DT and Cooking

We highly value food education at PPS and are fortunate to work with some passionate and talent parent volunteers who share our vision of ensuring children leave us knowing how to prepare a healthy meal. We dedicate half a term to each year group to focus on food learning, linking experiences to their topic questions. These sessions allow children to develop general kitchen skills as well as increase their awareness of a range of tastes and textures of food and discover more about the history and culture of the foods we eat.



Year 1 

Year 2

Year 3

Year 4 

Year 5

Year 6


Define, describe, identify, match, order, outline, recognise, relate, recall, reproduce

Classify, convert, defend, discuss, explain, extend, infer, predict, review, summarise

Apply, change, discover, interpret, modify, prepare, produce, show, solve, use

Analyse, breakdown, criticise, differentiate, examine, infer, question, test

Compose, construct, create, develop, devise, explain, plan, prepare, reconstruct, summarise

Appraise, argue, assess, conclude, estimate, evaluate, judge, predict, value

Designing – understanding contexts, users and purposes; generating, developing, modelling and communicating ideas

Key Stage 1:

·      Work confidently within a range of contexts including the local community, school and the wider environment

·      Talk about the products they are designing and making

·      Describe the purpose and function of their products 

·      Talk about how their products work and who they are designed for 

·      Use simple design criteria to help develop their ideas

·      Generate ideas by drawing on their own experiences 

·      Use knowledge of existing products to influence their ideas 

·      Communicate ideas through talking and drawing

·      Model ideas using a range of resources and templates 

·      Using ICT to develop and communicate ideas 

Key stage 2:

·      Work confidently within a range of contexts including the local community, culture, enterprise and industry 

·      Describe the purpose and function of their products 

·      Indicate the design features of products and how they appeal to the intended user 

·      Gather information about needs and wants of intended users 

·      Develop their own design criteria and use to inform ideas 

·      Carry out research, including surveys, interviews and web-based resources

·      Share and clarify ideas through discussion 

·      Model their ideas using prototypes

·      Use annotated sketches and detailed diagrams to communicate ideas 

·      Use computer-aided design to develop ideas 

·      Generate realistic and innovative ideas based on needs of the intended user 

·      Make design decisions based on available resources and time 


Making – planning; practical skills and techniques 

Key Stage 1:

·      Select from a range of tools and materials according to their properties and characteristics 

·      Talk about reasons for using certain tools and materials 

·      Follow safety and hygiene rules 

·      Use a range of materials including construction, food and mechanical components 

·      Measure, cut and shape materials 

·      Assemble, join and combine materials 

·      Use finishing techniques, drawing from art and design


Key Stage 2:

·      Select tools, materials and equipment appropriate for a task and explain their choices 

·      Identify properties and characteristics of materials as reason for selection 

·      Sequence steps of making 

·      Creates lists for required resources 

·      Follow safety and hygiene rules 

·      Use a wider range of materials including construction, food and mechanical components 

·      Measure, cut and shape materials with accuracy

·      Assemble, join and combine materials with accuracy 

·      Accurately apply a range of finishing techniques, drawing from art and design

·      Demonstrate resourcefulness when faced with practical problems 

Evaluating – own ideas and products; existing products; key events and individuals*








*KS2 only 

Key Stage 1:

·      Talk about design ideas and what is being made

·      Make simple judgements about their products 

·      Suggest how their products could be improved 

·      Explain what products are for, who they are for, what they are for, how they work, how they are used, where they are used, what they are made from 

·      Explain what they like and dislike about a product 

Key Stage 2:

·      Identify strengths and weaknesses in their ideas and products 

·      Use ideas of others to improve their ideas and products 

·      Refer to design criteria when designing and making products 

·      Evaluate completed products 

·      Critically evaluate design of products, including fitness for purpose 

·      Analyses how well products have been designed and made, why materials have been used, what methods were used, how well products work and have achieved their purposes, how well products meet the needs of the intended user

·      Investigate and analyse who designed and made products, including where and when

·      Investigate and analyse whether a product can be recycled or reused

·      Investigate and analyse how much products cost to make, how innovate products are, how sustainable the products are and what impact they have beyond their intended purpose

·      Know about inventors, designers, engineers, chefs and manufacturers who have developed and made ground-breaking products 

Technical knowledge – making products work

Key Stage 1:

·      Identify simple characteristics of material and components

·      Understand the movement of simple mechanisms such as levels, wheels and axles

·      Define how freestanding structures can be made stronger and more stable 

·      Identify the different flavours of foods and how they can be combined

·      Use correct vocabulary for their projects 

Key Stage 2:

·      Apply knowledge from science and mathematics to help design and make products that work 

·      Explain how materials have both functional and aesthetic qualities 

·      Understand that mechanical and electrical products have an input, process and output 

·      Articulate how mechanical systems such as levers, linkages, pulleys and gears create movement 

·      Demonstrate how simple then more complex electrical circuits and components can be used to create functional products 

·      Apply computing skills to programme a product and monitor environmental changes

·      Understand that food products can be fresh, pre-cooked and processed 

·      Devise how to strengthen and reinforce a 3D structure 

Cooking and nutrition – where food comes from; food preparation, cooking and nutrition 

Key Stage 1:

·      Understand that food comes from plants and animals 

·      Recognise that food has to be caught or farmed

·      Name and sort food into the 5 eatwell plate groups 

·      Know that everyone should eat 5 portions of fruit and vegetables each day 

·      Prepare simple dishes safely and hygienically 

·      Practice techniques such as cutting, peeling and grating 

Key Stage 2:

·      Classify foods that are grown, reared and caught in the UK and wider world

·      Compare how food grows differently in different seasons and how the seasons affect what food is available 

·      Explain how food is processed into ingredients that can be cooked and eaten

·      Prepare and cook a variety of predominantly savoury dishes safely and hygienically 

·      Practice a range of techniques, including chopping, mixing, kneading and baking 

·      Construct a healthy meal made up of a variety and balance of food and drink based on the eatwell plate 

·      Explain that food and drink are needed for energy for a body to be active and healthy 

·      Understand that food and drink contain different substances, including water and fibre, that are vital for health