Design and Technology

Design and technology enables children, through a variety of creative and practical activities, to be taught knowledge, understanding and skills needed to engage in an iterative process of designing and making.

 

Design

 

 

Reception

Years 1 and 2

EYFS (Reception)/National Curriculum Objectives (Years 1 and 2)

·         Children sing songs, make music and dance, and experiment with ways of changing them.  They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

·         Design purposeful, functional, appealing products for themselves and other users based on design criteria

·         Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.

Cecil Gowing’s curriculum coverage

Reception

·         Explore a wide range of construction materials choosing particular materials for a purpose.

·         Explore a variety of joining materials, selecting the one they believe will be the best.

·         Talk about and evaluate their own models, saying how they might improve them.

·         Say what they like and dislike about a product.

Year 1

·         With support generate ideas for products based on their own and others experiences, including looking at existing products.

·         With support, begin to develop simple design criteria and use it to help them to develop their products.

·         Begin to develop and communicate ideas by talking and drawing.  Be able to say who and what their product is for.

·         With support, model ideas by exploring materials and components, and by beginning to make simple mock ups and templates.

Year 2

·         Generate ideas for products based on their own and others experiences, including looking at existing products

·         Develop and communicate ideas by talking and drawing.  Be able to say who and what their product is for, and how it will work.

·         Use ICT within the design process, where appropriate.

Make

 

Reception

Years 1 and 2

EYFS (Reception)/National Curriculum Objectives (Years 1 and 2)

·         Children sing songs, make music and dance, and experiment with ways of changing them.  They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

·         Select from and use a range of tools and equipment to perform practical tasks

·         Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

Cecil Gowing’s curriculum coverage

·         Use a variety of tools in their play.

·         Explore materials, textiles and ingredients through their play and adult directed activities, beginning to talk about their characteristics.

·         Select a resource for a purpose in their play and explain why.

Year 1

·         Begin to understand what some tools and equipment can be used for.

·         Select from a limited range of tools and equipment and begin to explain their choice with support.

·         Begin to recognise the characteristics of some materials, textiles and ingredients

·         Select specific materials, textiles or ingredients for a purpose, with support.

Year 2

·         Understand what some tools and equipment can be used for.

·         Select from a range of tools and equipment and explain their choice.

·         Recognise the characteristics of some materials, textiles and ingredients.

·         Select specific materials, textiles or ingredients for a purpose.

 

Evaluate

 

 

Reception

Years 1 and 2

EYFS (Reception)/National Curriculum Objectives (Years 1 and 2)

·         Children sing songs, make music and dance, and experiment with ways of changing them.  They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

·         Explore and evaluate a range of existing products.

·         Evaluate their ideas and products against a design criteria.

Cecil Gowing’s curriculum coverage

Reception

·         Talk about their likes and dislikes, beginning to give reasons.

·         Change, adapt and develop their creations, beginning to talk about why.

·         Explore a range of natural and man-made materials, beginning to name them and talk about their properties.

Year 1

·         Begin to explore what products are and say who/what they are for.  Begin to look at how they work and what they could be used for.

·         Begin to say what they like or dislike about a product.

·         Begin to judge their products and ideas against simple design criteria.

·         With support talk about how they might improve their design/product.

Year 2

·         Explore a wide range of products, say what they are and who/what they are for.  Look at how they work and what they could be used for. (e.g. disassembling sandwiches)

·         Say what they think a product is made from.

·         Say what they like or dislike about a product and why.

·         Independently judge their products and ideas against simple design criteria. Talk in detail about how they would improve their product/design.

 

Technical Knowledge

 

 

Reception

Years 1 and 2

EYFS (Reception)/National Curriculum Objectives (Years 1 and 2)

·         Children sing songs, make music and dance, and experiment with ways of changing them.  They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

·         Build structures, exploring how they can be made stronger, stiffer and more stable.

·         Explore and use mechanisms in their products.

Cecil Gowing’s curriculum coverage

Reception

·         Build simple structures using a variety of materials, beginning to explore their strength and stability.

·         Explore simple mechanisms in their play beginning to think about how they are working.

Year 1

·         Understand the vocabulary stiffer, stronger and stable.

·         Build simple structures from a variety of materials and begin, with support, to think about how they can be made stiffer, stronger and more stable.

·         Begin to learn the names of simple mechanisms and how they work.

·         With support, begin to use these mechanisms in their products.

Year 2

·         Build structures from a variety of materials, independently explore how they can be made stiffer, stronger and more stable.

·         Understand how simple mechanisms work and name them (e.g. split pins).

·         Use these mechanisms in their products. (e.g. split pins).

 

Cooking and Nutrition

 

 

Reception

Years 1 and 2

EYFS (Reception)/National Curriculum Objectives (Years 1 and 2)

·         Children know about the importance of good health for exercise, and a healthy diet, and ways to keep healthy and safe.  They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

·         Children show good control and coordination in large and small movements.  They move confidently in a range of ways, safely negotiating space.  They handle equipment and tools effectively, including pencils for writing.

·         Use the basic principles of a healthy and varied diet to prepare dishes.

·         Understand where food comes from.

 

Reception

·         Talk about where food comes from through stories and real life experiences.

·         In outdoor learning, with guidance from adults, take part in harvesting and growing their own fruit, vegetables and plants.

·         Have the opportunity to explore a variety of foods using all their senses.

·         Name healthy foods and talk about what makes a healthy diet.

·         Remember to wash their hands after visiting the toilet and before snack and going to lunch.

·         Use a variety of tools and malleable materials in their play with increasing competence, including salt dough, corn flour, rolling pins, sieves, etc.

·         With adult support, begin to explore techniques while preparing food including rolling, mixing and using cutters.

Year 1

·         Know that all food comes from plants or animals.

·         Name the basic food groups and know that a healthy diet should include 5 pieces of fruit or vegetables each day.

·         Know that they must wash their hands before preparing or eating food.

·         Use a variety of techniques to prepare healthy dishes.  With close supervision peel, grate and cut.  With some supervision weigh, mix, measure, roll, etc.

·         With minimal supervision assemble cold ingredients. 

·         Observe adults using equipment including a hob, oven, toaster or microwave.

Year 2

·         Know that all food comes from plants and animals, and be able to link some foods to their source.

·         Discuss what is required as part of a healthy diet.

·         Know that nutritional information is available on food labels and begin to read them.

·         Know that they must wash their hands and ensure the surfaces are clean, before preparing food.

·         Use a variety of techniques to prepare healthy dishes.

·         Independently assemble cold ingredients. 

·         Observe adults using equipment including a hob, oven, toaster or microwave and talk about safety measures.

Outdoor Learning Opportunities 

Activities such as…

Emergency services bike role play, climbing wall, habitats/maps, woodwork, treasure hunt, camp fire/cooking, gardening/maintenance, archery, woodland crowns, games in the woods, weather, art using natural materials, bug hunting and identification, mud kitchen potion making, bird feeders/watching, litter picking, pond dipping and den building.