DT

EYFS:

• Starts making marks intentionally. 
• Begins to give meaning to marks made. 
• Explores using different materials and tools to create models. 
• Make simple models which express their ideas.
• Use imagination as they consider what they can do with different materials. 
• Develop their own ideas and decide which materials to use to express them. 
• Join different materials and explore different textures.

Reception:

• Return to and build on their previous learning, refining ideas and developing their ability to represent them.
• Create collaboratively, sharing ideas, resources and skills. 
• Discusses what they want to make. 
• Discusses problems and how they might solve them. 
• Join materials together using tape and different glues. 
• Uses tools with care and precision. 
• Discusses their creation

In Year 1 the children will be learning:

• Think of their own ideas and say what to do next.
• Describe designs (using pictures, models, diagrams, mock-ups etc) To know how to follow a criteria to design their own product.
• Explain what is being made and why the audience will like it.
• Choose appropriate tools and explain why they are being used.
• Describe how their product works, evaluating what went well and what could be done differently

Food and Nutrition (Bread rolls and Salad)

• Demonstrate good hygiene.
• Know how to cut, mix and mould foods (with supervision)
• Know how to hold a knife correctly and cut safely.
• Know how to make a salad.
• Know how to make bread rolls. 

Mechanisms (Pop up / slider cards)

• Know how simple mechanisms such as levers and sliders work.
• Know how to create a lever.
• Know how to create a slider.
• To create a pop up / slider card.

Constructions (photo frames)

• Use sheet materials and construction tools with appropriate supervision.
• Know how to make free-standing structures stronger, stiffer and more stable.
• Know and apply basic technical vocabulary relevant to the project correctly.
• To know how to follow a basic method to make a structure, with support.
• To know how to construct a photo frame.

In Year 2 the children will be learning:

• Think of their own ideas and say what to do next.

• Describe designs (using pictures, models, diagrams, mock-ups etc) To know how to follow a criteria to design their own product.

• Explain how to follow a criteria to design their own product.

• Explain what is being made and why the audience will like it.
• Choose appropriate tools and explain why they are being used.
• Describe how their product works, evaluating what went well and what could be done differently.

Food and Nutrition (Bread rolls and Salad)

• Demonstrate good hygiene.
• Know how to cut, mix and mould foods (with supervision)
• Know how to hold a knife correctly and cut safely.
• Know how to make a salad.
• Know how to make bread rolls. 

Mechanisms (Pop up / slider cards)

• Know how simple mechanisms such as levers and sliders work.
• Know how to create a lever.
• Know how to create a slider.
• To create a pop up / slider card.

Constructions (photo frames)

• Use sheet materials and construction tools with appropriate supervision.
• Know how to make free-standing structures stronger, stiffer and more stable.
• Know and apply basic technical vocabulary relevant to the project correctly.
• To know how to follow a basic method to make a structure, with support.
• To know how to construct a photo frame.

In Year 3 the children will be learning:

• Gather information to help design a successful product (i.e. by asking others' views) and can suggest ideas for improving plans.
• Produce a detailed plan with labelled diagrams, a written explanation and step-by-step guide.
• Use a range of tools accurately.
• Measure, mark out, assemble and join materials and components with some accuracy.
• Evaluate the appearance and usability of their own product and pre-existing products.
• Explain how the original design could be improved, considering the appearance and usability.

Food and Nutrition (Bread rolls and Salad)

• Demonstrate good hygiene.

• Know how to cut, grate, mix (with supervision)
• Know how to hold a knife correctly and cut safely.
• Know how to use a grater safely.
• Know how to make toast, using a grill safely.
• Knows how to cook a potato in the microwave.
• Knows how to use a microwave safely and can set a timer.

Mechanisms (Linkages)

• Know how simple mechanisms such as levers and linkages work.

• Know how to create a lever with at least two pivot points.

• Know how to create a linkage mechanism.

Constructions (Torches)

• Design and create a purposeful product that uses a simple circuit.

• Create an informed detailed design of their product using an electric circuit.

• Create a good quality, functional product, refining details as necessary.
• Understand that mechanical and electrical systems have an input, process and an output.
• Knows how to build a functioning torch. 

In Year 4 the children will be learning:

• Gather information to help design a successful product (i.e. by asking others' views) and can suggest ideas for improving plans.
• Produce a detailed plan with labelled diagrams, a written explanation and step-by-step guide.
• Use a range of tools accurately.
• Measure, mark out, assemble and join materials and components with some accuracy.
• Evaluate the appearance and usability of their own product and pre-existing products.
• Explain how the original design could be improved, considering the appearance and usability.

Food and Nutrition (Bread rolls and Salad)

• Demonstrate good hygiene.

• Know how to cut, grate, mix (with supervision)

• Know how to hold a knife correctly and cut safely.
• Know how to use a grater safely.
• Know how to make toast, using a grill safely.
• Knows how to cook a potato in the microwave.
• Knows how to use a microwave safely and can set a timer.

Mechanisms (Linkages)

• Know how simple mechanisms such as levers and linkages work.

• Know how to create a lever with at least two pivot points.

• Know how to create a linkage mechanism.

Constructions (Torches)

• Design and create a purposeful product that uses a simple circuit.

• Create an informed detailed design of their product using an electric circuit.

• Create a good quality, functional product, refining details as necessary.
• Understand that mechanical and electrical systems have an input, process and an output.
• Knows how to build a functioning torch. 

In Year 5 the children will be learning:

• Use a range of information to inform a design (i.e. market research using surveys, interviews, questionnaires or web-based resources).
• Produce a detailed plan, with cross-sectional diagrams and computer-generated designs).
• Refine and justify plans as necessary.
• Use a range of tools and equipment precisely.
• Consider the aesthetic qualities and functionality of their product and refine details as necessary.
• Evaluate the appearance and test the function of a product (own and pre-existing) against the original criteria, saying whether it is fit for purpose.
• Suggest improvements that could be made, considering materials, methods, sustainability of the product and how much a product costs to make.

Food and Nutrition (Italian Bread and Dish)

• Demonstrate good hygiene.

• Know how to peel, cut, grate, mix, mould

• Know how to use a range of tools safely when cooking.
• Knows how to turn on, set temperature and heat food safely using hobs and ovens (with supervision)
• Knows how to set a timer and observe food cooking.
• Know how to cook Italian Bread.
• Know how to cook an Italian Dish.

Mechanisms (CAM pop up box)

• Know how simple CAM mechanisms work.

• Make a simple CAM mechanism.

• Use research to develop design criteria.
• Follow design criteria to make a model. 

Constructions (Crumble Kits)

• To understand and use electrical systems in their products linked to science coverage.

• Apply understanding of computing to program, monitor and control products.

• Construct functioning circuits to power the product. 

In Year 6 the children will be learning:

• Use a range of information to inform a design (i.e. market research using surveys, interviews, questionnaires or web-based resources).
• Produce a detailed plan, with cross-sectional diagrams and computer-generated designs).
• Refine and justify plans as necessary.
• Use a range of tools and equipment precisely.
• Consider the aesthetic qualities and functionality of their product and refine details as necessary.
• Evaluate the appearance and test the function of a product (own and pre-existing) against the original criteria, saying whether it is fit for purpose.
• Suggest improvements that could be made, considering materials, methods, sustainability of the product and how much a product costs to make.

Food and Nutrition (Italian Bread and Dish)

• Demonstrate good hygiene.

• Know how to peel, cut, grate, mix, mould

• Know how to use a range of tools safely when cooking.
• Knows how to turn on, set temperature and heat food safely using hobs and ovens (with supervision)
• Knows how to set a timer and observe food cooking.
• Know how to cook Italian Bread.
• Know how to cook an Italian Dish.

Mechanisms (CAM pop up box)

• Know how simple CAM mechanisms work.

• Make a simple CAM mechanism.

• Use research to develop design criteria.
• Follow design criteria to make a model. 

Constructions (Crumble Kits)

• To understand and use electrical systems in their products linked to science coverage.

• Apply understanding of computing to program, monitor and control products.

• Construct functioning circuits to power the product.