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Etherley Lane Primary School – Art and Design
Year Group
Areas covered Knowledge non-negotiables skills Vocab and Visits materials
Reception Exploring and Using media and materials. Construct with purposes in mind. Select appropriate resources and adapt work where necessary. Select tools and techniques needed to shape and assemble. Exploring and Using media and materials Constructs with a purpose in mind, using a variety of resources. Uses simple tools and techniques competently and appropriately. Selects appropriate resources and adapts work where necessary. Being Imaginative Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. Exploring and Using media and materials Children safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Being Imaginative Children represent their own ideas, thoughts and feelings through design and technology,
Seasonality /ongoing throughout school curriculum
Materials tools ideas like dislike / evaluate health and safety keeping safe skills techniques construction recipe ingredients produce food sliders wheels hygiene Join, assemble and combine healthy eating 5 a day fruit vegetables plants or animals food groups farmed, caught, or grown Seasons seasonality
Etherley Lane Primary School – Art and Design
Year 1 Aut 1Cooking and Nutrition – Healthy Food (school meal) To know that food comes from plants and animals, and know that food is either farmed, grown or caught. Where is our food coming from?Food detectives. Name and sort foods on a simple eat well plate [ school dinner] Eat 5 portions of fruit and veg a day Skills focus – cutting Construction kits Joining Introduce to tools cutting tools Safety Aut 2 Design and make a photo frame from card Evaluation products what they are, what they like/dislike Spr 1Structure model train 3d model train (put wheels on) Introduce term lever linked to lever on a train. Explore and use mechanisms [ levers sliders wheels and axles in their products.] The houses of the 3 pigs / materials /structures / stability Bling your bonnet Sum 1
Intro the word lever use ITC where appropriate Structure Exploring context and existing products Understand what a product is and who it is for Understand how a product works and how it is used Identify where you might find this product Understanding their intended users and their own product Explain what product they will be designing and making Explain who their product will be used by Describe what their product will be used for Communicating ideas and creating prototypes for product Discuss what their steps for making could be Represent ideas through talking and drawing making Selecting the tools and applying the practical skills and techniques construction Use materials and kits, textiles, food and mechanical components Choose suitable tools for making Follow safety and food hygiene procedures
Locomotion Museum Design/ criteria simple working characteristics drawing templates mock ups purpose product ideas intended use for self or other users materials componenets free standing /structures stronger strengthen reinforce stiffer and more stable sensory characteristics construction kits tools tools safety and hygiene measure mark out cut and shape materials and components finishing techniques [ linked with art and design]like dislike / evaluate health and safety keeping safe skills techniques construction recipe ingredients produce food purpose levers sliders wheels axles hygiene Join, assemble and combine mechanisms cooking nutrition food preparation healthy eating The Eatwell plate 5 a Day fruit vegetables plants or animals food groups farmed, caught, or grown plants animals
Etherley Lane Primary School – Art and Design
Moving Picture Flower picture moving up and down/ slider
Measure, mark, cut and shape materials and components Join, assemble and combine materials and components Evaluating Referring to planning and initial ideas in evaluating their produ ct Talk about their design ideas and what they have made Make simple judgements of how the product met their design ideas Technical Build structures exploring how they can be made stronger stiffer and more stable .Explore and use mechanisms [ levers sliders wheels axles ] in their products. cooking and nutrition Understanding food and food preparation Understand that food comes from plants or animals Understand that food has to be farmed, caught, or grown cooking and nutrition Food preparation, cooking and nutrition Sort foods into the 5 groups using The Eatwell Plate
Etherley Lane Primary School – Art and Design
Identify that people should eat at least 5 portions of fruit and vegetables a day Prepare simple dishes hygienically and safely without a heat source Use cooking techniques such as: cutting, peeling and grating
Year 2 Aut 1 Moving seagulls -design, make and evaluate.
British Food Fortnight -plan, make and sell a produce using
British foods.
Aut 2 Design a Fairtrade fruit salad (in the form of a fruity ship).
Link to where food comes from. Geography link and healthy
eating. Sew and construct
a Christmas bird decoration reinforce and develop sewing
skills.
Spr 1
Chinese New Year -blue paper plates, red envelopes, Chinese
food.
Link envelopes to Sarah Davis local entrepreneur.
Spr 2
Traditional finger puppets.
Easter -Bling yer bonnet
Sum 1
Exploring structures, design, make and evaluate a Tudor
House -discussing how they could be made "stronger"
"stiffer" and "more stable".
Sum 2
Design and make a Tudor Rose with icing. Explore different
types of icing. Select from and use a range of tools and
Exploring context and existing products Understand how a product works and how it is used Identify where you might find this product Identify the materials used to make the product Express an opinion about the product Understanding their intended users and their own product Use own experiences and existing products to develop ideas Explain what product they will be designing and making Explain who their product will be used by Describe what their product will be used for and how it will work
Design/ criteria simple working characteristics drawing templates mock ups purpose product ideas intended use for self or other users materials components free standing / structures stronger strengthen reinforce stiffer and more stable Levers pulleys stability structure sensory characteristics construction kits tools safety and hygiene measure mark out cut and shape materials and components finishing techniques [ linked with art and design] like dislike / evaluate health and safety keeping safe suitability recipe substitute recipe ingredients produce food purpose levers sliders wheels axles hygiene Join, assemble and combine mechanisms cooking nutrition food preparation healthy eating The Eatwell
Etherley Lane Primary School – Art and Design
equipment to perform practical tasks. Making and eating
Tudor Pottage
Explain why their product is suitable for the intended user Discuss what their steps for making could be Represent ideas through talking, drawing and computing – (where appropriate) Choose materials to use based on suitability of their properties Create templates/pattern pieces and explore materials whilst developing ideas Communicating ideas and creating prototypes for product Discuss what their steps for making could be Represent ideas through talking, drawing and computing – (where appropriate) Choose materials to use based on suitability of their properties Create templates/pattern pieces and explore materials whilst developing ideas making Selecting the tools and applying the practical skills and techniques construction Use materials and kits, textiles, food and mechanical components Choose suitable tools for making Follow safety and food hygiene procedures
plate 5 a Day fruit vegetables plants or animals food groups farmed, caught, or grown
Etherley Lane Primary School – Art and Design
Measure, mark, cut and shape materials and components Join, assemble and combine materials and components Evaluating Referring to planning and initial ideas in evaluating their produ ct Talk about their design ideas and what they have made Make simple judgements of how the product met their design ideas Suggest how their product could be improved Technical Build structures exploring how they can be made stronger stiffer and more stable .Explore and use mechanisms [ levrs sliders wheels axles ] in their products cooking and nutrition Understanding food and food preparation Understand that food comes from plants or animals Understand that food has to be farmed, caught, or grown cooking and nutrition Food preparation, cooking and nutrition Sort foods into the 5 groups using The Eatwell Plate Identify that people should eat at least 5 portions of fruit and vegetables a day
Etherley Lane Primary School – Art and Design
Prepare simple dishes hygienically and safely without a heat source Use cooking techniques such as: cutting, peeling and grating
Year 3 Aut 1 Structure – an Iron Age Home. Design, make and evaluate small model of Iron Age Home
Aut 2 Large scale construction of Iron Age Home
Spr 1 Structure - make a photo frame from wood – to display a map or city scape of Europe. Using natural materials
Spr 2 Textiles – design, make and evaluate a shoe linked to Spanish designer Manolo Blahnik.
Visit to Clarks Shoe Shop
Sum 1 Cooking and nutrition – Spanish food. Where seasonal produce comes from. Fruit and Vegetables.
Sum 2 Cooking and nutrition –
use ITC where appropriate Exploring context and existing products Identify who made the product, when it was made what its purpose is Identify what the product has been made from Evaluate the product on design and use Understanding their intended users and their own product Understand and gather information about what a particular group or people want from a product Describe the purpose of their product and how it will work Identify design features that will appeal to intended users
Visit to Clarks shoe shop Tapas Meal Design/ criteria drawing templates mock ups purpose product ideas intended use for self or other users materials components free standing / structures stronger strengthen reinforce stiffer and more stable sensory characteristics construction kits tools safety and hygiene measure mark out cut and shape materials and components finishing techniques [ linked with art and design]Features prototypes suitability properties diagrams annotated sketches computer based programmes skills computer aided design techniques textiles join assemble combine make safety and hygiene procedures evaluate strengths and weaknesses suitability measure mark cut shape select tools suggestions improvements
Etherley Lane Primary School – Art and Design
Greek food dairy products. Structures from gingerbread / The Palace of Nations headquarters of the U.N.
Generate realistic ideas that meet needs of user Describe the purpose of their product and how it will work Communicating ideas and creating prototypes for product Share and discuss ideas with others Order the main stages of making Choose materials to use based on suitability of their properties Represent ideas in diagrams, annotated sketches and computer based programmes (where appropriate) Create pattern pieces and prototypes making Selecting the tools and applying the practical skills and techniques construction Use materials and kits, textiles, food and mechanical components Choose suitable tools for making Follow safety and food hygiene procedures Measure, mark, cut and shape materials and components Join, assemble and combine materials and components Use finishing techniques, including skills learnt in Art with some accuracy components Evaluating
mechanical systems formulate step by step plans .gears pulleys cams levers linkages electrical systems products series circuits incorporating switshes buzzers and motors program monitor and control functional properties aesthetic qualities characteristics.combined / mixed input, process and output levers and linkages or pneumatic systems movement electrical circuits components create functional products 3D textiles food ingredients fresh, pre – cooked and processed nutrition reared, caught, or grown recipes adding or taking away cooking food preparation Eatwell Plate healthy diet energy healthy eating Seasonality 5 food groups 5 a day fruit vegetable portion drink water exercise active lifestyle UK Europe Wider World cooking techniques such as: chopping, peeling, grating slicing, mixing, spreading, kneading and baking recipe substitute
Etherley Lane Primary School – Art and Design
Referring to planning and initial ideas in evaluating their produ ct Talk about their design ideas and what they have made Make simple judgements of how the product met their design ideas Suggest how their product could be improved TechnicalApply their understanding of how to strengthen stiffen and reinforce more complex structures. Understand and use mechanical systems in their products.gears pulleys cams levers linkages]Understand and use electrical systems in their products [series circuits incorporating switshes buzzers and motors] Apply their understanding of computing to program monitor and control their products.Understand functional properties and aesthetic qualities of materials /products.Know that materials can be combined and mixed to create more useful characteristics.Understand how to use learning from science and maths to help design and make products that work.Know that mechanical and electrical systems have an input, process and output.Use the correct technical vocabulary for the projects that they are undertaking.Understand how levers and linkages or pneumatic systems create movement.Understand how simple electrical
Etherley Lane Primary School – Art and Design
circuits and components can be used to create functional products.Know how to make strong ,stiff ,shell like structures.Know that a single fabric shape can be used to make a 3D textiles product.Know that food ingredients can be fresh, pre – cooked and processed. cooking and nutrition Understanding food and food preparation Understand which foods are reared, caught, or grown and that this happens in the UK and across the globe Understand that recipes can be changed by adding or taking away ingredients Food preparation, cooking and nutrition Seasonality Understand that the seasons can affect food produce Sort foods into the 5 groups using The Eatwell Plate and identify that this makes up a healthy diet Identify that food and drink are needed to provide energy for a healthy and active lifestyle Identify that people should eat at least 5 portions of fruit and vegetables a day
Etherley Lane Primary School – Art and Design
Prepare simple dishes hygienically and safely, where needed with a heat source Use cooking techniques such as: chopping, peeling, grating slicing, mixing, spreading, kneading and baking Research facts about famous inventors/ chefs / designers etc linked to product
Year 3/4
Year 4/5 Aut 1 Cooking linked to Class Text Charlie and
the Chocolate Factory. Chocolates, cakes, sweets. Design own sweet creation with fruit Fairtrade
use ITC where appropriate Exploring context and existing products Identify who made the product, when it was made and what its purpose is
Shop visit / scarves Design/ criteria drawing templates mock ups purpose product ideas intended use for self or other users materials components free standing /
Etherley Lane Primary School – Art and Design
Seasonal Fruit Salad- healthy eating Where does it come from? Aut 2
Investigating and making a North American Landmark
Totem poles and modelling, cutting and shaping Spr 1 Creating a roman sword. Roman Shield making Spr2 Designing own clothing item after looking at famous Italian designers Versace and Armani
Visit local shop to design and create own scarves. Looking at patterns and materials Sum 1 Control - design and make an alarm–
something which triggers a light or buzzer to come on. Steady Hand game Sum2 Creating your own piece of Anglo Saxon
Jewellery.
Design and make an Anglo Saxon broach-
sewing.
Identify what the product has been made from Evaluate the product on design and use Understanding their intended users and their own product Understand and gather information about what a particular group or people want from a product Describe the purpose of their product Identify design features that will appeal to intended users Explain how parts of their product works Develop their own design criteria and use for planning ideas Generate realistic ideas that meet needs of user and take into account availability of resources Communicating ideas and creating prototypes for product Share and discuss ideas with others Order the main stages of making Choose materials to use based on suitability of their properties
structures stronger strengthen reinforce stiffer and more stable sensory characteristics construction kits tools safety and hygiene measure mark out cut and shape materials and components finishing techniques [ linked with art and design]Features prototypes suitability properties diagrams annotated sketches computer based programmes skills computer aided design techniques textiles join assemble combine make safety and hygiene procedures evaluate strengths and weaknesses suitability measure mark cut shape select tools suggestions improvements mechanical systems formulate step by step plans .gears pulleys cams levers linkages electrical systems products series circuits incorporating switshes buzzers and motors program monitor and control functional properties aesthetic qualities characteristics.combined / mixed input, process and output levers and linkages or pneumatic systems movement electrical circuits components create functional products 3D textiles food ingredients fresh, pre – cooked and processed nutrition reared, caught, or grown
Etherley Lane Primary School – Art and Design
Represent ideas in diagrams, annotated sketches and computer based programmes (where appropriate) Create pattern pieces and prototypes making Selecting the tools and applying the practical skills and techniques construction Use materials and kits, textiles, food and mechanical components Choose suitable tools for making Follow safety and food hygiene procedures Measure, mark, cut and shape materials and components Join, assemble and combine materials and components Use finishing techniques, including skills learnt in Art with some accuracy Evaluating Referring to planning and initial ideas in evaluating their produ ct Talk about their design ideas and what they have made Make simple judgements of how the product met their design ideas Suggest how their product could be improved 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
recipes adding or taking away cooking food preparation Eatwell Plate healthy diet energy healthy eating Seasonality 5 food groups 5 a day fruit vegetable portion drink water exercise active lifestyle UK Europe Wider World cooking techniques such as: chopping, peeling, grating slicing, mixing, spreading, kneading and baking recipe substitute
Etherley Lane Primary School – Art and Design
TechnicalApply their understanding of how to strengthen stiffen and reinforce more complex structures. Understand and use mechanical systems in their products.gears pulleys cams levers linkages]Understand and use electrical systems in their products [series circuits incorporating switshes buzzers and motors] Apply their understanding of computing to program monitor and control their products.Understand functional properties and aesthetic qualities of materials /products.Know that materials can be combined and mixed to create more useful characteristics.Understand how to use learning from science and maths to help design and make products that work.Know that mechanical and electrical systems have an input, process and output.Use the correct technical vocabulary for the projects that they are undertaking.Understand how levers and linkages or pneumatic systems create movement.Understand how simple electrical circuits and components can be used to create functional products.Know how to make strong ,stiff ,shell like structures.Know that a single fabric shape can be used to make a 3D textiles product.Know that food
Etherley Lane Primary School – Art and Design
ingredients can be fresh, pre – cooked and processed. cooking and nutrition Understanding food and food preparation Understand which foods are reared, caught, or grown and that this happens in the UK and across the globe Understand that recipes can be changed by adding or taking away ingredients Seasonality Understand that the seasons can affect food produce Food preparation, cooking and nutrition Sort foods into the 5 groups using The Eatwell Plate and identify that this makes up a healthy diet Identify that food and drink provide certain nutritional and health benefits which support a healthy lifestyle Identify that people should eat at least 5 portions of fruit and vegetables a day
Etherley Lane Primary School – Art and Design
Sort foods into the 5 groups using The Eatwell Plate and identify that this makes up a healthy diet Identify that food and drink are needed to provide energy for a healthy and active lifestyle Identify that people should eat at least 5 portions of fruit and vegetables a day Prepare simple dishes hygienically and safely, where needed with a heat source Use cooking techniques such as: chopping, peeling, grating slicing, mixing, spreading, kneading and baking Research facts about famous inventors/ chefs / designers etc linked to product
Year 5 Aut 1 controlled moon buggy
Aut 2 Textiles – Victorian samplers
use ITC where appropriate
Newcastle visit Design/ criteria drawing templates mock ups purpose product ideas
Etherley Lane Primary School – Art and Design
Use sewing skills Baking Bread- linked to Visit. Spr 1 Mechanism – make a moving cam model based on Victorian toys Gears/cams
Spr 2 Mayan Weaving
Sum 1
Sum 2 Bridges- Visit to Newcastle
Exploring context and existing products Identify who made the product, when it was made and what its purpose is Identify what the product has been made from and how environmentally friendly the materials are Evaluate the product on design, appearance and use Identify the cost to make the product Understanding their intended users and their own product Understand and gather information about what a particular group or people want from a product, using questionnaires, surveys etc Describe the purpose of their product what impact products have beyond their intended purpose.How innovative are they how sustainable are the materials Identify design features that will appeal to intended users Explain how parts of their product will work Develop their own design criteria and use for planning ideas
intended use for self or other users materials components free standing / structures stronger strengthen reinforce stiffer and more stable sensory characteristics construction kits tools safety and hygiene measure mark out cut and shape materials and components finishing techniques [ linked with art and design]Features prototypes suitability properties diagrams annotated sketches computer based programmes skills computer aided design techniques textiles join assemble combine make safety and hygiene procedures evaluate strengths and weaknesses suitability measure mark cut shape select tools suggestions improvements mechanical systems formulate step by step plans .gears pulleys cams levers linkages electrical systems products series circuits incorporating switshes buzzers and motors program monitor and control functional properties aesthetic qualities characteristics.combined / mixed input, process and output levers and linkages or pneumatic systems movement electrical circuits components create functional products 3D textiles food ingredients
Etherley Lane Primary School – Art and Design
Generate innovative ideas that meet needs of user and take into account availability of resources Communicating ideas and creating prototypes for product Share and discuss ideas with others Record a step by step plan for making Produce lists for the tools, equipment and materials they will be using Choose materials to use based on suitability of their properties and aesthetic qualities Represent ideas in diagrams, annotated sketches and computer based programmes (where appropriate) Create pattern pieces and prototypes making Selecting the tools and applying the practical skills and techniques construction Use materials and kits, textiles, food and mechanical components Choose suitable tools for making Follow safety and food hygiene procedures Measure, mark, cut and shape materials and components Join, assemble and combine materials and components
fresh, pre – cooked and processed nutrition reared, caught, or grown recipes adding or taking away cooking food preparation Eatwell Plate healthy diet energy healthy eating Seasonality 5 food groups 5 a day fruit vegetable portion drink water exercise active lifestyle UK Europe Wider World cooking techniques such as: chopping, peeling, grating slicing, mixing, spreading, kneading and baking problem solving recipe substitute
Etherley Lane Primary School – Art and Design
Use finishing techniques, including skills learnt in Art with some accuracy Demonstrate problem solving skills when encountering a mistake or practical problem Technical Apply their understanding of how to strengthen stiffen and reinforce more complex structures. Understand and use mechanical systems in their products.gears pulleys cams levers linkages]Understand and use electrical systems in their products [series circuits incorporating switshes buzzers and motors] Apply their understanding of computing to program monitor and control their products.Understand functional properties and aesthetic qualities of materials /products.Know that materials can be combined and mixed to create more useful characteristics.Understand how to use learning from science and maths to help design and make products that work.Know that mechanical and electrical systems have an input, process and output.Use the correct technical vocabulary for the projects that they are undertaking.Understand how levers and linkages or pneumatic systems create movement.Understand how simple electrical circuits and components can be used to create functional products.Know how to make strong ,stiff ,shell like structures.Know that a single fabric shape can be used to
Etherley Lane Primary School – Art and Design
make a 3D textiles product.Know that food ingredients can be fresh, pre – cooked and processed. Understand how cams pulleys and gears create movement.Understand how more complex circuits and components can be used to create functional products. Understand how to program a computer to monitor changes in the environment /control their products Know how to reinforce / strengthen a 3D framework Know that a 3D textiles product can be made from a combination of fabric shapes.Know that a recipeecan be adapted by adding to or substituting 1 or more products. cooking and nutrition Understanding food and food preparation Understand which foods are reared, caught, or grown and that this happens in the UK and across the globe Understand that the seasons can affect food produce
Etherley Lane Primary School – Art and Design
Understand that sometimes raw ingredients need to be processed before they can be used in cooking (eg. De-feathering a chicken) Understand that recipes can be adapted to change the appearance, taste and aroma of a dish Food preparation, cooking and nutrition Sort foods into the 5 groups using The Eatwell Plate and identify that this makes up a healthy diet Identify that food and drink provide certain nutritional and health benefits which support a healthy lifestyle Identify that people should eat at least 5 portions of fruit and vegetables a day Prepare simple dishes hygienically and safely, where needed with a heat source Use cooking techniques such as: chopping, peeling, grating slicing, mixing, spreading, kneading and baking : Research facts about famous inventors/ chefs / designers etc linked to product
Etherley Lane Primary School – Art and Design
Year 6 Aut 1 Cooking and Nutrition – Using produce from the school
garden. Seasonality
Aut 2 Fossils- Linked to Science Topic.
Spr 1 and Spr 2 Understanding of computing to program, monitor and
control their products. Link with local feeder Secondary
school.
Sum 1 and 2 Den building.
Control
use ITC where appropriate Exploring context and existing products Identify who made the product, when it was made and what its purpose is Identify what the product has been made from and how environmentally friendly the materials are Evaluate the product on design, appearance and use Identify the cost to make the product and whether it has any other purposes eg. Leading innovation of the time, trend setting Understanding their intended users and their own product Understand and gather information about what a particular group or people want from a product, using questionnaires, surveys etc Describe the purpose of their product Identify design features that will appeal to intended users Explain how parts of their product will work Create a design description for their product
Design/ criteria drawing templates mock ups purpose product ideas intended use for self or other users materials components free standing / structures stronger strengthen reinforce stiffer and more stable sensory characteristics construction kits tools safety and hygiene measure mark out cut and shape materials and components finishing techniques [ linked with art and design]Features prototypes suitability properties diagrams annotated sketches computer based programmes skills computer aided design techniques textiles join assemble combine make safety and hygiene procedures evaluate strengths and weaknesses suitability measure mark cut shape select tools suggestions improvements mechanical systems formulate step by step plans .gears pulleys cams levers linkages electrical systems products series circuits incorporating switshes buzzers and motors program monitor and control functional properties aesthetic qualities characteristics.combined / mixed input, process and output levers and linkages or pneumatic systems
Etherley Lane Primary School – Art and Design
Highlight the impact of time, resources and cost within their design ideas Generate innovative ideas that meet needs of user Communicating ideas and creating prototypes for product Share and discuss ideas Record a step by step plan for making Produce lists for the tools, equipment and materials they will be using Choose materials to use based on suitability of their properties and aesthetic qualities Represent ideas in diagrams, annotated sketches and computer based programmes (where appropriate) Create pattern pieces and prototypes making Selecting the tools and applying the practical skills and techniques construction Use materials and kits, textiles, food and mechanical components Choose suitable tools for making Follow safety and food hygiene procedures Measure, mark, cut and shape materials and components Join, assemble and combine materials and components Use finishing techniques, including skills learnt in Art with some accuracy
movement electrical circuits components create functional products 3D textiles food ingredients fresh, pre – cooked and processed nutrition reared, caught, or grown recipes adding or taking away cooking food preparation Eatwell Plate healthy diet energy healthy eating Seasonality 5 food groups 5 a day fruit vegetable portion drink water exercise active lifestyle UK Europe Wider World cooking techniques such as: chopping, peeling, grating slicing, mixing, spreading, kneading and baking problem solving recipe substitute
Etherley Lane Primary School – Art and Design
Demonstrate problem solving skills when encountering a mistake or practical problem Technical Apply their understanding of how to strengthen stiffen and reinforce more complex structures. Understand and use mechanical systems in their products.gears pulleys cams levers linkages]Understand and use electrical systems in their products [series circuits incorporating switshes buzzers and motors] Apply their understanding of computing to program monitor and control their products.Understand functional properties and aesthetic qualities of materials /products.Know that materials can be combined and mixed to create more useful characteristics.Understand how to use learning from science and maths to help design and make products that work.Know that mechanical and electrical systems have an input, process and output.Use the correct technical vocabulary for the projects that they are undertaking.Understand how levers and linkages or pneumatic systems create movement.Understand how simple electrical circuits and components can be used to create functional products.Know how to make strong ,stiff ,shell like structures.Know that a single fabric shape can be used to make a 3D textiles product.Know that food
Etherley Lane Primary School – Art and Design
ingredients can be fresh, pre – cooked and processed. Understand how cams pulleys and gears create movement.Understand how more complex circuits and components can be used to create functional products. Understand how to program a computer to monitor changes in the environment /control their products Know how to reinforce / strengthen a 3D framework Know that a 3D textiles product can be made from a combination of fabric shapes.Know that a recipeecan be adapted by adding to or substituting 1 or more products. cooking and nutrition Understanding food and food preparation Understand which foods are reared, caught, or grown and that this happens in the UK and across the globe Understand that the seasons can affect food produce
Etherley Lane Primary School – Art and Design
Understand that sometimes raw ingredients need to be processed before they can be used in cooking (eg. De-feathering a chicken) Understand that recipes can be adapted to change the appearance, taste and aroma of a dish Food preparation, cooking and nutrition Sort foods into the 5 groups using The Eatwell Plate and identify that this makes up a healthy diet Identify that food and drink provide certain nutritional and health benefits which support a healthy lifestyle Identify that people should eat at least 5 portions of fruit and vegetables a day Prepare simple dishes hygienically and safely, where needed with a heat source Use cooking techniques such as: chopping, peeling, grating slicing, mixing, spreading, kneading and baking Research facts about famous inventors/ chefs / designers etc linked to product