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
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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. |
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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
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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 |
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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
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Years 1 and 2 |
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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. |
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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
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Years 1 and 2 |
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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. |
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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
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Years 1 and 2 |
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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. |
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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. |