Overview for Early Years Foundation Stage (E.Y.F.S) Design and Technology:

Essential experience, knowledge and skills required for Autumn Year 1:

Key Experiences: to be familiar with creating designs, simple threading techniques, cutting materials and attaching different materials together for detail.

Key Knowledge: to know the vocabulary join, sew, needle, cut, stick, string, wool, glue, staple, tools and materials and to be aware of qualities of different materials such as thickness.

Key Skills:  to be able to use joining methods such gluing, taping, stapling and sewing to decorate and join different materials for effect and to safely use a range of tools such as scissors, glue sticks, stapler and needle.   

Specific Area of Learning

Expressive Arts and Design

Early Learning Goals

Key Vocabulary to be developed in EYFS

How this is achieved in EYFS

Design and Technology

KS1 National Curriculum

·         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.

·         draw

·         design

·         make

·         use

·         change

·         tools

·         materials

·         build

·         cut

·         stick

·         evaluate

·         plan

·         construct

·         model

·         bendy

·         stiff

·         flexible

·         firm

·         rigid

·         mouldable

Linked to Communication & Language:

·         Ask questions to find out more and to check they understand what has been said to them

·        Describe events in some detail

·        Use some vocabulary in different contexts

·        Engage in non-fiction books

·        Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary

·         Use talk to help work out problems and organise thinking and activities, explain how things work and why they might happen.

Children can select from a range of tools and materials in the continuous provision. Children learn by experimenting with tools, such as scissors, staplers, hole punchers and cello-tape dispensers.

Children make use of fixing and joining materials, such as cello-tape, masking tape, string, wool, pipe cleaners, pompoms, lolly sticks, pegs, googly eyes and different types of glue (e.g. PVA or glue sticks).

Through questioning, children are encouraged to talk about what they like about their own work as well as the other children’s designs and how they would improve it or change it next time.

Activity Examples:

·         Designing, making and evaluating a sock puppet (individual work) during the First STEM Week

·         Deciding on what would make a comfortable bed for a princess, based on The Princess and the Pea fairy tale (collaborative task) during the First STEM Week

·         Designing, making and evaluating a suitable habitat for a giraffe, a jellyfish and a koala (collaborative task) during the Second STEM Week

·         Designing, making and evaluating another animal which could live in the same habitat as a giraffe, a jellyfish and a koala (individual work) during the Second STEM Week

·         Designing, making and evaluating a cress head (individual work) during the Third STEM Week

·         Using a variety of construction resources to plan and build models (junk modelling)

·         Building a minibeast hotel outside during Forest School sessions)

·         Making and using playdough

·         Cooking and baking activities

·         Fruit kebabs.

·         Selecting resources and building dens outside

·         Building houses for ‘The Three Little Pigs’ and bridges for ‘The Billy Goats’ etc.

·         Assembling kites for the Kites Festival.

·       Sewing Christmas stockings.

Pupils should be taught:

Design

·         Design purposeful, functional and appealing products for themselves and other users based on design criteria

·         Generate, develop, model and communicate their ideas through talking, drawing, templates and mock ups ad, where appropriate, information and communication technology

Make

·         Select from and use a range of tools and equipment to perform practical tasks (e.g. cutting, shaping, joining and finishing)

·         Select from and use a wide range of materials and components; including construction materials, textiles and ingredients, according to their characteristics

Evaluate

·         Explore and evaluate a range of existing products

·         Evaluate their ideas and products against design criteria

Technical Knowledge

·         Build structures, exploring how they can be made stronger, stiffer and more stable

·         Explore ad use mechanisms (e.g. leavers, sliders, wheels and axels) in their products

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