DT: Topic overview: Year 1 junk clay sew cook wood · 2020-06-15 · Evaluate their ideas and products against design criteria To explore and discuss different types of clothing and

DT: Topic overview: Year 1

junk clay sew cook wood

Topic Knowledge - Children will learn Children will be able to… Prior Knowledge Key Vocabulary

Dinosaurs To generate, develop, model and communicate

their ideas through talking, drawing,

templates, mock-ups and, where appropriate,

information and communication technology.

To select from and use a range of tools and

equipment to perform practical tasks [for

example, cutting, shaping, joining and

finishing].

To evaluate their ideas and products against

design criteria.

To sketch 3 designs for a new dinosaur

egg. Choose the best design to create a

3D dinosaur egg using Paper Mache.

To paint and decorate the dinosaur egg

using their plan.

To evaluate the egg and talk about any

adaptions / difficulties they came across

when making the egg.

Children can manipulate

materials to achieve a

planned effect.

Children can construct with

a purpose in mind with a

variety of resources.

balloon, Paper Mache,

glue, water, paint,

colour, scissors, fine and

thick brush, wash, join,

cut, shape finish, adapt,

change, sketch, create,

make, strong, design,

evaluate,

Superheroes Design purposeful, functional, appealing

products for themselves and other users

based on design criteria

Generate, develop, model and communicate



information and communication technology

Select from and use a wide range of materials

and components, including construction

materials, textiles and ingredients, according

to their characteristics

Evaluate their ideas and products against

design criteria

To explore and discuss different types

of clothing and make sketches of

them. Sketch 4 different items of

clothing e.g. trousers, t-shirt, cloak,

dress, hat, trainers/shoes etc…

Choose their favourite type of

clothing to design a new costume for

their superhero character. Use collage

materials to create their superhero

costume (fabric, buttons, ribbon, wool,

sequins, etc…)

Evaluate their superhero costume

against a set criteria.

Children will have been

taught to manipulates

materials to achieve a

planned effect.

Children will have been

taught to construct with a

purpose in mind with a


2D, 3D, card, paper,

sketch, draw, design,

adapt, change, make,

create, fabric,

materials, buttons,

ribbon, wool, sequins,

collage, cut, glue stick,

fix, join, evaluate,

change, same

Moon Zoom To select from and use a range of tools and



finishing]

To select from and use a wide range of

materials and components, including

construction materials, textiles and

ingredients, according to their

characteristics.

To explore and evaluate a range of existing

products.


design criteria.

To design, create and make a space buggy

using junk modelling materials.

Taste some different smoothies and

complete an evaluation to have an idea on

what ingredients they may use for their

new smoothie.

To create a Space smoothie using a

blender / whisk to mix the fruit. Use a

knife to cut the food safely. Taste the

smoothie and complete an evaluation.

Children will be able to

name simple tools.

Children will be able to talk

about why we need to eat

healthily.

Children know they need to

eat 5 fruit and vegetables

per day.

Children will be able to use

their imagination to

construct with a purpose in

mind with a variety of

resources.

tools, equipment,

scissors, textiles,

construction, joining,

assemble, cutting,

shaping, and components.

junk modelling, build,

make, create, boxes,

masking tape, tubes,

cellotape, plastic tubs,

milk, fruit, flavoured

shake, blender, whisk,

fruits, cut, chop, knife,

make, create,

Memory Box To design purposeful, functional, appealing


based on design criteria.

To generate, develop, model and communicate





equipment to perform practical tasks.

To select from and use a wide range of

materials & components, including

construction materials, textiles according to

their characteristics.

To explore and use mechanisms [for example,

levers, sliders, wheels and axles], in their

products.

To plan and sketch a new toy vehicle using

observational drawing and inspiration

from real vehicles using photographs and

toys.

To design a vehicle using a range of junk

modelling materials.

To choose and use appropriate tools and

resources effectively including saw, glue

gun to secure wheels and ensure the

vehicle moves.

To paint and use a range of materials to

decorate a vehicle.

To evaluate the vehicles effectiveness

and make a product which moves.

To make a soft hand puppet toy from felt

Use large plastic needles to sew the front

and back together and add features.

Children can construct with

a purpose in mind with a


Children will know and be

able to name simple tools.


name different types of

materials- fabric, plastic

and use materials for a

purpose.


materials, cardboard,

glue, scissors, paint, mix,

colours, brush, fine,

thick, texture, water,

textiles, joining,

assemble, equipment,

cutting, shaping, glue

gun, saw, axel, vice,

sew, needle, felt, fabric

Bright

Lights big

city

To design purposeful, functional, appealing


based on design criteria. To select from and use a range of tools and



finishing].


design criteria.

Be able to build structures, exploring how

they can be made stronger, stiffer and more

stable.

Use the basic principles of a healthy and

varied diet to prepare dishes.

To Understand where food comes from.

To use the basic principles of a healthy and

varied diet to prepare dishes.

To draw and plan what their building will

look like. Use junk modelling materials to

create a 3D model using their own ideas

from their plan. Evaluate the building and

any changes they made.

To design and draw a healthy sandwich

for the Queen’s tea party. Make the

sandwich and cut food the safely. Taste

the sandwich and evaluate.

To make a clay cup and saucer for the

queen. Paint and varnish it using watered

down glue.

Children will know two

halves make a whole and 4

quarters make a whole.


name vegetables and

understand how we need to

stay healthy.


clay to make something

with a particular purpose in

mind.

Children will know how to

evaluate a product and talk

about things they liked and

disliked.

2D, 2 dimentional, 3D, 3

dimenstional, card,

paper, bottles, pots,

junk modelling,

cellotape, masking tape,

fabric, straw,

sandwich, bread, spread,

cut, chop, half, quarters

slice, butter, meat,

cheese, veegtables,

healthy, unhealthy, food,

safety, hygiene, eat,

taste, try,

design, alter, change,

deviate, plan, adapt,

make, create, evaluate,

clay, mould, roll, bend,

manipulate, pinch,

squeeze, squash,




Wriggle and

Crawl








finishing]


design criteria.

To be able to sketch a mini beast in

detail with different materials. Be able

to draw the mini beast considering the

shape and size.

To be able to make a 3D mini beast out of

clay using different techniques to mould

the body and different features.

To be able to name a famous craft maker

Josiah Wedgwood, who makes pottery

and discuss their techniques. (Wedgwood

– local link)

To learn about the work of a craft maker

describing the differences and

similarities between different practices

and disciplines, and making links to their

own work.


my own ideas to make

something.


choose appropriate

resources and tools.


make a simple plan before

making.



adapt, change, make,

clay, mould, cut, stick,

fix, join, evaluate,

change, mix, paint,

shade, shading, bright,

dark, light, sketch,

shadow, tone, sculpture.

mould, twist, roll, pull,

break, turn, cut, push,

pull, Josiah Wedgwood,

craft maker, techniques,

pottery

Magical

medicines

To design purposeful, functional, appealing


based on design criteria.




finishing]


design criteria.

To plan and sketch a new potion bottle

using observational drawing and

inspiration from real bottles using

photographs.

To design a bottle using a range of junk

modelling materials.

To create and make a 3D model of a

potion bottle.


resources effectively including fabric,

glue gun.

To paint and use a range of materials to

decorate a bottle.

To evaluate the bottles effectiveness.

Children can use their own

ideas to make something.

Children know how to make

a model stronger.

Children can choose

appropriate resources and

tools.

Children can make a simple

plan and write an

evaluation.


fabric, straw, boxes,

masking tape, sellotape,

tubes, bottles.

Towers

Tunnels and

Turretts.


equipment to perform practical tasks.

To select from and use a wider range of



ingredients, according to their functional

properties and aesthetic qualities.

To use instructions to make vegetable

stew.

To follow correct cutting instructions

e.g. claw and bridge.

To create a vegetable stew using a

variety of different veg. ingredients.

Taste the stew and complete an

evaluation.

Children can choice


tools.

Children can cut food

safely.

cut, chop slice, peel,

knife, peeler, chopping

board, taste, evaluation,

stir, mix,

Land Ahoy! To generate, develop, model and communicate







finishing].


design criteria.

To build structures, exploring how they can

be made stronger, stiffer and more stable.

To create a 3D model of a beach setting

using photographs, pictures and drawing

on our knowledge as a stimulus.

To investigate and create a model of a

ship, using different materials that will

not sink.

To draw and design model of ship.

To evaluate the choice of the materials

chosen.

To evaluate the ship and talk about any

adaptions / difficulties they came across

when making the model.

To use wood to make a ship. (woodwork) to

use the saw and glue gun to create a 3D

model.

To be able to use sewing techniques to

sew a flag that will go on my ship. (sewing)

Children can describe how

something works.

Children can use their own

ideas to make something.

Children can explain to

someone else how they

want to make their

product.

Children can choose


tools.


fabric, straw, sand, fix,

mould, glue, cut, join,

paint, bottles. tubs,

margarine carton, yogurt

pots, tape, mock-ups,

templates, information,

appropriate,

communicate,

technology, tools,

equipment, perform,

practical, cutting,

shaping, joining,

finishing, design,

evaluate, criteria,

structure, exploring,

stronger, stiffer, stable




Scrumdidlyu

mptious

To use research and develop design criteria

to inform the design of innovative, functional,

appealing products that are fit for purpose,

aimed at particular individuals or groups






To investigate and analyse a range of existing

products.

To understand and apply the principles of a

healthy and varied diet.

To taste some different chocolate

rice crispy cakes and complete an

evaluation on their favourite. Children

will use this tasting session to have an

idea of what ingredients they may use

for their new cake.

To use instructions to make chocolate

rice crispy cakes. To know what

ingredients and equipment they need

to make the cakes.

To create a chocolate crispy cake

using a whisk/ wooden spoon to mix

the ingredients. Taste the crispy cake

and complete an evaluation.

To plan and sketch a new chocolate bar

wrapper using observational drawing

and inspiration from real chocolate bar

wrappers and photographs. Children to

sketch 4 different wrappers.

To choose their favourite wrapper to

design and make their own chocolate

bar wrapper

To evaluate their chocolate bar

wrapper against their design criteria.

Children will have

experience of thinking of

their own ideas and

planning what to do next.

Children will have

experience of naming and

choosing tools and

materials for a purpose.

Children will have

experience evaluating their

work.

Children will have

experience describing the

ingredients they have used.

chocolate, milk, plain,

white, instructions,

ingredients, equipment,

make, mix, stir, design,

appropriate materials,

resources, evaluate

product, audience,

marketing,

taste, investigate, try,

like, dislike, preference,

improve, adapt, change,


draft, foil, paper,

glitter, paint, felt pens,

sequins.

Tribal Tales To research and develop a design criteria to

inform the design of innovative, functional,


aimed at particular individuals or groups.



construction materials according to their

functional qualities and aesthetic qualities.

To design a Stone Age tool that could

be used. How would it be used? What

materials would they use?

To produce and make a 3D Stone Age

tool following their design sheet using

wood work.

To evaluate their product using a set

criteria.

I can think of an idea and

plan what to do next.

I can choose tools and

materials and explain why I

have chosen them.

I can explain and evaluate

what went well with my

work.

Stone Age, Iron Age,

Bronze Age, suitability,

3D, 3 dimensional,

materials, tools,

scissors, masking tape,

wood work, cardboard,

boxes, tubes, evaluate,

changes, product,

criteria, design, adapt,

change, deviate,

Predator To use research and develop design criteria




To select from and use a wider range of tools

and equipment to perform practical tasks [for


finishing], accurately.


their own design criteria and consider the

views of others to improve their work.

To understand and use mechanical systems in

their products [for example, gears, pulleys,

cams, levers and linkages]

To explore and discuss different types

of predators and make sketches using

observational drawings from

photographs. Sketch 3 different

predators.

To choose their favourite predator to

design their 3D mask.

To make a 3D model of a predator

mask using a range of junk modelling

materials.

To choose and use appropriate tools

and resources effectively including

split pins, glue gun to secure.

To evaluate their predator mask

against a set criteria.

Children can think of an

idea and plan something

with a purpose.

Children can choose tools

and materials and explain

why they have chosen

particular ones for effect.

Children can join materials

and components together

in different ways.

Children can explain what

went well with their design.

2D, 2-dimensional, 3D, 3

dimensional, component,

tool, materials, card,

paper, sketch, draw,

design, adapt, change,

make, create, cut, glue

stick, fix, join, evaluate,

change, same, adapt,

deviate, plan, achieve,

final results, criteria,

Active

Planet


their ideas through discussion, annotated

sketches, cross-sectional and exploded

diagrams, prototypes, pattern pieces and

computer-aided design.






To understand how key events and individuals

in design and technology have helped shape

the world.

To apply their understanding of how to

strengthen, stiffen and reinforce more

complex structures.

To sketch their partner lying on the floor

as inspiration for their work.

To use their sketch to make clay models

of Pompeii figures. To mould from clay the

figure in the same position as their

drawing.

To evaluate their model and consider ways

to improve it.

To create a 3D volcano using mud rock and

chicken wire in groups to explore

sculpture. Then add bicarbonate soda and

vinegar to make it explode to bring

learning to life.

Children will have

experienced thinking of

their own ideas and

planning what to do next.

Children will have

experienced choosing tools

and materials and

explaining why they’ve been

chosen.

Children will have

experienced evaluated

their work.

Children will have measured

materials to use in a model

or structure.

design, equipment,

material, Pompeii, still,

model, mould, plan and

evaluate, mod roc,

chicken wire,

bicarbonate of soda,

vinegar, draw, draft,

plan, adapt, 2D, 2-

dimensional, 3D, 3-

dimensional, sculpt, cut.

Ancient

Greece














To understand seasonality, and know where

and how a variety of ingredients are grown,

reared, caught and processed.

To design a leaf headdress by drawing

what they want it to look like.

To make an ancient leaf headdress/ crown

using different types of fabric using

sewing techniques.

To evaluate their product against a set of

criteria, considering its purpose.

To explore where the food is sourced.

To taste a range of Greek produce e.g

olives, feta cheese, tatziki, pitta bread.

To make a traditional Greek dish.

To follow a given set of instructions on a

recipe card.

To use the correct equipment and cutting

techniques when preparing their Greek

dish.

To evaluate the taste, texture and look of

their Greek dish using a set of given

criteria.

Children can choose tools

and equipment and explain

why they have chosen

them.

Children can explain what

went well with their work.

Children can talk about

their experiences of

cooking.

Children can explain why

people need to follow

instructions and recipes.

sketch, background,

shade, tone, texture,

mythical, design, draft,

plan, cut, stick, glue, fix,

texture, paper, card,

Greek, produce, farming,

foods, source, olives,

feta cheese, tatziki,

pitta bread. Greek disj,

instructions, recipe,

follow, ingredients,

equipment, taste, try,

enjoy, evaluate,

describe,



Topic Knowledge - Children will learn Children will be able to… Prior Knowledge Key Vocabulary Treasure To use research and develop design

criteria to inform the design of

innovative, functional, appealing products

that are fit for purpose, aimed at

particular individuals or groups.


tools and equipment to perform practical

tasks [for example, cutting, shaping,

joining and finishing], accurately.

To evaluate their ideas and products

against their own design criteria and

consider the views of others to improve

their work.

To explore and discuss different types of treasure such as

coins, jewellery, crown, sword. To make designs and

sketches of different treasure by looking at photographs.

To choose their favourite treasure and produce and

plan/sketch what it will look like.

To use clay to make their 3D treasure and use tools to

adapt work if necessary.

To evaluate their treasure against a set criteria

considering its purpose and appearance.

Children will think of an

idea and plan what it will

look like.

Children can choose

tools and materials and

explain why they have

chosen to use them.

Children can mould and

manipulate clay in

different ways.

Children can explain

what went well with

their design to write a

detailed evaluation.

2D, 2 dimensional, 3D,

3 dimensional, design,

create, make, adapt,

change, improvement,

evaluate, evaluation,

purpose, product,

appearance, measure,

accuracy, perceiver,

adapt, original, final,

draft, clay, mould, roll,

sculpt, push, press, cut,

smooth, rub,

Frozen

Kingdom

To use research and develop design

criteria to inform the design of

innovative, functional, appealing products

that are fit for purpose, aimed at

particular individuals or groups.








their work.

To look at designs of shelters and use

this to design and plan their own.

To look at their original work and adapt

their ideas as necessary.

To look at different shelters and the materials they are

made from.

To draw/produce a plan for a new shelter and explain its

purpose.

To use fabric and sewing techniques to make their shelter.

To use other materials to support structure- cardboard,

wood

To use tools to measure accurately.

To preserve and adapt work when original ideas do not

work.

To evaluate the effectiveness of their shelter and think

about any improvements for future work.

Children will know and

name materials and their

properties.


use tools to measure

accurately. They will be

able to use rules and

read the scales.

Children can choose

materials for both its

suitability and

appearance.

waterproof, sturdy,

float, sink, resistant,

shelter, structure,

weaving, backbone,

ribs, measure, design,

ship

https://www.google.co.uk/url?sa=i&url=http://www.stormthecastle.com/how-to-make-a/make-a-polymer-clay-dragonbone-sword-2.htm&psig=AOvVaw3RHyy0uWq3srr7Dp-l_rBM&ust=1585215334149000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCNjR8biptegCFQAAAAAdAAAAABAE

https://www.google.co.uk/url?sa=i&url=https://barkisclass.wordpress.com/2012/03/05/&psig=AOvVaw3wtmYqFuZrKOrXqaOLqru1&ust=1585215379765000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCJCA0s6ptegCFQAAAAAdAAAAABAE

https://www.google.co.uk/url?sa=i&url=https://feltmagnet.com/crafts/native-american-indian-crafts&psig=AOvVaw3qtXcx4VCrB108uCmV-05b&ust=1585221863231000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCJCYsOLBtegCFQAAAAAdAAAAABAO

Romans

and Celts

To research and develop design criteria

to inform the design of innovative,

functional, appealing products that are

fit for purpose, aimed at particular

individuals or groups.








their work.

To understand and use mechanical

systems in their products [for example,

gears, pulleys, cams, levers and linkages]

To plan and sketch a new Roman chariot using

observational drawing and inspiration from photographs.

To design and plan what they would need to make their

chariot using wood.

To choose and use appropriate tools and resources

effectively including saw, glue gun to secure wheels and

ensure the vehicle moves.

To use junk modelling resources for the chariot shape.

To paint and use a range of materials to decorate a

vehicle.

To evaluate the vehicles effectiveness and make a

product which moves.

Children can choose a

material for both its

suitability and

appearance.

Children can select the

most appropriate tools

and techniques for a

given task.

Children can prove that

my design meets a set

criteria.

strong, stable,

structure, column,

foundation, measure,

accurate, precise,

make,

Hunting

and

Farming

To research and develop design criteria

to inform the design of innovative,

functional, appealing products that are

fit for purpose aimed at particular

individuals or groups.



construction materials according to their

functional properties and aesthetic

qualities.




their work.

To understand and use mechanical

systems in their products (For example

To plan to produce a crane using levers and pulleys to

pick up farm items and create this device using a range

of DT skills including junk modelling.

To measure correctly.

Children can follow a

step by step plan

choosing the right

equipment and materials

Children can work

accurately to measure

and make cuts and make

holes.

Children can choose a

material for both its

suitability and its

appearance.

design, sketch,

annotate, construct,

attach, suitable

adapt, evaluate, crane,

pulley, levers, DT, junk

modelling, make,

create, adjust, design,

evaluate, change,

https://www.google.co.uk/url?sa=i&url=https://www.pinterest.com/pin/460000549409134749/&psig=AOvVaw030uqn5HHSbQG-GDwlGySl&ust=1585227051564000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCMDGlozVtegCFQAAAAAdAAAAABAE

https://www.google.co.uk/url?sa=i&url=https://www.pinterest.com/pin/460000549409134749/&psig=AOvVaw030uqn5HHSbQG-GDwlGySl&ust=1585227051564000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCMDGlozVtegCFQAAAAAdAAAAABAE

https://www.google.co.uk/url?sa=i&url=https://www.pinterest.com/pin/129971139218974137/&psig=AOvVaw2eqb-3trgwMlcTnlPLiHQV&ust=1585228435929000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCPjvpKDategCFQAAAAAdAAAAABAK

https://www.google.co.uk/url?sa=i&url=https://www.pinterest.com/pin/153755774761157221/&psig=AOvVaw2eqb-3trgwMlcTnlPLiHQV&ust=1585228435929000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCPjvpKDategCFQAAAAAdAAAAABAV

https://www.google.co.uk/url?sa=i&url=https://www.sundayschoolnetwork.com/game-chariot_races.htm&psig=AOvVaw29cmoUOFwAv0ZaCmdBslPd&ust=1585228553920000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCMCwsNjategCFQAAAAAdAAAAABAO

gears, pulleys, cams, levers and linkage).

Rain

Forests




ingredients, according to their aesthetic

qualities.

To make a fruit and vegetable curry using

ingredients that could be found in a

rainforest.

To make a fruit and vegetable curry using ingredients

that could be found in a rainforest.

To prepare and cook a variety of predominantly savoury

dishes using a range of cooking techniques

To understand seasonality, and know where and how a

variety of ingredients are grown, reared, caught and

processed

Children can read and

follow a set of

instructions.

Children can describe

how food ingredients

come together.

food, cooking, healthy,

prepare, cook, make,

ingredients, equipment,

hands, clean,

instructions, first,

second, next, grate,

chop, peel, slice,

hygiene, curry, fruit,

vegetable, cook,

savoury, dishes,

techniques, season,

grow, reared,

processed,




Machines

and

Inventions

To use research and develop design criteria











the world.

To look at different photographs and

designers of bags and discuss them- what

makes them appealing. Write about one of

the bags and the design. (Stella

McCartney, Marc Jacobs, Louis Vuitton,

Gucci etc…)

To design and sketch their own bag for a

specific purpose, thinking about the

colour, size, shape and design.

To be an inventor and create their own bag

using sewing techniques.

To evaluate the product they have made

thinking about the design and whether it is

the same or if changes were made.

Children will have previous

experience of sewing.

Children will be able to design

a product and evaluate it in

detail.

design, draw, sketch,

create, make,

material, felt, fabric,

needles, sew, sewing,

purpose, evaluate,

evaluation, positive,

improvements,

changes, alter, adjust,

Egyptians To generate, develop, model and communicate











construction materials.

To design and sketch a pot using

different patterns and Egyptian

symbols / hieroglyphics.

To choose their best sketch and

create an Egyptian clay pot.

To evaluate their design and decide

what worked well and what could be

changed on future work.

Children can produce a plan

and explain it.

Children can evaluate and

suggest improvements for

their design by considering

the purpose and appearance.

Children can explain how they

have improved their original

design.

Children can persevere and

adapt their work when their

original ideas do not work.

design, evaluate,

better, material,

prototype, cutting,

shape, cardboard, clay,

Flow To generate, develop, model and communicate















complex structures.

To explore and discuss different types of

dams and make sketches using

observational drawings from photographs.

Sketch 3 different dams.

To choose their favourite dam to design

their 3D model.

To create a 3D model of a dam/ something

to help prevent flooding. Use a range of

junk modelling materials.


resources effectively.

To evaluate their dam against a set of

criteria thinking about improvements

which could be made.

Children know the difference

between 2D and 3D.

Children will use ideas from

other people when they are

designing.

Children will persevere and

adapt their work when their

original ideas do not work.

Children will evaluate and

suggest improvements for

their design.

draw, sketch,

observational drawings,

design, make, create,

product, adapt, change,

persevere, draft, final,

structure, 2D, 2

dimensional, 3D, 3

dimensional, junk

modelling, card, paper,

glue, stick, paint,

masking tape,

cellotape, boxes,

tubes, pots, cut, bend,

fold, strengthen

stiffen, reinforce,

evaluate, criteria,

improvements, positive,

negative,

Traiders and

Raiders





To prepare and cook a variety of

predominantly savoury dishes using a range of

cooking techniques.

To know and describe foods and drinks

the Anglo Saxons ate and drunk. To

know Anglo Saxons ate wild animals

like deer and boars.

To follow a recipe to make a dish that

was popular in Anglo Saxon times.

- To make Honey, Oat and Spiced Cakes

http://cookit.e2bn.org/historycookbook/958-

honey-oat-and-spiced-cakes.html

To use equipment safely and correctly.

To taste and evaluate the Anglo Saxon

dish they have made.

To write out instructions on how they

created the Anglo Saxon dish.

Children will need to know

how to follow

instructions/recipe.

Children know how to hold

specific equipment correctly

and safely.

Children can describe the

ingredients and equipment

they need to follow a recipe.

Anglo Saxon, food,

drink, farmers,

hunters, feast, hall,

flour, oats, rye, bread,

barley, beer, mead,

vegetables, onions,

cabbage, peas, parsnip,

deer, wild boar,

goblets, horns, drink,

recipe, instruction,

tool, equipment,

ingredients, recipe,

dish, flavour, taste,

bitter/sweet, evaluate,

evaluation, positive,

negative,

http://cookit.e2bn.org/historycookbook/958-honey-oat-and-spiced-cakes.html

http://cookit.e2bn.org/historycookbook/958-honey-oat-and-spiced-cakes.html

Vikings To use research and develop design criteria








properties and aesthetic qualities



the world.



complex structures.




To research, design and draw their own

Viking long house. -Vikings lived in a long, narrow building called

a longhouse. Most had timber frames, with walls of

wattle and daub and thatched roofs. ... Two rows

of high posts supported the roof and ran down the

entire length of the building, which could be up to

250 feet long. The floor of the Viking

longhouse was pounded earth.

To sketch images of Viking Long house

and label it with the materials which will

be needed to make it.

To use wood work to make a 3D Viking

long house. Use cardboard for the

structure and straw for the roof.

To use tools accurately including a saw,

vice and glue gun.

To evaluate their final product and

consider what worked well and what

improvements could be made.

Children will use their

knowledge and experience of

how to attach items together.

They will know what a long

boat is and what one looks

like.

Vikings, long house,

timber, wood, walls,

wattle daub, thatched,

roof, posts, building,

floor, structure, draw,

sketch, alter, design,

3D, 3 dimensional,

create, make, design,

detail, fold, bend,

stiffen, reinforce,

strengthen, fix, glue,

glue gun, wood work,

ruler, measure, card,

cardboard, tape, adapt,

change,

evaluate, evaluate,

positive, negative,

improvements,




Blue Abyss To generate, develop, model and communicate












To draw your preferred marine mammal

considering its features.

To annotate your drawing so its features

are identified.

To create a plan and prototype to secure

understanding of model and how to make

figurine.

To use clay to create your model marine

mammal.

To choose appropriate tools to carve in

specific features.

To paint in appropriate colours. To know

primary and secondary colours, explore

mixing to make lighter and darker shades

by adding white or black paint.

To evaluate and discuss any adaptations

or difficulties during the making of the

model.

Children can produce a

detailed step by step

plan.

Children can explain

how a product will

appeal to a specific

audience.

Children can make a

prototype before the

final version.

Children have

completed evaluations

before about products

they have made.

marine mammal, model, 3D, 3-

dimensional, clay, mod roc,

pottery, knife, chicken wire,

prototype, carving knife, rolling

pin, figurine, sculpture,

techniques, roll, rub, squeeze,

pinch, grab, cut, push, pull,

knead, pinch, smooth, sculpt,

primary colours, red, yellow,

blue, secondary colours, green,

purple, orange, shade, light,

dark, white, black, appeal,

audience, product, evaluate,

evaluation, positive, negative,

improvements, difficulties,

adaptations,

WW11 To understand and apply the principles of a


To prepare and cook a variety of

predominantly savoury dishes using a range of

cooking techniques.




To know why Woolton pie was eaten during

WWII.

To research ingredients for Woolton pie

and find a suitable recipe.

To follow a set of instructions to make

the dish Woolton pie.

To use equipment safely and follow the

correct method of cutting.

To evaluate the taste, texture and

appearance.

Children can describe

how to be hygienic in

the kitchen.

Children can use a

range of tools and

equipment

competently.

Children can evaluate

the appearance and

taste against original

criteria.

WWII, Woolton pie,

ingredients, equipment, recipe,

instructions, pastry, cook,

weigh, chop, fry, mix, stir, peel,

saute, mls, grams, claw, bridge,

safe, clean, knife, peeler, ladle,

evaluate, evaluation, criteria,

improvements, positive,

negative, change, adapt,

improve, taste, texture, tongue,

mouth, swallow, senses,

appearance,

The Royal

Family and

Parliament

To understand and apply the principles of a





To taste a range of fillings and bread and

evaluate them against given criteria. (sandwiches on white bread, brown bread, best of

both, baguette, rolls/cobs,)

To choose their favourite filling to

produce a range of quality sandwiches. To

sketch and label the sandwiches they will

make. (To consider how they will cut their

sandwiches- into triangles or squares. To

consider what dressing they may add to

their sandwiches considering allergies/

dislike people may have.)

To design and make food/sandwiches for

a healthy high Tea for the Queen.

To follow a set of instructions to bake

scones for the afternoon tea session.

To invite parents to partake in afternoon

tea.

To evaluate the afternoon tea using given

criteria.

Children can show

that I can be both

hygienic and safe in

the kitchen.

Children can use a

range of tools and

equipment

competently.

Children can evaluate

appearance and taste

against original

criteria.

bread, white, brown, best of

both, baguette, rolls/cobs,

bakery, bake, fillings, taste,

criteria, evaluate, evaluation,

positive, negative,

improvements, adaptations,

weigh, measure, healthy,

hygiene, ingredients, equipment,

sandwiches, bread, butter, ham,

cucumber, cheese, dressing,

allergies, dislike, like,

mayonnaise, salad cream,

spread, cut, slice, filling, mix,

chop, butter knife, chopping

board, plate, high Tea, scones,

instructions, follow, read,

invitation, parents,

appearance, texture,

Documents

DT: Topic overview: Year 1 junk clay sew cook wood · 2020-06-15 · Evaluate their ideas and products against design criteria To explore and discuss different types of clothing and