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Lons Infant School
Learning, Opportunities, Nurturing, Success
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DT
Design & Technology Key Skills Acquisition
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Development matters EYFS (understanding the World: technology, expressive arts and design: exploring and using media and materials) |
Reception |
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NC art – pupils should be taught |
Year one |
Year two |
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They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. |
Provide resources for mixing colours, joining things together and combining material demonstrating where appropriate. |
Design |
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. |
Draw on their own experiences to help generate ideas. Suggest ideas and explain what they are going to do.
Identify a target group for what they intend to design and make.
Model their ideas in card and paper.
Develop their design ideas applying findings from their earlier research. |
Generate ideas by drawing on their own and other people’s experiences.
Develop their design ideas through discussion, observation, drawing and modelling.
Identify a purpose for what they intend to design and make.
Identify simple design criteria.
Make simple drawings and label parts |
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Have a holding bay where models and works can be retained for a period for children to enjoy, develop or refer to. |
Make including food |
Select from and use a range of tools and equipment to perform practical tasks for example cutting, shaping, joining and finishing.
Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics. |
Make their design using appropriate techniques.
With help measure, mark out, cut and shape a range of materials.
Use tools e.g. scissors and a hole punch safely.
Assemble, join and combine materials and components together using a variety of temporary methods e.g. glues or masking tape.
Select and use appropriate fruit and vegetables, processes and tools.
Use basic food handling, hygienic practices and personal hygiene.
Use simple finishing techniques to improve the appearance of their product. |
Begin to select tools and materials, use vocabulary to name and describe them.
Measure, cut and score with some accuracy.
Use hand tools safely and appropriately.
Assemble, join and combine materials in order to make a product.
Cut, shape and join fabric to make a simple garment. Use basic sewing techniques.
Follow safe procedures for food safety and hygiene.
Choose and use appropriate finishing techniques. |
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Evaluate |
Explore and evaluate a range of existing products.
Evaluate their ideas and products against design criteria |
Evaluate their product by discussing how well it works in relation to the purpose.
Evaluate their products as they are developed, identifying strengths and possible changes they might make.
Evaluate their product by asking questions about what they have made and how they have gone about it. |
Evaluate against their design criteria.
Evaluate their products as they are developed, identifying strengths and possible changes they might make.
Talk about their ideas, saying what they like and dislike about them. |
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Children recognise that a range of technology is used in places such as homes and schools.
They select and use technology for particular purposes. |
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Technical knowledge |
Build structures exploring how they can be made stronger, stiffer and more stable.
Explore and use mechanisms for example levers, sliders, wheels and axles in their products. |
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Cooking and nutrition |
Use the basic principles of a healthy and varied diet to prepare dishes.
Understand where food comes from. |
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Knowledge, skills and understanding
Year 1
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Developing, planning and communicating ideas |
Working with tools, equipment, materials and components to make quality products |
Evaluating processes and products |
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Can they think of some ideas of their own?
Can they explain what they want to do?
Can they use pictures and words to plan? |
Can they explain what they are making?
What tools are they using? |
Can they describe how something works?
Can they talk about their own work and things that other people have done? |
Breadth of study
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Cooking and nutrition |
Textiles |
Mechanisms |
Use of materials |
Construction |
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Can they cut food safely?
Can they describe the texture of foods?
Do they wash their hands and make sure that surfaces are clean?
Can they think of interesting ways to decorate food they have made e.g. cakes? |
Can they describe how different textiles feel?
Can they make a product from textile by gluing? |
Can they make a product which moves?
Can they cut materials using scissors?
Can they describe the materials using different words?
Can they say why they have chosen moving parts? |
Can they make a structure/model using different materials?
Is their work tidy?
Can they make their model stronger if it needs to be? |
Can they talk with others about how they want to construct their product?
Can they select appropriate resources and tools for their building projects?
Can they make simple plans before making objects e.g. drawings, arranging pieces of construction before building? |
Year 2
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Developing, planning and communicating ideas |
Working with tools, equipment, materials and components to make quality products |
Evaluating processes and products |
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Can they think of ideas and plan what to do next?
Can they choose the best tools and materials?
Can they give a reason why these are best?
Can they describe their design by using pictures, diagrams, models and words? |
Can they join things (materials/components) together in different ways? |
What went well with their work?
If they did it again, what would they want to improve? |
Breadth of study
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Cooking and nutrition |
Textiles |
Mechanisms |
Use of materials |
Construction |
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Can they describe the properties of the ingredients they are using?
Can they explain what it means to be hygienic?
Are they hygienic in the kitchen? |
Can they measure textiles?
Can they join textiles together to make something?
Can they cut textiles?
Can they explain why they choose certain textiles? |
Can they join materials together as part of a moving product?
Can they add some kind of design to their product? |
Can they measure materials to sue in a model or structure?
Can they join material in different ways?
Can they use joining, folding or rolling to make materials stronger? |
Can they make sensible choices as to which material to use for their constructions?
Can they develop their own ideas from initial starting points?
Can they incorporate some type of movement into models? Can they consider how to improve their construction? |
What we will be doing this year...
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DESIGN AND TECHNOLOGY |
Reception |
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Diva lamps
Making rockets |
Puppets of people who help us
Chinese new year lanterns
Design and make own superveg
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Dragon Village den building
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Design an underwater city |
Combining media for transport
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Year 1 |
Design and make a shelter for sunny at The North Pole |
Christmas textiles |
Healthy eating |
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Design and make and evaluate a boat to explore new lands. Test them out in water.
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Year 2 |
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Clay sculptures-models of houses
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Moving mechanisms – moving pictures |
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