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DT: EYFS
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Vocabularyplanning, investigating, design, evaluate, make, user,
purpose, ideas, product,
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Inquiry Plan
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Themes/
Modules		Inquiry 1Inquiry 2Inquiry 3Inquiry 4Inquiry 5Inquiry 6
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SkillStructureTextilesMechanisms
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FocusJunk Modelling - Video
Experiment with different materials to create 3D pieces linked to IB. Such as Christmas decorations, family trees and dream catchers.
Carvival/Fashion Show- Designing of costume		Boats - Video
Selecting objects that would make appropriate floats.
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Design• Design appealing products for a particular user based on simple design criteria.
• Generate initial ideas and design criteria through own experiences.
• Develop and communicate these ideas through talk and drawings and mock ups where relevant.
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Make• Select and use simple utensils, tools and equipment to perform a job e.g. peel, cut, slice, squeeze, grate and chop safely; marking out, cutting, joining and finishing; cut, shape and join paper and card.
• Select from a range of ingredients and materials according to their characteristics to create a chosen product.
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Evaluate• Taste, explore and evaluate a range of products to determine the intended user’s preferences for the product
• Evaluate their idea throughout and finished products against design criteria, including intended user and purpose.
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Characteristics of Effective LearningShow curiosity about objects, events and people, Questions why things happen, Engage in open-ended activity, Thinking of ideas
Find ways to solve problems / find new ways to do things / test their ideas, Use senses to explore the world around them, Create simple representations of events, people and objects
Planning, making decisions about how to approach a task, solve a problem and reach a goal, Checking how well their activities are going, Changing strategy as needed, Reviewing how well the approach worked
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Early Learning GoalsChoose the resources they need for their chosen activities, Handle equipment and tools effectively, Children know the importance for good health of a healthy diet
They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function., Children use what they have learnt about media and materials in original ways, thinking about uses and purposes.
They represent their own ideas, thoughts and feelings through design and technology
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Cooking and NutritionCOPA DT - Cooking Timetable & Progression Map 2024/25
Cooking Skills Progression
Where Food Comes From - Children can identify and describe where various ingredients are sourced from, as well as being able to explain how certain production procedures impact other processes.
Food Hygiene & Safety - Children are knowledgeable about essential food hygiene practices and can explain their importance. Children can use various cooking utensils safely appropriate to their key stage.
Food Preparation Skills - Children can demonstrate capability in several food preparation skills such as chopping, slicing, peeling, mixing, measuring and grating. Children can perform skills in a safe and hygienic manner.
Cooking Skills - Children can demonstrate capability in several cooking skills such as heating, frying, boiling, baking, steaming and using a microwave. Children can perform skills in a safe and hygienic manner.
Recipe Design and Structure - Children can efficiently follow a multi-step recipe, including measuring ingredients, managing time effectively and understanding skill-based instructions. Children can begin to create their own recipes based on their food knowledge.
Presentation and Food Building - Children can present food in a hygienic and appealing manner. Children can prepare healthy portions of food and select appropriate sized foods for the purpose of the recipe.
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IB Scope and SequenceResponding: Learning show an understanding that the different forms of arts are forms of expression to be enjoyed. They know that visual arts use symbols and representations to convey meaning. They have a concept of being an audience of different art forms and display awareness of sharing art with others. They are able to interpret and respond to different art forms, including their own work and that of others. Creating: Learners show an understanding that they can express themselves by creating artworks through visual arts. They know that creting in arts can be done on their own or with others. They are aware that inspiration to create arts comes from their own experiences and imagination. They recognise that they use symbols and representations to convey meaning in their work.
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DT: Year 1
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Vocabularyplanning, investigating, design, evaluate, make, user,
purpose, ideas, product,
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Inquiry Plan
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Themes/
Modules		Inquiry 1Inquiry 2Inquiry 3Inquiry 4Inquiry 5Inquiry 6
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SkillMechanismsTextilesStructures
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FocusMaking a Moving Storybook - Video
Create a storybook that retells their own version of the Rosa Parks Story. Expressing their messages for equality		Puppets - Video
Make fabric hand puppets of characters from history. Build puppets with the focus of using them to retell stories.		Constructing a Castle - Video
Using various materials to create castle structures. Focus on shape of the structures and link to known castles. Adorn with styles that reflect their personalities.
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Technical Knowledge• Explore and use sliders and levers.
• Understand that different mechanisms produce different types of movement.
• Know and use technical vocabulary relevant to the project.		• Understand how simple 3-D textile products are made, using a template to create two identical shapes.
• Understand how to join fabrics using different techniques e.g. running stitch, glue, over stitch, stapling.
• Explore different finishing techniques
• Know and use technical vocabulary relevant to the project.		• Know how to make freestanding structures stronger, stiffer and more stable.
• Know and use technical vocabulary relevant to the project.
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Cross-curricular Link
History: Black History Month

PD: Being Me in my World
History: Living Memories
PD: Celebrating Difference
Science: Everyday Materials		History: Significant People
PD: Dreams and Goals
RE: Showing Friendship
History: Mary Seacole and Florence Nightingale
Geography: Place and Knowledge		Science: Animals Including Humans, Weather and Seasons
History: Settlements		PD: Celebrating Difference
History - Settlements
Science: Materials
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Design• Design appealing products for a particular user based on simple design criteria.
• Generate initial ideas and design criteria through own experiences.
• Develop and communicate these ideas through talk and drawings and mock ups where relevant.
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Make• Select and use simple utensils, tools and equipment to perform a job e.g. peel, cut, slice, squeeze, grate and chop safely; marking out, cutting, joining and finishing; cut, shape and join paper and card.
• Select from a range of ingredients and materials according to their characteristics to create a chosen product.
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Evaluate• Taste, explore and evaluate a range of products to determine the intended user’s preferences for the product
• Evaluate their idea throughout and finished products against design criteria, including intended user and purpose.
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Cooking and NutritionCOPA DT - Cooking Timetable & Progression Map 2024/25
Cooking Skills Progression
Where Food Comes From - Children can identify and describe where various ingredients are sourced from, as well as being able to explain how certain production procedures impact other processes.
Food Hygiene & Safety - Children are knowledgeable about essential food hygiene practices and can explain their importance. Children can use various cooking utensils safely appropriate to their key stage.
Food Preparation Skills - Children can demonstrate capability in several food preparation skills such as chopping, slicing, peeling, mixing, measuring and grating. Children can perform skills in a safe and hygienic manner.
Cooking Skills - Children can demonstrate capability in several cooking skills such as heating, frying, boiling, baking, steaming and using a microwave. Children can perform skills in a safe and hygienic manner.
Recipe Design and Structure - Children can efficiently follow a multi-step recipe, including measuring ingredients, managing time effectively and understanding skill-based instructions. Children can begin to create their own recipes based on their food knowledge.
Presentation and Food Building - Children can present food in a hygienic and appealing manner. Children can prepare healthy portions of food and select appropriate sized foods for the purpose of the recipe.
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Technical Knowledge• Understand where a range of fruit and vegetables come from e.g. farmed or grown at home.
• Understand and use basic principles of a healthy and varied diet to prepare dishes, including how fruit and vegetables are part of The eatwell plate.
• Know and use technical and sensory vocabulary relevant to the project.
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IB Scope and SequenceResponding: Learners show an understanding that ideas, feelings and experiences can be communicated through arts. They recognise that their own art practices and artwork may be different from others. They are beginning to reflect on and learn from their own stages of creating artworks. They are aware that arts may be created with a specific audience in mind. Creating: Learners show an understanding that they can use arts to communicate their ideas, feelings and experiences. They use strategies in their work to enhance the meaning conveyed and to make it more enjoyable for others. They are aware that their work can provoke different responses from others. They understand the value of working individually and collaboratively when creating different art forms.
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DT: Year 2
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Vocabularyinvestigating, planning, design, make, evaluate, user, purpose, ideas, design
criteria, product, function
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Inquiry Plan
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Themes/
Modules		Inquiry 1Inquiry 2Inquiry 3Inquiry 4Inquiry 5Inquiry 6
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SkillMechanismsTextilesStructures
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FocusDraw Bridge - Video
Build a castle was a working draw bridge. Use string as a lowering function with a turning handle.		Tapestry - Video
Make a fabric tapestry depicting a scene from the Great Fire of London. Use cut felt and glue gun.		Making a Mask - Video
Create a 'Pocahontas' mask, using paper mache and cardboard. Paint the masks to match style used by native Americans.
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Technical Knowledge• Explore and use wheels, axles and axle holders.
• Distinguish between fixed and freely moving axles.
• Know and use technical vocabulary relevant to the project.		• Understand how simple 3-D textile products are made, using a template to create two identical shapes.
• Understand how to join fabrics using different techniques e.g. running stitch, glue, over stitch, stapling.
• Explore different finishing techniques
• Know and use technical vocabulary relevant to the project.		• Know how to make freestanding structures stronger, stiffer and more stable.
• Know and use technical vocabulary relevant to the project.
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Cross-curricular Link
History: Black History Month
Geography: Comparing USA and UK
Science: Animals Including Humans
PD: Being Me in my World
Geography: Map Skills, Settlements, Castles
Science: Everyday Materials
PD: Celebrating Differences

History: How Has London Changed?
Geography: Field Work - How London has changed
PD: Dreams and Goals
History: The Great Fire of London
Science: Everyday Materials
Geography: Place and Knowledge Location
PD: Healthy Me

Geography: How and Why Settlements Grow
Science: Living Things and their Habitats
Geography: Settlements
History: Significant People: Pocahontas
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Design• Generate ideas based on simple design criteria and their own experiences,
explaining what they could make.
• Develop, model and communicate their ideas through talking, mock-ups and drawings.
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Make• Plan by suggesting what to do next.
• Select and use tools, equipment, skills and techniques to perform practical tasks, explaining their choices.
• Select new and materials, components, reclaimed materials and construction kits to build and create their products.
• Use simple finishing techniques suitable for the products they are creating.
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Evaluate• Explore a range of existing products related to their design criteria.
• Evaluate their product by discussing how well it works in relation to the purpose, the user and whether it meets the original design criteria.
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Cooking and NutritionCOPA DT - Cooking Timetable & Progression Map 2024/25
Cooking Skills Progression
Where Food Comes From - Children can identify and describe where various ingredients are sourced from, as well as being able to explain how certain production procedures impact other processes.
Food Hygiene & Safety - Children are knowledgeable about essential food hygiene practices and can explain their importance. Children can use various cooking utensils safely appropriate to their key stage.
Food Preparation Skills - Children can demonstrate capability in several food preparation skills such as chopping, slicing, peeling, mixing, measuring and grating. Children can perform skills in a safe and hygienic manner.
Cooking Skills - Children can demonstrate capability in several cooking skills such as heating, frying, boiling, baking, steaming and using a microwave. Children can perform skills in a safe and hygienic manner.
Recipe Design and Structure - Children can efficiently follow a multi-step recipe, including measuring ingredients, managing time effectively and understanding skill-based instructions. Children can begin to create their own recipes based on their food knowledge.
Presentation and Food Building - Children can present food in a hygienic and appealing manner. Children can prepare healthy portions of food and select appropriate sized foods for the purpose of the recipe.
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Technical KnowledgeUnderstand where a range of fruit and vegetables come from e.g. farmed or grown at home.
• Understand and use basic principles of a healthy and varied diet to prepare dishes, including how fruit and vegetables are part of The eatwell plate.
• Know and use technical and sensory vocabulary relevant to the project.
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IB Scope and SequenceResponding: Learners show an understanding that ideas, feelings and experiences can be communicated through arts. They recognise that their own art practices and artwork may be different from others. They are beginning to reflect on and learn from their own stages of creating artworks. They are aware that arts may be created with a specific audience in mind. Creating: Learners show an understanding that they can use arts to communicate their ideas, feelings and experiences. They use strategies in their work to enhance the meaning conveyed and to make it more enjoyable for others. They are aware that their work can provoke different responses from others. They understand the value of working individually and collaboratively when creating different art forms.
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DT: Year 3
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Vocabularyuser, purpose, design, model, evaluate, prototype, annotated sketch, functional,
innovative, investigate, label, drawing, function, planning,
design criteria, annotated sketch, appealing
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Inquiry Plan
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Themes/
Modules		Inquiry 1Inquiry 2Inquiry 3Inquiry 4Inquiry 5Inquiry 6
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SkillTextilesTextilesMechanismsStructures
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FocusCross-Stitch a Personal Emblem - Video
Sew a simple image that represents them.		Creating Tapestries - Video
Sewing miniature tapestries in Egyptian styling.		Build an Erupting Volcano - Video
Link to Pompeii, create a paper mache volcano that will erupt with a chemical reaction.		Design and Build a Mode of Transport - Video
Link to transport, ensure the vehicles have moving wheels and a working set of axels.
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Technical Knowledge• Know how to strengthen, stiffen and reinforce existing fabrics.
• Understand how to securely join two pieces of fabric together.
• Understand the need for patterns and seam allowances.
• Know and use technical vocabulary relevant to the project.		• Know how to strengthen, stiffen and reinforce existing fabrics.
• Understand how to securely join two pieces of fabric together.
• Understand the need for patterns and seam allowances.
• Know and use technical vocabulary relevant to the project.		• Understand and use lever and linkage mechanisms.
• Distinguish between fixed and loose pivots.
• Know and use technical vocabulary relevant to the project.		• Develop and use knowledge of how to construct strong, stiff shell structures.
• Develop and use knowledge of nets of cubes and cuboids and, where appropriate, more complex 3D shapes.
• Know and use technical vocabulary relevant to the project.
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Cross-curricular Link
Science: Materials and Rocks
History: Black History Month, Britain from the Stone Age to Iron Age
Geography: Prehistoric Communities
PD: Being Me in my World
Science: Animals Including Humans/ Human Body
Geography: UK Map Work
PD: Celebrating Differences

Science: Plants/Climates Around the World
History: Ancient Egypt
Geography: Egypt - Map Work
PD: Dreams and Goals
Science: Light
History: Ancient Egypt
PD: Healthy Me
Geography - Egypt - Map Work
Science: Rocks
History: Natural Disasters - Pompeii
Geography: Earthquakes and Volcanoes
PD: Relationships
Science: Forces
History: History of our Local Area
Geography: Transport Systems
PD: Changing Me
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Design• Generate realistic ideas through discussion and design criteria for an appealing, functional product fit for purpose and specific user/s.
• Use annotated sketches, prototypes, final product sketches and pattern pieces; communication technology, such as web-based recipes, to develop and communicate ideas.
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Make• Plan the main stages of making.
• Select from and use a range of appropriate utensils, tools and equipment with some accuracy related to their product.
• Select from and use finishing techniques suitable for the product they are creating.
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Evaluate• Investigate a range of 3-D textile products, ingredients and lever and linkage products relevant to their project.
• Test their product against the original design criteria and with the intended user.
• Evaluate the ongoing work and the final product with reference to the design criteria and the views of others.
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Cooking and NutritionCOPA DT - Cooking Timetable & Progression Map 2024/25
Cooking Skills Progression
Where Food Comes From - Children can identify and describe where various ingredients are sourced from, as well as being able to explain how certain production procedures impact other processes.
Food Hygiene & Safety - Children are knowledgeable about essential food hygiene practices and can explain their importance. Children can use various cooking utensils safely appropriate to their key stage.
Food Preparation Skills - Children can demonstrate capability in several food preparation skills such as chopping, slicing, peeling, mixing, measuring and grating. Children can perform skills in a safe and hygienic manner.
Cooking Skills - Children can demonstrate capability in several cooking skills such as heating, frying, boiling, baking, steaming and using a microwave. Children can perform skills in a safe and hygienic manner.
Recipe Design and Structure - Children can efficiently follow a multi-step recipe, including measuring ingredients, managing time effectively and understanding skill-based instructions. Children can begin to create their own recipes based on their food knowledge.
Presentation and Food Building - Children can present food in a hygienic and appealing manner. Children can prepare healthy portions of food and select appropriate sized foods for the purpose of the recipe.
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Technical Knowledge• Know how to use appropriate equipment and utensils to prepare and combine food.
• Know about a range of fresh and processed ingredients appropriate for their product, and whether they are grown, reared or caught.
• Know and use relevant technical and sensory vocabulary appropriately.
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IB Scope and SequenceResponding: Learners show an understanding that issues, beliefs and values can be explored in arts. They demonstrate an understanding that there are similarities and differences between different cultures, places and times. They analyse their own work and identify areas to revise to improve its quality. They use strategies, based on what they know, to interpret arts and understand the role of arts in our world. Creating: Learners show that, as artists they can influence thinking and behaviours through the arts they create. They think critically about their learning and recognise that their personal interests, beliefs and values can inform their creative work. They show an understanding of the relationships between their work and that of others.
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DT: Year 4
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Vocabularyevaluating, design brief design criteria, innovative, prototype, user, purpose,
function, prototype, design criteria, innovative,
appealing, design brief, planning, annotated sketch, sensory evaluations
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Inquiry Plan
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Themes/
Modules		Inquiry 1Inquiry 2Inquiry 3Inquiry 4Inquiry 5Inquiry 6
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SkillStructuresTextilesElectrical WorldMechanisms
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FocusMaking an Ancient Roman Structure - Video
Using paper, create a colloseum structure. 		Weaving Anglo-Saxon Cloth - Video
Weave threads to create cloth in Anglo-Saxon Style		Torches - Video
Create torch from video, adorn with tissue paper flames to make Roman torches		Making an Anglo-Saxon Sling Shot - Video
Using a rubber band and pencil, create a useable sling shot inspired by the Anglo-Saxons
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Technical Knowledge• Develop and use knowledge of how to construct strong, stiff shell structures.
• Develop and use knowledge of nets of cubes and cuboids and, where appropriate, more complex 3D shapes.
• Know and use technical vocabulary relevant to the project.		• Understand and use electrical systems in their products linked to science coverage.
• Apply their understanding of computing to program and control their products.
• Know and use technical vocabulary relevant to the project.		• Know how to strengthen, stiffen and reinforce existing fabrics.
• Understand how to securely join two pieces of fabric together.
• Understand the need for patterns and seam allowances.
• Know and use technical vocabulary relevant to the project.		• Understand and use lever and linkage mechanisms.
• Distinguish between fixed and loose pivots.
• Know and use technical vocabulary relevant to the project.
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Cross-curricular LinkScience: Animals Including Humans
PD: Being Me in My World
Geography: Local Geography		History: Roma Empire
Geography: Roman Landscapes and Cities
PD: Celebrating Differences
Science: States of Matter
History: Roman Britain
Geography: Roman Settlements
Science: Living Things and Their Habitats
History: Anglo-Saxon and Scots
Geography: Anglo-Saxon Settlements
History: Anglo Saxons and Vikings
Geography: Europe
Science: Electricity
Science: Sound
History: Anglo Saxons and Vikings
Geography: Land Use
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Design• Generate and clarify ideas through discussion with peers to develop design criteria to inform the design of products that are fit for purpose, aimed at particular individuals or groups.
• Use annotated sketches and appropriate information and communication technology, such as web-based recipes, to develop and communicate ideas.
• Generate, develop, model and communicate realistic ideas through discussion and, as appropriate, annotated sketches, cross-sectional and exploded diagrams.
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Make• Order the main stages of making.
• Select and use appropriate tools to measure, mark out, cut, score, shape and combine with some accuracy related to their products.
• Explain their choice of materials according to functional properties and aesthetic qualities.
• Select from and use materials and components, including ingredients, construction and electrical components according to their function and properties.
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Evaluate• Investigate and evaluate a range of products including the ingredients, materials, components and techniques that are used.
• Test and evaluate their own products against design criteria and the intended user and purpose.
• Evaluate their ideas and products against their own design criteria and identify the strengths and areas for improvement in their work.
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Cooking and NutritionCOPA DT - Cooking Timetable & Progression Map 2024/25
Cooking Skills Progression
Where Food Comes From - Children can identify and describe where various ingredients are sourced from, as well as being able to explain how certain production procedures impact other processes.
Food Hygiene & Safety - Children are knowledgeable about essential food hygiene practices and can explain their importance. Children can use various cooking utensils safely appropriate to their key stage.
Food Preparation Skills - Children can demonstrate capability in several food preparation skills such as chopping, slicing, peeling, mixing, measuring and grating. Children can perform skills in a safe and hygienic manner.
Cooking Skills - Children can demonstrate capability in several cooking skills such as heating, frying, boiling, baking, steaming and using a microwave. Children can perform skills in a safe and hygienic manner.
Recipe Design and Structure - Children can efficiently follow a multi-step recipe, including measuring ingredients, managing time effectively and understanding skill-based instructions. Children can begin to create their own recipes based on their food knowledge.
Presentation and Food Building - Children can present food in a hygienic and appealing manner. Children can prepare healthy portions of food and select appropriate sized foods for the purpose of the recipe.
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Technical Knowledge• Know how to use appropriate equipment and utensils to prepare and combine food.
• Know about a range of fresh and processed ingredients appropriate for their product, and whether they are grown, reared or caught.
• Know and use relevant technical and sensory vocabulary appropriately.
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IB Scope and SequenceResponding: Learners show an understanding that issues, beliefs and values can be explored in arts. They demonstrate an understanding that there are similarities and differences between different cultures, places and times. They analyse their own work and identify areas to revise to improve its quality. They use strategies, based on what they know, to interpret arts and understand the role of arts in our world. Creating: Learners show that, as artists they can influence thinking and behaviours through the arts they create. They think critically about their learning and recognise that their personal interests, beliefs and values can inform their creative work. They show an understanding of the relationships between their work and that of others.
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DT: Year 5
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Vocabularydesign decisions, functionality, authentic, user, purpose, design specification,
design brief, innovative, research, evaluate, design criteria, annotate, evaluate, mock-up, prototype
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Inquiry Plan
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Themes/
Modules		Inquiry 1Inquiry 2Inquiry 3Inquiry 4Inquiry 5Inquiry 6
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SkillStructuresTextilesElectrical WorldMechanisms
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FocusMaking a Mosaic Mayan Mask - Video
Using Mayan colours, decorate 3D masks with mosaic tiles. Children to consider the purpose of these masks; to scare and defend from evil spirits. 		Sewing a Space Badge - Video
Create a 'mission badge' that can be sewn on to an astronaut's arm. 		Making an Electrical Circuit - Video
Having three elements, battery, bulb and switch. 		Making a Pop-Up Book - Video
Create a pop-up book depicting a story from Ancient Greece. Each page to have a pop-up element, using construction paper/card.
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Technical Knowledge • Understand how to strengthen, stiffen and reinforce 3-D frameworks.
• Know and use technical vocabulary relevant to the project.		• Produce a 3-D textile product from a combination of accurately made pattern pieces, fabric shapes and different fabrics.
• Understand how fabrics can be strengthened, stiffened and reinforced where appropriate.
• Know and use technical vocabulary relevant to the project.		• Understand and use electrical systems in their products linked to science coverage.
• Apply their understanding of computing to program, monitor and control their products.
• Know and use technical vocabulary relevant to the project.		• Understand that mechanical and electrical systems have an input, process and an output.
• Understand how gears and pulleys can be used to speed up, slow down or change the direction of movement.
Know and use technical vocabulary relevant to the project.
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Cross-curricular LinkScience: Living Things and their Habitats
History: Ancient Mayans
Geography: Rainforests & Deforestation
PD: Being Me in my World		History: Ancient Mayans
Geography: Rainforests & Deforestation
PD: Celebrating Differences		Science: Earth and Space
History: Space Exploration
PD: Dreams and Goals		Science: Properties and Changes of Materials
Geography: Renewable Energy		History: Ancient Greece
PD: Relationships		Science: Animals Including Humans
History: Fashion
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Design• Generate innovative ideas through research including surveys, interviews and questionnaires.and discussion with peers to develop a design brief and criteria for a design specification.
• Design purposeful, functional, appealing products for the intended user that are fit for purpose based on a simple design specification.
• Develop and communicate ideas through discussion, annotated drawings, exploded drawings and drawings from different views. and, where appropriate, computer-aided design.
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Make• Produce detailed lists of equipment and fabrics relevant to their tasks .
• Write a step-by-step plan, including a list of resources required.
• Select from and use, a range of appropriate utensils, tools and equipment accurately to measure and combine appropriate ingredients, materials and resources.
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Evaluate• Investigate and analyse products linked to their final product.
• Compare the final product to the original design specification and record the evaluations.
• Test products with intended user and critically evaluate the quality of the design, manufacture, functionality and fitness for purpose.
• Consider the views of others to improve their work
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Cooking and NutritionCOPA DT - Cooking Timetable & Progression Map 2024/25
Cooking Skills Progression
Where Food Comes From - Children can identify and describe where various ingredients are sourced from, as well as being able to explain how certain production procedures impact other processes.
Food Hygiene & Safety - Children are knowledgeable about essential food hygiene practices and can explain their importance. Children can use various cooking utensils safely appropriate to their key stage.
Food Preparation Skills - Children can demonstrate capability in several food preparation skills such as chopping, slicing, peeling, mixing, measuring and grating. Children can perform skills in a safe and hygienic manner.
Cooking Skills - Children can demonstrate capability in several cooking skills such as heating, frying, boiling, baking, steaming and using a microwave. Children can perform skills in a safe and hygienic manner.
Recipe Design and Structure - Children can efficiently follow a multi-step recipe, including measuring ingredients, managing time effectively and understanding skill-based instructions. Children can begin to create their own recipes based on their food knowledge.
Presentation and Food Building - Children can present food in a hygienic and appealing manner. Children can prepare healthy portions of food and select appropriate sized foods for the purpose of the recipe.
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Technical Knowledge • Know how to use utensils and equipment including heat sources to prepare and cook food.
• Understand about seasonality in relation to food products and the source of different food products.
• Know and use relevant technical and sensory vocabulary.
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IB Scope and SequenceResponding: Learners show an understanding that throughout different cultures, places and times, people have innovated and created new modes in arts. They can analyse different art forms and identify common or recurring themes or issues. They recognise that there are many ways to enjoy and interpret arts. They accept feedback from others. Creating: Learners show an understanding that their own creative work in visual arts can be interpreted and appreciated in different ways. They explore different media and begin to innovate in arts. They consider the feedback from others in improving their learning. They recognise that creating in arts provides a sense of accomplishment, not only in the process, but also in providing them with a way to understand the world.
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DT: Year 6
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Vocabularyfunction, innovative, design, specification, design brief,
user, purpose, design brief, design specification, prototype,
annotated sketch, purpose, user, innovation, research, functional, mock-up, prototype
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Inquiry Plan
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Themes/
Modules		Inquiry 1Inquiry 2Inquiry 3Inquiry 4Inquiry 5Inquiry 6
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SkillTextilesStructuresMechanismsElectrical World
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FocusMaking Hearts - Video
Sewing two pieces together, creating a cuffed edge. 		Making an Evolution Diorama - Video
Create a visual narration of the different stages of evolution.		Levers and Sliders - Video
Use levers and slider to make instructional information booklets linked to Science topics.		Making an Electric Motor - Video
Link to Science, using an electrical circuit to move a motor.
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Technical Knowledge • Understand how to strengthen, stiffen and reinforce 3-D frameworks.
• Know and use technical vocabulary relevant to the project.		• Produce a 3-D textile product from a combination of accurately made pattern pieces, fabric shapes and different fabrics.
• Understand how fabrics can be strengthened, stiffened and reinforced where appropriate.
• Know and use technical vocabulary relevant to the project.		 • Understand how to strengthen, stiffen and reinforce 3-D frameworks.
• Know and use technical vocabulary relevant to the project.		• Understand that mechanical and electrical systems have an input, process and an output.
• Understand how gears and pulleys can be used to speed up, slow down or change the direction of movement.
Know and use technical vocabulary relevant to the project.		• Understand and use electrical systems in their products linked to science coverage.
• Apply their understanding of computing to program, monitor and control their products.
• Know and use technical vocabulary relevant to the project.
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Cross-curricular LinkRE: Christmas
PD: Being Me in my World
Science: The heart & circulation
Science: Evolution and Inheritance
History: Evolution
Geography: Human/Physical Geography
PD: Dreams and Goals
Science: Light
History: Britain since and including WW2
Geography: Europe Since 1935
PD: Healthy Me
Science: Light
History: Britain since and including WW2
Geography: Europe Since 1935
PD: Relationships
Science: Electricity
History: Modern British History
Geography: Map Skills
PD: Changing Me
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Design• Use research using surveys, interviews, questionnaires and web-based resources. to develop a design specification for a range of functional products.
• Develop a simple design specification to guide the development of their ideas and products, taking account of constraints including time, resources and cost.
• Generate and develop innovative ideas and share and clarify these through discussion.
• Communicate ideas through annotated sketches, pictorial representations of electrical circuits or circuit diagrams.
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Make• Formulate a step-by-step plan to guide making, listing tools, equipment, materials and components.
• Competently select from and use appropriate tools to accurately measure, mark, cut and assemble materials, and securely connect electrical components to produce reliable, functional products.
• Use finishing and decorative techniques suitable for the product they are designing and making.
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Evaluate• Continually evaluate and modify the working features of the product to match the initial design specification.
• Critically evaluate their products against their design specification, intended user and purpose, identifying strengths and areas for development, and carrying out appropriate tests.
• Test the system to demonstrate its effectiveness for the intended user and purpose.