• 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

• 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
  

• 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

• 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

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