National Curriculum Expectations for the end of Key Stage 2:
When designing and making, children should be able 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.
Cooking and nutrition
understand and apply the principles of a healthy and varied diet
prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
At Gayton, by the end of Year 6, the expectation is that children will be able to:
- identify features of design that will appeal to the intended user
- create own design criteria and specification
- come up with innovative design ideas
- follow and refine a logical plan
- use annotated sketches, cross-sectional planning and exploded diagrams
- make design decisions, considering, resources and cost
- clearly explain how parts of design will work, and how they are fit for purpose
- independently model and refine design ideas by making prototypes and using pattern pieces
- use computer-aided designs
- use selected tools and equipment precisely
- produce suitable lists of tools, equipment, materials needed, considering constraints
- select appropriate materials, fit for purpose; explain choices, considering functionality and aesthetics
- create, follow, and adapt detailed step-by-step plans
- explain how product will appeal to audience; make changes to improve quality
- accurately measure, mark out, cut and shape materials/components
- accurately assemble, join and combine materials/components
- accurately apply a range of finishing techniques
- use techniques that involve a number of steps
- be resourceful with practical problems
- evaluate quality of design while designing and making; is it fit for purpose
- keep checking design is best it can be
- evaluate ideas and finished product against specification, stating if it’s fit for purpose
- test and evaluate final product; explain what would improve it and the effect different resources may have had
- do thorough evaluations of existing products considering: how well they’ve been made, materials, whether they work, how they’ve been made, fit for purpose
- evaluate how much products cost to make and how innovative they are
- research and discuss how sustainable materials are
- consider the impact of products beyond their intended purpose
- discuss some key inventors/designers/ engineers/ chefs/manufacturers of groundbreaking products
- select materials carefully, considering intended use of the product, the aesthetics and functionality
- explain how product meets design criteria
- reinforce and strengthen a 3D frame
