Whole School Overview for Science, DT & Cooking & Nutrition Autumn Term 2017/2018 EYFS. Understanding the World

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1 Whole School Overview for Science, DT & Cooking & Nutrition Autumn Term 2017/2018 Nursery Learning through the Preforming Arts and Developing an Understanding of the Performing Arts EYFS Understanding the World Reception All about Animals In the Garden Involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. DT Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as 1 P a g e S c i e n c e, D T & F o o d T e c h n o l o g y O v e r v i e w A u t u m n

2 providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology. Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Being imaginative: 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, art, music, dance, role-play and stories. Creative Focus: Experimenting with junk modelling KS1 The Great Fire of London, The first man on the moon, What are the Seven Wonders of the World? Science Materials WORKING SCIENTIFICALLY Expectations: Years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: I can ask simple questions and recognise that they can be answered in different ways. I can observe closely, using simple equipment. 2 P a g e S c i e n c e, D T & F o o d T e c h n o l o g y O v e r v i e w A u t u m n DT Making Hats linked to Science topic What material would make the best hat? Why? What materials would you used to make a rocket? Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts (for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment). When designing and making, pupils should be taught to: DESIGN:

3 I can perform simple tests. I can Identify and classify. I can Use my observations and ideas to suggest answers to questions. I can gather and record data to help in answering questions. I can design purposeful, functional, appealing products for myself and other users based on design criteria. I can generate, develop, model and communicate my ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology. SKILLS: Year 1 I can distinguish between an object and the material from which it is made. I can identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock. I can describe the simple physical properties of a variety of everyday materials. I can compare and group together a variety of everyday materials on the basis of their simple physical properties. Year 2 I can identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses. I can find out how the shapes of solid objects made from some materials can be changed by squashing, MAKE: I can select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]. I can select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics. EVALUATE: I can explore and evaluate a range of existing products. I can evaluate my ideas and products against design criteria. TECHNICAL KNOWLEDGE: I can build structures, exploring how they can be made stronger, stiffer and more stable. I can explore and use mechanisms [for example, levers, 3 P a g e S c i e n c e, D T & F o o d T e c h n o l o g y O v e r v i e w A u t u m n

4 bending, twisting and stretching. As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. PUPILS: I can use the basic principles of a healthy and varied diet to prepare dishes I can understand where food comes from Cooking & Nutrition Year 1: sliders, wheels and axles], in their products. Buttering Bread Making toast Holding cutlery Chopping and cutting fruit Fruit salads and fruit Kebabs Smoothie Pizza making Year 2: (See previous year group) Flap Jacks Rice Crispy cakes LKS2 The Stone Age to the Iron Age, Earthquakes and natural disasters Science Topic- Rocks & States of Matter WORKING SCIENTIFICALLY Expectations: Years 3 and 4, pupils should be taught to use the following DT Making weapons Making Tools Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, 4 P a g e S c i e n c e, D T & F o o d T e c h n o l o g y O v e r v i e w A u t u m n

5 practical scientific methods, processes and skills through the teaching of the programme of study Content: I can ask relevant questions and use different types of scientific enquiries to answer them. I can set up simple practical enquiries, comparative and fair tests. I can make systematic and careful observations and, where appropriate, take accurate measurements using standard units, using a range of equipment, including thermometers and data loggers. industry and the wider environment]. When designing and making, pupils should be taught to: DESIGN: I can 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. I can generate, develop, model and communicate my ideas through discussion, annotated sketches, and exploded diagrams, prototypes, pattern pieces. I can gather, record, classify and present data in a variety of ways to help in answering questions. I can record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables. I can report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions. I can use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions. I can identify differences, similarities or changes related to simple scientific ideas and processes. MAKE: I can select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately. I can select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. EVALUATE: I can investigate and analyse a range of existing products. I can evaluate my ideas and products against my own 5 P a g e S c i e n c e, D T & F o o d T e c h n o l o g y O v e r v i e w A u t u m n

6 SKILLS: I can use straightforward scientific evidence to answer questions or to support their findings. design criteria and consider the views of others to improve my work. I can understand how key events and individuals in design and technology have helped shape the world. I can compare and group together different kinds of rocks on the basis of their appearance and simple physical properties. I can describe in simple terms how fossils are formed when things that have lived are trapped within rock. I can recognise that soils are made from rocks and organic matter. TECHNICAL KNOWLEDGE: I can apply my understanding of how to strengthen, stiffen and reinforce more complex structures I can understand and use mechanical systems in my products [for example, gears, pulleys, cams, levers and linkages]. I can compare and group materials together, according to whether they are solids, liquids or gases. I can observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius ( C). I can identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature. As part of their work with food, pupils should be taught how Cooking & Nutrition 6 P a g e S c i e n c e, D T & F o o d T e c h n o l o g y O v e r v i e w A u t u m n

7 to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. Pupils should be taught to: I can understand and apply the principles of a healthy and varied diet. I can prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. I can understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Year 3: (See previous year group) Preparing Salad Sandwich making Pizza making Wraps Rock cakes Year 4: (See previous year group) Preparing Salad Sandwich making Pizza making Wraps Rock cakes UKS2 Greek life and achievements and their influence on the Western world, Human Geography types of settlement and land use Science Properties and Changes of Materials WORKING SCIENTIFICALLY Expectations: Years 5 and 6, pupils should be taught to use the following practical scientific methods, processes and skills through the DT Make puppet Amphitheatre Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, 7 P a g e S c i e n c e, D T & F o o d T e c h n o l o g y O v e r v i e w A u t u m n

8 teaching of the programme of study content: SKILLS: I can plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary. I can take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate. I can record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs. I can use test results to make predictions to set up further comparative and fair tests. I can report and present findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations. I can identify scientific evidence that has been used to support or refute ideas or arguments. industry and the wider environment]. When designing and making, pupils should be taught to: DESIGN: I can 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. I can generate, develop, model and communicate my ideas through discussion, annotated sketches, crosssectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. MAKE: I can select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately. I can select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. I can compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets I can know that some materials will dissolve in liquid to EVALUATE: 8 P a g e S c i e n c e, D T & F o o d T e c h n o l o g y O v e r v i e w A u t u m n I can investigate and analyse a range of existing products. I can evaluate my ideas and products against my own

9 form a solution, and describe how to recover a substance from a solution I can use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating. I can give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic. I can demonstrate that dissolving, mixing and changes of state are reversible changes. I can explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda. design criteria and consider the views of others to improve their work. I can understand how key events and individuals in design and technology have helped shape the world TECHNICAL KNOWLEDGE: I can apply my understanding of how to strengthen, stiffen and reinforce more complex structures. I can understand and use mechanical systems in my products [for example, gears, pulleys, cams, levers and linkages]. I can understand and use electrical systems in my products [for example, series circuits incorporating switches, bulbs, buzzers and motors]. I can apply my understanding of computing to program, monitor and control their products. As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life. Pupils should be taught to: I can understand and apply the principles of a healthy Cooking & Nutrition Year 5: (See previous year group) Greek salad Use recipes to explore ratio (halving, doubling, tripling etc) Look at sugar content of cereals & and other convenience foods. 9 P a g e S c i e n c e, D T & F o o d T e c h n o l o g y O v e r v i e w A u t u m n

10 and varied diet. I can prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. I can understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. Year 6: (See previous year group) Greek salad Use recipes to explore ratio (halving, doubling, tripling etc) Look at sugar content of cereals & and other convenience foods. 10 P a g e S c i e n c e, D T & F o o d T e c h n o l o g y O v e r v i e w A u t u m n