Glove Puppets

In year 2, pupils will:

• Learn about materials - including different types of fabrics and the properties that they have 

• Draw simple design ideas and label them

• Learn how to position patterns on fabrics so that it reduces waste

• Assemble, join and combine materials and components together using a variety of temporary methods e.g., glue and staples 

• Thread a needle and join fabrics using a running stitch 

• Use simple finishing techniques to improve the appearance of their product 

Keeping It Contained 

In year 3, pupils will:

• Develop their own, individual design criteria based on design values

• Identify a user's needs in a specific context where they have a specific problem through observations

• Learn how to use prototyping and constraints (size and colour) 

• Join fabrics using running stitch and over stitch

• Use press studs, buttons and tying with ribbon to join fabrics 

Head Coverings 

In year 6, pupils will:

• Disassemble a range of head coverings 

• Investigate a range of sewing patterns and adapt a pattern 

• Name the different parts of a fabric and understand how this effects placing a pattern

• Learn that fabric can be joined using permanent or temporary fastenings and that different stitches have different uses 

• Develop design criteria with exact measurements 

• Join fabrics using running stitch and over stitch 

• Make minor last-minute iterations to ensure a good fit 

Outdoor Space 

In year 1, pupils will: 

• Use design values of inclusivity and accessibility 

• Talk about simple design ideas with others

• Learn about 2D and 3D shapes

• Learn that free-standing structures can be made stronger and more stable

• Learn about different types of materials 

• Shape a variety of materials 

• Join materials with glue, sellotape and masking tape 

Picture Frames 

In year 3, pupils will: 

• Disassemble different products and use these as inspiration for creating their own ideas

• Learn that triangulation is used in many different structures for strength and stability

• Learn that free-standing structures can be made more stable by adding a stand and ties can make structures more stable

• Use shared design criteria based on the value of sustainability 

• Use a set square to keep right angles

• Cut hard materials like wood with a junior hacksaw and clamps 

• Finish products with paper, cardboard decorations and paints 

• Learn that free-standing structures in the world around us have been made strong and stable with triangulation, using strong materials and having a wide base  

Flat Pack 

In year 5, pupils will:

• Learn that structures can be made by slotting items together

• Learn how about the advantages of flat pack furniture

• Use computer-aided design (CAD) to test models quickly and effectively 

• Create flow charts to show the making process 

• Draw an exploded diagram 

• Learn how to join pieces by slotting together

• Learn how to file or sand to produce smooth edges 

Moving Pictures

In year 1, pupils will: 

• Learn that a mechanism produces a movement

• Learn about mechanisms such as sliders and levers

• Investigate how mechanisms are used in everyday life

• Contribute to a class storyboard that shows the making process

• Make holes in materials

• Join materials using split pins, sellotape and Blu Tac

• Finish products using decorations to make them aesthetically pleasing 

• Evaluate their product according to the design criteria 

Wheels & Axles

In year 2, pupils will:

• Learn about the parts of a moving buggy which include the body, wheels, axles, axle holder and chassis

• Learn about the different types of axles 

• Learn how triangulation can be used to make structures stronger and more stable 

• Use 'what if' questions to generate ideas 

• Shape simple wooden materials

• Join materials using glue and sticky pads

Pulleys  

In year 4, pupils will:

• Learn about levers and linkages and the movements they can produce

• Learn about cams and pulleys and how they can change movements 

• Learn how these mechanisms are used in every day life around them 

• Develop their own, individual design criteria 

• Identify user's needs in a specific context 

• Use protyles and constraints to generate ideas

• Learn how to mark out holes and straight lines

• Learn how to shape dowel

• Use a variety of components to produce a final outcome

Eat a Rainbow

In year 1, pupils will learn:

• Fruits and vegetables come from plants (including trees).

• Fruits contain a plant's seeds. Vegetables are other parts of the plant.

• Food can come from farms, allotments and gardens.

• Fruits and vegetables are usually harvested in a particular season. Different foods are in season at different times of the year.

• We should eat 5 portions of fruit or vegetables each day.

• 'Eating a rainbow' means to eat different types of fruits and vegetables, that might have lots of different colours.

• Fruits and vegetables both contain lots of good things for our bodies. Fruits contain more sugar, so we should eat less of them.

• To wash hands and tie hair back to stop the tiny living things on our hands getting onto the food and into our bodies. 

• To wear an apron to protect our clothes and stop the tiny living things on them getting into food and into our bodies.

• To wash and drain fruits.

• To chop using the claw and the bridge technique.

• To chop a range of foods, including bananas, strawberries, grapes, cucumber or courgette, carrots and prepared apples or pears, pineapple or melon, peppers and celery.

• To peel bananas and satsumas.

•  To mash with a fork.

• To mix with a spoon.

• To follow simple recipes.

• To wash up items by removing excess food, washing, rinsing and drying.

Salads

In year 1, pupils will learn:

• Foods come from a range of sources, including plants (fruits and vegetables) and animals (meat and dairy products).

• Milk comes from animals such as cows, sheep, and goats and plants such as almonds, soy beans and coconuts.

• Foods made from animal milks are called dairy products.

• Some foods are eaten as they are (e.g. milk; fruits and vegetables). Some foods are processed in some way before we eat them (e.g. cheese is made from milk).

• Some foods are sweet, and some are salty.

• Texture is about how food feels in our mouths. Food textures include hard, soft, rough, smooth, crunchy, crispy, chewy, creamy.

• Some foods have different textures when they are prepared in different ways.

• Food is more interesting to eat if it has more than one texture at a time.

• To tie hair back and wash hands after sneezing, coughing and going to the toilet to stop the tiny living things on our hands getting into our bodies.

• Vegetarians choose not eat animal meat. Vegans do not eat any animal product; they eat milks and cheeses made from plants.

• To remove the outer leaves of lettuce and wash and drain them.

• To use a colander or sieve to drain canned foods.

• To chop more accurately using the claw and bridge technique.

• To chop a wider range of foods, including lettuce, salad onions, tomatoes, cabbage, tinned peaches, tinned pineapple, feta, mozzarella and prepared cheddar.

• To peel and grate carrots.

• To dress salad using two utensils and layer food on a salad bed.

• To assemble the salads with growing confidence. Safety:

• To use senses (sight, smell and touch) to check foods for any bits that should not be eaten.

• To make food choices based on colour and quantity of sugar, plus quantities of fat and salt, and dietary requirements (vegans and vegetarians).

Sandwiches

In year 3, pupils will learn:

• Bread is made from flour, which is ground seeds of the wheat plant.

• That sources of meat include chicken, sheep (lamb), pigs (pork products), tuna and other fish.

• Some people are allergic to certain types of food, like nuts or gluten. This means their body reacts when the eat or are in contact with these foods. Some food allergies are mild, and some can be very serious. 

• That food should not be eaten after the ‘use by’ date. Foods can be eaten after the ‘best before’ date, but we should check them first.

• That high risk foods with a ‘use by’ date should be kept in the fridge

• That cheese, cooked meats and eggs are high-risk foods.

• To consider the importance of the refrigerator for food safety

• That hands should be washed after handling raw eggs to stop the tiny things living in there getting into our bodies, because they can make us unwell.I can make a dish with supervision

• To chop an increasingly complex selection of foods (e.g. hard-boiled eggs).

• To peel hard-boiled eggs.

• To stir with a teaspoon or tablespoon.

• To spread butter / margarine with a knife.

• To use a hob to boil (an egg).

• To independently maintain a clean and organised workspace.

• To make food choices based on colour; quantities of sugar, fat, and salt; dietary requirements; plus knowledge of food allergies.

Soups

In year 4, pupils will learn: 

• Beans and lentils are edible seeds from plants.

• Seasoning adds to the taste of food. Seasoning can include salt, spices (like pepper), herbs, and sugar.

• Spices are usually made from the seeds, roots, stem or fruits of a plant and add flavour to food.

• Herbs are usually the leaves of a plant and add flavour to food.

• Mushrooms are not plants nor animals. They are a type of fungus.

• Some people are intolerant to certain types of food, like gluten or dairy products. This means their bodies cannot digest the foods. It can cause discomfort.

• Hobs and hand blenders need to be used with care, keeping our fingers away.

• When blending hot liquids, the blender should be on and/or it is kept well away from the user.

• Food preparation sources should be wiped down before and after use to stop the tiny living things on the surfaces getting onto food. Food preparation areas should be left clean so that food pests are not attracted.

• To  make a dish with supervision

• To chop a range of foods, including mushrooms and carrots.

• To crush garlic.

• To measure volumes in millilitres and litres using a measuring jug. 

• To use a food processor or hand mixer.

• To use a hob to sauté and simmer food, and to boil (vegetables).

• To wash up items in the most appropriate order, starting with least dirty, and change washing up water as required.

Sauces

In year 5, pupils will learn: 

• Pasta is made from wheat flour and water (and sometimes egg).

• Couscous is a type of pasta.

• High risk foods that are cooked and ready to eat should be served immediately or kept in the fridge for 2-4 days

• To use a material that is a poor thermal conductor (thermal insulator) when stirring hot food or removing food from the oven.I can follow a recipe with some guidance

• To use a can opener.

• To chop a range of foods, including the above plus onions and cauliflower.

• To measure mass in grams and kilograms using a balance.

• To use a blender or hand-held blender.

• To whisk (to make roux and Bechamel sauce).

• To use a hob to boil (pasta).

• To use an oven to roast vegetables and brown cheese.

• To make food choices based on colour; quantities of sugar, fat, and salt; dietary requirements; knowledge of food allergies; food miles; plus time taken to prepare.

Savoury Snacks 

In year 6, pupils will learn: 

• Foods can be minimally processed (like fresh fruit and vegetables); moderately processed (like cheese and flour); significantly processed (like baked beans); or ultra-processed (like ready meals; sugary cereals and crisps).

• A healthy diet is made up of mostly minimally and moderately processed foods. Too many ultra-processed foods should be avoided.

• The tiny living things that we need to stop getting into food are bacteria and viruses. They can sometimes make us unwell. 

• To crack eggs.

• To rub flour into butter.

• To shape and cut using cutters.

• To use an oven to bake food.

• To make food choices based on colour; quantities of sugar, fat, and salt; dietary requirements; knowledge of food allergies; food miles; time taken to prepare; plus carbon footprint of production and transport; occasion; and cost.

Interactive Display

In year 5, pupils will learn: 

• Sensors can sense light, sound, and motion and can be used to trigger a program.

• Some components, like LEDs and power terminals, need to be connected correctly (positive and negative pins the correct way round) to function.

• That technology – and programmable technology – has had a huge impact on the world in living memory.

Sustainable Systems

In year 6, pupils will learn: 

• Designers and engineers have developed sustainable systems in agriculture, waste and electricity generation

• To develop their own design criteria based on the value of necessity: do we really need to design this product?

• To recognise the difference between user needs and user wants in an interview.

• To identify different users who may use a service, and how their needs may be different.

• To identify a problem or issue in a system, and design to help solve this problem.