Design & Technology

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Cooking & Nutrition

Year 1

  • Talk about what they eat at home and begin to discuss what healthy foods are.

  • Say where foods come from and give an example of what foods are grown.

  • Use simple tools to help them prepare food safely.

Year 2

  • Understand the need for a variety of food in a diet.

  • Understand that all food needs to be farmed, grown or caught.

  • Use simple tools to help them prepare food safely.

Year 3

  • Talk about different food groups and name foods from each group.

  • Understand that food has to be grown, farmed or caught in Europe and the wider world.

  • Use a wider variety of ingredients and techniques to prepare and combine ingredients safely.

Year 4

  • Understand what makes a healthy and balanced diet and that different foods and drinks provide different substances the body needs to survive.

  • Understand seasonality and the advantages of eating seasonal and locally sourced produce.

  • Read and follow simple recipes which involve several processes, skills and techniques.

Year 5

  • Understand the main food groups and the different nutrients that are important for health.

  • Understand how a variety of ingredients are grown, reared, caught and processed to make them safe and palatable to eat.

  • Select appropriate ingredients and use a wide range of techniques to combine them.

Year 6

  • Confidently plan a series of healthy meals based on the principles of a healthy, varied diet.

  • Use information on food labels to inform choices.

  • Research, plan, prepare and cook a savoury dish, applying their knowledge of ingredients and their technical skills.

Cooking & Nutrition

Processes

Year 1

  • Create simple designs for products.

  • Use pictures and words to describe what they want to do.

  • Select from a range of tools to cut, join and combine materials and components safely.

  • Ask simple questions about existing products and those they have made.

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

  • Use wheels and axles in a product.

Year 2

  • Design purposeful, functional, appealing products for themselves and others based on design criteria.

  • Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and where appropriate ICT.

  • Choose appropriate tools, equipment, techniques and materials from a wide range.

  • Safely measure, mark and cut and shape materials using a range of tools.

  • Evaluate and assess existing products and those that they have made using design criteria.

  • Investigate different techniques for stiffening a variety of materials and explore different methods of enabling structures to remain stable.

  • Explore and use mechanisms e.g. levers, sliders, wheels and axles in their products.

Year 3

  • Use knowledge of existing products to design their own functional product.

  • Create designs using annotated sketches, cross-sectional diagrams and simple computer programmes.

  • Safely measure, cut, assemble and join with some accuracy.

  • Make suitable choices from a wider range of tools and unfamiliar materials and plan out the main stages of using them.

  • Investigate and analyse existing products and those they have made, considering a wider range of factors.

  • Strengthen frames using diagonal struts.

  • Understand mechanical systems such as levers ad linkages or pneumatic systems create movement.

Year 4

  • Use knowledge of existing products to design a functional and appealing product for a particular purpose and audience.

  • Create designs using exploded diagrams.

  • Use techniques which require more accuracy to cut, shape, join and finish their work e.g. cutting internal shapes, slots in frameworks.

  • Use their knowledge of techniques and the functional and aesthetic qualities of a wide range of materials to plan how to use them.

  • Consider how existing products and their own finished products might be improved and how they meet the needs of their intended user.

  • Apply techniques they have learnt to strengthen structures and explore their own ideas.

  • Understand and use electrical systems in products.

Year 5

  • Use their research into existing products and their market research to inform the design of their products.

  • Create prototypes to show their ideas.

  • Make careful and precise measurements so that joins, holes and openings are in exactly the right place.

  • Produce step by step plans to guide their making, demonstrating that they can apply their knowledge of different materials, tools and techniques.

  • Make detailed evaluations about existing products and their own, considering the views of others to improve their work.

  • Build more complex 3D structures and apply their knowledge of strengthening techniques to make them as strong as possible.

  • Understand how to use more complex mechanical and electrical systems.

Year 6

  • Use research they have done into famous designers and inventors to inform the design of their innovative products.

  • Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer aided designs.

  • Apply their knowledge of materials and techniques to refine and re-work their product to improve its functional properties and aesthetic qualities.

  • Use technical knowledge and accurate skills to problem solve during the making process.

  • Use their knowledge of famous designers to further explain the effectiveness of existing products they have seen and made.

  • Use a wide range of methods to strengthen, stiffen and reinforce complex structures and can use them accurately and appropriately.

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

Processes