Knowledge Progression Year 3/4 Design and Technology Designing Making Evaluating Technical Knowledge (textiles, Cooking and Nutrition structures, mechanical and electrical systems)

Key Design, design-criteria, target audience/user, create, think, research, explain, make, modify, improve, aesthetic, Textiles, tools, design, explore, aesthetic, tie- Food, ingredient, recipe, hob, oven, Vocabulary evaluate, analyse, product, strength, weakness, name, describe, use, measure, illustrate, annotate, cross-section, dye, annotate, template, join, temporary, fixed, weigh, grams, kilograms, measure, prototype, recognise, explain, tools, equipment, materials, hacksaw, bench hook, hand drill, glue-gun, dowel, structure, needle, pin, split-pin, thread, running-stitch, millilitre, litre, technique, chop join, saw, tape, test, protect, stronger, select, stiffer, moving parts (slider, pivot, hinge levers and linkages), sail, rokkaku cross-stitch, seam, hem, skill, attach, cut, score, (bridge and claw) grate and finely (6-sided kite), bridle, kite, line, fly, tow point, diamond, delta, frame, tail. product, evaluate, input, output, fixed, pivot, grate, peel, snip and tear, spread, adapt, mechanical system, bulb, battery, mains, juice, zest, mix, pour, stir, drain, electrical system, series circuit, parallel, switch, cook (boil), garnish, sieve/sift, insulator, conductor, component, circuit, wire, knead, divide, shape, glaze, bake, wire-cutters, symbol, stiffen, test, frame hygienic, hygiene, diet, balanced structure. diet, unbalanced diet, food groups, Eatwell Plate, proportions, sweet, savoury, vitamins, minerals, protein, dairy, carbohydrate, vegetable, sensory, taste, texture, appearance, smell, herbs, pesto, yeast, seasonality, grown and captured, caught, reared. Previous IN KS1, OUR CHILDREN WILL HAVE: IN KS1, OUR CHILDREN WILL HAVE: IN KS1, OUR CHILDREN WILL HAVE: IN KS1, OUR CHILDREN WILL HAVE: IN KS1, OUR CHILDREN WILL HAVE: knowledge/ DT - Used their imaginations to design a purposeful DT - Create a moving product (car and picture DT - Described how their products (car, moving Technical DT -Explained why a healthy diet is important and product (car, moving picture book, tower and t-shirt) book) and choose appropriate resources and tools picture book and tower) worked and explained what DT - Made their own model (car and moving picture book) sorted foods into the five food groups using the Learning whilst planning each step of the production process. to make it (paper, card, wheels and axels, glue, went well and not so well with their products (car, stronger and more stable. Eatwell plate. DT - Described how their own idea would work and scissors, ruler, split-pins, lollipop sticks, fabrics, felt, moving picture book, tower and t-shirt) and modified DT - Made a product (moving picture book and car) which had two DT-Knew to eat at least five portions of fruit and explained why they chose specific textiles/materials ruler, buttons, beads, sequins, braids, ribbons, any of these if necessary. moving mechanisms (levers, sliders, hinges, wheels and axels) vegetables a day. and developed their ideas through: talk, drawings, paints, thread, needles, tape, safety pins, scissors, DT - Evaluated their own product (car, moving picture DT - Folded, torn and cut paper and card and used a hole punch DT-Began to know the difference between a observations, modelling and labelled parts whilst and staplers). book, tower and t-shirt) against a simple scale (yes or and inserted paper fasteners for card linkages. healthy portion of food and an unhealthy portion of creating plans. DT - Master more than one joining technique. (e.g. no) and against existing products. DT - Created simple sliders, levers and hinges and investigated food and applied this in a practical context (pizza DT - Made templates and mock ups of their ideas Gluing – PVA, taping, safety pinning, simple flaps, joining techniques – temporary, fixed and moving. toppings) whilst designing a product (car and picture book) that stapling, running stitch and tabs) DT-Understood where foods come from – both

moves. DT - Measure (in cm) materials and use them in a Textile: plant and animal based. DT - Explained how their design solved a problem or model, structure or textile piece. DT - Created a template and produced a fabric t-shirt. DT-Planned and prepared simple dishes (pizzas, fit a purpose. DT - Build structures (car and tower), exploring DT - Joined fabrics using running stitch (create a seam), glued, dips and dippers and savoury muffins) safely and how they can be made stronger, stiffer and more stapled, over sewing and tape (t-shirts). hygienically without using a heat source. stable whilst choosing appropriate finishing DT - Coloured fabrics using a range of techniques (fabric paints, DT-With assistance chopped (bridge and claw), techniques (decoration and colours) – their books printing, painting) and decorated fabrics with buttons, beads, grated, peeled, snipped and tore, spread, scooped, and t-shirts. sequins, braids and ribbons (t-shirts). mashed, juiced, zested, poured, mixed, beat and DT - With help, cut and score paper, card and arranged ingredients safely and hygienically. fabrics with accuracy. DT-With assistance weighed ingredients using balancing scales and measured ingredients using spoons and cups. DT-Described the ingredients used when making a dish. N.C. 1. Use research and develop design criteria to 1. Select from and use a wider-range of tools 1. Investigate and analyse a range of existing 1. Apply their understanding of how to strengthen, stiffen 1. Understand and apply the principles of a Objectives inform the design of innovative, functional, and equipment to perform practical tasks (for products evaluate their ideas and products against and reinforce more complex structures. healthy and varied diet. appealing products that are fit for purpose, example, cutting, shaping, joining and finishing), their own design criteria and consider the views of 2. Understand and use mechanical systems in their products 2. Prepare and cook a variety of aimed at individuals or groups. accurately select from and use a wide range of others to improve their work. (for example, gears, pulleys, cams, levers and linkages) predominately savoury dishes using a 2. Generate, develop, model and communicate materials, textiles and ingredients, according to 2. Understand how key events and individuals in 3. Understand and use electrical systems in their products range of cooking techniques. their ideas through discussion, annotated their functional properties and aesthetic design and technology have helped shape the (for example: series circuits incorporating switches, bulbs, 3. Understand seasonality and know where sketches, cross-sectional and exploded qualities. world. buzzers and motors) and how a variety of ingredients are diagrams, prototypes, pattern pieces and 4. Apply their understanding of computing to program, grown, reared, caught and processed. computer-aided design. monitor and control their products. Powerful Knowledge Year 3/4 Design and Technology Designing Making Evaluating Technical Knowledge Cooking and Nutrition POWERFUL KNOWLEDGE: POWERFUL KNOWLEDGE: POWERFUL KNOWLEDGE: POWERFUL KNOWLEDGE: POWERFUL KNOWLEDGE:

Our pupils will: Our Pupils will: Our pupils will: Our Pupils will: Our pupils will: DT - Use research to design a purposeful, functional and appealing DT - Follow a step-by-step plan for their mechanical information poster, kite, DT - Present their products (mechanical information poster, kite, Technical DT - Know the correct proportions for a balanced diet and product (mechanical information poster, kite, torch and juggling balls) torch and juggling balls, choosing the right equipment and materials for each torch and juggling balls), giving a demonstration and description of DT - Know how to strengthen their kite understand that when we don’t eat a balanced meal, knowing the whilst planning a written step-by-step production plan. They will stage. how their products work. by stiffening a given part or reinforce a part characteristics of a poor diet, this can contribute to an unhealthy produce a labelled product design with detailed descriptions about DT - Know which tools are most appropriate for a task, select these and show DT - In the design stage, engage in self, peer and against existing- of the structure. lifestyle. choices around materials, components, functions and aesthetics. E.g. knowledge of how to handle it (e.g. scissors vs hacksaw or pritt-stick glue vs hot product evaluations, using simple scales (yes or no) with extended DT - Create a prototype of their DT - Know the difference between sweet and savoury foods. labelling why their material is both suitable and appealing. glue-gun). Furthermore, know which techniques are most appropriate for a task, explanations to give reasons as to why conclusions were made. mechanical information poster. DT - Know when a food is ready for harvesting (seasonality) and where and how ingredients are grown and captured, explaining how DT - Develop, model and communicate their ideas through: annotated use these competently (e.g. choosing to join materials by taping, tying, or gluing) Explain how to improve their designs and/or prototypes and if DT - Cut slots and internal shapes in their a variety of ingredients are reared and caught. sketches, cross-sectional diagrams and prototypes, proving that their DT - Work accurately to measure (cm and mm), mark out, cut, score and make necessary, modify. mechanical information posters. Use lolly DT - Follow a recipe to plan, prepare and make simple dishes designs meet a set criterion holes in materials needed for their models (with assistance when using hacksaws DT - Complete finished product evaluations to show an awareness sticks, card and split pins to make levers and (tomato pesto pasta and bread) safely and hygienically, being DT - Draw upon and discuss ideas from the designs of others then and hand drills). of whether their design brief has been met, knowing how and why linkages when making their mechanical assisted when using a heat source (oven and hob). persevere whilst refining their designs. DT - Work accurately to join and assemble components (with assistance when their model did or did not meet it. Explain how to improve their information posters. Further to this, create DT - With supervision, chop (bridge and claw) grate and finely using the hot glue-gun), paying particular attention to finishing techniques used finished products and if necessary, modify. neat, functional links and hinges. grate, peel, snip and tear, spread, juice, zest, mix, pour, stir, drain, HOW DOES THIS LOOK AT TRANMERE? for aesthetics and detail. Furthermore, they apply their previous learning around DT - Research and explain how Homan Walsh used a kite to help DT - Link scientific knowledge by using cook (boil), garnish, sieve/sift, knead, divide, shape, glaze and bake Cycle 2 Spring 1: Active Planet (Topic) *Twinkl Unit Included* stiffening and strengthening to build and join strong frame structures and bodies build the Niagara Falls Bridge and how kites have been used to lights and switches to make their torch using safely and hygienically. -Design a purposeful, functional and appealing mechanical poster to in their kites. influence to design of aeroplanes. series and parallel circuits, diagnosing faults DT - With supervision, weigh ingredients (g) using digital and inform children about volcanos. DT - Research and explain the developments of ‘light’ throughout when necessary. spring balance scales and measure ingredients using spoons, cups 1) Research, test and understand existing lever, hinges, sliders, pivots HOW DOES THIS LOOK AT TRANMERE? history, in particular how Thomas Edison created the light bulb. and jugs (ml). and linkage mechanisms. Cycle 2 Spring 1: Active Planet (Topic) *Twinkl Unit Included* Textile DT - Explain why you might use a cooking technique (microwave 2) Generate annotated sketches and prototypes, labelling their designs 1) Follow their design selecting the right tools (scissors, glue, tape, rulers, pens DT - Can use textiles to create simple vs hob, grater vs peeler). with detailed descriptions about choices around materials, components, and pencils) and materials (split pins, lollipop sticks, paper and card). HOW DOES THIS LOOK AT TRANMERE? patterns on their juggling balls (applique: functions, equipment and aesthetics (e.g. demonstrate they can choose 2) Demonstrate that they know and understand how to handle the tools (e.g. Cycle 2 Spring 1: Active Planet (Topic) *Twinkl Unit Included* glued or simple stitches.) whilst measuring HOW DOES THIS LOOK AT TRANMERE? a material for both its suitability and appearance when making their handling and using scissors and split pins correctly) -Within the design stage and at the post make stage, use a simple (using cm and mm), mark and cut fabric/felt Cycle 1 Autumn 1: Rainforest; including chocolate (Topic) *Twinkl Unit Included* mechanical poster). 3) Accurately measure (cm and mm) the card/ paper pieces and independently, scale (yes or no) with extended explanations to evaluate their materials accurately. 1) Research the bread (sweet and savoury) and plan to create a new 3) Prove that their mechanical poster fits the set criterion whilst mark out, cut and score, with accuracy, their card/paper templates to make their mechanical poster prototype against existing products, individual- DT - Join fabrics using running-stitch or bread product which contains chocolate (from the rainforest) and engaging in prototype evaluations (self, peer and against existing poster. self and peer opinions to judge against the criteria below: cross-stitch when making their juggling ball other ingredients (e.g., raisins, mixed dried fruit, cinnamon, banana, products) and refine their ideas accordingly before making. *See 4) Independently make holes, join and assemble (with accuracy) the levers and and understand seam allowance and create carrot, chilli, apple, honey, orange, lemon, lime, ginger, cheese etc). evaluation column for more detail* linkages for their poster. Cycle 1 Spring 2: Gateway to the World (Topic) *Twinkl Unit a hem using a running stitch or cross stitch 2)Focusing on the key practical skills (supervised) – weighing, 5) At each stage, consider aesthetics and detail with a particular focus on their Included* when joining their juggling balls together. measuring, chopping (bridge and claw), grating and finely grating, Cycle 1 Spring 2: Gateway to the World (Topic) *Twinkl Unit Included* audience and their design. -Learn about the story of Homan Walsh and how he used a kite to peeling, spreading, juicing, zesting, mixing, pouring, sieving/sifting, -Design a purposeful and functional kite to cross a body of water. help build the Niagara Falls bridge (Canada). Further investigate HOW DOES THIS LOOK AT TRANMERE? kneading, dividing, shaping and glazing, prepare and make a new 1) Research a purposeful and functional kite, exploring and evaluating Cycle 1 Spring 2: Gateway to the World (Topic) *Twinkl Unit Included* through self-led research how the design of kites influenced the Cycle 2 Spring 1: Active Planet (Topic) bread product. Homan Walsh and the story of how he used a kite to help build the 1) Follow their design, selecting the right tools (pencils, rulers, scissors, glue, hot design of aeroplanes. *Twinkl Unit Included* 3) Whilst mixing, choose and justify techniques for adding Niagara Falls Bridge. glue-gun, stapler, hacksaws, bench hooks and sandpaper) -Within the design stage and at the post make stage, use a simple 1) Measure (cm and mm) mark and cut their ingredients (e.g., grating the chocolate to make fine sprinkles to 2) Investigate and analyse a range of existing kites, exploring: the parts, and materials (tape, elastic bands, string, stapler, plastic bags, newspaper, tissue scale (yes or no) with extended explanations (why yes or no) to poster pieces accurately. avoid dense chunks.) the functions and the shapes, exploring how their kite could be made paper, card, dowels, decorative materials), demonstrating that they can handle evaluate their kite design against existing products, individual-self 2) Use lolly sticks/card and split pins to 4) With assistance, use the oven to bake the bread, focusing on stiffer and stronger. the tools (e.g. handling and using a hacksaw correctly). and peer opinions to judge against the criteria below: make levers and linkages. Further to this, safety procedures and controlling temperature.

3) Generate annotated sketches (materials, components, functions, 2) Accurately measure (cm and mm) the Kite’s body & structure dowels and create neat, functional links, hinges, sliders Cycle 2 Summer 1: What’s on the Menu (Topic) *Twinkl Unit suitability) to show their plans for their kite, creating a plan of the independently, mark out and score it and with support, use hacksaws and bench Cycle 1 Summer 2: Local History (Topic) *Twinkl Unit* and pivots. Included* making process – outlining an equipment and materials list, and the hooks to saw their dowel frames to the correct length, sanding if necessary. -Within the design stage and at the post make stage, use a simple 3) Create prototypes of their posters. 1) Research and present about correct proportions for a balanced different stages / steps. 3) Join the kite structure and body together using appropriate joining techniques scale (yes or no) with extended explanations (why yes or no) to diet using the Eatwell plate. (masking tape, string, elastic bands, holes/slots or plastic tubing), focusing on evaluate their juggling ball design against existing products, Cycle 1 Spring 2: Gateway to the World 2) Research how ingredients can be used to make both sweet and structure strength. individual-self and peer opinions to judge against the criteria below: (Topic) *Twinkl Unit Included* Cycle 1 Summer 2: Local History (Topic) *Twinkl Unit included* savoury dishes by investigating eggs. 1) Know how to strengthen their kite by 3) Research into the different types of farming in the UK (arable and -Design functional and appealing juggling balls for Sooty and Sweep. Cycle 2 Autumn 1: It’s Electric (Science) *Twinkl Unit Included* stiffening a given part or reinforcing. 1) Research and learn about Harry Corbett and Sooty and Sweep’s Cycle 1 Summer 2: Local History (Topic) *Twinkl Unit included* pastoral) and discuss the origins of food from the farm to school. -Research the key changes overtime around lighting and lighting a 2) Cut slots and internal shapes to connect 4) Research into locally grown seasonal food (summer) and comeback tour discussing that some of his special guests will be doing 1) Follow their design selecting the right tools (needle, thread, pins) and home, particularly focusing on key figures (Thomas Edison). Also, the kite structure together. collectively grow some tomatoes and basil together then use these circus trick (hence juggling balls.) materials for each stage. Demonstrating that they know how to handle the tools consider the future of lighting. 3) Measure, mark and cut the materials to plan a balance main meal (pesto and tomato pasta bake) 2) Juggling balls: which colour, shape, size, textiles/materials, (e.g. sewing needle and thread) then accurately measure (cm and mm) the felt/fabric. -Within the design stage and at the post make stage, use a simple needed to make their kite accurately to 5) Focusing on the key skills (supervised) measuring, weighing, decoration. Study Tie-Dye as a decorative technique (dye old white chopping (bridge and claw), grating and fine grating, peeling, scale (yes or no) with extended explanations (why yes or no) to 1mm. fabric squares or a t-shirt). Then, trial and decide upon juggling ball 2) Independently, mark out and cut (with accuracy) their felt/fabric templates evaluate their torch design against existing products, individual-self snipping and tearing, stirring, draining and garnishing, prepare and fillings (dried beans, lentils, rice and sand) and use a running- stitch or cross-stitch to create a hem to join their juggling balls and peer opinions to judge against the criteria below: Cycle 1 Summer 2: Local History (Topic) make their dish. 3) Decide upon the best stitch: cross-stitching and running-stitch for together. 6) With assistance, cook (boil) and bake using the hob and oven, 3) Use a range of media and materials (fabrics, fabric pens, paints and brushed, *Twinkl Unit included*

what do we want our children to know before they leave our phase? phase? leave our they know before wantto we ourdo children what creating a seam and hem whilst, generating annotated sketches with focusing on safety procedures and controlling temperature.

Within the design phase considerations: 1) Measure, mark and cut the materials detailed descriptions about choices around materials, components, dyes, pipettes/squirting bottles) to decorate their JBs focusing on the aesthetics 7) Explain why certain techniques were chosen (e.g., grating cheese

– -Has their product been successful? Does it appeal to its audience? needed to make their juggling balls functions and aesthetics (e.g. demonstrate they can choose a material to ensure their product fits the criterion finely or using an oven to bake the pasta). Is it fit for purpose? If so, why? If not, why? accurately to 1mm for both its suitability and appearance when making their juggling balls). - Can you explain why your product will or will not be successful, 2) Use textiles and tie-dye to create patterns Cycle 2 Autumn 1: It’s Electric (Science) *Twinkl Unit Included* PSHE (Y3 and 4): Physical Health and Wellbeing and develop improvements which should be made to specifically (applique- glued or simple stitches). Cycle 2 Autumn 1: It’s Electric (Science) *Twinkl Unit Included* 1) Follow their design, selecting the right tools (scissors, hot glue-gun, rulers, Pupils will evaluate unhealthy choices and explore why they are target these areas? Look here specifically at the design criteria to 3)Understand seam allowance and create a - Design a purposeful and functional torch for personal use. pencils, hacksaws and bench hooks and wire cutters) and materials (bulbs, bulb made and the consequences. They will learn about moral reasoning recognise where their prototype does or does not fit the bill then hem using a running stitch. and seasonality (alongside other factors such as religion and health 1) Investigate and analyse how series circuits and how switches can be holders, batteries, wire with crocodile clips, split pins, paper-clips, cardboard, modify. 4) Join fabrics using running stitch or cross- reasons) that influence peoples food choices. used to make a bulb light. masking tape and plastic bottles) stitch, stating why they chose one over the 2) Investigate different designs of torches (shape/handles) 2) Accurately and independently measure (cm and mm) and mark out the Post make phase considerations: other. Science Cycle 1 Summer 2: Animals Including Humans, Keeping 3) Generate annotated sketches and cross-sectional diagrams to show amount of bottle needed for the reflection spout and hole for the switch. Then, with support, use hacksaws to cut the reflection spout and switch hole - Can you describe your work and the process involved in creating it Healthy (Y3) their plans for their torch along with instructions and equipment Pupils will develop their understanding of the nutritional properties 3) Create the circuit to create a working electrical system (torch) justifying your choices? Cycle 2 Autumn 1: It’s Electric (Science) needed. of the 5 food groups and plan balanced diets based on statistical 4) Use appropriate joining techniques (e.g. Gluing – PVA, supervised glue gun, - Were the materials used appropriate? Were they 1) Link scientific knowledge by using bulbs, functional/aesthetically pleasing? wires and home-made switches analysis. Key Knowledge Knowledge Key taping, safety pinning/brass fasteners) to fix the circuit in place. - Can you explain how you developed your finished product based 2) Use series circuits to create a torch, upon feedback from the design phase? diagnosing faults when necessary.