• Play with increasing confidence on their own and with other children, because they know their key person is nearby and available
• Begin to show ‘effortful control’. For example, waiting for a turn and resisting the strong impulse to grab what they want or push their way to the front

• Develop manipulation and control.
• Explore different materials and tools.
• Use large and small motor skills to do things independently, for example manage buttons and zips, and pour drinks.

• Explore materials with different properties
• Explore natural materials, indoors and outside

• Use their imagination as they consider what they can do with different materials.
• Make simple models which express their ideas.
• Explore different materials, using all their senses to investigate them. Manipulate and play with different materials.

Development

one which is suggested to them.

• Use large-muscle movements to wave flags and streamers, paint and make marks.
• Choose the right resources to carry out their own plan.
• Use one-handed tools and equipment, for example, making snips in paper with scissors.

• Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different

buildings and a park.

• Explore different materials freely, in order to develop their ideas about how to use them and what to make.
• Develop their own ideas and then decide which materials to use to express them.
• Create closed shapes with continuous lines, and begin to use these shapes to represent objects.

• Progress towards a more fluent style of moving, with developing control and grace.
• Develop their small motor skills so that they can use a range of tools competently, safely and confidently.

• Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.

• Explore, use and refine a variety of artistic effects to express their ideas and feelings.
• Return to and build on their previous learning, refining ideas and developing their ability to represent them.
• Create collaboratively, sharing ideas, resources and skills

Development

Skills

• Use a range of small tools, including scissors, paintbrushes and cutlery.

Materials

• Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
• Share their creations, explaining the process they have used

Acorn Class 2 Year Long Term Plan

Stable Structures

• I can identify the features of toy garages. 

• I know what the word ‘stable’ means. 

• I can make changes to the design of a stable structure to make it fit for purpose. 

• I can explore a range of materials and evaluate the usefulness of their properties for a particular project. 

• I can explore how to make stable structures that hold a given object. 

• I can follow a design to make a stable structure. 

• I know some ways to make a structure more stable. 

• I can evaluate my finished structure against a set of given criteria.

 Mechanical Systems 

I can investigate a range of vehicles, identifying and labelling their features. 

• I know what an axle is. • I know what a chassis is. 

• I can explore different ways of using axles, chassis and wheels to create a moving base. 

• I can design a vehicle with wheels, axles and chassis, as well as a body. 

• I can follow a design to make a moving vehicle. • I can evaluate my finished moving vehicle.

(link with Seaside Snacks Y1/2)

Cooking & Nutrition

• I can name a variety of pizza toppings. 

• I can use the model of the balanced plate to evaluate how healthy different pizzas are. 

• I can explore different types of bread and evaluate which would work best for a pizza base. 

• I can identify which food group a variety of pizza toppings belong to. • I can sort pizza toppings into groups based on different criteria, e.g. animal vs plant products. 

• I can explain why each of the food groups is important for a balanced diet. 

• I can design and make a healthy pizza following given criteria.

 • I can evaluate my finished pizza, saying what I think and feel about it.

Textiles

• I can explore a variety of puppets, identifying and labelling their features. 

• I can cut out felt using a simple template. 

• I can stick pieces of felt together to make a finger puppet. 

• I can add pieces of felt and other materials to a finger puppet to create features, such as eyes, hats and mouths. 

• I can use running stitch to join two pieces of fabric together. 

• I can use overstitch to join two pieces of fabric together. 

• I can sew a button onto a piece of fabric.

 • I can design a glove puppet for a particular purpose. 

• I can follow a design to make a glove puppet by sewing two pieces of fabric together and adding decorations. 

• I can evaluate my finished glove puppet by identifying what went well and what could be improved.

Mechanical Systems  

I can make a sliding mechanism out of card. 

• I know what a pivot and lever are. 

• I can use a pivot and lever mechanism using card and a split pin.

 • I can make a wheel mechanism using card and a split pin. 

• I can match a mechanism to the type of movement they produce.

 • I can design a moving minibeast picture to include a variety of moving mechanisms. 

• I can follow a design to create a moving minibeast picture for a particular purpose. 

• I can evaluate my finished moving minibeast picture by identifying things that worked well and things that could be improved.

and Vegetables

(link with Teddy Bears Picnic Y1/2)  

Cooking & Nutrition 

I can name a variety of fruits and vegetables. 

• I can use adjectives to describe the taste, smell and texture of a variety of fruits and vegetables. 

• I know that some fruits and vegetables need to be washed, cut, cored, peeled or grated before they can be eaten. 

• I understand basic food hygiene, e.g. washing hands, tying long hair back and keeping surfaces clean. 

• I can use a knife to cut some fruits and vegetables in different ways. 

• I can grate an apple and a carrot. 

• I can peel a banana, apple and cucumber.

Oak Class DT 4 Year Long Term Plan

A

– generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

– understand how key events and individuals in design and technology have helped shape the world

 – apply their understanding of how to strengthen, stiffen and reinforce more complex structures

– generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

– 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 wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

– evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

– generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

 – 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 wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

– investigate and analyse a range of existing products

– evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

– apply their understanding of how to strengthen, stiffen and reinforce more complex structures

B

 – generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

– 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 wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

– investigate and analyse a range of existing products

 – evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

 – generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

 – 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 wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

– investigate and analyse a range of existing products

– evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

 – apply their understanding of how to strengthen, stiffen and reinforce more complex structures

– understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]

KS2 – apply their understanding of computing to program, monitor and control their products

– generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

 – 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 wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

 – investigate and analyse a range of existing products

– evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

– understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

C

 – generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

– select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

– 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 shape the world

– understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

– generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

– evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

– apply their understanding of how to strengthen, stiffen and reinforce more complex structures

– prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

– understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed

D

– generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

– 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 wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

– investigate and analyse a range of existing products

– evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

– generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

– select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

KS2 – select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

– investigate and analyse a range of existing products

– evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

 – understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]

– generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

– select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

– evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

– understand and apply the principles of a healthy and varied diet

– prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

• work confidently within a range of contexts, such as imaginary, story-based, home, school, gardens, playgrounds, local community, industry and the wider environment
• state what products they are designing and making
• say whether their products are for themselves or other users
• describe what their products are for
• say how their products will work
• say how they will make their products suitable for their intended users
• use simple design criteria to help develop their ideas

• work confidently within a range of contexts, such as the home, school, leisure, culture, enterprise, industry and the wider environment
• describe the purpose of their products
• indicate the design features of their products that will appeal to intended users
• explain how particular parts of their products work

In early KS2 pupils should also:

• gather information about the needs and wants of particular individuals and groups
• develop their own design criteria and use these to inform their ideas

In late KS2 pupils should also:

• carry out research, using surveys, interviews, questionnaires and web-based resources
• identify the needs, wants, preferences and values of particular individuals and groups
• develop a simple design specification to guide their thinking

• generate ideas by drawing on their own experiences
• use knowledge of existing products to help come up with ideas
• develop and communicate ideas by talking and drawing
• model ideas by exploring materials, components and construction kits and by making templates and mock- ups
• use information and communication technology, where appropriate, to develop and communicate their ideas

• share and clarify ideas through discussion
• model their ideas using prototypes and pattern pieces
• use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas
• use computer-aided design to develop and communicate their ideas

In early KS2 pupils should also:

• generate realistic ideas, focusing on the needs of the user
• make design decisions that take account of the availability of resources

In late KS2 pupils should also:

• generate innovative ideas, drawing on research
• make design decisions, taking account of constraints such as time, resources and cost

• plan by suggesting what to do next
• select from a range of tools and equipment, explaining their choices

• select from a range of materials and components according to their characteristics

• select tools and equipment suitable for the task
• explain their choice of tools and equipment in relation to the skills and techniques they will be using

• select materials and components suitable for the task
• explain their choice of materials and components according to functional properties and aesthetic qualities

In early KS2 pupils should also:

• order the main stages of making

In late KS2 pupils should also:

• produce appropriate lists of tools, equipment and materials that they need
• formulate step-by-step plans as a guide to making

skills and techniques

• follow procedures for safety and hygiene
• use a range of materials and components, including construction materials and kits, textiles, food ingredients and mechanical components
• measure, mark out, cut and shape materials and components
• assemble, join and combine materials and components
• use finishing techniques, including those from art and design

• follow procedures for safety and hygiene
• use a wider range of materials and components than KS1, including construction materials and kits, textiles, food ingredients, mechanical components and electrical components

In early KS2 pupils should also:

• measure, mark out, cut and shape materials and components with some accuracy
• assemble, join and combine materials and components with some accuracy
• apply a range of finishing techniques, including those from art and design, with some accuracy

In late KS2 pupils should also:

• accurately measure, mark out, cut and shape materials and components
• accurately assemble, join and combine materials and components
• accurately apply a range of finishing techniques, including those from art and design
• use techniques that involve a number of steps

• demonstrate resourcefulness when tackling practical problems

• talk about their design ideas and what they are making
• make simple judgements about their products and ideas against design criteria
• suggest how their products could be improved

• identify the strengths and areas for development in their ideas and products
• consider the views of others, including intended users, to improve their work

In early KS2 pupils should also:

• refer to their design criteria as they design and make
• use their design criteria to evaluate their completed products

In late KS2 pupils should also:

• critically evaluate the quality of the design, manufacture and fitness for purpose of their products as they design and make
• evaluate their ideas and products against their original design specification

• what products are
• who products are for
• what products are for
• how products work
• how products are used
• where products might be used
• what materials products are made from
• what they like and dislike about products

• how well products have been designed
• how well products have been made
• why materials have been chosen
• what methods of construction have been used
• how well products work
• how well products achieve their purposes
• how well products meet user needs and wants

In early KS2 pupils should also investigate and analyse:

• who designed and made the products
• where products were designed and made
• when products were designed and made
• whether products can be recycled or reused

In late KS2 pupils should also investigate and analyse:

• how much products cost to make
• how innovative products are
• how sustainable the materials in products are
• what impact products have beyond their intended purpose

• about inventors, designers, engineers, chefs and manufacturers who have developed ground-breaking products

• about the simple working characteristics of materials and components
• about the movement of simple mechanisms such as levers, sliders, wheels and axles
• how freestanding structures can be made stronger, stiffer and more stable
• that a 3-D textiles product can be assembled from two identical fabric shapes
• that food ingredients should be combined according to their sensory characteristics
• the correct technical vocabulary for the projects they are undertaking

• how to use learning from science to help design and make products that work
• how to use learning from mathematics to help design and make products that work
• that materials have both functional properties and aesthetic qualities
• that materials can be combined and mixed to create more useful characteristics

• that mechanical and electrical systems have an input, process and output
• the correct technical vocabulary for the projects they are undertaking

In early KS2 pupils should also know:

• how mechanical systems such as levers and linkages or pneumatic systems create movement
• how simple electrical circuits and components can be used to create functional products
• how to program a computer to control their products
• how to make strong, stiff shell structures
• that a single fabric shape can be used to make a 3D textiles product
• that food ingredients can be fresh, pre-cooked and processed

In late KS2 pupils should also know:

• how mechanical systems such as cams or pulleys or gears create movement
• how more complex electrical circuits and components can be used to create functional products
• how to program a computer to monitor changes in the environment and control their products
• how to reinforce and strengthen a 3D framework
• that a 3D textiles product can be made from a combination of fabric shapes
• that a recipe can be adapted by adding or substituting one or more ingredients

• that all food comes from plants or animals
• that food has to be farmed, grown elsewhere (e.g. home) or caught

• that food is grown (such as tomatoes, wheat and potatoes), reared (such as pigs, chickens and cattle) and caught (such as fish) in the UK, Europe and the wider world

In late KS2 pupils should also know:

• that seasons may affect the food available
• how food is processed into ingredients that can be eaten or used in cooking

• how to name and sort foods into the five groups in The eatwell plate
• that everyone should eat at least five portions of fruit and vegetables every day
• how to prepare simple dishes safely and hygienically, without using a heat source
• how to use techniques such as cutting, peeling and grating

• how to prepare and cook a variety of predominantly savoury dishes safely and hygienically including, where appropriate, the use of a heat source
• how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking

In early KS2 pupils should also know:

• that a healthy diet is made up from a variety and balance of different food and drink, as depicted in The eatwell plate
• that to be active and healthy, food and drink are needed to provide energy for the body

In late KS2 pupils should also know:

• that recipes can be adapted to change the appearance, taste, texture and aroma
• that different food and drink contain different substances – nutrients, water and fibre – that are needed for health