^ could recognise and name a number of different fruits and vegetables.
^ can say which fruits and vegetables may need to be peeled before being eaten.
^ was able to use ~ sensory vocabulary to describe a food’s texture, taste and appearance.
^ could classify some fruit and vegetables according to their colour, texture and taste, how and where they are grown, what they are used for and finally how they are eaten.
^ knows and ^ has experience of the hygiene rules for fruit and vegetable preparation.
^ can name and demonstrate the appropriate use of simple tools in preparing fruit and vegetables.
^ was able to carry out a simple tasting of fruit and vegetables e.g. ^ performed preference tests and recorded the results.
^ knows that fruit and vegetables are an important part of a healthy diet.
# was able to apply what they have learnt through in earlier lessons in their design and make assignment.
# was able to suggest some appropriate fruit and vegetables for a product based on ~ tasting experiences.
^ could select and use the appropriate equipment and ingredients to achieve the shapes and sensory properties required for ~ product.
^ could talk about ~ finished product, and ^ was able to record through both pictures and words how it looked and tasted and how well it matched ~ original ideas and ~ chosen target group.
^ could recognise and name some different types of homes and their main features.
^ was able to show through ~ simple drawings the main features of a building, with a correct sense of proportion.
^ could recognise and name the mathematical shapes e.g. square, rectangle, triangle, circle in the context of different buildings.
^ could join 2D and 3D materials effectively in different ways.
^ can make effective hinges.
^ is beginning to understand how ^ can make ~ structures more stable.
^ can use construction kits to help develop ~ ideas.
# was applied what ^ was learnt in ~ earlier DT lessons in ~ designing and making stages.
# could say how ^ was going to make their model.
^ constructed a model by joining and combining 2D and 3D materials in an appropriate way.
^ used basic tools e.g. scissors and snips safely and effectively.
^ was able to talk about ~ finished home. ^ could say what ^ had done well, what ^ was particularly pleased with, and which parts of ~ work ^ might have been done better.
^ could give examples of how different vehicles are used for different purposes and what features they may contain.
^ was able to name the main parts of a vehicle
^ drew on the ~ investigation of vehicles to inform * about ~ own design ideas.
^ made simple drawings, with some labels of parts.
^ joined the wheels and axles effectively and ^ explained how they worked.
^ could use a range of finishing techniques.
# could apply what they have learnt through in previous lessons and projects in ~ designing and making stages of the project.
^ developed ~ ideas for making a model vehicle which had a purpose, and which reflected ~ original idea.
# was able to suggest how ^ might make the vehicle ^ had designed.
^ could apply the rules which reduced risk of injury to * and his peers whilst ^ constructed ~ design.
# constructed a vehicle which functioned.
^ finished the vehicle with a label or logo.