Year 3

Year 4

Designing – Understanding contexts, users and purposes

Work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment

Identify and describe the purpose of their products

Indicate the design features of their products that will appeal to intended users

Explain how particular parts of their products work

Gather information about needs and wants of particular individuals and groups

Use research to explore how products have been designed, made, what materials have been used and the construction techniques

Develop their own design criteria and use these to inform their ideas

Work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment

Identify and describe the purpose of their products

Indicate the design features of their products that will appeal to intended users

Explain how particular parts of their products work

Gather information and about needs and wants of particular individuals and groups. Consider this when planning

Use research to explore and understand how well products have been designed, made, what materials have been used and the construction techniques

Develop their own design criteria and use these to inform their ideas

Designing - Generating, developing, modelling and communicating ideas

Share and clarify ideas through discussion

Model their ideas using prototypes and pattern pieces

Use annotated sketches, cross-sectional drawings and labelled diagrams to develop and communicate their ideas

Use computer-aided design to develop and communicate their ideas

Generate realistic ideas, focusing on the needs of the user

Make design decisions that take account of the availability of resources

Share and clarify ideas through discussion

Model their ideas using prototypes and pattern pieces

Use annotated sketches, cross-sectional drawings and exploded diagrams (labelled) to develop and communicate their ideas

Use computer-aided design to develop and communicate their ideas

Generate realistic ideas, focusing on the needs of the user

Make design decisions that take account of the availability of resources

Making - Planning

Select tools and equipment suitable for the task

Explain their choice of tools and equipment in relation to the skills and techniques they

will be using

Select materials and components suitable for the task

Explain their choice of materials and components according to functional properties

and aesthetic qualities

Start to order the main stages of making

Produce a list of tools, equipment and materials they need

Select tools and equipment suitable for the task

Explain their choice of tools and equipment in relation to the skills and techniques they

will be using

Select materials and components suitable for the task

Explain their choice of materials and components according to functional properties

and aesthetic qualities

Order the main stages of making

Produce a list of tools, equipment and materials they need

Making – Practical skills and Activities

Follow procedures for safety

Use a wider range of materials and components than KS1, including construction

materials and kits, textiles, food ingredients, mechanical components and electrical

components

Measure, mark out, cut and shape materials and components with some accuracy

Assemble, join and combine materials and components with some accuracy

Start to measure, tape or pin, cut and join fabric with some accuracy

Apply a range of finishing techniques, including those from art and design, with some

accuracy

Follow procedures for safety

Use a wider range of materials and components than KS1, including construction

materials and kits, textiles, food ingredients, mechanical components and electrical

components

Using the appropriate tools, equipment and techniques, measure, mark out, cut and shape materials and components with some accuracy

Assemble, join and combine materials and components with some accuracy

Demonstrate how to measure, tape or pin, cut and join fabric with some accuracy. Now sew using a range of different stitches

Apply a range of finishing techniques, including those from art and design, with some

accuracy

Technical knowledge – Making products work

Understand how to use learning from science and maths to help design and make products that work

Know that materials have both functional properties and aesthetic qualities

Know that materials can be combined and mixed to create more useful characteristics

Know that mechanical and electrical systems have an input, process and output

Use the correct technical vocabulary for the projects they are undertaking

Start to understand how mechanical systems such as levers and linkages or pneumatic systems create

movement

Start to understand how simple electrical circuits and components can be used to create functional products

Begin to understand and learn how to program a computer to control their products

Know how to make strong, stiff shell structures

Know that a single fabric shape can be used to make a 3D textiles product

 Understand how to use learning from science and maths to help design and make products that work

Know that materials have both functional properties and aesthetic qualities

Know that materials can be combined and mixed to create more useful characteristics

Know that mechanical and electrical systems have an input, process and output

Use the correct technical vocabulary for the projects they are undertaking

Know how mechanical systems such as levers and linkages or pneumatic systems create movement

Understand how simple electrical circuits and components can be used to create functional products

Continue to understand and learn how to program a computer to control their products

Know and understand how to make strong, stiff shell structures

Know that a single fabric shape can be used to make a 3D textiles product

Evaluating – Own Ideas and Products

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 their completed products

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 their completed products

Evaluating – Existing Products

Pupils will be taught to investigate and analyse:

How well products have been designed and made

Why materials have been chosen

What methods of construction have been used

Developed ground-breaking products

How well products work to achieve their purposes

How well products meet user needs and wants

Who designed and made the products

Where and when products were designed and made

Whether products can be recycled or reused

Pupils will be taught to investigate and analyse:

How well products have been designed and made

Why materials have been chosen

What methods of construction have been used

Developed ground-breaking products

How well products work to achieve their purposes

How well products meet user needs and wants

Who designed and made the products

Where and when products were designed and made

Whether products can be recycled or reused

Evaluating  - Key Events and individuals

Learn about inventors, designers, engineers and  chefs who have developed ground-breaking products

Learn about inventors, designers, engineers and  chefs who have developed ground-breaking products

Cooking and Nutrition – Where food comes from

Know that food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world

Begin to explore how the seasons may affect the food available

Know that food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world

Know that seasons may affect the food available

Cooking and nutrition – Food preparation, cooking and nutrition

Know that a healthy diet is made up from a variety and balance of different food and drink,

as depicted in The Eatwell Plate

Know that to be active and healthy, food and drink are needed to provide energy for the

body

Know how to prepare and cook a variety of predominantly savoury dishes safely and

hygienically including, where appropriate, the use of a heat source

Continue to demonstrate how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking

Measure in grams

Follow a recipe

Know that a healthy diet is made up from a variety and balance of different food and drink,

as depicted in The Eatwell Plate

Know that to be active and healthy, food and drink are needed to provide energy for the

body

Know how to prepare and cook a variety of predominantly savoury dishes safely and

hygienically including, where appropriate, the use of a heat source

Continue to demonstrate how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking

Measure in grams

Follow a recipe