EYFS:

Playing and Exploring in Nursery: 

Finding out and exploring

•Showing curiosity about objects, events and people •Using senses to explore the world around them •Engaging in open-ended activity •Showing particular interest

Playing with what they know   

•Pretending objects are things from their experience •Representing their experiences in play •Taking on a role in their play •Acting out experiences with other people

Being willing to ‘have a go    

•Initiating activities •Seeking challenge •Showing a ‘can do’ attitude •Taking a risk, engaging in new experiences, and learning by trial and error

Keeping on trying     

•Persisting with activity when challenges occur •Showing a belief that more effort or a different approach will pay off •Bouncing back after difficultie

Creating and Thinking Critically thinking   

Having their own ideas •Thinking of ideas  •Finding ways to solve problems  •Finding new ways to do things

Making links:      

•Making links and noticing patterns in their experience  •Making predictions •Testing their ideas •Developing ideas of grouping, sequences, cause and effect

Choosing ways to do things  

•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 

DESIGN:  Explore the world around them Use contexts set by the teacher and myself Use gestures, talking and arrangements of materials and components to show design Select appropriate resources

MAKE: Construct with a purpose, using a variety of resources, Use simple tools and techniques, Build/construct with a wide range of objects, Select tools & techniques to shape, assemble and join, Replicate structures with materials/components, Discuss how to make an activity safe and hygienic, Record experiences by drawing, writing and voice recording, Understand different media can be combined for a purpose

EVAULUATE:  Adapt if necessary, Dismantle, examine, talk about existing objects/structures, Consider and manage some risks, Practise some appropriate safety measures indep., Talk about how things work, Look at similarities and differences between existing obj/materials/tools

Show an interest in technological toys, Describe textures

NUR

DT KNOWLEDGE: Knowledge of how toys work; paint programme; explore how sails on windmill work; explore technology in school/identify technology, wind up mechanisms; computing/ safety; explore wheel turning; cogs and wheels; make rotary whisk work

DT SKILLS: I can complete a simple puzzle, positional language, explore 2D/3D shapes, simple pattern, explain what next, mark making; sequencial language; how and why questions; follow/give  instructions

REC

DT KNOWLEDGE:  Knowledge of how bread dough changes; comparing bread dough/clay and pastry; before electricity; explore bridges/traps; complete challenge, explore mechanisms; moving parts with pins; computer safety; identify technology at home; handle approp. Equipment; pasty making; know about tin mining(historical tech)(see progression of skills)

DT SKILLS:  Use tools; manipulate dough; working with partner; asking questions; use a search engine; can listen to others suggestion; collaboarte in small group; talk about ideas; present ideas;

Years 1/2    A

 Pirate Moving Picture - slides/pivots- MECH

Christmas Bookmark- TEXT 

Wind Bridge –MECH/STRUC 

Eating more Fruit & Veg- FOOD

Years 1/2    B

Homes- STRUCT

Vehicles- MECH 

Where does Food come From

Puppets-TEXT 

Years 3/4    A

Christmas Tree Decoration-TEXT

Moving Monster-MECH 

Sandwich Snacks-FOOD 

Years 3/4    B

 Mechanical Story Books-MECH 

 Alarms- ELECT

Packaging-STRUCT & FOOD 

Years 5/6    A

Biscuits-FOOD

 Moving Toy- MECH 

Phone Case/ Money Purse- TEXT 

Years 5/6    B

Shelters- STRUCT 

SELF Powered Vehicle-MECH 

Making Bread- FOOD 

Double Unit - Fairgrounds- STRUCT & ELECT