1. Design and Technology Food

2. To develop knowledge and understanding of Design and Technology in the Primary school through the development of skills in:  Mechanisms  Resistant materials  Textiles as a material  Food as a material

3. To help you to:  Understand the National Curriculum for Design and Technology  Develop knowledge of health and safety in D&T  Understand the cross curricular nature of D&T  Develop planning skills  Develop assessment skills

4.  Food links to the:  Every Child Matters Agenda  Healthy Schools Initiative, eg Active Kids get Cooking (eg. Sainsbury’s initiative w ww.active kidsgetcooking.org.uk )

5. This is a new approach to the well-being of children and young people from birth to age 19.The Government's aim is for every child, whatever their background or their circumstances, is to have the support they need to:  Be healthy  Stay safe  Enjoy and achieve  Make a positive contribution  Achieve economic well-being

6. This Government programme is based on a whole-school approach to physical and emotional well-being, focusing on four core themes:  Personal, Social & Health Education  Healthy Eating  Physical Activity  Emotional Health & Wellbeing

7.  Product analysis using Food  Designing and Making with food  Health and Safety in food activities  Cross Curricular Food Activities

8.  These activities emphasise the cross curricular dimensions of D&T (literacy and numeracy)  Taste and analyse 4 types of bread from different countries. Concentrate carefully!  Fill in chart on p.25 using Tasting Word Bank (pp.22/23/24)  Allocate scores (1 -5) and find your own and the group’s favourite bread.  Interpret this in a ‘mathematical’ way for display eg. pie chart, bar graph on A3 paper, it must be perfectly drawn and correctly labelled.

9.  Design a sandwich :  Choose from the variety of breads on p26  Using Get the Balance Right p.65: Make sure you have at least one food from each food group (except sugars) in your sandwich  Draw your sandwich as an exploded diagram  See DATA helpsheet Sandwich Snacks p61 and diagram on p67

10. Read through the Case Study Read the QCA Level Descriptors  Using the Case Study and QCA Level Descriptors, decide at what Level the children are working.  What is your evidence for this?  What do they need to do to achieve the next level?

11. To help you to:  Understand the National Curriculum for Design and Technology  Develop knowledge of health and safety in D&T  Understand the cross curricular nature of D&T  Develop planning skills  Develop assessment skills