ACET Junior Academies Scheme of Work for Design Technology - Y2 Food - Preparing fruit and vegetables

Oct 1, 2026

Uploaded by Margaret

Y2 Food - Preparing fruit and vegetables unit focuses on helping pupils explore a range of fruits and vegetables using sensory vocabulary to describe taste, smell, texture and appearance. Learners investigate where foods come from, understand harvesting and seasonal availability, and discuss healthy eating preferences. Pupils practise safe tool use for preparing fruit and vegetables, design a product for a specific user and purpose, produce it, and evaluate the final outcome against original criteria.

LanguageEnglish

CategoryExam

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

About this unit

Unit structure

Investigate and Evaluate

Focused Tasks

Designing

Making/Finishing/Evaluating

Links to previous and future National Curriculum units

1: Investigate and Evaluate – What are different fruits and vegetables like?

2: Focused Tasks – How should fruit and vegetables be prepared before they are eaten?

| ACET Junior Academies Scheme of Work for Design Technology
Y2 Food – Preparing fruit and vegetables | | | --- | --- | About this unit: In this unit, pupils will explore a range of fruits and vegetables and will develop sensory vocabulary to describe them. Children will learn about where fruits and vegetables are grown and will develop their understanding of healthy eating. Pupils will learn how to use a range of tools safely to prepare fruit and vegetables. They will design a product for an intended user and purpose. Children will use a range of skills and techniques learned in the unit to prepare fruit and vegetables to make their product. Pupils will evaluate their product against the original criteria. End piece ideas: fruit salad, fruit yoghurt, fruit jelly, fruit smoothies, vegetable salads, fruit/vegetable kebabs Unit structure 1. Investigate and Evaluate – What are different fruit and vegetables like? 2. Focused Tasks – How should fruit and vegetables be prepared before they are eaten? 3. Designing – What could I make? 4. Making/Finishing/Evaluating – Can I make the product I designed? How did I do? Links to previous and future National Curriculum units • EYFS – Sensory activities involving common fruit and vegetables. Experience of cutting soft fruit and vegetables. • LKS2-Healthy and varied diet • UKS2 – Celebrating culture and seasonality | 1: Investigate and Evaluate – What are different fruits and vegetables like? | | | | | | --- | --- | --- | --- | --- | | Links to previous learning | Knowledge and second order concepts | Skills, Concepts and Vocabulary: | Assessment criteria: | Curricular links: | | Pupils will have experience of common fruit and vegetables, undertaking sensory activities e.g. appearance, taste and smell.
Pupils will have experience of cutting soft fruit and vegetables using appropriate utensils. | Substantive knowledge:
(What students should know.)
That food comes from plants or animals.
Know where a range of fruit and vegetables come from (e.g. farmed, grown at home)
To describe fruit and vegetables in terms of their taste, smell and texture.
That we all have different preferences.
Second order concepts:
(What students should understand) Sensory evaluation
Preference | Skills
• Say where food comes from, e.g. animal, plant, over ground, underground
• Describe how food is farmed, caught or grown
• Use a sensory vocabulary to describe and compare foods
• Express an opinion about different fruit and vegetables
Key Vocabulary/concepts:
[https://20353.stem.org.uk/Nu](https://20353.stem.org.uk/Nu)[ffield%20Glossary2/index.html](ffield%20Glossary2/index.html)
Taste, smell, texture, appearance, evaluate, fruit and vegetable names, sensory vocabulary, e.g. soft, juicy, sweet, sour, sticky, smooth, crunchy, sharp, bitter, crisp, hard | Can your children:
Explore a range of fruits and vegetables and use vocabulary to describe the taste, smell, texture and appearance. Understand that food comes from plants or animals.
Know where different fruits and vegetables grow and when they can be harvested. Express opinions about fruits and vegetables in terms of likes and dislikes. | Horizontal:
Science – understand that plants have stems, roots, leaves, flowers and fruits; understand the importance of growing plants and how seasons affect growth. Spoken Language – develop and use a sensory vocabulary. Writing – use of descriptive language from first hand experience of exploring fruit and vegetables. Maths – carry out simple surveys to find out the favourite fruit/vegetables. Create pictograms and bar graphs.
Vertical: | | Suggested activities: | | Resources: | Useful links: | | | Provide opportunities for pupils to handle, smell and taste fruits and
vegetables. Use questions to develop pupils’ understanding e.g. What is this | | A range fresh fruits and vegetables. | [https://www.bbc.co.uk/bitesize/topics/zv4cwmn](htt

FAQs

What will pupils learn to do in this unit?

Pupils explore different fruits and vegetables, develop sensory vocabulary, learn where foods come from, prepare foods safely, design a product, make it, and evaluate it against original criteria.

How do pupils investigate fruits and vegetables in the first unit section?

Pupils handle, smell and taste fruits and vegetables and use questions to describe shape, colour, taste, smell, texture, appearance and different parts.

What is expected in the designing and making stages?

Pupils design a product for an intended user and purpose, select suitable fruits and vegetables to match preferences and the occasion, then make, finish and evaluate their product.

Oct 1, 2026

Uploaded by Margaret