Design & Technology: Progression Map by Strand - realsmart
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Design & Technology: Progression Map by Strand
As a church school we acknowledge that all of our pupils are significant to God. We therefore value each child’s unique personality and aim to develop their character, talents and
abilities to the fullest in His name. Our design & technology curriculum is an intrinsic part of this, unlocking the potential of each child, so that they can flourish. This is also in
keeping with our status as a UNICEF Rights Respecting School and fulfils our obligations under Article 29 of the United Nations Convention on the Rights of the Child.
Design & technology makes a huge contribution to the British economy and offers a wealth of employment possibilities. We believe that it is our duty to ensure children have the
skills to access these opportunities later in life. Design & technology combines learning from maths, computing and science with aspects of art & design. Children learn a raft of
practical skills, such as cooking and sewing, and technical skills, such as building structures and working mechanisms. There are also transferable skills that come from learning
about design & technology, such as resilience, creative problem-solving and team-working. We feel these skills are essential to our children’s overall development and future
economic success in the 21st century.
Intent
In KS1 children solve design problems within relevant and familiar contexts, such as school, so that they can draw on their own experiences as they generate ideas. Existing
designed products are also explored and evaluated to broaden children’s knowledge and to provide inspiration. Cross-curricular links are made where they are meaningful and
provide the children with a motivating starting point for their designs. In most cases the products children design are for themselves, their peers or imaginary characters from
familiar texts, as this enables children to make real evaluations. By contextualising design problems in this way we hope that children can focus on acquiring the knowledge and
skills outlined below.
By the end of KS1 children should be able to:
● Say who the products they design and make will be for.
● State the purpose of their products.
● Say how their products will work in simple terms e.g. ‘A slider moves backwards and forwards and I can use this in my picture to make the plane move forwards and
backwards, so it looks like it is flying through the sky.’
● Use a limited number of simple design criteria, which might be provided by the class teacher, generated through discussion or developed by the children themselves.
● ‘Model’ ideas by exploring materials, components and construction kits, producing templates and mock-ups.
● Suggest what to do next in assembling their products.
● Select from a range of tools and equipment and explain their choices.
● Select from a range of materials and components according to their characteristics.
1● Measure, mark out, cut and shape a range of materials and components, not necessarily using standard units or measurement.
● Assemble, join and combine a range of materials and components
● Use finishing techniques with a range of materials and components
● Talk about their design ideas and what they are making
● Make simple judgements about their products and ideas against design criteria.
● Know what type of movement is produced by different types of simple mechanisms
● Know how freestanding structures can be made stronger, stiffer and more stable.
● Know that food ingredients can be combined according to their sensory characteristics.
● Name and sort foods into the five groups from the Eatwell Guide and know that everyone should eat at least five portions of fruit and vegetables every day.
● Prepare food using skills and techniques such as cutting, peeling and grating.
As children progress throughout KS2, the range of contexts and users becomes less familiar and children draw more often on the work of inventors, designers, engineers, chefs
and manufacturers. Children are taught how to generate ideas that are realistic and which meet the needs of the user. They are also encouraged to show some originality in their
thinking, whilst ensuring that final outcomes are fully functional and fit for purpose.
By the end of KS2 children should be able to:
● Describe, in some detail, the purpose of the products they are designing and making.
● Indicate the design features of their products that will appeal to intended users.
● Explain how particular parts of their products work.
● Carry out research, using surveys, interviews, questionnaires and web-based resources.
● Develop a simple design specification to guide their thinking when designing and making.
● Evaluate their ideas and products against their design specification.
● ‘Model’ their ideas by making templates and mock-ups and using prototypes and pattern pieces.
● Use annotated sketches, cross-sectional drawings and exploded diagrams to help develop and communicate their design ideas.
● Use Computer-aided design (CAD), where appropriate, to develop, communicate, model and evaluate design ideas.
● Select tools and equipment suitable for the task.
● Select materials and components suitable for the task.
● Work ‘accurately’ when they are measuring, marking out, cutting, shaping, assembling, joining, combining and applying finishing techniques.
● Name a range of inventors and say what they are famous for designing and/or making and what characteristics enabled them to become successful.
● Explain their choice of materials and components according to functional properties and aesthetic qualities.
● Think about the related components that make up mechanical systems, for example the levers, linkages and pivots in a moving picture.
2● How to program a computer to monitor changes in the environment and control their products.
● How to make strong, stiff shell structures and use this knowledge to design and make products.
● Say how mechanical systems such as cams or pulleys or gears create movement. Children should be able to explain why the mechanical components are suitable for the
product they are designing and making according to the type of movement they produce.
● Use skills and techniques such as peeling, chopping, slicing, grating, mixing, spreading, kneading and baking.
● Demonstrate that we need to eat a variety and balance of food and drinks to stay healthy, as depicted in the Eatwell Guide
The KS2 curriculum is constructed so that children re-visit and build on their learning in KS1. Units are mapped against the National Curriculum to ensure breadth.
Implementation
Each year group studies one design & technology unit per term. We do not put a ceiling on the amount of time that can be spent on a unit, but it should be no less than 8-12
hours (the minimum recommended by The Design & Technology Association.) We believe that individual class teachers are best placed to decide when they teach the units
during the term, particularly, as some are linked to learning in other curriculum areas. Due to the limited size of the classrooms, most units will need to be taught over a block of
days, rather than in weekly hourly sessions. We trust teachers to make sensible decisions regarding how they structure the delivery of each unit. However, timescales and tips
on classroom organisation are included in the plans written by the design and technology leader.
The units in our curriculum have been taken from a number of sources. We still use some QCA units that have remained popular. We have added further units from Rising Stars
and have written others ourselves. One Year 5 unit was developed with the help of 3 of our SEND pupils, (a project for the Cultural Leadership Community run by A New Direction).
We are now members of The Design & Technology Association and are currently exploring whether their units offer an improvement on what we already have. Our new Computing
curriculum includes units that support learning in Design & Technology, including CAD, and we continue to work in partnership with the CLC to develop the computing aspect of
the subject.
We use The Design & Technology Principles set out by The Design & Technology Association when developing and evaluating our planning. The Design & Technology
Principles are:
● User
● Purpose
● Functionality
● Design Decisions
● Innovation
● Authenticity
These focuses are considered integral to good quality planning.
3Each year some classes are taught Design & Technology by the subject leader, who is a Central St Martins School of Art graduate. The Design & Technology Leader will also
team teach units if class teachers request support, to ensure that quality teaching is modelled throughout the school. The Design & Technology Leader carries out termly lesson
observations. These informal observations have a strong coaching element and aim to improve teacher confidence and the quality of teaching and learning. They also raise the
profile of Design & Technology and provide an indication of how successful our provision is at a given point.
Similarly, the subject leader leads CPD sessions to develop staff confidence, knowledge and skills. This is essential as we begin to develop our curriculum and introduce new
technologies.
Impact
We have developed this progression map with support from The Design & Technology Association. The objectives have been added to our school data collection system,
Integris. Teachers can either assess each child against the objectives for their year group after each unit or at the end of each term. The Design & Technology Leader regularly
supports teachers with their assessments of children’s work and analyses the data termly.
We measure the impact of teacher CPD through verbal feedback, questionnaires and, more importantly, by the level of teacher engagement with the subject. We are confident
that Design & Technology is being taught more frequently than in previous years and that the quality is improving.
Similarly, the subject leader collects feedback from children regularly. This provides an opportunity to check that they can articulate what they have learnt and whether they have
enjoyed the experience. Feedback shows that children are enthusiastic about their learning experiences, proud of the products they have made and most can say what they have
learnt .
4Progression by Strand
Strand Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Can I select appropriate words Can I describe an existing Can I say which existing Can I say which existing Can I say which existing Can I say which existing
from a range to describe an product? product has been designed product has been designed product has been designed product has been designed
existing product? better and start to give some better and give some reasons better and give relevant better and give relevant
Can I identify some of the reasons why? why? reasons? reasons?
Can I say who an existing materials used?
product was made for and Can I say which existing Can I say which existing Can I say which existing Can I say which existing
explain how I know in simple Can I say who an existing product has been made product has been made product has been made product has been made
terms? product was made for and better and start to give some better and give some reasons better and give relevant better and give relevant
explain how I know? reasons why? why? reasons? reasons?
Can I explain how an existing
Evaluating existing products
product works in simple Can I say where the product Can I identify some of the Can I identify the materials Can I identify the materials Can I identify the materials
terms? might be used? materials used and say why used and say why some of used and say why they have used and say why they have
they have been chosen? them have been chosen? been chosen? been chosen?
Can I say what I like and Can I begin to link what I like
dislike about an existing and dislike about an existing Can I identify some basic Can I identify some of the Can I identify the construction Can I identify the construction
product? product to its function as well construction methods used in construction methods used in methods used in existing methods used in existing
as its appearance? existing products? existing products? products? products?
Can I understand a simple
given design criteria that is Can I make some suggestions Can I say how the product Can I say how the Can I say how the Can I say how the
based on existing products? about what should be included would play a part in people’s product/technology has product/technology has product/technology has
in the design criteria for a lives? E.g. remind them of impacted/impacts on daily impacted/impacts on daily life impacted/impacts on daily life
product? their holiday in Egypt…help life? E.g. how would life be and the environment? and the environment?
them learn about… different if there was no
electric lighting? Can I say who designed Can I say who designed
Can I refer back to my design some products and why? some products and why?
criteria and make changes Can I refer to my design
when directed? criteria as I work? Can I say who they think Can I say who they think
made designer goods and made designer goods and
where? where?
Can I refer to my design Can I refer to my design
criteria as I manufacture, criteria as I manufacture,
making adjustments to my making adjustments to my
work where necessary? work where necessary?
5Strand Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Can I use existing products as a Can I explore a range of existing Can I begin to gather information Can I gather information about Can I carry out research using Can I carry out research using
starting point for my own ideas? products and select ideas to about the needs and wants of the needs and wants of particular simple surveys? surveys, interviews,
include in my own design? particular individual and groups? individuals and groups? questionnaires and web-based
Can I design purposeful and Can I begin to use research data resources?
functional product for me or my Can I design purposeful and Can I begin to design realistic Can I design realistic products to identify the needs, wants,
classmates? functional products for familiar products focussed on the needs focussed on the needs of the preferences and values of Can I use research data to
characters/ people? of the user? user? particular individuals and identify the needs, wants,
Can I begin to relate my ideas to groups? preferences and values of
the given design criteria? Can I relate my design to a Can I begin design products that Can I design products that work particular individuals and
design criteria I have helped to work in a wider range of less in a wider range of less familiar Can I begin to design innovative groups?
Can I draw simple pictures that develop? familiar contexts? contexts? products drawing on research?
show what I want my product to Can I design innovative products
look like? Can I draw and label pictures Can I identify at least 2 aspects Can I identify some aspects of Can I begin to make design drawing on research?
that show what I want my product of the design criteria the design criteria decisions taking time and
Can I say how I will make my to look like? independently? independently? resources into account? Can I make design decisions
product after an adult has taking time, resources and costs
modelled the making process Can I write a simple plan after Can I draw and label diagrams Can I draw and label diagrams Can I begin identify a sensible into account?
step-by-step? the adult has modelled the that show what my product looks that show what my product looks design criteria independently?
making process step-by-step? like from the front and back? like from different angles? Can I identify a sensible design
Can I clarify my ideas through criteria independently?
Designing
Can I annotate my diagrams to Can I annotate my diagrams to discussion and different types of
show which components I will show which components I will diagrams? Can I clarify my ideas through
use and how my product will use and how my product will discussion, different types of
work? work? Can I begin to produce an diagrams and CAD?
appropriate list of tools, Computing curriculum – Y6
Can I begin to select materials Can I select materials and equipment and materials? Creating Media: 3d Modelling
and components from a wider components from a wider range
range and explain my choices? and explain my choices? Can I begin formulate a step-by- Can I produce an appropriate list
step plan as a guide to making? of tools, equipment and
Can I begin select appropriate Can I select appropriate tools materials?
tools from a wider range and use from a wider range and use them Can I begin to model my ideas
them safely with minimal safely with minimal supervision? using prototypes and pattern Can I formulate a step-by-step
supervision? pieces? plan as a guide to making?
Can I make a list of materials and
Can I begin make a list of components that I will need? NB: In year 5 children will Can I model my ideas using
materials and components that I require more scaffolding and prototypes and pattern pieces?
will need? Can I order the main stages of guidance than is anticipated in
making in a plan? year 6.
Can I begin to order the main
stages of making in a plan?
NB: In year 3 children will
require more scaffolding and
guidance than is anticipated in
year 4.
6Strand Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Can I use given materials Can I chose appropriate Can I follow procedures Can I follow procedures Can I being to follow Can I follow procedures
appropriately? materials for the task of safety and hygiene of safety and hygiene? procedures of safety and of safety and hygiene
from a limited range? when modelled? hygiene independently independently making
Can I use given tools safely Can I measure, mark making judgements as to judgements as to when
after adult modelling and Can I use given tools Can I begin to measure, out, cut and shape when help is needed? help is needed?
sometimes with support?
safely (after an adult has mark out, cut and shape materials and
Can I use the cutting, modelled) with materials and components with some Can I begin to accurately Can I accurately
measuring, constructing increasing components with some accuracy? measure, mark out, cut measure, mark out, cut
and finishing techniques independence? accuracy? and shape materials and and shape materials and
modelled by an adult when Can I assemble join and components? components?
making with support? Can I use the cutting, Can I begin to assemble combine materials and
measuring, constructing join and combine components with some Can I begin to accurately Can I accurately
Can I finish my products and finishing techniques materials and accuracy? assemble, join and assemble, join and
Making
neatly? modelled by an adult when components with some combine materials and combine materials and
making with increasing accuracy? Can I apply a range of components? components?
Can I begin to independence? range of finishing
understand that Can I begin to apply a techniques, including Can I begin to finish Can I finish products in a
designers often work as Can I chose from a range of range of those from art & design, products in a variety of variety of ways to a high
part of a team? limited range of finishing
finishing techniques, with some accuracy? ways to a high standard? standard?
touches e.g. paint
including those from art
finishes, diamantes,
& design, with some Can I begin to Can I demonstrate
stickers?
accuracy? demonstrate resourcefulness when
resourcefulness when tackling problems?
Can I begin to NB: In year 3 children will tackling problems?
understand that different require more scaffolding and
members of a design modelling than is anticipated
NB: In year 5 children will
in year 4.
team may do different require more scaffolding and
jobs? guidance than is anticipated in
year 6.
7Strand Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Can I say what I like abd Can I say how my own Can I begin to use my Can I use my design Can I begin to use the Can I use the design
dislike about my product? product is similar and design criteria to criteria to evaluate my design criteria to identify criteria to identify
different to existing evaluate my finished finished product? strengths and strengths and
Can I show/say how my products? product? weaknesses in my weaknesses in my
product works in simple
Can I use the design finished product? finished product?
terms? e.g. “this bit turns Can I say how my product
Can I begin to use the criteria to identify
and makes that bit go pleasing to me? design criteria to identifystrengths and Can I begin to say how Can I say how my
round”
Evaluating their own products
Can I say how the product strengths and weaknesses in my my product would please product would please the
Can I relate at least 1 will work the product will
weaknesses in my finished product? the intended user? intended user?
aspect of my design to the work using some technical finished product?
given design criteria? vocabulary? e.g. “The Can I say how my Can I begin to critically Can I critically evaluate
wheels are joined by an Can I begin to say how product would please the evaluate the quality of the quality of the design,
axle.” my product would please intended user? the design, manufacture manufacture and fitness
the intended user? and fitness of purpose of of purpose of my
Can I relate some aspects my product, as I design product, as I design and
of my design to the given NB: In year 3 children and make it? make it?
design criteria? will require more
scaffolding and Can I begin to say how Can I say how close my
Can I identify simple
guidance than is close my final product is final product is to my
improvements that could be
anticipated in year 4. to my original design and original design and why
made?
why it might be different? it might be different?
NB: In year 5 children
will require more
scaffolding and
guidance than is
anticipated in year 6.
8Strand Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Explore and use mechanisms Explore and use mechanisms Apply their understanding of Apply their understanding of Apply their understanding of Apply their understanding of
- sliders, levers and gears - - wheels & axles, simple how to strengthen, stiffen and how to strengthen, stiffen and how to strengthen, stiffen and how to strengthen, stiffen and
Moving Pictures & pulleys reinforce more complex reinforce more complex reinforce more complex reinforce more complex
Introduction to Gears (Winding up & Vehicles) structures structures structures structures
(Photograph frames & We are (Moving toys, We are lighting (Thrones for the Gods, (We are plant protection
Build structures, exploring Build structures, exploring exhibition designers) designers & Applique Racing cars & Fairground designers)
how they can be made how they can be made Cushions) gears)
stronger, stiffer and more stronger, stiffer and more Understand and use
stable – See Y1 Art & Design stable (Winding Up) mechanical systems in their Understand and use Understand and use Understand and use
Unit ‘Inspired by Miro products mechanical systems in their mechanical systems in their mechanical systems in their
Know that a 3d textiles ● Know how pneumatic products products products
Know that food ingredients product can be assembled systems create ● Know how mechanical ● Know how mechanical
should be combined according from two identical fabric movement systems including cams systems including ● Know how mechanical
to their sensory characteristics shapes (Moving monsters) create movement pulleys or gears create systems including
Technical Knowledge
(We are drinks designers) (We are bag designers) movement pulleys or gears create
● Know how simple (Racing cars & Fairground movement
electrical circuits and gears) ● Know how more complex
components can be used electrical circuits and
to create functional ● Know how more complex components can be used
products electrical circuits and to create functional
(Moving toys & We are components can be used products
lighting designers) to create functional (We are plant protection
products designers)
(Racing cars & Fairground
gears)
Apply their understanding of
Apply their understanding of computing to program,
computing to program, monitor and control their
monitor and control their products (CLC)
products Computing curriculum – Y6
programming B: Sensing
Computing curriculum – Y5 (CLC)
programming A: Selection in
Physical Computing
(CLC)
Know how to create strong,
stiff, shell structures
(Racing cars)
9Progression by Strand: Cooking & Nutrition
Where food comes from & Food preparation, cooking & nutrition
Year Attainment targets Outcomes
1 Pupils should: Children can name a variety of fruit & veg.
● Know the names of a variety of fruit and vegetables Can they name a fruit or vegetable for each
● Be able to sort fruit from vegetables letter of the alphabet?
● Know that fruit and vegetables have to be farmed or can be grown in allotments, gardens and
even pots Children can physically sort fruit and vegetable
● Know that fruit and vegetables make up the largest section on The Eatwell Plate – understand what the difference is.
● That everyone should eat at least 5 portions of fruit and vegetables per day
https://www.nhs.uk/change4life/food-facts/five-a-day Children understand that fruit and vegetables
● Know how to prepare simple dishes safely and hygienically, without using a heat source. Year 1 come from plants and grow either above or
make fruit/veg smoothie drinks. See ‘We are drinks designers’ DT unit. below ground, usually on farms.
https://www.bbcgoodfood.com/recipes/fruit-salad
https://www.bbcgoodfood.com/howto/guide/top-5-mocktail-recipes-kids
https://www.nhs.uk/change4life/recipes/blueberry-and-banana-smoothie
Children understand that ‘5 a day’ refers to fruit
https://www.nhs.uk/change4life/recipes/raspberry-orange-and-apple-refresher and vegetable portions.
● Know how to peel and cut and grate a variety of fruit and vegetables for class snacks and fruit/veg
smoothies Children make fruit smoothies for Sports Day
or HUFF Day Celebration – DT unit
Children experience of peeling, cutting and
possibly grating real fruit & vegetables. They
also use blenders.
2 Pupils should: Children can identify common food products
● Know that all food comes from plants or animals from animals.
● Be able to name common foods that come from animals e.g. milk, cheese, burgers, fish fingers Children can physically sort common food
● Be able to sort foods that have come from plants from those that have come from animals items that come from plants and from animals
● Know that food from animals have to be farmed or caught into two groups.
● How to name and sort foods into the five 5 groups in The Eatwell Plate
https://www.nhs.uk/change4life/food-facts/five-a-day Name some animals that are commonly reared
https://www.nhs.uk/live-well/eat-well/the-eatwell-guide/?tabname=recipes-and-tips on farms in the UK.
● Know that everyone should eat at least 5 portions of fruit and vegetables per day
10● Know how to prepare simple dishes safely and hygienically, without using a heat source e.g. Identify how they might meet their 5 a day –
hummus with grated lemon zest, chopped garlic & herbs accompanied by grated carrot link back to Year 1.
and pitta
https://www.bbcgoodfood.com/recipes/lemon-coriander-hummus Children make hummus recipes and sides.
https://www.bbcgoodfood.com/howto/guide/best-healthy-hummus-recipes
● Know how to use techniques such as cutting, peeling and grating to create simple class snacks Children experience of peeling, cutting and
e.g. hummus (above) with pitta bread, vegetable sticks and grated carrot. grating. They also use blenders.
3 Pupils should: Name fruit & vegetables are commonly grown
Be able to name some fruit & vegetables that are commonly grown in the UK and some that are more in UK and some that are gown abroad
commonly grown abroad.
Know the journey made by fruit and vegetables from field to fork – case study strawberries. Describe the journey made by fruit and
Understand how to cook a variety of predominantly savoury dishes safely & hygienically including, where vegetables from field to fork – case study
appropriate using a heat source strawberries.
Understand how to use a range of techniques such as peeling, chopping, slicing, grating, mixing,
spreading, folding pastry and baking – samosas/bourek Label the different sections of a blank The
https://www.bbcgoodfood.com/recipes/spinach-samosas-indian-salad Eatwell Plate based on the size of each
https://www.bbcgoodfood.com/recipes/filo-triangles-artichoke-feta-and-mint section.
https://www.bbcgoodfood.com/recipe/vegetable-samosas
https://www.bbcgoodfood.com/recipes/spinach-sweet-potato-samosas
https://www.bbcgoodfood.com/recipes/potato-and-pea-samosas Make a variety of samosa/bourek style snacks.
https://www.bbcgoodfood.com/recipes/feta-sweetcorn-samosas
Children are proficient at peeling, cutting and
Understand the relative proportions of foods from each group required in a healthy & balanced diet, grating.
according to The Eatwell Plate.
https://www.nhs.uk/live-well/eat-well/the-eatwell-guide/?tabname=recipes-and-tips Children learn how to cut, fold and seal filo
https://www.bbc.co.uk/bitesize/clips/zdbpyrd pastry.
Know that food and drink provide energy for the body
https://www.bbc.co.uk/bitesize/clips/zvp76sg
Describe in basic terms why humans need to
eat food.
114 Pupils should: Children can name some common dishes from
Understand that diets differ around the world other parts of the world. They can identify the
Understand that diets are influenced by the types of crops, animals reared and caught locally ingredients and which food groups they come
Understand how to cook a variety of predominantly savoury dishes safely & hygienically including, where from.
appropriate using a heat source
Understand how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, forming Children can say why diets across the world
patties and baking/griddling – healthy burgers & sweet potato fries differ e.g. availability of ingredients locally due
https://www.bbcgoodfood.com/recipes/falafel-burgers-0 to climate or geography.
https://www.bbcgoodfood.com/recipes/tuna-sweetcorn-burgers
https://www.nhs.uk/change4life/recipes/chilli-beef-and-bean-burgers-recipe
https://www.nhs.uk/change4life/recipes/turkey-burgers-in-buns
Children make healthy burgers.
Understand that a healthy diet is made up from variety and a balance of different food and drink, as
depicted in ‘The Eat Well Plate’ Children consolidate techniques taught
Understand what is meant by staying healthy and that exercise is part of this. previously and learn how to form patties and
Know how much activity they should try to complete each day. bake or griddle burgers.
Identify some of the ways that they can be active.
Know that healthy food & drink choices provide the best type of energy for active bodies Children can identify food healthier choices
Identify some simple swaps they can make to their diet healthier using The Eatwell Plate for guidance and plan a healthy balanced meal.
https://www.bbc.co.uk/bitesize/clips/zcvtsbk
https://www.nhs.uk/change4life/food-facts/sugar/sugar-swaps-for-kids Children understand that exercise of part of a
healthy lifestyle.
5 Know that food is grown, reared and caught across wider world Children can identify some food products that
Understand that seasons may affect the food available are grown in other parts of the world.
Understand how food is processed into ingredients that can be eaten or used in cooking – milk & cheese They understand that, particularly in the past,
https://www.youtube.com/watch?v=y9wLhRrj5Ug video of cheese making process some food items were not available in the UK if
https://www.youtube.com/watch?v=0XSoTEcD_vQ video of milk making process they were not grown locally.
Know how to prepare and cook a variety of predominantly savoury dishes safely & hygienically including,
where appropriate using a heat source Children understand that food is often imported
Understand how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, so that it can be available in the UK all year.
spreading, rolling and baking – e.g. vegetable tarts that reflect a given season
https://www.bbcgoodfood.com/recipes/griddled-vegetable-feta-tart
https://www.bbcgoodfood.com/recipes/summer-vegetable-pesto-rose-tart
Children make seasonal vegetable tarts
https://www.bbcgoodfood.com/recipes/tomato-tarts choosing some of their ingredients to reflect a
https://www.bbcgoodfood.com/recipes/asparagus-cheese-tart given season.
https://www.bbcgoodfood.com/recipes/onion-goats-cheese-tarts-0
Know that nutrients are chemicals found in food that perform a particular function in the body.
Know that a food group is a way of labelling types of food according to their main nutrients.
12Know that is important to eat foods from each food group so that the body gets all the nutrients it needs to Children consolidate techniques taught
remain healthy. previously and learn how to make and roll
Know that the major nutrients are proteins, carbohydrates and fats, as well as vitamins and minerals. pastry.
https://www.nhs.uk/change4life/food-facts
https://www.bbc.co.uk/bitesize/articles/z7yb42p Children have a basic understanding of what
nutrients are and how that links to The Eatwell
Plate.
Children can describe the process milk and
cheese go through before they are edible.
6 Know that food bought in the UK doesn’t hasn’t necessarily been grown, reared or caught in the UK Children can identify common food items that
Identify common supermarket items that have been imported, but could have been grown in the UK e.g. have been imported.
apples
Introduce the concept of ‘food miles’ and calculate those of some common supermarket items Know what is meant by food miles and that
Discuss the pros and cons of importing food – link to seasonality & food miles they have implications for the environment.
Understand how food is processed into ingredients that can be eaten or used in cooking – wheat into flour
https://www.bbc.co.uk/bitesize/clips/zb2kjxs (bread making process) Children can describe the process wheat goes
Know how to prepare and cook a variety of predominantly savoury dishes safely & hygienically including, through in order to be made into flour and then
where appropriate using a heat source bread products.
Know how to use a range of techniques such as peeling, chopping, slicing, grating, mixing, spreading,
kneading and baking – See We are Pop-up Café Designers Unit: Bread products Children make bread recipes adding their own
Know that recipes can be adapted to change the appearance, taste, texture and aroma choice of ingredients to a basic recipe.
Know the government’s top tips for healthy meals/diet
● Base meals on starchy foods (2nd food group) Children consolidate techniques taught
● Eat lots of fruit and veg previously and learn how to use yeast, knead
● Eat more fish prove and manipulate bread dough e.g. plait it.
● Cut down on saturated fat and sugar
● Eat less salt Children can recall the UK Government’s top
● Get active and try to be a healthy weight tips for healthy meals/diet.
● Drink lots of water
● Don’t skip breakfast
https://www.nhs.uk/change4life/food-facts
https://www.bbc.co.uk/bitesize/articles/z7yb42p
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