Design                                                                                                                                                                           

PD 

• I can make marks with a variety of marking tools. 

• I use my dominant hand to make marks.  

• I hold my pencil with control. 

Hold a pencil effectively in preparation for fluent writing 

Begin to show accuracy and care when drawing. ELG 

C+L 

• Articulate their ideas and thoughts in well-formed sentences. 

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

• Connect one idea or action to another using a range of connectives 

Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher. Offer explanations for why things might happen, making use of recently introduced vocabulary. ELG 

Make                                                                                                                                                                                                                           

EAD 

• I have developed my fine and gross motor control. 

• I know that each tool has a purpose and I can select the correct tool for the task. 

• I know and use different techniques-  joining, hole punching, gluing etc   

• I can explain the process to achieve the end result. 

Share their creations, explaining the process they have used; - Make use of props and materials when role playing characters in narratives and stories. ELG 
 

PD 

• I can show control in holding using jugs to pour. 

• I can use a variety of sand tools for a purpose. 

• I can snip paper, cut a line and then cut out a shape (using levelled scissors) with control. 

Use a range of small tools, including scissors, paint brushes and cutlery; ELG 

PSED 

• I can choose and use resources independently to achieve an outcome.  

• I can access resources independently.  

• I can overcome challenges to achieve the end goal.  

Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate; ELG   

Evaluate                                                                                                                                                                                                                       

UtW 

• I can observe what I can see and record using appropriate colours/ features.  
   

Understand some important processes and changes ELG 

Technical Knowledge                                                                                                                                                                                                  

EAD 

• I can explain the process to achieve the end result. 

Share their creations, explaining the process they have used; - Make use of props and materials when role playing characters in narratives and stories. ELG  

Cooking and Nutrition                                                                                                                                                                                                

PD 

•  I can scoop with a spoon. 

• I can hold a knife and fork correctly with some control and pressure.  

Use a range of small tools, including scissors, paint brushes and cutlery; ELG 

PSED 

Be aware of healthy eating  

Design                                                                                                                                                                                                                         

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

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

To begin to develop ideas for a set product. 

To design products that have a clear purpose and an intended user. 
To explain verbally what they are going to make.  
To design by drawing a picture and begin to label with materials that you will use.  
To identify how parts will be joined.   

Make                                                                                                                                                                                                                           

§ Select from and use a range of tools and equipment to perform practical tasks [for example, 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 

To explain why materials are chosen. To cut materials with some accuracy (paper, card, felt) 

To understand the need to measure and mark out  
To follow instructions to assemble, join and combine materials, components or ingredients  
To attach simple decorations to improve the appearance of their product 

Evaluate                                                                                                                                                                                                                       

§Explore and evaluate a range of existing products  

§Evaluate their ideas and products against design criteria 

To explore existing objects and designs to identify own likes and dislikes.  
To explore pictures/objects focusing on how they have been made.  
To suggest improvements to existing designs. 
To share own product with others and to say what went well and what could be done better/ differently next time 

Technical Knowledge                                                                                                                                                                                                  

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

§ Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products. 

Paper & Card – moving pictures  
To cut materials safely using tools provided (scissors)  
To demonstrate a range of cutting and shaping techniques (such as tearing, cutting, folding and curling) 

To identify and use materials to join e.g. split pins, masking tape, treasury tags To cut along lines, straight and curved To explore moving mechanisms and design (pop up, slider, spring)  
To make a moving picture with at least one moving mechanism (e.g. pop up/slider etc) E.G. Homes 
To build structures using a range of different construction materials (duplo, lego etc)  
To explore how to join appropriately for different materials and situations e.g. glue, tape  
To use a glue gun with adult support.  
 

Cooking and Nutrition                                                                                                                                                                                                

§Use the basic principles of a healthy and varied diet to prepare dishes. 

 § Understand where food comes from. 

To know which foods are healthy and unhealthy.  

To understand that all food comes from plants or animals 

To cut ingredients safely and hygienically. 

Design                                                                                                                                                                                                                         

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

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

To recognise the purpose of a product. 
To use knowledge of existing products to influence own design. To create a more detailed design by drawing a picture and labelling materials and tools to be used. To know how a design will be joined. To begin to recognise main stages required to make product. To explore the purpose of templates and mock ups of ideas in card or paper. To explain why materials are chosen by annotating. To explain verbally in greater depth what they are making.  

Make                                                                                                                                                                                                                           

§ Select from and use a range of tools and equipment to perform practical tasks [for example, 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 

To follow a simple plan, with support To begin to select from a range of hand tools and equipment, such as scissors, rulers, hammers 

To select from a range of materials, textiles and components according to their characteristics To cut and shape a range of materials (fabric, thin plastic, polystyrene, thick cardboard) with some accuracy To assemble, join and combine materials, components or ingredients To begin to use simple finishing techniques to improve the appearance of their product, such as adding simple decorations To select appropriate joining techniques for different materials and situations e.g. glue, tape To measure independently to the nearest cm and mark out with support 

Evaluate                                                                                                                                                                                                                      

§Explore and evaluate a range of existing products  

§Evaluate their ideas and products against design criteria 

To evaluate their products and ideas against purpose (simple design criteria). To identify strengths and possible changes they might make to improve their products. To talk confidently about their ideas, saying what they like and dislike. To explore products to see how they have been made and how this can be used to make own design. To understand that products have been designed and made for a purpose 

Technical Knowledge                                                                                                                                                                                                  

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

§ Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products. 

To demonstrate a range of joining techniques (such as gluing, hinges or combining materials to strengthen) independently. 

To investigates ways to make structures more stable (legs, flanges etc) To investigate and use joining techniques: temporary, fixed and moving – slits, folds, flaps. To investigate strengthening sheet materials To build structures, exploring how they can be made stronger, stiffer and more stable including rolling paper.  

Cooking and Nutrition                                                                                                                                                                                                

§Use the basic principles of a healthy and varied diet to prepare dishes. 

 § Understand where food comes from. 

To understand the need for a variety of foods in a diet 

To know that food has to be farmed, grown, or caught To cut, peel and grate a range of ingredients safely and hygienically To prepare simple dishes safely and hygienically, without using a heat source (sandwiches) To measure and weigh food items according to a simple recipe, e.g. spoons, cups, electronic scales (with support) E.g. jam tarts, fairy cakes