| Children can: | |
| a | use their knowledge of existing products and their own experience to help generate their ideas; |
| b | design products that have a purpose and are aimed at an intended user; |
| c | explain how their products will look and work through talking and simple annotated drawings; |
| d | design models using simple computing software; |
| e | plan and test ideas using templates and mock-ups |
| f | understand and follow simple design criteria; |
| g | work in a range of relevant contexts, for example imaginary, story-based, home, school and the wider environment. |
Year 1 – Design and Technology
YEAR 1 - Examples of 'Expected' in the core skill of - Design
Design - Core Skills
Design - Vocabulary
YEAR 1 - Examples of 'Expected' in the core skill of - Make
Make - Core Skills
| Children can: | |
| Plan: | |
| a | Begin to control lines to create simple drawings from observations. |
| b | Use thick felt-tip pens/chalks/charcoal/wax crayon/pastel. |
| c | Learn to hold drawing and painting tools correctly. |
| Practical skills and techniques: | |
| d | Mix primary colours to make secondary colours. |
| e | Recognise warm and cool colours. |
| f | Explore the relationship between mood and mark making/colour |
| g | cut, shape and score materials with some accuracy; |
| h | assemble, join and combine materials, components or ingredients; |
| i | demonstrate how to cut, shape and join fabric to make a simple product; |
| j | manipulate fabrics in simple ways to create the desired effect; |
| k | use a basic running stich; |
| l | cut, peel and grate ingredients, including measuring and weighing ingredients using measuring cups; |
| m | begin to use simple finishing techniques to improve the appearance of their product, such as adding simple decorations. |
Make - Vocabulary
Evaluate - Core Skills
| Children can: | |
| a | explore and evaluate existing products mainly through discussions, comparisons and simple written evaluations; |
| b | explain positives and things to improve for existing products; |
| c | explore what materials products are made from; |
| d | talk about their design ideas and what they are making; |
| e | as they work, start to identify strengths and possible changes they might make to refine their existing design; |
| f | evaluate their products and ideas against their simple design criteria; |
| g | start to understand that the iterative process sometimes involves repeating different stages of the process. |
Evaluate - Vocabulary
YEAR 1 - Examples of 'Expected' in the core skill of - Technical Knowledge
Technical knowledge - Core Skills
| Children can: | |
| a | build simple structures, exploring how they can be made stronger, stiffer and more stable; |
| b | talk about and start to understand the simple working characteristics of materials and components; |
| c | explore and create products using mechanisms, such as levers, sliders and wheels. |
Technical knowledge - Vocabulary
Cooking and Nutrition - Core Skills
| Children can: | |
| a | Describe the artwork of artists such as Paul Klee, Georgia O’Keefe and Picasso, Van Gogh, Matisse. |
| b | Use work of artists such as Niki de Saint Phalle (sculpture) to create own pieces. |
| c | Key artists-Andy Warhol and Clare Youngs. printmaking, exploring texture and pattern in nature. |
| d | Consider specific works such as Andy Goldsworthy’s ‘Stone circles’. |
| e | Explore work from different cultures e.g. Chinese origami, Aboriginal Art. |
| f | use what they know about the Eatwell Guide to design and prepare dishes. |
Cooking and Nutrition - Vocabulary
Y1 cookery vocab
