Design Technology

Design and technology project

Food- Preparing fruit and vegetables 

Prior learning from EYFS and Year 1:

• Experience of common fruit and vegetables, undertaking sensory activities i.e. appearance taste and smell. 

• Experience of cutting, peeling and slicing soft fruit and vegetables using appropriate utensils.

-Knowing where common fruit and vegetables come from.

-Knowing about locally grown fruit and vegetables.

-Knowing about fruit and vegetables being part of a healthy and varied diet.

Designing

• Design appealing products for a particular user 

based on simple design criteria.

• Generate initial ideas and design criteria through investigating a variety of fruit and vegetables.

• Communicate these ideas through talk and labelled, captioned drawings.

-Select farmed or grown at home fruit and vegetables.

Making

• Use simple utensils and equipment to e.g. peel, cut, slice, squeeze, grate and chop safely.

-Children to be taught different ways to chop vegetables e.g. bridge and claw grip.

• Select from a wider range of fruit and vegetables according to their characteristics e.g. colour, texture and taste to create a chosen product.

Evaluating

• Taste and evaluate a range of fruit and vegetables 

to determine the intended user’s preferences –including farmed or grown at home vegetables.

• Evaluate ideas and finished products against design criteria, including intended user and purpose.

Technical knowledge and understanding

• 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

Skills progression

Key Stage 1

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

•  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

Make

•  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

Evaluate

•  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

Key vocabulary

fruit and vegetable names, names of equipment and utensils sensory vocabulary e.g. soft, juicy, crunchy, sweet, sticky, smooth, sharp, crisp, sour, hard