseverance	problem-solving, teamwork, negotiation consumer awareness, organization, motivation persuasion, leadership, perseverance	problem-solving, teamwork, negotiation consumer awareness, organization, motivation persuasion, leadership, perseverance
Key Vocabulary/ Questions	series circuit, parallel circuit, names of switches and components, input device, output device, system, monitor, control, program, flowchart, function, innovative, design specification, design brief, user, purpose	ingredients, yeast, dough, bran, flour, wholemeal, unleavened, baking soda, spice, herbs, fat, sugar, carbohydrate, protein, vitamins, nutrients, nutrition, healthy, varied, gluten, dairy, allergy, intolerance, savoury, source, seasonality, utensils, combine, fold, knead, stir, pour, mix, rubbing in, whisk, beat, roll out, shape, sprinkle, crumble, design specification, innovative, research, evaluate, design brief	frame structure, stiffen, strengthen, reinforce, triangulation, stability, shape, join, temporary, permanent, design brief, design specification, prototype, annotated sketch, purpose, user, innovation, research, functional
		Year 6
Key Knowledge	Food: Celebrating culture and seasonality (including cooking and nutrition requirements for KS2) Brief: To design and make an ‘Christmas Product’ for the Grandparents lunch. Key Events/Individuals: Heston Blumenthal (chef)	Mechanical Systems Pulleys or gears Brief: To design and make a device to transport tomatoes down from the top floor of the factory, to help workers in war time. (Practical Action ‘Squashed Tomato Challenge’) Key Events/Individuals: Ismail Al-Jazari (12th-century mechanical engineer) Edmund Cartwright (mechanical engineer – power loom) George Stephenson (mechanical engineer - railways)	Textiles: Combing different fabric shapes (including CAD) Brief: To design and make a product that is representative of your time at St XXXX, to be sold at school to pupils/parents/teachers. Key Events/Individuals: Textile designs for charity : TOMS Shoes; Barcelona football strip (UNICEF); War Child celebrity t-shirts (Vivienne Westwood); charity tote bags (WWF, Bee Conservation, Marine Conservation)
Prior Knowledge	• Have knowledge and understanding about food hygiene, nutrition, healthy eating and a varied diet. • Be able to use appropriate equipment and utensils, and apply a range of techniques for measuring out, preparing and combining ingredients.	• Experience of axles, axle holders and wheels that are fixed or free moving. • Basic understanding of electrical circuits, simple switches and components. • Experience of cutting and joining techniques with a range of materials including card, plastic and wood. • An understanding of how to strengthen and stiffen structures.	• Experience of basic stitching, joining textiles and finishing techniques. • Experience of making and using simple pattern pieces.
Designing	• Generate innovative ideas through research and discussion with peers and adults to develop a design brief and criteria for a design specification. • Explore a range of initial ideas, and make design decisions to develop a final product linked to user and purpose. • Use words, annotated sketches and information and communication technology as appropriate to develop and communicate ideas.	• Generate innovative ideas by carrying out research using surveys, interviews, questionnaires and web-based resources. • Develop a simple design specification to guide their thinking. • Develop and communicate ideas through discussion, annotated drawings, exploded drawings and drawings from different views.	• Generate innovative ideas by carrying out research including surveys, interviews and questionnaires. • Develop, model and communicate ideas through talking, drawing, templates, mock-ups and prototypes and, where appropriate, computer-aided design. • Design purposeful, functional, appealing products for the intended user that are fit for purpose based on a simple design specification.
Making	• Write a step-by-step recipe, including a list of ingredients, equipment and utensils • Select and use appropriate utensils and equipment accurately to measure and combine appropriate ingredients. • Make, decorate and present the food product appropriately for the intended user and purpose.	• Produce detailed lists of tools, equipment and materials. Formulate step-by-step plans and, if appropriate, allocate tasks within a team. • Select from and use a range of tools and equipment to make products that that are accurately assembled and well finished. Work within the constraints of time, resources and cost.	• Produce detailed lists of equipment and fabrics relevant to their tasks. • Formulate step-by-step plans and, if appropriate, allocate tasks within a team. • Select from and use a range of tools and equipment to make products that are accurately assembled and well finished. Work within the constraints of time, resources and cost.
Evaluating	• 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. • Evaluate the final product with reference back to the design brief and design specification, taking into account the views of others when identifying improvements. • Understand how key chefs have influenced eating habits to promote varied and healthy diets.	• Compare the final product to the original design specification. • Test products with intended user and critically evaluate the quality of the design, manufacture, functionality and fitness for purpose. • Consider the views of others to improve their work. • Investigate famous manufacturing and engineering companies relevant to the project.	• Investigate and analyse textile products linked to their final product. • Compare the final product to the original design specification. • Test products with intended user and critically evaluate the quality of the design, manufacture, functionality and fitness for purpose. • Consider the views of others to improve their work
Technical Knowledge	• Know how to use utensils and equipment including heat sources to prepare and cook food. • Understand about seasonality in relation to food products and the source of different food products. • Know and use relevant technical and sensory vocabulary.	• Understand that mechanical and electrical systems have an input, process and an output. • Understand how gears and pulleys can be used to speed up, slow down or change the direction of movement. • Know and use technical vocabulary relevant to the project.	• A 3-D textile product can be made from a combination of accurately made pattern pieces, fabric shapes and different fabrics. • Fabrics can be strengthened, stiffened and reinforced where appropriate.
Key Competencies	problem-solving, teamwork, negotiation consumer awareness, organization, motivation persuasion, leadership, perseverance	problem-solving, teamwork, negotiation consumer awareness, organization, motivation persuasion, leadership, perseverance	problem-solving, teamwork, negotiation consumer awareness, organization, motivation persuasion, leadership, perseverance
Key Vocabulary/ Questions	ingredients, yeast, dough, bran, flour, wholemeal, unleavened, baking soda, spice, herbs, fat, sugar, carbohydrate, protein, vitamins, nutrients, nutrition, healthy, varied, gluten, dairy, allergy, intolerance, savoury, source, seasonality, utensils, combine, fold, knead, stir, pour, mix, rubbing in, whisk, beat, roll out, shape, sprinkle, crumble, design specification, innovative, research, evaluate, design brief	pulley, drive belt, gear, rotation, spindle, driver, follower, ratio, transmit, axle, motor circuit, switch, circuit diagram, annotated drawings, exploded diagrams, mechanical system, electrical system, input, process, output, design decisions, functionality, innovation, authentic, user, purpose, design specification, design brief	seam, seam allowance, wadding, reinforce, right side, wrong side, hem, template, pattern pieces, name of textiles and fastenings used, pins, needles, thread, pinking shears, fastenings, iron transfer paper, design criteria, annotate, design decisions, functionality, innovation, authentic, user, purpose, evaluate, mock-up, prototype