Yorkswood
Primary School
Upper Key stage 2 (Year 5-6
Upper Key stage 2 (Year 5-6)
| Year 5 | Year 6 |
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
Carry out research, using surveys, interviews, questionnaires and web based resources to gather information about needs and wants of particular individuals and groups
Begin to use research to inform the design of the product Begin to use the research to develop their own design criteria and use these to inform their ideas
Develop a simple design specification to guide their thinking
Start to understand how much products cost to make, how sustainable they are and their impact beyond their intended purpose | 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
Carry out research, using surveys, interviews, questionnaires and web based resources to gather information about needs, wants, preferences and values of particular individuals and groups
Use research to inform the design of the product Use the research to develop their own design criteria and use these to inform their ideas
Develop a simple design specification to guide their thinking
Start to understand how much products cost to make, how sustainable they are and their impact beyond their intended purpose |
Designing - Generating, developing, modelling and communicating ideas | Share and clarify ideas through discussion
Generate innovative ideas drawing on research
Model and develop prototypes and pattern pieces
Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas
Use computer-aided design to develop and communicate their ideas
Make design decisions that take account of the availability of resources, constraints such as time and cost | Share and clarify ideas through discussion
Generate innovative ideas drawing on research
Model and develop prototypes and pattern pieces
Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas
Use computer-aided design to develop and communicate their ideas
Make design decisions that take account of the availability of resources, constraints such as time and cost |
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
Order the main stages of making
Produce a detailed 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 detailed list of tools, equipment and materials they need |
Making – Practical skills and Activities | Follow procedures for safety and hygiene
Use a wider range of materials and components than KS1, including construction materials and kits, textiles, food ingredients, mechanical components and electrical components
Accurately measure to the nearest mm, mark out, cut and shape materials and components with accuracy
Accurately assemble, join and combine materials/ components
Accurately apply a range of finishing techniques, including those from art and design
Use techniques that involve a number of steps
| Follow procedures for safety and hygiene
Use a wider range of materials and components than KS1, including construction materials and kits, textiles, food ingredients, mechanical components and electrical components
Accurately measure to the nearest mm, mark out, cut and shape materials and components with accuracy
Accurately assemble, join and combine materials/ components
Accurately apply a range of finishing techniques, including those from art and design
Use techniques that involve a number of steps
|
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
Understand how mechanical systems such as cams, pulleys and gears create movement
Understand how more complex electrical circuits and components can be used to create functional products
Understand how to program a computer to monitor changes in the environment and / or control their products
Know how to reinforce and strengthen a 3D framework
Know that a 3D textiles product can be made from a combination of fabric shapes
Know how a simple recipe can be adapted by adding or substituting ingredients | 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
Understand how mechanical systems such as cams, pulleys and gears create movement
Understand how more complex electrical circuits and components can be used to create functional products
Understand how to program a computer to monitor changes in the environment and / or control their products
Know how to reinforce and strengthen a 3D framework
Know that a 3D textiles product can be made from a combination of fabric shapes
Know how a simple recipe can be adapted by adding or substituting ingredients |
Evaluating – Own Ideas and Products | Identify the strengths and areas for development in their ideas and products and begin to critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make
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 and by carrying out tests | Critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make
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 and by carrying out appropriate tests |
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, chefs and manufacturers who have developed ground-breaking products | Learn about inventors, designers, engineers, chefs and manufacturers 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
Know that seasons may affect the food available
Understand how food is processed into ingredients that can be eaten or used in cooking
| 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
Understand how food is processed into ingredients that can be eaten or used in cooking
|
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 different foods contain different substances – nutrients, water and fibre that are needed for health
Know how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source
Know how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking
Measure accurately
Work out ratios in recipes
Understand the need for correct storage | 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 different foods contain different substances – nutrients, water and fibre that are needed for health
Know how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source
Know how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking
Measure accurately
Work out ratios in recipes
Understand the need for correct storage |