Design & Technology Curriculum Progression
Please note: This is a new curriculum so there may be minor modifications to the content as the year progresses.
KS1
Year 1
Design
Talk about ideas.
Describe what they
would like to make
using pictures and
words.
Begin to use design
criteria.
Draw finished
articles.
Handle materials
and components to
get ideas.
KS2
Year 2
Make realistic
suggestions,
drawing on previous
experience.
Communicate ideas
through labelled
sketches showing
details.
Shape paper and
Recognise specific
purposes or users
and suggest ideas
to meet different
needs.
Use information
sources to help in
designing.
Shape, assemble
and rearrange a
range of materials
and components to
model ideas.
Communicate ideas
through labelled
sketches showing
details.
Recognise specific
requirements and
design criteria.
Shape, assemble
and rearrange a
range of materials
and components to
model ideas.
Use ICT in their
designs as
appropriate.
Make
Year3
Measure, mark out,
Consider
appearance of
materials.
Use simple finishing
Year 4
Through discussion
consider criteria,
purposes and users
of the design idea.
Sketch and model
alternative ideas.
Develop one idea in
depth.
Begin to use a
computer to aid
design.
Year 5
Develop and
communicate ideas
showing an
understanding of the
characteristics and
function of their final
product.
Develop step by step
plans, modifying them
as appropriate.
Year 6
Make prototypes.
Use Computer
Aided Design
(CAD).
Use a variety of
information sources
and research to
inform their design.
Clarify ideas through
discussion, drawing
and modelling.
Use and/or draw
appropriately scaled Evaluate e.g. user
drawings.
reaction, function etc
and implement
Propose and adapt improvements.
a sequence of
actions.
Evaluate design
considering
purpose and
suggest
improvements.
Consider safety and
reliability.
Select appropriate
Cut and join with
Finish work to a
card by cutting with
scissors.
Roll, fold, cut and
tear paper.
Join materials with
adhesives and tape.
Saw wood/ glue
wood
Use tools &
equipment e.g.
scissors, hole
punch, junior
hacksaw, vice, pens
and paints.
Use construction
kits to make a
product.
Experiment with a
variety of materials;
papers, card, fabric,
wood, recyclable
materials.
Simple stitching and
weaving,
mats/hangings.
Use large needles
and simple binca
type materials.
Colour fabrics with
Design & Technology Curriculum Progression
saw and/or cut
techniques.
materials, tools and
simple forms
techniques
Use standard
Use hole punch
measures.
Measure and mark
out accurately.
Widening choice of Use tools
materials +
independently, with Use skills in using
techniques from
greater accuracy
different tools and
limited range.
and control e.g.
equipment safely
hammers, electric
and accurately e.g.
Make an object with components (such
modelling wire,
simple moving
as bulbs and
pliers and wire
parts, simple pop
buzzers) wire
cutters etc.
ups.
strippers, staplers,
Select appropriate
bearings and axle
tools for task e.g.
holders, cardboard
sandpaper.
triangles etc.
Work with a
widening, but
limited, choice of
textile materials and
techniques e.g.
running stitch.
Decorate fabrics
with buttons, beads,
sequins.
For textiles work
use patterns, either
self generated or
templates.
Use stitches and
fabric to enhance
design.
Explore a range of
fastenings.
accuracy to ensure a
good-quality finish to
the product.
Use a greater variety
of finishing techniques,
e.g. wood stains and
varnish
Use different but
appropriate ways to
join materials in
textiles work e.g. glue,
pins, press studs,
velcro, various
stitches, buttons etc.
high standard.
Select most
appropriate tools
and equipment for
the task from a
wide range.
Cut materials to join
accurately and
securely.
Join fabrics using a
variety of stitches to
produce 3D textile
pieces.
Design & Technology Curriculum Progression
Evaluate
paints and printing.
Handle and discuss
familiar products,
e.g. toys
Begin to evaluate
their product and
ideas, say what
they like, dislike.
Investigate and
disassemble
products.
Look at needs,
purpose, materials.
Talk about their
design as it
develops.
Evaluate how well
their product meets
the design.
Disassemble and
investigate
everyday products
to see how they fit
their purpose.
Evaluate their
product against
their own design.
Consider how the
finished product
could be improved.
Look at some
mechanical
products to see how
they function and
meet the needs of
the user.
Evaluate their own
and others products
against their design
criteria.
Investigate how
different components,
including electrical,
have been used.
Make suggestions
as to how their
design and product
could be improved.
Justify their selected
materials and methods
of construction.
Evaluate their
product against
their design criteria.
Understand how
key events and
individuals have
shaped the world.
Consider others
views to improve
their product.
Understand how
key individuals have
shaped the world.
Technical
knowledge
Use wheels and
axles (pushed
through).
Identify how toys
can be made to
move (push/pull)
Make box models ,
structures, puppets,
cards & masks etc.
Use construction
kits to solve simple
problems, name
parts.
Use wheel, axles
Make moving joints
using paper
fasteners or wood
etc.
Make levers,
sliders.
Strengthen box
models,
card/wooden
constructions
Make joints that
Use simple
mechanisms, e.g.
levers and linkages
Use construction
kits for problem
solving and to
investigate simple
mechanisms.
Use simple
mechanisms e.g.
pulleys, levers,
cams gears.
Construct regular
free standing 3D
frames.
Use simple ICT
computer control
programmes.
Use techniques for
reinforcing and
strengthening
structures.
Use construction
kits to test for
Understand and
use a series circuit
Use gears to change
direction and speed
(use construction kits).
Understand and
use electrical
systems.
Use components for
cogs and gears
(separate or as part of
a construction kit.)
Incorporate series/
parallel circuits and
selected electrical
components.
From previous
Control a model
experience select
using an ICT
appropriate
control programme.
structures/mechanisms
for purpose.
Evaluate for strengths
Cooking &
nutrition
Mix and prepare
simple cooked and
uncooked foods
involving limited
choices.
Understand the
basic principles of a
healthy and varied
diet.
Use simple
equipment, e.g.
spoons, cutters and
bowls.
Work safely and
hygienically.
Design & Technology Curriculum Progression
allow movement.
strength.
with switch, motor,
buzzer, bulb etc.
Create hinges.
Investigate how
structures can fail
Use ICT control
Stabilise structures when loaded.
programmes.
to withstand greater
loads.
Use a simple circuit
in a product, use
Use a given
bulbs, buzzers.
template.
Use simple recipes Measure and weigh Weigh and measure
with widening
ingredients.
accurately (time,
choices.
dry ingredients,
Apply the principles liquids).
Use the basic
of a healthy and
principles of a
varied diet.
Apply the rules for
healthy and varied
basic food hygiene
diet.
Prepare and cook
and other safe
using simple
practices e.g.
Understand where
cooking techniques. hazards relating to
food comes from.
the use of ovens.
Use simple tools,
Use simple tools,
e.g. scales, whisks
Understand and
e.g. hand whisk,
etc.
apply the principles
rolling pins etc.
of a healthy and
varied diet.
Prepare and cook
using a range of
cooking techniques.
Know where and
how ingredients are
grown.
Use variety of tools.
and weaknesses, carry
out tests, implement
improvements.
Modify recipes for a
purpose.
Understand
seasonality.
Know where and how
a variety of ingredients
are grown, reared,
caught and processed.
Weigh and measure
accurately (time, dry
ingredients and
liquids).
Apply the rules for
basic food hygiene
and other safe
practices e.g. hazards
relating to the use of
ovens.
Select most
appropriate tools.
Understand and
apply the principles
of a healthy and
varied diet.
Prepare and cook
using a range of
cooking techniques.
Select most
appropriate tools.