Design and technology project

Food- Celebrating culture and seasonality

Prior learning

• Have knowledge and understanding about food hygiene, 

nutrition, healthy eating and a varied diet.

-Knowledge of The Eatwell Plate and all food groups needed 

for healthy and varied diet.

• Be able to use appropriate equipment and utensils, and apply 

a range of techniques for measuring out, preparing and combining ingredients.

- From Years 1 and 2 -

peel, cut, slice, squeeze, grate and chop safely.

-From Year 3 and 4 – bridge and claw grip secure and 

reinforced. 

-Meeting dietary needs (from Year 4)

-Further developed sensory evaluations of ingredients and 

vocabulary to accompany this.

-Knowledge of home grown and farmed produce.

Designing

• Generate innovative ideas through research and discussion 

with peers and adults to develop a design brief and criteria 

for a design specification.

• Explore a range of initial ideas, and make design decisions to 

develop a final product linked to user and purpose.

• Use words, annotated sketches and information and 

communication technology as appropriate to develop and 

communicate ideas.

-Further develop knowledge of home grown and farmed 

produce beyond fruit and vegetables.

-To know where and how a variety of ingredients are grown, 

reared, caught and processed.

Making

• Write a step-by-step recipe, including a list of ingredients, 

equipment and utensils.

• Select and use appropriate utensils and equipment accurately 

to measure and combine appropriate ingredients.

• Make, decorate and present the food product appropriately 

for the intended user and purpose.

-To develop skills of peeling, cutting, slicing, squeezing, grating 

and chopping ingredients beyond fruit and vegetables.

Evaluating

• Carry out sensory evaluations of a range of relevant products 

and ingredients. Record the evaluations using e.g. 

tables/graphs/charts such as star diagrams.

• Evaluate the final product with reference back to the design 

brief and design specification, taking into account the views 

of others when identifying improvements.

• Understand how key chefs have influenced eating habits to 

promote varied and healthy diets.

Technical knowledge and understanding

• Know how to use utensils and equipment including heat 

sources to prepare and cook food safely.

• Understand about seasonality in relation to food products and 

the source of different food products.

• Know and use relevant technical and sensory vocabulary

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

ingredients, yeast, dough, bran, flour, wholemeal, unleavened, baking soda, spice, herbs fat, sugar, carbohydrate, protein, vitamins, nutrients, nutrition, healthy, varied, gluten, dairy, allergy, intolerance, savoury, source, seasonality utensils, combine, fold, knead, stir, pour, mix, rubbing in, whisk, beat, roll out, shape, sprinkle, crumble