Design Technology

Design and technology project

Food- Healthy and varied diet

Prior learning

• Know some ways to prepare ingredients safely and hygienically – From Years 1 and 2 -peel, cut, slice, squeeze, grate and chop safely. 

• Have some basic knowledge and understanding about healthy eating and The Eatwell Plate – fruit and vegetables from Years 1/2.

• Have used some equipment and utensils and prepared and combined ingredients to make a product – smoothies and fruit kebabs. 

-Know some locally grown fruit and vegetables. 

-Know which foods are farmed and some home-grown foods.

- Know and be at competent at using bridge and claw grips (Year 2 and Year 3 prior learning)

Designing

• Generate and clarify ideas through discussion with peers and adults to develop design criteria including appearance, taste, texture and aroma for 

an appealing product for a particular user and purpose.

-To research and examine different ‘bread’ sources for dietary needs – including coeliac.

-To research and examine different ‘protein’ sources.

• Use annotated sketches and appropriate information and communication technology, such as web-based recipes, to develop and communicate ideas.

Making

• Plan the main stages of a recipe, listing ingredients, utensils and equipment.

• Select and use appropriate utensils and equipment to prepare and combine ingredients.

• Select from a range of ingredients to make appropriate food products, thinking about sensory characteristics.

Evaluating

• Carry out sensory evaluations of a variety of ingredients and products. Record the evaluations using e.g. tables and simple graphs.

• Evaluate the ongoing work and the final product with reference to the design criteria and the views of others.

Technical knowledge and understanding

• Know how to use appropriate equipment and utensils to prepare and combine food.

• Know about a range of fresh and processed ingredients appropriate for their product, and whether they are grown, reared or caught.

• Know and use relevant technical and sensory vocabulary appropriately.

Skills progression

Key Stage 2

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, industry and the wider environment].

When designing and making, pupils should be taught to:

Design

•  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

•  generate, develop, model and communicate their ideas through discussion, annotated 

• sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and 

• computer-aided design

Make

•  select from and use a wider range of tools and equipment to perform practical tasks 

• [for example, cutting, shaping, joining and finishing], accurately

•  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

•  investigate and analyse a range of existing products

•  evaluate their ideas and products against their own design criteria and consider the 

• views of others to improve their work

•  understand how key events and individuals in design and technology have helped 

• shape the world

Technical knowledge

•  apply their understanding of how to strengthen, stiffen and reinforce more complex 

• structures

•  understand and use mechanical systems in their products [for example, gears, pulleys, 

• cams, levers and linkages]

•  understand and use electrical systems in their products [for example, series circuits 

• incorporating switches, bulbs, buzzers and motors]

•  apply their understanding of computing to program, monitor and control their products.

Key vocabulary

name of products, names of equipment, utensils, techniques and ingredients texture, taste, sweet, sour, hot, spicy, appearance, smell, preference, greasy, moist, cook, fresh, savoury hygienic, edible, grown, reared, caught, frozen, tinned, processed, seasonal, harvested healthy/varied diet