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Key Stage 2

Food teaching at KS2

At Key Stage 2, the main focus of food work within design & technology is:
  • gaining increased experience of designing and making food products with a range of specified characteristics, eg. taking account of nutritional value or flavour
  • planning the sequence of actions for food production, eg. as a storyboard or flow chart
  • working with increased accuracy and precision, egs. when weighing, slicing, cooking
  • evaluating their performance, eg. identifying the strengths and weaknesses of their work
  • using sensory tests for specific purposes, eg. distinguishing between flavours and textures
  • applying concepts from science and mathematics, egs. science in relation to properties of materials, mathematics in relation to weighing, measuring, sorting and estimating

Children should develop knowledge and understanding of:

Food as a material

  • analysing products, egs. examining labels for information, considering the user's needs
  • converting raw materials into different food products (primary processing, eg. wheat into flour)
  • converting food ingredients into edible products (secondary processing, eg. flour into bread)
  • combining foods to change their texture, flavour and consistency, eg. when making muffins from a cake mixture
  • adapt and vary ingredients and processes to make a range of products, eg. flavourings and ingredients to make different dips
Safe use of tools and equipment
  • name and safely use a wider range of basic tools and equipment, egs. measuring jugs, digital scales, peelers, vegetable knives, cooking rings, hob
  • judge the quality of tools and equipment in terms of fitness for purpose, egs. selecting the best knife for chopping or slicing
Hygienic practices
  • be aware of personal hygiene and handling skills, egs. wearing protective clothing, tying back hair, not spreading bacteria from the mouth or nose
  • be aware of the need to keep food safe during storage and making, eg. keeping food covered and at the appropriate temperature during storage
Sensory evaluation
  • use simple sensory tests to detect differences and preferences between foods, eg. to rank foods according to tasters' preferences
  • be able to analyse and interpret the results of such tests, eg. most people in the class would not eat this because it is not very tasty
  • further develop sensory vocabulary, egs. crunchy, stringent, salty
Adapted from 'Characteristics of Good Practice in Food Technology', OFSTED, 1996, HMSO, London

By the end of Key Stage 2 it is expected that most children will be able to:

  • use knowledge and understanding of a range of materials, components and techniques to design and make quality food products
  • evaluate work as it develops and, if necessary, suggest alternatives
  • produce designs and plans that list stages of making and list tools and materials used
  • accurately measure, mark out, cut, join and combine a variety of materials
  • work safely and recognise hazards to themselves and others
  • evaluate what is or is not working well in a product