Progression

Progression

Structures

Phase

Design

Make

Evaluate

EYFS

• Making verbal plans and material choices. Developing a junk model.
• Designing a junk model boat.
• Using knowledge from exploration to inform design.

• Improving fine motor/scissor skills with a variety of materials.
• Joining materials in a variety of ways (temporary and permanent).
• Joining different materials together.
• Describing their junk model, and how they intend to put it together.
• Making a boat that floats and is waterproof, considering material choices.

• Giving a verbal evaluation of their own and others’ junk models with adult support.
• Checking to see if their model matches their plan.
• Considering what they would do differently if they were to do it again.
• Describing their favourite and least favourite part of their model.
• Making predictions about, and evaluating different materials to see if they are waterproof.
• Making predictions about, and evaluating existing boats to see which floats best.
• Testing their design and reflecting on what could have been done differently.
• Investigating the how the shapes and structure of a boat affect the way it moves.

KS1

• Learning the importance of a clear design criteria.
• Including individual preferences and requirements in a design.
• Generating and communicating ideas using sketching and modelling.
• Learning about different types of structures, found in the natural world and in everyday objects.

• Making stable structures from card.
• Following instructions to cut and assemble the supporting structure of a windmill.
• Making functioning turbines and axles which are assembled into a main supporting structure.
• Finding the middle of an object.
• Puncturing holes.
• Adding weight to structures.
• Creating supporting structures.
• Cutting evenly and carefully.
• Making a structure according to design criteria.
• Creating joints and structures from paper/card and tape.
• Building a strong and stiff structure by folding paper.

• Evaluating a windmill according to the design criteria, testing whether the structure is strong and stable and altering it if it isn’t.
• Suggest points for improvements.
• Exploring the features of structures.
• Comparing the stability of different shapes.
• Testing the strength of own structures.
• Identifying the weakest part of a structure.
• Evaluating the strength, stiffness and stability of own structure.

LKS2

• Designing a castle with key features to appeal to a specific person/purpose.
• Drawing and labelling a castle design using 2D shapes, labelling: -the 3D shapes that will create the features - materials needed  and colours.
• Designing and/or decorating a castle tower on CAD software.

• Constructing a range of 3D geometric shapes using nets .
• Creating special features for individual designs.
• Making facades from a range of recycled materials.

• Evaluating own work and the work of others based on the aesthetic of the finished product and in comparison to the original design.
• Suggesting points for modification of the individual designs.

UKS2

• Designing a stable structure that is able to support weight.
• Creating a  frame structure with a  focus on triangulation.

•  Making a range of different shaped beam bridges.
• Using triangles to create truss bridges that span a given distance and support a load.
• Building a wooden bridge structure.
• Independently measuring and marking wood accurately.
• Selecting appropriate tools and equipment for particular tasks.
• Using the correct techniques to saws safely.
• Identifying where a structure needs reinforcement and using card corners for support.
• Explaining why selecting appropriating materials is an important part of the design process.
• Understanding basic wood functional properties.

• Adapting and improving own bridge structure by identifying points of weakness and reinforcing them as necessary.
• Suggesting points for improvements for own bridges and those designed by others.

Mechanisms / mechanical systems

Phase

Design

Make

Evaluate

KS1

Explaining how to adapt mechanisms, using bridges or guides to control the movement.

Designing a moving story book for a given audience.

Selecting a suitable linkage system to produce the desired motion.

Designing a wheel.

• Following a design to create moving models that use levers and sliders.
• Selecting materials according to their characteristics.
• Following a design brief.

• Testing a finished product, seeing whether it moves as planned and if not, explaining why and how it can be fixed.
• Reviewing the success of a product by testing it with its intended audience.
• Evaluating different designs.
• Testing and adapting a design.

LKS2

• Taking part in structured brainstorming sessions.
• Developing drawing and sketching skills with a focus on clarity and simplicity. Beginning to recognise the benefit of a range of diagram types or prototypes to communicate ideas. (eg. sketches, cross-sectional diagram, thumbnail sketches and exploded diagrams)
• Creating prototypes using materials with similar properties to their final design.
• Creating simple design criteria that outline basic functionality and appeal to individual users or target audiences.
• Developing designs by adding detail and justifications about materials, tools, methods.

• Following detailed safety instructions.
• Using a ruler as a measuring tool with increasing accuracy by creating spaced marks using millimetres and measuring lengths of objects.
• Handle different sizes and types of scissors with confidence.
• With close supervision using a hot glue gun to join wooden materials (e.g. lolly sticks).
• Selecting equipment required for a series of tasks based on the plan. Explain why each piece is suitable for each stage.
• Selecting materials, components or ingredients from a wider choice but within a limited design space (e.g. seasonal ingredients from May and June in the UK).

• Explaining why they think certain aspects of a peer's design are effective or why they suggested specific improvements.
• Reflecting on feedback to decide if and how it could be used to improve future iterations.
• Investigating and analysing a range of existing products by looking at their functionality and appeal.
• Analysing why specific products, designers or inventors are successful.
• Evaluating their designs by comparing them against design criteria and considering feedback from peers to suggest improvements.
• Evaluating how effective their chosen materials and tools were in fulfilling the design brief.

UKS2

• Designing a pop-up book which uses a mixture of structures and mechanisms.
• Naming each mechanism, input and output accurately.
• Storyboarding ideas for a book.

• Following a design brief to make a pop up book, neatly and with focus on accuracy.
• Making mechanisms and/or structures using sliders, pivots and folds to produce movement.
• Using layers and spacers to hide the workings of mechanical parts for an aesthetically pleasing result.

• Evaluating the work of others and receiving feedback on own work.
• Suggesting points for improvement.

Electrical systems (KS2 only)

Phase

Design

Make

Evaluate

LKS2

• Designing a torch, giving consideration to the target audience and creating both design and success criteria focusing on features of individual design ideas.

• Making a torch with a working electrical circuit and switch.
• Using appropriate equipment to cut and attach materials.
• Assembling a torch according to the design and success criteria.

• Evaluating electrical products.
• Testing and evaluating the success of a final product.

UKS2

• Identifying factors that could be changed on existing products and explaining how these would alter the form and function of the product.

• Developing design criteria based on findings from investigating existing products.

• Developing design criteria that clarifies the target user.

• Altering a product’s form and function by tinkering with its configuration.

• Making a functional series circuit, incorporating a motor.

• Constructing a product with consideration for the design criteria.

• Breaking down the construction process into steps so that others can make the product.

• Carry out a product analysis to look at the purpose of a product along with its strengths and weaknesses.

• Determining which parts of a product affect its function and which parts affect its form.

• Analysing  whether changes in configuration positively or negatively affect an existing product.

• Peer evaluating a set of instructions to build a product.

Cooking and nutrition

Phase

Design

Make

Evaluate

EYFS

• Designing a soup recipe as a class.
• Designing soup packaging.

• Chopping plasticine safely.
• Chopping vegetables with support.

• Tasting the soup and giving opinions. • Describing some of the following when tasting food: look, feel, smell and taste.

• Choosing their favourite packaging design and explaining why.

KS1

• Designing smoothie carton packaging by-hand.

• Chopping fruit and vegetables safely to make a smoothie.

• Juicing fruits safely to make a smoothie.

• Tasting and evaluating different food combinations.

• Describing appearance, smell and taste.

• Suggesting information to be included on packaging.

• Comparing their own smoothie with someone else’s.

LKS2

• Designing a biscuit within a given budget, drawing upon previous taste testing judgements.

• Following a baking recipe, including the preparation of ingredients.

• Cooking safely, following basic hygiene rules.

• Adapting a recipe to meet the requirements of a target audience.

• Evaluating a recipe, considering: taste, smell, texture and appearance. • Describing the impact of the budget on the selection of ingredients.

• Evaluating and comparing a range of food products.

• Suggesting modifications to a recipe (e.g. This biscuit has too many raisins, and it is falling apart, so next time I will use less raisins).

UKS2

• Adapting a traditional recipe, understanding that the nutritional value of a recipe alters if you remove, substitute or add additional ingredients.

• Writing an amended method for a recipe to incorporate the relevant changes to ingredients.

• Designing appealing packaging to reflect a recipe.

• Researching existing recipes to inform ingredient choices.

• Cutting and preparing vegetables safely.

• Using equipment safely, including knives, hot pans and hobs.

• Knowing how to avoid cross-contamination.

• Following a step by step method carefully to make a recipe.

• Identifying the nutritional differences between different products and recipes.

• Identifying and describing healthy benefits of food groups.

Textiles

Phase

Design

Make

Evaluate

KS1

• Using a template to create a design for a puppet.

• Cutting fabric neatly with scissors.

• Using joining methods to decorate a puppet.

• Sequencing the steps taken during construction.

• Reflecting on a finished product, explaining likes and dislikes.

LKS2

• Designing and making a template from an existing cushion and applying individual design criteria.

• Following design criteria to create a cushion or Egyptian collar.

• Selecting and cutting fabrics with ease using fabric scissors.

• Threading needles with greater independence.

• Tying knots with greater independence.

• Sewing cross stitch to join fabric. • Decorating fabric using appliqué.

• Completing design ideas with stuffing and sewing the edges (Cushions)

• Evaluating an end product and thinking of other ways in which to create similar items.

UKS2

• Designing a waistcoat in accordance to a specification linked to set of design criteria.

• Annotating designs, to explain their decisions.

• Using a template when cutting fabric to ensure they achieve the correct shape.

• Using pins effectively to secure a template to fabric without creases or bulges.

• Marking and cutting fabric accurately, in accordance with their design.

• Sewing a strong running stitch, making small, neat stitches and following the edge.

• Tying strong knots.

• Decorating a waistcoat, attaching features (such as appliqué) using thread.

• Finishing the waistcoat with a secure fastening (such as buttons).

• Learning different decorative stitches.

• Sewing accurately with evenly spaced, neat stitches.

• Reflecting on their work continually throughout the design, make and evaluate process.

Digital world (KS2 only)

Phase

Design

Make

Evaluate

LKS2

• Problem solving by suggesting which features on a micro:bit might be useful and justifying my ideas.

• Drawing and manipulating 2D shapes, using computer-aided design, to produce a point of sale badge.

• Developing design ideas through annotated sketches to create a product concept.

• Developing design criteria to respond to a design brief.

• Following a list of design requirements.

• Writing a program to control (button press) and/or monitor (sense light) that will initiate a flashing LED algorithm.

• Analysing and evaluating wearable technology.

• Using feedback from peers to improve design.

UKS2

• Writing a design brief from information submitted by a client. • Developing design criteria to fulfil the client’s request.

• Considering and suggesting additional functions for my navigation tool.

• Developing a product idea through annotated sketches.

• Placing and manoeuvring 3D objects, using CAD.

• Changing the properties of, or combining one or more 3D objects, using CAD.

• Considering materials and their functional properties, especially those that are sustainable and recyclable (for example, cork and bamboo).

• Explaining material choices and why they were chosen as part of a product concept.

• Programming an N,E, S, W cardinal compass.

• Explaining how my program fits the design criteria and how it would be useful as part of a navigation tool.

• Developing an awareness of sustainable design.

• Identifying key industries that utilise 3D CAD modelling and explaining why.

• Describing how the product concept fits the client’s request and how it will benefit the customers.

• Explaining the key functions in my program, including any additions.

• Explaining how my program fits the design criteria and how it would be useful as part of a navigation tool.

• Explaining the key functions and features of my navigation tool to the client as part of a product concept pitch.

• Demonstrating a functional program as part of a product concept pitch.