Progression of Skills

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study, 

EYFS

- Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. (Physical dev.)

- Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. (Expressive Arts and Design)

- Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories. (Expressive Arts and Design)

Key stage 1
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making.

They should work in a range of relevant contexts, for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment.


When designing and making, pupils should be taught to:

Design:

- 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, mockups and, where appropriate, information and communication technology.

Make:

- select from and use a range of tools and equipment to perform practical tasks, for example, cutting, shaping, joining and finishing;

- select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics,

Evaluate:

- explore and evaluate a range of existing products;

- evaluate their ideas and products against design criteria.

Technical knowledge:

- build structures, exploring how they can be made stronger, stiffer and more stable;

- explore and use mechanisms, for example, levers, sliders, wheels and axles, in their products.

 

Key Stage 2 

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making.

They should work in a range of relevant contexts, for example, the home, school, leisure, culture, enterprise, industry and the wider environment.

When designing and making, pupils should be taught to:

Design:

- use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

- generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design,


Make:

- select from and use a wider range of tools and equipment to perform practical tasks, for example, cutting, shaping, joining and finishing, accurately;

- select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.

Evaluate:

- investigate and analyse a range of existing products;

- evaluate their ideas and products against their own design criteria and consider the views of others to improve their work;

- understand how key events and individuals in design and technology have helped shape the world.

Technical knowledge:

- apply their understanding of how to strengthen, stiffen and reinforce more complex structures;

- understand and use mechanical systems in their products, for example, gears, pulleys, cams, levers and linkages. Understand and use electrical systems in their products, for example, series circuits incorporating switches, bulbs, buzzers and motors;

- apply their understanding of computing to program, monitor and control their products.