Early Year Framework

Curriculum Content

Early Learning Goals:

·        Fine motor skills

·        Creating with materials

Reception

Cooking (making and technical knowledge)

Constructing (making and technical knowledge) - Forest school Necklace

Structures (making and technical knowledge)

·        Learn how to combine ingredients to create different types of food.

·        Use a variety of tools and techniques to prepare ingredients safely and effectively.

·        Begin to learn which foods are healthier and how we can enjoy more of them as part of a balanced diet.

·        Some kitchen tools and cooking methods require extra care to keep everyone safe.

·        We always wash our hands before cooking and eating to make sure they’re clean and free from germs.

·        Learn how to tie a basic knot

·        Use tools such as a palm drill and a bow saw safely and responsibly, under close supervision

·        Compare the features of different materials to decide which are most suitable for a particular task.

·        Explore ways to join fabric to other materials and learn to choose the most effective method for a project.

·        Use a wide range of materials to create structures.

·        Combine different materials creatively to design and build their own structures.

·        Join materials in a variety of ways, using tools such as PVA glue, glue sticks, Sellotape, masking tape, and staples.

·        Use a range of tools to help shape, join, and combine materials effectively.

·        Children begin to use the plan, do, review process, helping them to think ahead, carry out their ideas, and reflect on their work

Design Technology KS1 Curriculum (inc Statutory National Curriculum)

KS 1 Classes

Cooking (making and technical knowledge)

Design and make a sandwich and a salad

Construction (making and technical knowledge)

Design and make a greetings card using sliders, levers and linkages

Textiles (making and technical knowledge)

Sew, stitch and embellish a gift tag using different textiles

Year 1 Objectives

·        Measure and weigh food items using non-standard measures, such as spoons and cups.

·        Select healthy ingredients for a fruit or vegetable salad.

·        Explore how salad dressings can improve the flavour of salads.

·        Know that fruit and vegetables are an important part of a healthy diet.

·        Begin to understand that people eat at least five portions of fruit and vegetables every day.

·        Use wheels and axles to make a simple moving model.

·        Create a design to meet simple design criteria.

·        Construct simple structures, models or other products using a range of materials.

·        Select the appropriate tool for a simple practical task.

·        Select and use a range of materials, beginning to explain their choices

·        Cut and join textiles using glue and simple stitches.

·        Scissors are used to cut fabrics. Glue and simple stitches, such as running stitch, can be used to join fabrics. Running stitch is made by passing a needle in and out of fabric at an even distance.

·        Use gluing, stapling or tying to decorate fabric, including buttons and sequins.

Explore: Exploration of existing products (e.g. tastes testing, examining wheeled toys, identifying free standing structures in the locality)

Design: Generate initial ideas through talk, drawing and/or prototypes in order to solve a problem using simple design criteria

Evaluate: Ongoing dynamic evaluation using appropriate technical language to adapt and improve product based on original design criteria

KS 1 Classes

Cooking (making and technical knowledge)

Design and make a sandwich and a salad

Construction (making and technical knowledge)

Design and make a greetings card using sliders, levers and linkages

Textiles (making and technical knowledge)

Sew, stitch and embellish a gift tag using different textiles

Year 2

Objectives

·        Understand and use basic principles of a healthy and varied diet to prepare dishes

·        Products can be compared by looking at particular characteristics of each and deciding which is better suited to the purpose.

·        Use simple utensils and equipment to e.g. peel, cut, slice, squeeze, grate and chop safely

·        Use a range of mechanisms (levers, sliders, wheels and axles) in models or products.

·        Generate and communicate their ideas through a range of different methods.

·        Explore how a structure can be made stronger, stiffer and more stable.

·        Select the appropriate tool for a task and explain their choice.

·        Choose appropriate components and materials and suggest ways of manipulating them to achieve the desired effect.

·        Use different methods of joining fabrics, including glue and running stitch.

·        Know Embellishment is a decorative detail or feature added to something to make it more attractive.

·        Add simple decorative embellishments, such as buttons, prints, sequins and appliqué.

Explore: Exploration of existing products (e.g. using senses, examining everyday objects with sliders, levers and exploring textile products)

Design: Generate initial ideas through experience, talk, drawing and/or prototypes in order to solve a problem using and generating simple design criteria

Evaluate: Ongoing dynamic evaluation using appropriate technical language to adapt and improve product based on intended purpose for user

Design Technology KS2 Curriculum (inc Statutory National Curriculum)

Year 3

Cooking

Can you make a healthy cold meal, using mainly Greek ingredients?

Textiles

Can you make an shelter out of materials to protect from sun?  

Structures

Can we build a class model for a new housing development in Seaford?

·        Plan the main stages of a recipe, listing ingredients, utensils and equipment

·        Select from a range of ingredients to make appropriate food products, thinking about sensory characteristics

·        Select and use appropriate equipment and utensils to prepare and combine food

·        Know about a range of fresh and processed ingredients appropriate for their product, and where they are grown

·        Understand how to securely join two pieces of fabric together

·        Select fabrics and fastenings according to their functional characteristics e.g. strength, and aesthetic qualities e.g. pattern

·        Select and use a range of appropriate tools with some accuracy e.g. cutting, joining and finishing

·        Develop and use knowledge of how to construct strong, stiff shell structures

·        Develop and use knowledge of nets of cubes and cuboids

·        Select and use appropriate tools to measure, mark out, cut, score, shape and assemble with some accuracy

·        Explain their choice of materials according to functional properties and aesthetic qualities

Explore: Record exploration of existing products (e.g. using senses, examining shell structures and exploring 3-D textile products)

Design: Collaboratively develop realistic ideas and design criteria based on analysis of existing products, using annotated sketches

Evaluate: Test and evaluate their own products using appropriate technical language against design criteria and the intended user and purpose, taking into account the views of others

Year 4

Cooking

What is processed food and is it good or bad? Can you make a tasty sauce with fresh ingredients?

Sliders, levers & linkages

Can you make a working model of a volcano, using levers, linkages and pivots?

Electrical

Can you make a light you can switch on as part of an interactive picture?

·        Have some basic knowledge and understanding about healthy eating and The eat well guide

·        Know some ways to prepare ingredients safely and hygienically

·        Know about a range of fresh and processed ingredients appropriate for their product, and whether they are grown or reared

·        Plan the main stages of a recipe, listing ingredients, utensils and equipment

·        Select and use appropriate utensils and equipment to prepare and combine ingredients

·        Select from a range of ingredients to make appropriate food products, thinking about sensory characteristics

·        Understand and use lever and linkage mechanisms

·        Distinguish between fixed and loose pivots

·        Independently select from and use appropriate tools with some accuracy to cut, shape and join materials

·        Select from and use finishing techniques suitable for the product they are creating

·        Understand and use electrical systems in their products, such as series circuits incorporating switches, bulbs and buzzers

·        Select from and use materials and components, including construction materials and electrical components according to their functional properties and aesthetic qualities

Explore: Investigate and analyse existing products (e.g. using questionnaires and tables to explore features)

Design: Gather information about the needs of the end user(s) to develop realistic ideas and design criteria taking into account analysis of existing products (using annotated sketches)

Evaluate: Test products with the end user using appropriate technical language against design criteria and the intended user and purpose, taking into account the views of others. Identify strengths and areas for improvement.

Year 5

Cooking

Can you make your own vegetarian Chile dish (use of Seaford Head) and write the recipe?  

Gears and Pulleys

Design and make a lever and pulley system to excavate a tomb

Structures

Can you design and build a model bridge to support the weight of a model car?

·        Know how to use utensils and equipment including heat sources to prepare and cook food

·        Understand about seasonality and climates/location in relation to food products and the source of different food products

·        Write a step-by-step recipe, including a list of ingredients, equipment and utensils

·        Select and use appropriate utensils and equipment accurately to measure and combine appropriate ingredients

·        Make, decorate and present the food product appropriately for the intended user and purpose

·        Understand that mechanical systems have an input, process and an output

·        Understand how gears and pulleys can be used to speed up, slow down or change the direction of movement

·        Produce detailed lists of tools, equipment and materials. Formulate step-by-step plans and, if appropriate, allocate tasks within a team

·        Select from and use a range of tools and equipment to make products that that are accurately assembled and well finished. Work within the constraints of time, resources and cost

·        Understand how to create a freestanding 3D framework by working accurately

·        Competently select from and use appropriate tools and equipment safely to accurately measure, mark out, cut, shape and join construction materials to make frameworks

·        Use finishing and decorative techniques suitable for the product they are designing and making

Explore: Investigate and analyse existing products (e.g. frame structures, architecture relevant to time period, axles, wheels – fixed and moving) gathering information using questionnaires and tables

Design: Innovate by exploring a range of initial ideas from which a design brief (using annotated sketches) can be developed to meet the needs of the end user. Consider constraints of time and resources.

Evaluate: Test products with intended user and critically evaluate the quality of the design, manufacture, functionality and fitness for purpose using appropriate technical language. Identify strengths and areas for improvement.

Year 6

Cooking

Create a dish without using rationed products

Textiles

Can you ‘make do and mend’ your own clothes for a fashion show?

Structures

Using available materials, build an OPAL activity as your legacy for Chyngton

·        Have knowledge and understanding about food hygiene, nutrition, healthy eating and a varied diet

·        Understand how key chefs have influenced eating habits to promote varied and healthy diets

·        Write a step-by-step recipe, including a list of ingredients, equipment and utensils

·        Select and use appropriate utensils and equipment accurately to measure and combine appropriate ingredients

·        Make, decorate and present the food product appropriately for the intended user and purpose

·        A 3-D textile product can be made from a combination of accurately made pattern pieces, fabric shapes and different fabrics

·        Fabrics can be strengthened, stiffened and reinforced where appropriate

·        Independently formulate step-by-step plans and, if appropriate, allocate tasks within a team

·        Independently select from and use a range of tools and equipment safely to make products that are accurately assembled and well finished. Work within the constraints of time and resources

·        Understand how to strengthen, stiffen and reinforce 3-D frameworks

·        Independently formulate a clear plan, including a step-by-step list of what needs to be done and lists of resources to be used

·        Competently select from and use appropriate tools safely to accurately measure, mark out, cut, shape and join construction materials to make frameworks, explaining choices

·        Use finishing techniques suitable for the product they are designing and making, explaining choices

Explore: Investigate, analyse and evaluate existing products (e.g. structures and textiles), commenting on suitability for purpose. Record explorations appropriately (e.g. tables / graphs)

Design: Gather information about the needs of the end user(s) to develop realistic ideas and design criteria taking into account analysis of existing products. Use annotated sketches templates and prototypes to design purposeful, functional and appealing products.

Evaluate: Design appropriate tests to carry out with the end user. Use appropriate technical language to evaluate against design specification, taking into account the views of others. Identify strengths and areas for improvement.