From the Chilled Food Association, this resource helps children to think about how they taste food and find out about the work of a taste scientist. The materials are aimed at STEM ambassadors or company personnel giving a talk in a primary school. However, they can be adapted for use by teachers in the classroom...

This activity supports children to willingly taste new foods, to understand that they may have to try foods multiple times to decide whether they like them and to understand the importance of a balanced diet. This session contains an ingredient check letter to send home to parents in advance of the session, a...

This activity has been designed to encourage pupils to try new foods, to understand the need for a healthy balanced diet and to safely undertake simple cooking skills. It contains a session plan, an advice sheet to support setting up cooking with your class, as well as a game and a letter and activity to send home...

Launched in 2005 and funded by the Department for Education, Teachers TV was originally a television channel which aimed to provide support for both new and experienced teachers, school leaders, support staff and governors. Many of the programmes were filmed inside real classrooms, with teachers sharing good...

This Oftsted publication takes a look at the state of technology in schools shortly after the implementation of the National curriculum. It provides commentary on teaching and learning; curriculum and organisation; assessment, recording and reporting; staffing and staff development; accommodation and resources....

Produced in 1992, this Department for Education and Science and HM Inspectorate document evaluates the response of schools to the National Curriculum requirements for technology since its introduction in 1990. The report is based on the inspection of 884 schools: 438 secondary, 25 middle, 398 primary and 23 special...

Produced in 1993, this National Curriculum Council document was written to respond to the Secretary of State for Education’s proposals to address issues with the National Curriculum for technology at the time.

The key responses to the proposals include:
*The scope of ‘technology’– clarifying the...

Following the establishment of the 1989/90 National Curriculum for Design and Technology, the Secretary of State for Education and Science and Secretary of State for Wales made proposals regarding the revision of the National Curriculum for Design and Technology.

The key proposals were:
*the number of...

Produced in 1982, this Department for Education and Science and HM Inspectorate booklet describes some aspects of technological studies in 90 schools in England and Wales. It gives information about the structure, content and organisation of courses in technology, and about some other ways in which schools...

Written the year after the introduction of the National Curriculum, this report from the Department of Education and Science specifies the Attainment Targets expected of students at all stages of compulsory education in technology. Programmes of Study are described, along with examples of work that students could...

This report, published in 1992 by the Engineering Council, gives an analysis of the development of technology in schools, identifying the problems associated with it at the time.

The report considers how technology fits into the National Curriculum, looks at problems concerning perceived parity with other...

Linked to this series of resources on designing and making a car, this activity evaluates the performance of the vehicle previously manufactured by the pupils. It involves recording the time taken by each vehicle to go down a slope. This can be converted into the speed of the vehicle. It could be used at key stage...

This booklet examines the development of engineering expertise and makes recommendations on ways to harness, encourage, facilitate and reward it. Covering all Key Stages from Foundation Stage to post-16 and higher education, the booklet states the case for design and technology in schools to encourage an...

This handbook looks at opportunities for educators to introduce environmental education across the EYFS framework and primary national curriculum for England.

It looks at the curriculum and gives examples and case studies of how teachers can explore environmental issues with their students. It provides...

The number of children aged seven and under who are excluded from primary schools is very small and comprises a tiny proportion of children of this age from a very small proportion of schools. Nevertheless, some children of this age group are receiving fixed-period exclusions, occasionally leading to permanent...