Early Years Foundation Stage (Reception Year) 

Expressive Arts and Design: Creating with Materials

Early Learning Goal: Children at the expected level of development will safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form, and function. Share their creations, explaining the process they have used. Make use of props and materials when role playing characters in narratives and stories.

Cross-Curriculum: 

The EYFS by its very nature, fosters learning simultaneously across all disciplines; some direct learning opportunities will be planned in relation to 'creating with materials', with multiple other opportunities to engage with learning from other strands of the EYFS curriculum too.  These opportunities are built into wide classroom provision, taken from the children's interests and play.  The other aspects of the EYFS curriculum are: 

• Communication and Language
• Personal, Social and Emotional Development
• Physical Development 
• Literacy
• Mathematics 
• Understanding the World 
• Expressive Arts and Design

National Curriculum

Purpose of Study and Objectives (Years 1 & 2)

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

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 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. 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. Explore and evaluate a range of existing products. Evaluate their ideas and products against design criteria. 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.