activities may and Food That Building explore it? Am I the change due to equipment. Technology Stay up? Are Eggs Design and fastest? the differing nativity Design and make Alive? make shelters Programmable interests and Scene structures Design toys needs of the children Year 1 Paws, Claws Superheroes Moon Zoom Splendid The Rio de Vida and Enchanted Whiskers Design and make Woodland space-themed Designing vehicles; Building Carnival Labels; Evaluating toys; structures; Instruments; Designing Using making party Flag Making; and Making mechanisms food Recipes Animal Enclosures Year 2 Bounce Land Ahoy! Beat Band The Towers, Wiggle and Boogie! Scented Tunnels and Crawl Garden Turrets Mechanisms Making Origins of Food Materials Percussion Making Making and Structures Instruments Fragrant Models of Selecting Mechanisms Products Towers, Natural Bridges and Materials Tunnels KS2 Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts (for example, the home, school, leisure, culture, enterprise, industry and the wider environment). When designing and making, pupils should be taught to: Design use research and develop design criteria to inform the design of innovative, functional, appealing • products that are fit for purpose, at individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, • and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of tools and equipment to perform practical tasks [for example, • cutting, shaping, joining and finishing], accurately select from and use a range of materials and components, including construction materials, textiles • and ingredients, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a of existing products • evaluate their ideas and products against their own design criteria and consider the views of others to • improve their work understand how key events and individuals in design and technology have helped the world • Technical knowledge apply their understanding of how to strengthen, stiffen and reinforce more complex structures • understand and use mechanical systems in their products (for example, gears, pulleys, cams, levers and • linkages) understand and use electrical systems in their products (for example, series circuits incorporating • switches, bulbs, buzzers and motors) apply their understanding of computing to program, monitor and control their products. •
activities may change due to the differing interests and needs of the children and equipment. Food Technology nativity Scene That Building Stay up? Design and make structures Are Eggs Alive? Design explore it? Design and make shelters Am I the fastest? Programmable toys Year 1 Paws, Claws and Whiskers Designing Labels; Designing and Making Animal Enclosures Superheroes Moon Zoom Design and make space-themed vehicles; Evaluating toys; Using mechanisms Splendid The Enchanted Woodland Building structures; making party food Rio de Vida Carnival Instruments; Flag Making; Recipes Year 2 Bounce Materials and Mechanisms Land Ahoy! Mechanisms Structures Beat Band Boogie! Making Percussion Instruments The Scented Garden Making Fragrant Products Towers, Tunnels and Turrets Making Models of Towers, Bridges and Tunnels Wiggle and Crawl Origins of Food Selecting Natural Materials KS2 Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts (for example, the home, school, leisure, culture, enterprise, industry and the wider environment). When designing and making, pupils should be taught to: Design • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, at individuals or groups • generate, develop, model and communicate their ideas through discussion, annotated sketches, and exploded diagrams, prototypes, pattern pieces and computer-aided design Make • select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately • select from and use a range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate • investigate and analyse a of existing products • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work • understand how key events and individuals in design and technology have helped the world Technical knowledge • apply their understanding of how to strengthen, stiffen and reinforce more complex structures • understand and use mechanical systems in their products (for example, gears, pulleys, cams, levers and linkages) • understand and use electrical systems in their products (for example, series circuits incorporating switches, bulbs, buzzers and motors) • apply their understanding of computing to program, monitor and control their products.
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