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It outlines age-banded expectations across Years 1–6 for creating with materials, planning and communicating design ideas, safely selecting and using tools and resources, and evaluating products for taste, function, and appearance. 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YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |\n| DESIGNING | The three Prime ELGS of Communication and Language, PSED and Physical Development provide the foundations of which all other learning is built\u003Cbr>upon.\u003Cbr>Specific:\u003Cbr>Creating with Materials ELG\u003Cbr>Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form, and function.\u003Cbr>Share their creations, explaining the process they have used.\u003Cbr>People Culture and Communities ELG\u003Cbr>Describe their immediate environment using knowledge from observation, | Use own ideas to design something\u003Cbr>Describe how their own idea works\u003Cbr>Design a product\u003Cbr>Explain to someone else how they want to make their product\u003Cbr>Make a simple plan before making. | Think of an idea and plan what to do next\u003Cbr>Explain why they have chosen specific criteria | Prove that a design meets a set criteria\u003Cbr>Design a product and make sure that it looks attractive\u003Cbr>Choose a material for both its suitability and its appearance | Use ideas from other people when designing\u003Cbr>Produce a plan and explain it\u003Cbr>Persevere and adapt when original ideas do not work\u003Cbr>Communicate ideas in a range of ways, including by sketches and drawings which are annotated | Come up with a range of ideas after collecting information from different sources\u003Cbr>Produce a detailed step-by-step plan\u003Cbr>Explain how a product will appeal to a specific audience\u003Cbr>Design a product that requires pulleys or gears | Use market research to inform plans and ideas\u003Cbr>Follow and refine original plans\u003Cbr>Justify planning ina convincing way\u003Cbr>Show that culture and society is considered in plans and designs |\n|  |  |  |  |  |  |  |  |\n\n|  | discussion, stories, non-fiction texts, and maps. |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| MAKING | The three Prime ELGS of Communication and Language, PSED and Physical Development provide the foundations of which all other learning is built\u003Cbr>upon.\u003Cbr>Specific:\u003Cbr>Creating with Materials ELG\u003Cbr>Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form, and function.\u003Cbr>Share their creations, explaining the process they have used. | Use own ideas to make something\u003Cbr>Make a product\u003Cbr>Choose appropriate resources and tools | Choose tools and materials and explain why they have chosen them\u003Cbr>Join materials and components indifferent ways\u003Cbr>Measure materials to use in a model or structure | Follow a step-by-step plan, choosing the right equipment and materials\u003Cbr>Select the most appropriate tools and techniques for a given task\u003Cbr>Make a product which uses both electrical and mechanical components\u003Cbr>Work accurately to measure, make cutsand make holes | Know which tools to use for a particular task and show knowledge of handling the tool\u003Cbr>Know which material is likely to give the best outcome\u003Cbr>Measure accurately | Use a range of tools and equipment competently\u003Cbr>Make a prototype before making a final version\u003Cbr>Make a product that relies on pulleys or gears\u003Cbr>Be both hygienic and safe in the kitchen\u003Cbr>Know how to prepare a meal by collecting the ingredients in the first place | Know which tool to use for a specific practical task\u003Cbr>Know how to use any tool correctly and safely\u003Cbr>Know what each tool is used for\u003Cbr>Explain why a specific tool is best for specific action |\n\n| EVALUATING | The three Prime ELGS of Communication and Language, PSED and Physical Development provide the foundations of which all other learning is built\u003Cbr>upon.\u003Cbr>Specific:\u003Cbr>Creating with Materials ELG\u003Cbr>Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form, and function.\u003Cbr>Share their creations, explaining the process they have used. | Describe how something t","cbCaia1TPNTBwUwC","https://ap.wps.com/l/cbCaia1TPNTBwUwC","pdf",549022,"English","# Designing\n## Making\n## Evaluating\n## Technical Knowledge\n## Food Technology","[{\"question\":\"What are the main phases covered in the Cooking and Nutrition curriculum?\",\"answer\":\"The content is structured around Designing, Making, and Evaluating, supported by Technical Knowledge and Food Technology skills.\"},{\"question\":\"What practical food preparation skills are included?\",\"answer\":\"Learners are expected to cut food safely, weigh ingredients for recipes, follow given recipes, and describe how ingredients come together.\"},{\"question\":\"How does the curriculum guide evaluating designs and products?\",\"answer\":\"Learners explain what works well, identify what needs improvement, evaluate products against purpose and appearance criteria, and suggest alternative plans with reasons.\"}]","Cooking and Nutrition - Fruit and Vegetables | PDF",1790832291]