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Harbour Primary

Design Technology

Intent

 

At Harbour Primary and Nursery School, Design and Technology is an inspiring and practical subject.  Our curriculum encourages children to think and learn creatively to solve problems both as individuals and as members of a team. They will design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs.

 

We aim to, wherever possible, link work to other curriculum subjects such as mathematics, english, science, computing and art and design. The children are also given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness. The children at harbour are encouraged to become innovators and risk-takers to enable them to embrace a changing world.

Implementation

All teachers will use the D&T Association’s Projects on a Page planning and will adapt it to ensure it meets our school’s needs. Children will have a good understanding of what D&T is and the six principles of D&T (user, purpose, functionality, design decisions, innovation and authenticity). Teachers will use the star diagram as a visual snap-shot to see how these principles are emphasised to a lesser or greater degree over the year, depending on the project.

Throughout the school children will understand that DT is about designing and making Something, for Someone, for Some Purpose.

D&T in KS1 has four focuses. Over a two-year period, we will ensure that these focusses are evenly distributed across the year groups to ensure full coverage. However, every year group will include one food unit.

  • Mechanisms
  • Structures – frame structure
  • Food
  • Textiles

In KS2 there are five focuses. The focuses are distributed evenly across the key stage building on skills learnt previously. and every year group will study a food unit.

  • Mechanical Systems
  • Electrical Systems (including CAD – computer aided design)
  • Structures – frame structure and shell structure
  • Food
  • Textiles

Local companies will be used where appropriate to develop authentic and truly purposeful learning opportunities.

 

 

 

Impact

Our Design and Technology curriculum is planned to demonstrate skills, knowledge and vocabulary progression to ensure age related attainment at the end of each Key Stage.

Our assessment will show progression in the following areas by the end of Year 2, end of Year 4 and end of Year 6.

Design: understanding contexts, users and purposes; generating, developing, modelling and communicating ideas

Making: planning; practical skills & techniques

Evaluating: own ideas and products; existing products; key events and individuals

Technical knowledge: making products work

Cooking & nutrition: where food comes from; food preparation, cooking and nutrition

Our DT intent:

Intent

At Harbour Primary and Nursery School, Design and Technology is an inspiring and practical subject.  Our curriculum encourages children to think and learn creatively to solve problems both as individuals and as members of a team. They will design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs. We aim to, wherever possible, link work to other curriculum subjects such as mathematics, english, science, computing and art and design. The children are also given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness. The children at Harbour are encouraged to become innovators and risk-takers to enable them to embrace a changing world.

Year Group

Knowledge Textiles

 

‘Sticky’ knowledge focus in green

Skills Textiles

‘Sticky’ skills in green

Vocabulary

Textiles

Visits,

Inspirational people and important places
Nursery 2-3

To explore a variety of media.

Use simple tools Cut, stick
Nursery 3-4

To explore a wide variety of media and develop manipulation skills.

Use simple tools Cut, stick
Reception

To know how to join two pieces of material using one joining technique (i.e. gluing)

  • Construct their product with a simple purpose in mind
  • Use simple tools to shape, assemble and join materials together
Join, sew, stick
Year 2
  • To know what a template is
  • To know why designers use templates
  • To know how a simple 3D textile product is made
  • To know when to use certain fabrics based on their suitability to the product
  • To know how to join two pieces of fabrics using different joining techniques (gluing, stapling, stitching)
  • To know how to use simple stitch techniques
  • To know which finishing technique to use depending upon the required effect
  • To know how to follow relevant health and safety protocols
  • To know technical vocabulary relevant to the project

Wider knowledge

  • To know the names of simple fabric products (i.e. cushion, jumper, blanket)
  • To know why simple fabrics are chosen based on their properties (i.e. wool is used for a blanket because it is soft and warm)
  • To know where simple fabrics come from/are made of (i.e. wool from sheep, cotton from cotton plants, hessian made from fibres of jute plant)
  • To know what a design evaluation is
  • Begin to select tools and materials; use vocab' to name and describe them
  • Measure, cut and score with some accuracy
  • Use hand tools safely and appropriately
  • Assemble, join and combine materials in order to make a product
  • Cut, shape and join fabric to make a simple garment.
  • Use basic sewing techniques

Pattern, mark out, decorate, running stitch, needle, fabric

Template, quality, suitable, features, dye, overstitch, design, fray, mock-up, seam

 

Margarete Steiff (seamstress)
Year 3
  • To know how to strengthen, stiffen and reinforce existing fabrics
  • To know how to securely join two pieces of fabric together using a range of stitches
  • To know why designers might need to strengthen, stiffen and reinforce existing fabrics
  • To know why designers use patterns
  • To know how/when to use decorative stitches to finish a product
  • To know what seam allowances are
  • To know what constitutes a renewable/sustainable material/fabric
  • To know how to follow relevant health and safety protocols
  • To know technical vocabulary relevant to the project

Wider knowledge

  • To know how different fabrics are constructed (i.e. woven materials, spun materials, knitted materials)
  • To know what a design brief is
  • To know what a prototype is
  • To know why designers evaluate their designs
  • To what accuracy means and how it can be improved
  • To know what an annotated sketch is
  • To know a range of designers who use fabrics in their work
  • Select tools and techniques for making their product
  • Think about their ideas as they make progress and be willing change things if this helps them improve their work
  • Measure, mark out, cut, score and assemble components with more accuracy
  • Work safely and accurately with a range of simple tools
  • Use finishing techniques strengthen and improve the appearance of their product using a range of equipment including ICT

Fastening, compartment, zip, finishing technique, function, prototype, back stitch, felted, woven, knitted, bonded Aesthetics, seam allowance, pinning, embroidery, back stitch, blanket stitch, cross stitch

To know a range of designers who use fabrics in their work

To know the names of at least one designer of fabric products (i.e. Levi Strauss and denim jeans, William Morris - floral interior design patterns, Lucienne Day – links to WW2 and dress making)

Year 6
  • To know that a 3D textile product can be made from a combination of accurately made pieces
  • To know when to combine multiple different fabrics to create a 3D product
  • To know how embroidery can embellish a product
  • To know when to use particular stitch types (including finishing stitches)
  • Select appropriate tools, materials, components and techniques
  • Assemble components make working models
  • Make modifications as they go along
  • Use tools safely and accurately
  • Construct products using permanent joining techniques
  • Pin, sew and stitch materials together create a product
  • Achieve a quality product

Specification, tacking, working drawing, clasp, pinking shears, design criteria, hem, reinforce, stem stitch, satin stitch, tie dye

Applique, annotate, evaluate, innovation, functionality, renewable, authentic, chain stitch
To know some key dates in the development of fabric and textiles (i.e. 6000BC woven textiles used to wrap the dead, 500-1000AD spinning wheel invented in India, 1562 first use of purl stitch in Spanish tomb, 1890 first pair of jeans by Levi Strauss)
Year Group

Knowledge Electrical Systems

 

‘Sticky’ knowledge focus in green

Skills Electrical Systems

‘Sticky’ skills in green

Vocabulary

Electrical Systems
Year 4
  • To know what an electrical circuit is
  • To know a range of simple electrical components and their functions, such as a bulb, buzzer and switch
  • To know how to control and program a product using computing (i.e. beebots)
  • To know how to construct a simple series circuit
  • To know how to make a range of simple secure connections (twisting wires together, wrapping ends, taping over, connecting block)
  • To know technical vocabulary relevant to the project (see vocabulary above)

Wider knowledge

  • To know what electricity is and what it is used for
  • To know simple commercial products that use electrical systems To know some simple conductors and insulators
  • To know how electricity is measured (volts and amps)
To know a range of places electrical systems are used (i.e. lighting in a house, display signs, traffic lights)
  • Generate ideas, considering the purposes for which they are designing
  • Make labelled drawings from different views showing specific features
  • Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making, if the first attempts fail
  • Evaluate products and identify criteria that can be used for their own designs

User, fault, toggle switch, insulator, conductor, battery holder, crocodile clip

Series circuit, connection, push-to-make switch, push-to-break switch, innovative, appealing, control box, input device, output device, system.

To know who Benjamin Franklin and his relevance to the discovery of electricity.

Year 6
  • To know how to incorporate simple self-made switches in a circuit
  • To know how to test components in more complex circuits (series and parallel)
  • To know technical vocabulary relevant to the project (see vocabulary above)
  • To know how simple switches can be made
  • To know how to assess faults in their own electrical systems
  • To know how to test components in a simple series circuit

Wider knowledge

  • To know why materials make good conductors and insulators
  • To know how electrical systems are controlled (i.e. flow charts)
  • Select appropriate tools, materials, components and techniques
  • Assemble components make working models
  • Make modifications as they go along
  • Achieve a quality product

Parallel circuit, light emitting diode, monitor, flowchart, design specification, reed switch, tilt switch

Light dependent resistor, interface control, micro switch, latching switch

Alessandro Volta (inventor)

Steve Jobs
Year Group

Knowledge Mechanical Systems

 

‘Sticky’ knowledge focus in green

Skills Mechanical Systems

‘Sticky’ skills in green

Vocabulary

Mechanical Systems
Visits, Inspirational people and important places

Nursery

2-3

  • To know how to push or pull
To physically be able to push and pull objects pull, push

Nursery

3-4

  • To know objects on wheels can be moved by pulling or pushing
To physically be able to push and pull objects

Wheels & Axles:

Car, wheel, pull, push
Mae Jemison - NASA
Reception
  • To know objects on wheels can be moved by pulling or pushing
  • To know how a wheel fits on to an axle

 

Wider knowledge

To know a product that has wheels

  • Begin to use the language of designing (i.e. design, plan, draw)
  • Learn how to plan and adapt initial ideas to make them better
  • Verbally explain some features of their design
  • Construct their product with a simple purpose in mind
  • Use simple tools to shape, assemble and join materials together

Wheels & Axles:

Car, wheel, pull, push
Lonnie Johnson – worked for NASA. Invented the supersoaker
Year 1

Sliders and levers

  • To know how to operate sliders and levers
  • To know that different mechanisms create different types of movement
  • To know the name of simple tools and their purpose
  • To know some simple fixing techniques and when to use them (i.e. masking tape to secure a lollipop stick slider)
  • To know what a pivot is
  • To know technical vocabulary relevant to the project (see vocabulary above)

Wider knowledge

  • To know where sliders and levers are used in real life context

Sliders and levers

  • Draw on their own experience to help generate ideas
  • Suggest ideas and explain what they are going to do
  • Identify a target group for what they intend to design and make
  • Model their ideas in card and paper
  • Develop their design ideas applying findings from their earlier research Make their design using appropriate techniques
  • With help measure, mark out, cut and shape a range of materials
  • Use tools eg scissors and a hole punch safely
  • Assemble, join and combine materials and components together using a variety of temporary methods e.g. glues or masking tape

Slider & Leavers:

Mechanism, lever, slider, slot, pivot, guide/bridge, masking tape, fastener, pull, push, down, straight, work, design, evaluate, purpose,
Mary Anderson – inventor of windscreen wipers.
Year 2

Wheels and axles

  • To know what wheels, axles and axle holders are
  • To know the difference between fixed and free moving axles
  • To know simple methods to fix wheels and axles to a product
  • To know the names of some simple tools and their purpose
  • To know technical vocabulary relevant to the project (see vocabulary above)

Wider knowledge

  • To know simple commercial products that use wheels and axles to move
  • To know the difference between pulling and pushing forces
  • To know which materials are best used for particular components (i.e. rubber covered wheels might provide more grip than plastic wheels)

Wheels and axles

  • Generate ideas by drawing on their own and other people's experiences
  • Develop their design ideas through discussion, observation, drawing and modelling
  • Identify a purpose for what they intend to design and make
  • Identify simple design criteria
  • Make simple drawings and label parts
  • Begin to select tools and materials; use vocab' to name and describe them
  • Measure, cut and score with some accuracy
  • Use hand tools safely and appropriately
  • Assemble, join and combine materials in order to make a product

Wheels & Axles:

Axle, fixed, free, design, make, cutting, joining, hacksaw, vice, dowel, body, cab, shaping

Who invented the wheel?

Year 4

Levers and linkages

  • To know where loose and fixed pivots are used in products
  • To know how to use lever and linkage mechanisms
  • To know the difference between inputs and outputs
  • To know how to increase accuracy when measuring, marking out and cutting (i.e. measure in mm rather than cm or inches)
  • To know technical vocabulary relevant to the project (see vocabulary above)

Wider knowledge

  • To know how a lever and pivot can be positioned to lift a greater weight
  • To know why levers are used to lift loads
  • To know what a design brief is
  • To know where levers and linkages are used in commercial products or industry

Levers and linkages

  • Generate ideas, considering the purposes for which they are designing
  • Make labelled drawings from different views showing specific features
  • Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making, if the first attempts fail
  • Evaluate products and identify criteria that can be used for their own designs
  • Select appropriate tools and techniques for making their product
  • Measure, mark out, cut and shape a range of materials, using appropriate tools, equipment and techniques
  • Join and combine materials and components accurately in temporary and permanent ways.

Leavers & Linkages:

Loose pivot, fixed pivot, system, input, process, output, linear, rotary, reciprocating, innovative, appealing, linkage, oscillating
Isambard Kingdom Brunel (mechanical and civil engineer)
Year 5

Pulleys and gears

  • To know that mechanical and electrical systems have an input, process and output
  • To know what a gear is
  • To know what a pulley is
  • To know that gears and pulleys can be used to speed up, slow down or change the direction of movement
  • To know how to accurately draw an exploded diagram
  • To know technical vocabulary relevant to the project (see vocabulary above)

Wider knowledge

  • To know where pulleys and gears are used in commercial products and industry
  • To know what forces are acting on pulleys and gears (i.e. friction, gravity)
  • To know whether a gear will turn clockwise or anticlockwise
  • To know how ratio affects speed of rotation

Pulleys and gears

  • Select appropriate tools, materials, components and techniques
  • Assemble components make working models
  • Make modifications as they go along
  • Use tools safely and accurately
  • Construct products using permanent joining techniques
  • Communicate their ideas through detailed labelled drawings
  • Develop a design specification
  • Explore, develop and communicate aspects of their design proposals by modelling their ideas in a variety of ways
  • Plan the order of their work, choosing appropriate materials, tools and techniques
  • Achieve a quality product

Pulleys or Gears:

Pulley, gear, driver, follower, rotation, motor, belt, spindle, motor, circuit, switch, ratio, transmit, annotated drawings, exploded diagrams, functionality

Henry Ford (mechanical engineer and manufacturer of cars)
Year Group

Knowledge Structures

 

‘Sticky’ knowledge focus in green

Skills Structures

‘Sticky’ skills in green

Vocabulary

Structures
Visits, Inspirational people and important places
Nursery 2-3
  • To know how to make a freestanding structure from simple blocks/boxes
  • Stack blocks
Big
Nursery 3-4
  • To know how to make a structure taller
  • Construct their product with a simple purpose in mind
Tall, tower, strong
Reception

Technical knowledge

  • To know how to make a freestanding structure from simple blocks/boxes
  • To know how to make a structure taller
  • To know how to make a structure more stable

Wider knowledge

  • To know one example of a strong structure
To know one example of a strong/weak material
  • Begin to use the language of designing (i.e. design, plan, draw)
  • Learn how to plan and adapt initial ideas to make them better
  • Verbally explain some features of their design
  • Construct their product with a simple purpose in mind
  • Use simple tools to shape, assemble and join materials together
  • Verbally explain what they like/dislike about their product
  • Suggest one thing that they might change when creating a similar product
Tall, tower, strong/weak, stable
Year 1

Technical knowledge

  • To know how to make freestanding structures stronger, stiffer and more stable
  • To know how to join some simple materials
  • To know a simple order of making a structure
  • To know some simple finishing techniques to complete their structure
  • To know the name of simple 2D shapes
  • To know technical vocabulary relevant to the project (see vocab)

Wider knowledge

  • To know some strong/stiff structures (i.e. climbing frame, tower)
  • To know what materials are useful for strengthening or stiffening structures and why this is
  • Draw on their own experience to help generate ideas
  • Suggest ideas and explain what they are going to do
  • Identify a target group for what they intend to design and make
  • Model their ideas in card and paper
  • Develop their design ideas applying findings from their earlier research
  • Make their design using appropriate techniques
  • With help measure, mark out, cut and shape a range of materials
  • Use tools eg scissors and a hole punch safely
  • Assemble, join and combine materials and components together using a variety of temporary methods e.g. glues or masking tape
  • Evaluate their product by asking questions about what they have made and how they have gone about it
  • Evaluate their product by discussing how well it works in relation to the purpose
  • Evaluate their products as they are developed, identifying strengths and possible changes they might make

Freestanding Structures:

Cut, fold, join, fix, weak, strong Structure, base, underneath, thicker, thinner, corner, point, straight, curved, rectangle, cube, cuboid, cylinder
To know some simple facts about an important structural engineer (i.e. Isambard Kingdom Brunel)
Year 3

Technical knowledge

  • To know more sophisticated methods for stiffening/strengthening structures
  • To know what a net is
  • To know the names of more complex 3D shapes
  • To know which tools are appropriate for cutting and scoring materials
  • To know how to test a material’s strength
  • To know how to use CAD to develop a product
  • To know technical vocabulary relevant to the project (see vocab)
  • Generate ideas for an item, considering its purpose and the user/s
  • Identify a purpose and establish criteria for a successful product.
  • Plan the order of their work before starting
  • Explore, develop and communicate design proposals by modelling ideas
  • Make drawings with labels when designing
  • Select tools and techniques for making their product
  • Think about their ideas as they make progress and be willing change things if this helps them improve their work
  • Measure, mark out, cut, score and assemble components with more accuracy
  • Work safely and accurately with a range of simple tools
  • Use finishing techniques strengthen and improve the appearance of their product using a range of equipment including ICT
  • Evaluate their product against original design criteria e.g. how well it meets its intended purpose
  • Disassemble and evaluate familiar products

Shell Structures:

Shell, structure, net, marking out, material, joining, three dimensional, stiff Assemble, prism, vertex, breadth, capacity, scoring, adhesives, reduce, reuse, recycle, corrugating, ribbing, laminating
  • To know why engineers, use certain structures for certain purposes.
  • To know how engineers solve design problems i.e. building Burji Khalifa in Dubai
  • To know some simple facts about more than one structural engineer (i.e. IKB, Gustavo Eiffel, Peter Rice, Fazlur Khan)
Year 5

Technical knowledge

  • To know how to stiffen, strengthen and reinforce a range of 3-D frameworks
  • To know which materials are best suited to stiffen and reinforce by selecting them due to their properties
  • To know which shapes are the strongest and will support the most weight in a structure
  • To know how to use a range of tools i.e. junior hacksaws, G-clamps, bench hooks, hand drills safely
  • To know technical vocabulary relevant to the project) see vocab)
  • Generate ideas through brainstorming and identify a purpose for their product
  • Draw up a specification for their design
  • Develop a clear idea of what has to be done, planning how to use materials, equipment and processes, and suggesting alternative methods of making if the first attempts fail
  • Use results of investigations, information sources, including ICT when developing design ideas
  • Select appropriate materials, tools and techniques
  • Measure and mark out accurately
  • Use skills in using different tools and equipment safely and accurately
  • Cut and join with accuracy to ensure a good-quality finish to the product
  • Evaluate a product against the original design specification
  • Evaluate it personally and seek evaluation from others

Shell Structures:

Shell, structure, net, marking out, material, joining, three dimensional, stiff Assemble, prism, vertex, breadth, capacity, scoring, adhesives, reduce, reuse, recycle, corrugating, ribbing, laminating
  • To know how engineers, solve complex design problems i.e. building Burji Khalifa in Dubai
  • To know some simple facts about more than one structural engineer (i.e. IKB, Gustavo
Year Group

Knowledge Food

 

‘Sticky’ knowledge focus in green

Skills Food

‘Sticky’ skills in green

Vocabulary

Food
Visits, Inspirational people and important places

Nursery

2-3

  • To know how to mix ingredients
  • To know how to follow simple health and safety procedures
  • Mix ingredients using simple utensils
  • Follow basic food safety and hygiene procedures
Cut, taste, fruit, vegetable

Nursery

3-4

  • To know how to mix ingredients
  • To know how to follow simple health and safety procedures
  • Mix ingredients using simple utensils
  • Follow basic food safety and hygiene procedures
Cut, taste, fruit, vegetable
Reception
  • To know how to mix ingredients
  • To know how to follow simple health and safety procedures
  • Mix ingredients using simple utensils
  • Follow basic food safety and hygiene procedures
Cut, taste, fruit, vegetable
Year 1
  • To know how to use simple cutting tools to prepare soft fruit and vegetables
  • To know how to follow simple health and safety procedures
  • To know how to peel, chop, slice and grate foods.
  • To know technical vocabulary relevant to the project (see vocab)

Wider knowledge

  • To know where a range of fruit and vegetables come from.
  • To know the principles of a varied diet.
  • Use basic food handling, hygienic practices and personal hygiene.

Preparing Fruit & Vegetables:

Fruit, vegetables, soft, juicy, crunchy, sticky, smooth, sharp, crisp, sour hard, flesh, skin, seed pip, core, slicing, peeling, cutting, squeezing, healthy diet, choosing, ingredients, planning, tasting, arranging
To know about Mary Berry
Year 2

Technical knowledge

  • To know how to prepare simple dishes safely and hygienically, without using a heat source
  • To know how to use techniques such as cutting, peeling and grating with greater confidence and independency
  • To know technical vocabulary relevant to the project (see vocab)

Wider knowledge

  • To know how to name and sort foods into the five groups in The Eatwell Plate
  • To know that everyone should eat at least five portions of fruit and vegetables every day
  • Follow safe procedures for food safety and hygiene.
  • Select and use appropriate fruit and vegetables, processes and tools

Preparing Fruit & Vegetables:

Fruit, vegetables, soft, juicy, crunchy, sticky, smooth, sharp, crisp, sour hard, flesh, skin, seed pip, core, slicing, peeling, cutting, squeezing, healthy diet, choosing, ingredients, planning, tasting, arranging
Year 3
  • To know how to chop a wider range of foods using different techniques i.e. claw grip, bridge grip.
  • To know how to use sensory information to evaluate a variety of ingredients
  • To know how to combine foods using different utensils i.e. whisk, spatula
  • To know relevant health and safety procedures when handling and preparing foods
  • To know technical vocabulary relevant to the project (see vocab)

Wider knowledge

  • To know about a range of fresh and processed foods for their product
  • To know whether foods are grown, reared or caught
  • Demonstrate hygienic food preparation and storage
  • Work safely and accurately with a range of simple tools

Healthy & Varied Diet:

Texture, taste, appearance, preference, greasy, moist, fresh, savoury, hygienic, edible, grown, reared, caught, frozen, tinned, processed, seasonal, harvested
Year 4
  • To know how to chop a wider range of foods using different techniques i.e. claw grip, bridge grip.
  • To know how to measure ingredients using simple measures i.e. cup, tblsp
  • To know how to use sensory information to evaluate a variety of ingredients
  • To know how to combine foods using different utensils i.e. whisk, spatula
  • To know relevant health and safety procedures when handling and preparing foods
  • To know technical vocabulary relevant to the project (see vocab)

Wider knowledge

  • To know about a range of fresh and processed foods for their product
  • To know whether foods are grown, reared or caught
  • To know about fair trade foods
  • Demonstrate hygienic food preparation and storage
  • Work safely and accurately with a range of simple tools

Healthy & Varied Diet:

Texture, taste, appearance, preference, greasy, moist, fresh, savoury, hygienic, edible, grown, reared, caught, frozen, tinned, processed, seasonal, harvested
To know about Jamie Oliver and his contribution to healthy eating i.e.– healthy schools
Year 5
  • To know some more advance methods for mixing ingredients i.e. rubbing in
  • To know how to measure ingredients accurately using different units
  • To know how to follow a recipe
  • To know how to select appropriate utensils for specific jobs.
  • To know how to cut, shape and knead dough

Wider knowledge

  • To know about a range of chefs and their individual styles of cooking
  • To know about organic foods and the impact of these
  • Use skills in using different tools and equipment safely and accurately
  • Weigh and measure accurately (time, dry ingredients, liquids)
  • Apply the rules for basic food hygiene and other safe practices e.g. hazards relating to the use of ovens

Celebrating Culture & Seasonality:

Ingredients, yeast, dough, wholemeal, unleavened, baking soda, spice, herbs, carbohydrate, sugar, fat, protein, vitamins, nutrients, gluten, allergy, intolerance, savoury, seasonality, pour, mix, kneed, whisk, beat, combine, fold, rubbing in

To know about

Ching-He Huang

Maneet Chauhan.
Year 6
  • To know some more advance methods for mixing ingredients i.e. rubbing in
  • To know how to measure ingredients accurately using different units
  • To know how to follow a recipe
  • To know how to select appropriate utensils for specific jobs.
  • Use skills in using different tools and equipment safely and accurately
  • Weigh and measure accurately (time, dry ingredients, liquids)
  • Apply the rules for basic food hygiene and other safe practices e.g. hazards relating to the use of ovens

Celebrating Culture & Seasonality:

Ingredients, yeast, dough, wholemeal, unleavened, baking soda, spice, herbs, carbohydrate, sugar, fat, protein, vitamins, nutrients, gluten, allergy, intolerance, savoury, seasonality, pour, mix, kneed, whisk, beat, combine, fold, rubbing in

Wider knowledge

  • To know about a range of chefs and their individual styles of cooking.
  • To know about organic foods and the impact of these – Riverford, Abel and Cole.