Scheme of Work

Key Stage 2Year 6 – Design and technology - Cooking and nutrition

Time: 6hoursTitle:Grab and go

Introduction

This scheme of work has been developed to help pupils investigate products to inform the designing and making of their own on the go product. Pupils will learn about nutrients, water and fibre and how a healthy, varied diet is needed to provide these. Pupils will practice food preparation skills and cooking safely and hygienically.Pupils will explore food packaging and how it helps us understand and make choices about what we eat. The learning in this scheme is delivered in the context of designing and making a healthier all-in-one style product to be eaten on the go.

Context

Pupils will have the opportunity to work through the following context:

  • School trip – design and make an all-in-one product suitable for an on the go lunch during a school trip.

Aims

  • Pupils will learn about nutrients, water and fibre and their role in a healthy, varied diet.
  • Pupils will investigate products and undertake research to generate ideas for their own product.
  • Pupilswill design and make dishes safety and hygienically for the intended userbased on design criteria.
  • Pupils will evaluated their product.
  • Pupils will design suitable packaging for their product.

Teaching and learning overview

Lesson / Learning objectives
1 / To be able to:
  • recall that nutrients, as well as water and fibre, are essential for health.
  • identify the main nutrient provided by each Eatwell Guide food group and some individual every day foods.
  • analyse a selection of products and express their opinions about ingredients using sensory vocabulary.

2 / To be able to:
  • demonstrate that they know the getting ready to cook steps.
  • explain the role of the getting ready to cook steps in ensuring food is hygienically prepared and safe to eat.
  • perform food skills safely and as instructed (e.g. peel, grate, cut using the bridge hold and fork secure/claw grip).

3 / To be able to:
  • research different on the go products and how they are made.
  • explain where ingredients in some on the go products come from and talk about when the ingredients in them are seasonal.
  • carry out a survey to seek opinion about fillings and casing used in on the go products.

4 / To be able to:
  • write a set of design criteria for an on the go product.
  • design an on the goproduct based on the design criteria.
  • write a recipe to make an on the go product.

5 / To be able to:
  • demonstrate that they know the getting ready to cook steps.
  • make their on the goproduct according to the plan.
  • perform food skills safely and as instructed (e.g. peel, grate, cut using the bridge hold and fork secure/claw grip).
  • evaluate their on the go product against the design criteria and feedback from others.

6 / To be able to:
  • design a suitable package for the product which includes key label information (e.g. ingredients, weight, cost).

Resources

National Curriculum (focus areas for Year 6D&T in this scheme of work are shown in bold)

Design and technology
Subject content
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.
/ Cooking and nutrition
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.
Pupils should be taught to:
Key stage 2
  • understand and apply the principles of a healthy and varied diet
  • prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Other curriculum links (add links to your curriculum here):

© British Nutrition Foundation 2018