A comprehensive toolkit and guidance for teaching cooking ... · for mastering tasks. • Need to...

A comprehensive toolkit and guidance for teaching cooking and nutrition in primary schools

Acknowledgements

This guidance was written by Angela Moodie, Health Improvement Adviser, Cooking and Nutrition

Thanks to staff from Islington schools for their valuable ideas and contributions in developing this guidance:

l Those who formed our ‘Cooking in the Curriculum’ working party

- Josephine Dixon from Hanover School

- Sean McCavera from Hungerford School

- Corinne Atsu-Valentine from William Tyndale

l Teachers in schools where we trialled some of

the initial ideas:

- Gillian Campbell from Canonbury School

- Alice Hall from St Luke’s School

For further support or guidance please contact [email protected]

© Islington Council, 2017

The photographs on pages i, ii, 4 and 41 are from www.freepik.com

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Introduction 5

l Good food education – making a difference – National Curriculum and Ofsted 5

l Islington Healthy Schools 8

Getting your school ready to cook! 9

l Cooking and nutrition on the timetable - where do we fit it in? 9

- Different models of teaching (half class, small group, whole group) 10

l Practical organisation 11 - The room 12

- Room layout 12 - Food waste 12 - Health and safety 12

- Organising equipment and resources 14 - Organising ingredients 15 - Management of resources and equipment: staff responsibilities 15 - Budgeting and costs 16

Contents

Planning your curriculum to ensure effective learning and skill development 17

l Teaching cooking and nutrition skills at the appropriate level 18 - Choosing recipes 19 - Teaching about healthy eating 19 - Teaching about food safety 20 - Teaching about consumer awareness 20 - Cooking and nutrition and the national curriculum 21

Teaching and learning 23

l Planning for different age groups 23 - Early Years Foundation Stage 23 - Key Stage 1 26 - Lower Key Stage 2 27 - Upper Key Stage 2 28

l Be prepared! 29 - Home school liaison 29 - Planning ahead: choosing a recipe 29 - Planning ahead: teacher preparation 30 - Something I prepared earlier… 31 - Preparing the room 32

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l The lesson 33 - Kitchen safety and food hygiene getting pupils ready to cook 33 - During the lesson 33 - Managing clearing up 34

l Planning a cooking and nutrition lesson 35 - Learning intentions and outcomes 35 - Cross curricular links 36 - Prior learning 36 - Timing 36 - Advance preparation 36 - Organisation and setting up 36 - Warm up / starter / introductory activity 36 - Demonstration 36 - Main activity 37 - Clearing up 37 - Plenary / closing activity / evaluation 37 - Assessment without levels 38

Contents

Appendices 41

1 Risk assessment – cooking and nutrition lessons 43 - Example of how to manage risk when using sharp knives and other food preparation equipment 44 - Example of how to manage risk when using cookers / hobs and handling hot food 45 - Blank generic risk assessment form 46

2 Cooking equipment and furniture 51 - Break down and total set up costs for equipment 51

3 Annual costs for cooking and nutrition lessons 53 - Summary of annual costs for cooking and nutrition lessons 54 - Store cupboard ingredients 55

4 Cooking and nutrition skills for primary pupils 57

5 Cooking and nutrition in the national curriculum and cross-curricular links 67 - Direct links in design and technology, science and PSHE 68 - Curriculum links in maths and literacy with cooking as a context 73 - Cooking and literacy links using books 77

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6 Cooking skills and healthy eating resource list 85

7 Suggested recipes for each key stage 93 - Early Years Foundation Stage 93 - Key Stage 1 99 - Lower Key Stage 2 105 - Upper Key Stage 2 114

8 Sample lesson plans and cooking assessment sheets 123 - Key Stage 1: Getting ready to cook - Tzatziki 124 - Key Stage 1: Smart snacks - Spring rolls 128 - Key Stage 1: Muffins 134 - Lower Key Stage 2: Yoghurt and banana biscuits 139 - Upper Key Stage 2: Spicy veggie pasta 145 - My cooking skills assessment KS1 152 - My cooking skills assessment KS2 154

9 Sample cooking consent letter 155

10 Additional recipes 157 - Early Years Foundation Stage: No eat salt dough 158 - Early Years Foundation Stage: Mini pitta appetizers 159 - Key Stage1: Seasonal apple salad 160 - Lower KS2: Yoghurt and banana biscuits 161 - Upper KS2: Fish cakes 162 - Upper KS2: Spicy veggie pasta 163

11 Cooking and nutrition skills recipe planners 165

12 Cooking and nutrition on the school website 167 - Examples of curriculum overviews / maps 168 - Cooking and nutrition skills summaries 176

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Good food education – making a difference

Introduction

It also includes sample lesson plans, recommended resources and suggested recipes to cover all the cooking and nutrition skills.

Using this guidance will enable primary schools to meet the requirements of the national curriculum and also help primary schools ensure that by the end of Year 6 pupils can cook a simple meal, having had a minimum of three cooking and nutrition opportunities each year to develop their knowledge and skills.

Cooking and nutrition can be taught through particular topics, be a topic itself, provide a focus for literacy, numeracy and link to growing. Learning cooking and nutrition skills also prepares pupils for transition to secondary school where they will be taught more formal food technology with opportunities to further develop their skills and knowledge in cooking and nutrition.

Teaching children about cooking and nutrition can make a real difference to the quality of their lives; it equips them with the confidence to make healthy food choices and supports a healthy enjoyment of food. Learning to cook from an early age can contribute to maintaining a healthy weight, good oral health and general health and wellbeing.

Cooking is also a perfect tool for teachers to captivate and stimulate children’s enjoyment of food and can help to build self-confidence when they are proud of the dishes they make.

This guidance aims to inspire and encourage primary school staff to teach all children to cook within the curriculum. It includes clear advice on:l Getting your primary school ready to cook

- Cooking on the timetable – how to fit it in- Practical organisation and health and safety

l Planning your curriculum to ensure effective learning and skill developmentl Teaching and learningl Risk assessmentl Cooking and nutrition skills by age

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Pupils should be taught to:

Key Stage 1 l use the basic principles of a healthy and varied diet to prepare dishes l understand where food comes from

Key Stage 2 l understand and apply the principles of a healthy and varied diet l prepare and cook a variety of predominantly savoury dishes using a range of

cooking techniques l understand seasonality, and know where and how a variety of ingredients are

grown, reared, caught and processed. Key Stage 3 l understand and apply the principles of nutrition and health l cook a repertoire of predominantly savoury dishes so that they are able to feed

themselves and others a healthy and varied dietl become competent in a range of cooking techniques [for example, selecting and

preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to

season dishes and combine ingredients; adapting and using their own recipes]l understand the source, seasonality and characteristics of a broad range of ingredients.

National Curriculum 2014

Cooking and nutritionCooking and nutrition forms a distinct element of the design and technology curriculum aiming, ‘to ensure that all pupils understand and apply the principles of nutrition and learn how to cook’.

The programmes of study As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating.

Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

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Common Inspection Framework September 2015 Ofsted’s Common Inspection Framework includes a judgement on personal development, behaviour and welfare. Inspectors will look at the extent to which schools are successfully supporting pupils to gain, ’knowledge of how to keep themselves healthy,’ and, ’make informed choices about healthy eating and fitness.’ Effective teaching and learning in cooking and nutrition in the curriculum will help schools to demonstrate that they provide a curriculum which enables children to make healthy eating choices.

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Islington Healthy Schools Teaching pupils to cook is an important part of promoting a whole school approach to health and wellbeing and attainment.

To be recognised as a Healthy School in Islington schools must teach, ‘a planned programme of cooking and nutrition (in the early years, Key Stages 1, 2, and 3) that meets national curriculum guidance.’

Primary schools should be providing a minimum of three opportunities for all pupils in each year group, every year.

Schools should also ensure that:l They have an up to date food policy, which includes the

school’s provision for teaching cooking and nutrition skills

l The cooking and nutrition programme of study includes: - cooking skills- healthy eating using the Eatwell Guide- oral health - planning and budgeting - food safety

l They monitor and evaluate cooking and nutrition education to ensure the quality of teaching and learning

l The cooking and nutrition curriculum is clearly displayed on the school website

l Pupil progress and achievement in cooking and nutrition education is assessed

l Relevant staff have up to date knowledge and skills and appropriate professional development is provided

l Staff leading the cooking and nutrition curriculum have the Level 2 food safety qualification

Further guidance to support teachers can be found in Public Health England’s food teaching in primary schools: knowledge and skills framework – see Appendix 6 for the link.

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Cooking and nutrition on the timetable – where do we fit it in?Fitting cooking and nutrition into a school’s busy timetable may seem difficult at first but we have supported a number of Islington primary schools with different solutions. The approach used will be different for each school, and could combine these successful models: teaching half a class, small groups or a whole class. The benefits and things to consider for each model are shown in the table overleaf.

Getting your school ready to cook!

There are several stages to planning and implementing cooking and nutrition in the curriculum, these will need to be agreed before you identify the skills and knowledge you wish pupils to learn:

How will you fit cooking in your timetable?

How will you organise the equipment and resources and who will be responsible for their maintenance?

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Models of teaching

Method of teaching Benefits Things to consider

Half class • 12 – 15 pupils are taught as a group.

• Half the class would engage in an appropriate cooking activity.

• Small number of pupils reduces the risks around safety and hygiene, more likely to have the cooking equipment available for each pupil.

• Pupils are able to work more independently to develop their own skills and measure their progress.

• Teacher needs to organise suitable learning activities for the other half of the class to carry out independently or with teaching assistant support.

• May need to have trained and confident teaching assistants or classroom support able to teach cooking skills to children.

• Depends on the age and ability of pupils.• Need to have a room able to accommodate the two halves of

the class.

Small group • Groups of 5 – 6 pupils learning cooking and nutrition as part of a planned programme.

• Delivered as a carousel over a week, half term or term.

• Teaching assistant or parent volunteer could lead the planned cooking and nutrition programme for a small group in an allocated area. Each class will need to be timetabled to ensure the whole school is covered.

• More focused, pupils get higher quality engagement development of skills and knowledge, allows more opportunity for mastering tasks.

• Need to buy fresh ingredients more frequently; there may be limited storage.

• Additional room for cooking needs to be found.• Teaching assistant / adult volunteer need to be trained and

have the confidence to lead the lessons.• Scheme of learning and recipes need to be jointly agreed by

class teachers and cooking and nutrition lead.• Carousel needs to be planned / timetabled across the school

year, may be difficult to fit it in.

Whole class • 28 or more pupils learning as a class, activities could include:- tasting food / sensory evaluation. - particular recipes which only need limited equipment, for example spring rolls or bread making; could be a focused lesson with a teacher demonstration before pupils make the bread and / or bread products using pre-made bread dough.

• Everyone gets to learn together, encourages team working and opportunities for peer assessment.

• Ingredients can be used straight away which limits waste and means they do not have to be stored.

• Space to accommodate a whole class to cook.• Equipment for a whole class.• Generates a lot of washing up: may not be enough sinks• Need to build in time to account for washing and clearing up• Needs close supervision, depending on the age and ability of

pupils.• Teacher needs to have a teaching assistant / adult volunteer

to support the class.• Difficult for pupils to make food from scratch: needs some

pre-preparation of food, which may be time consuming and difficult for teaching staff to organise.

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Practical organisationIn order to get ready to cook it is important to consider how the equipment, resources and ingredients are managed and organised and by whom. Being clear about this will enable successful learning, increase efficiency and ensure health and safety.

Key issues are:

Where will cooking take place and how will the room(s) be organised?

What equipment and resources are needed and where will they be stored?

How will food waste be disposed of?

How will ‘store-cupboard’ ingredients be organised? Who will be responsible for organising and managing the cooking equipment?

What budget is needed, for start up and on-going costs?

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The room Some schools will be fortunate in having a curriculum kitchen; others will teach cooking skills in the classroom or in a multi-purpose room with a fitted cooker and sink (for example a parent / family room or after school activities room). Whichever room or area is chosen it will need to be available during the school day for significant amounts of time, have access to electricity and hot and cold water, be clean, well ventilated and light and safe to use. The chosen accommodation will also depend on whether pupils are taught in whole classes, half classes or in small groups.

The following guidance is relevant wherever you teach pupils to cook.

Room layoutl If the room is used for other activities, ensure that clutter can be cleared from surfaces before cooking starts.l Cover tables with clean plastic table cloths.l Ensure the furniture has a safe, practical arrangement

which allows pupils to access equipment and cook safely together in a group.

l Set up a table or area where it is easy for pupils to clearly see demonstrations of key techniques.

l Have an allocated area to lay out equipment (if not working in a dedicated room), resources and ingredients.l If using mini-ovens or electric rings, ensure they are placed

on stable, heat-proof surfaces, with their wires out of the way. Ensure they are in an area where pupils cannot access them unsupervised.

l Make sure there is access to a clean sink with hot and cold water for washing up. If this is not possible, washing up bowls can be used.

l Ensure there is separate sink for hand-washing. If this not possible fill two washing up bowls with hot soapy water for pupils to wash their hands, or supervise pupils washing their

hands in the toilet.l Ensure that there are rubbish bins with lids in the room.

Food wastel Agree how food waste will be disposed of: will it be put in a bin, used as compost or recycled in line with school

arrangements?

Health and safetyl Safety and hygiene rules should be clearly displayed

whenever cooking takes place.l The cooking area / room and equipment should always be

clean and safe to use: cooking surfaces should ideally be covered with plastic table cloths. If this is not possible they should be wiped with antibacterial kitchen spray.

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l Only clean cloth or PVC aprons should be used; if it is not possible to thoroughly wipe or wash aprons after each use, disposable aprons should be used.

l T-towels and dish cloths should not be used unless there is someone responsible for ensuring these are washed and dried after each use; use blue kitchen roll for wiping and drying up.

l Clean plastic table cloths only for use in cooking and nutrition lessons to cover tables.

l A fully stocked first aid kit should be in the room where cooking is taking place. Ideally there should be blue plasters available to reinforce food safety.

l Staff who handle food and teach cooking skills regularly, or who lead on the subject should hold the Level 2 food safety award (staff teaching cooking skills once a term will need briefing but not accreditation).

l Sharp knives should be stored in a lockable box that is clearly labelled with the number of knives. This should be stored in a secure cupboard or drawer. If knives go missing staff should be instructed to report this immediately to a member of the senior leadership team.

l Risk assessments should be carried out before any cooking takes place. Examples for using sharp knives and using cookers and handling hot food are given in Appendix 1.

l A fire blanket and fire hydrant should be present where cookers, hobs or microwaves will be used.

Organising equipment and resourcesl Cooking equipment should only be used for cooking.

Different equipment should be used in science and maths lessons and in the first aid room!

l If there is no dedicated room, cooking equipment should be stored in a lockable and clearly labelled cupboard. In a curriculum kitchen, cupboards should be clearly labelled to make it easy for pupils to find equipment.

l Sets of recipe books, and / or laminated recipes should be stored with the equipment

l Equipment should be organised so it is easily accessible and easy to put back after use

l There should be an inventory of all equipment, recipe books and laminated resources

l There should be enough equipment to accommodate cooking with half a class, or 15 pupils (or less equipment if the school just teaches cooking to small groups) See Appendix 2 for list of suggested equipment.

l A fully stocked first aid kit should be stored with cooking equipment for staff to borrow (if there is no curriculum kitchen), or kept in the curriculum kitchen.

l Aprons and cloths should only be returned to the equipment cupboard once washed and dried. If this is difficult to organise ensure there is a stock of disposable aprons and blue kitchen roll

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Organising ingredientsl Schools should provide ingredients; for food safety reasons

pupils should not be asked to bring them in from home. l Set up a store cupboard of non-perishable ingredients –

flour, sugar, tinned and dried goods, oil, spices and seasonings (see list and breakdown of costs in Appendix 3).

l Store food in airtight containers and ensure they are on shelves, not on the floor.

l All ingredients should be within the use by and best before date.

l Fresh food should be stored, covered, in a clean fridge until used. Make sure the fridge is between 00C and 50C.

l The fridge should be checked, cleared of out of date food and cleaned every week.

Management of resources and equipment: staff responsibilitiesl We recommend that there is at least one member of staff

with overall responsibility for managing and organising the cooking and nutrition curriculum. This should be a teacher supported by a cooking skills technician with responsibility for the cooking equipment, recipes and store- cupboard ingredients. Teaching assistants, administrators or volunteers are often cooking skills technicians.

l The cooking skills technician should have a list of all the equipment, resources and store cupboard ingredients; those using the equipment should report any breakages or losses, so replacements can be organised.

l The cooking skills technician should check every half term to ensure that nothing is missing or broken, replenish the store-cupboard, check dates of ingredients and ensure there is sufficient disposable equipment (aprons, blue

kitchen towel).l The teacher responsible for the cooking and nutrition

curriculum (and if appropriate the cooking skills technician) should hold the Level 2 food safety certificate and provide a briefing for other members of staff about basic food safety and hygiene.

l We recommend that a timetable is produced for using the curriculum kitchen or cooking area

l For cooking in classrooms a system should be in place for booking the cooking equipment so that staff can plan when they will cook with their class.

l All staff should be briefed about their responsibilities in using the resources and equipment with the expectation that all staff:

- ensure the equipment is clean and dry after use

- return all the equipment after use to the designated area /cupboard

- leave the kitchen or cooking area clean and tidy

- ensure sharp knives are collected in, counted and locked away after use

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Budgeting and costsThere are several costs that senior leaders will need to budget for in order that all pupils learn how to cook within the curriculum.

Further breakdown and lists, are available in Appendix 3.

l Start-up costs for equipment (see Appendix 2) £984.38

l Annual costs (see Appendix 3) £819.91

- Store cupboard costs £193.87

- Ingredients for each class (Nursery – Year 6, one form entry school) £386.21 Other consumables (take-away containers and cleaning materials) £35.22 + £126.60 £161.82

- Replacing lost and broken equipment £78.01

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To support planning and teaching reference should be made to the new national curriculum - cooking and nutrition. Where to include cooking and nutrition lessons in the curriculum needs to be decided carefully to ensure success, enjoyment and effective teaching and learning.

Mapping the recipes to the whole school curriculum can ensure that there is progression of skills and knowledge.

Schools may choose to use one or a combination of approaches

Once a decisive plan has been agreed the cooking opportunities (and associated recipes and skills) should be incorporated into the school’s planning to ensure that teachers have clear guidance about the learning that is to take place and ensure the whole school curriculum and learning is progressive and coherent.

Planning your curriculum to ensure effective learning and skill development

The cooking and nutrition curriculum can be planned in different ways:

As part of topics or themes

Stand-alone lessons

Within design and technology projects - specific design and make tasks

During a focus week (eg international, sports)

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Teaching cooking and nutrition skills at the appropriate levelTo support schools to ensure that they meet the national curriculum requirements and to enable teachers to understand what pupils need to learn in each key stage, we have developed cooking and nutrition skills for different aged pupils: for Early Years, Key Stage 1, lower Key Stage 2 and upper Key Stage 2.

Cooking and nutrition skills

Cooking skills:l recipes and ingredientsl weighing and measuringl food preparationl mixing and combiningl shaping and assemblingl heatingl serving and garnishing

Food safetyConsumer awareness

Healthy eating

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Choosing recipesThe recipes that are used in cooking and nutrition lessons should principally be chosen for the skills they help to develop; teachers will also want to consider any topic or project being taught and the preferences of the pupils in the class. It is important that recipes reflect healthy eating messages and the Eatwell Guide: cooking one cake or dessert each year is appropriate; cooking only sweet things will not help pupils to develop effective cooking and nutrition skills and will conflict with the school’s role to promote health and wellbeing. The national curriculum guidance is explicit about teaching children to prepare and cook predominately savoury dishes.

The cooking and nutrition skills in Appendix 4 have been written to ensure the progression of skills and knowledge and take into account the age, development and experience of pupils.

Appendix 7 shows six recipes highlighted in red for each key stage. These recipes cover all the age-appropriate cooking and nutrition skills; schools can choose to use these or choose their own recipes ensuring that all the skills are covered for each key stage.

Teaching about healthy eatingTeaching about healthy eating / nutrition is an important part of the curriculum. It helps pupils understand the importance of having a healthy balanced diet and to develop healthy eating habits. The healthy eating element of Islington’s cooking and nutrition skills reflects the Government’s healthy eating advice: the Eatwell Guide and healthy eating tips. Using this guidance helps to ensure that there are consistent messages about healthy eating through each key stage.

Healthy eating skills broadly cover:l Understanding the importance of a balanced diet to keep

healthy and activel Understanding how to use the Eatwell Guide to make

healthy food choices; eating more of some foods and less of others

l Understanding the value of the social aspects of food and how to enjoy food

l Recognising the importance of water and keeping hydratedl Recognising the importance of eating regular meals

including eating a healthy breakfast, having healthy snacks and understanding appropriate portion sizes

l Understanding about oral health and how to keep teeth healthy

Resources to support lesson planning and teaching can found in Islington’s Fun Food and Fitness pack and on the Food a Fact of Life website - see Appendix 6.

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Teaching about food safetyThis area is focused on developing pupils’ knowledge, understanding and skills relating to food safety when preparing, cooking and storing food. This is also linked to the 4Cs of food safety (cleaning, cooking, chilling, cross-contamination)

Food safety skills broadly cover:

l Understanding and recognising the importance of preparing, cooking and storing food so that it is safe to eat

l Being able to get ready to cook; tying up long hair, washing hands, wearing a clean apron and removing jewellery and nail varnish

l Recognising how to store food correctly

l Understanding the meaning of and prevention of food spoilage, food decay and cross-contamination

l Demonstrating good food safety practices when handling and cooking food

l Being able to clear up; washing and drying up equipment thoroughly and cleaning surfaces

l Understanding food storage instructions and use of food date marks; use by and best before dates

Teaching about consumer awarenessThis area is focused on developing pupils’ attitudes and skills relating to food production, where food comes from, shopping and choosing food.

Consumer awareness skills broadly cover:

l Understanding where food comes from and how it can be grown / produced or farmed

l Being able to read food labels and apply this when choosing food; eg shopping

l Recognising the importance of recycling food and food packaging and not wasting food

l Understanding that food choices can be influenced by a variety of factors; media, peers, family, occasions, ethics

l Understanding about the different attitudes and views about food production and how this influences food shopping

l Understanding seasonality

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Cooking and nutrition and the national curriculum In addition to design and technology: cooking and nutrition - specific references to food are also found in science and PSHE. Science makes reference to food as a main requirement for life, the importance of food and nutrition for health, activity, growth and repair. PSHE has similar links but is more focused on developing knowledge, skills and understanding about to how to achieve a healthy lifestyle through making healthy food choices including the benefits of exercise and healthy eating.

See Appendix 5 for the curriculum links.

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Teaching and learning

Planning for different age groups – different things to consider

Early Years Foundation Stage

Grouping:At this stage children will need a lot support and we recommend that you plan cooking activities for small groups of 3 or 4.

Recipes:Choose simple recipes that are quick and easy to make, and enable pupils to prepare food with their hands as well as utensils.

See Appendix 7.1 for suggested recipes for the Foundation Stage.

Healthy eating:Children should learn how eating food is needed for growth and to be healthy and how food can be enjoyed with others. Pupils should also be taught the importance of drinking water and brushing their teeth.

Equipment:There should be appropriate equipment for the children to use: they have much smaller hands and are developing fine motor skills, which means they may find general cooking equipment too difficult to use. This is especially important for utensils such as knives; we suggest using a table knife. Do not use plastic, disposable picnic knives. The children should be shown clearly how to use knives safely and be continually closely supervised and supported.

Preparation can use cutting tools where children will not come into contact with a blade before they are introduced to using a sharp knife: egg slicers are great for cutting soft fruit such as strawberries and food choppers are good for chopping vegetables. Children should be supervised and supported when using knives and putting small pieces of food in to the blender.

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Cooking readiness:During this stage opportunities should be taken to introduce cooking related activities during messy play to include experiencing how some cooking equipment is used, eg a sieve to separate different particles in sand, using measuring jugs and spoons during water play, spooning sand into jars. Messy play can also help to develop children’s senses as they explore the different textures of materials such as using new food items or more familiar food ingredients such as dried spaghetti and mixing flour with water. Allocating one part of the home corner as a kitchen with cooking utensils and eating equipment also gives children further opportunities to experience and experiment with cooking through role play.

Children need to see their home environments reflected in the setting. It is important to add resources that will be familiar to them such as Asian/African/Turkish cooking utensils and food packaging.

Provision for play should be both inside and outside so children can transport pretend food and set up picnics etc. Real tins such as beans rather than plastic food are just as easy to handle and provide more sensory feedback. Pots, pans, plates, cups are better being metal or enamel as plastic tea sets can be too light. Playdough resources should include baking trays, recycled packaging, knives, potatoes mashers and birthday candles as this can lead into discussions that develop children’s knowledge of cooking at an age appropriate level.

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Top-tips for the Early Years l Try to involve all children in every stage of the cooking process, from choosing what to make to cleaning up

afterwards.l Be prepared; there’s no escaping the fact that cooking

and baking with young children is going to be messy, so get organised before you start- Give children a larger-than-needed bowl for stirring the

mixture to reduce splashing and spills.- Cover or laminate your recipes so they can be easily

cleaned and used again- Allow extra time for the cooking activity and clearing up

after the session.l Teach children about kitchen safety as you go – remind them

about hot ovens and hobs and show them how you use the utensils safely.

l Allow each child to have a go at developing each cooking skill. This will include chopping and cutting soft ingredients (eg mushrooms, strawberries) using a strong plastic or small knife, or spoons for stirring, mashing and blending (turning switches on and off).

l While you are preparing food, allow children to hold and explore the ingredients. The more familiar children are with ingredients and the more they feel involved in the process, the more likely they are to eat the food at the end.

l Use sensory aspects of food to engage children: ask children to look at, smell, touch and taste the ingredients and final products. Focus on trying new foods and increasing exposure to a range of fruit and vegetables, herbs, spices and foods from a variety of cultures. Use strong smelling or tasting ingredients. It is a fun way to introduce new ingredients, and encourages younger children to explore unknown tastes, smells or textures.

l Use picture cards or symbols as visual clues and Makaton signs to support better communication with younger children or children with additional needs and disabilities.

l Try reading the numbers in the recipe and on the scales together for some early maths practice, or encourage older children to estimate what might be ‘too little’ or ‘too much’ as you are weighing out ingredients.

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Key Stage 1 pupils

Grouping:Plan how the pupils will be grouped to cook. At this stage it is better for pupils to cook in small groups of four or five per table. This will encourage them to support each other and develop team skills when taking turns and dividing up the cooking tasks.

It is advisable to have all the equipment and ingredients laid out on trays on each table in advance to save time and minimise pupils moving around in what might be a small space or room. Cooking with a whole class is not advised unless there are sufficient adults to support the pupils (ideally four).

Recipes:Choose recipes that are simple to make but require pupils to develop particular cooking skills such as mastering using a peeler or grater, practising using a sharp knife or learning simple cooking methods such as rubbing in (when making rock buns). Pupils should learn to follow simple recipe instructions with either pictures or simple sentences

See Appendix 7.2 for suggested recipes for Key Stage 1.

Healthy eating:Pupils build on what they have learnt in the Foundation Stage and should be taught about a balanced diet, eating sociably with others, looking after their teeth and introduced to the Eatwell Guide and the importance of eating regular meals and healthy snacks.

Equipment:Pupils should be taught how to use cutting tools safely such as sharp knives, (we suggest small serrated paring knives with an 8-9cm blade), graters, Y-shaped peelers (or using a teaspoon, which can be just as effective for removing the skin from carrots), melon ballers (used instead of a corer).

Organise the room so that the cooker is placed in a safe place away from where the pupils are working but at the same time is easy to demonstrate how food is put in and taken out of the oven or how food is cooked on the hob. At this stage pupils should not use the hob or oven. Electric stockpots are very safe to use as all the hot food is contained; they can be also used as a substitute saucepan, for instance in making porridge. Pupils should be closely supervised throughout all the cooking activities.

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Lower Key Stage 2 pupils

Grouping:At this stage pupils can work in small groups of three or four, or in pairs if they have higher level cooking skills.

Recipes:Choose recipes that will develop pupils’ preparation skills such as beginning to use weighing scales and measuring jugs, using the bridge and claw technique for cutting and cooking skills that may involve learning how to use the microwave under supervision. Pupils should able to read and follow a simple recipe

See Appendix 7.3 for suggested recipes for lower Key Stage 2.

Healthy eating:Pupils should build on what they have learnt in Key Stage 1 and be taught what a balanced diet is, begin to understand the nutrients in food that keep the body healthy and active, know how to use the eatwell guide, understand the value of eating sociably with others and understand how to keep hydrated.

They should begin to understand the importance of eating regular meals, eating a healthy breakfast and appropriate portion sizes for meals. They should know how to keep their teeth healthy.

Equipment:At this stage pupils should be shown how to use the hob safely and be closely supervised while using it. A clear system for using the hob or electric rings should be planned in advanced so that pupils cooking in pairs or small groups will have a turn to cook their dish.

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Upper Key Stage 2 pupils

Grouping:At this stage pupils will have developed a degree of independence. Pupils should be able to work in pairs or work independently with adult supervision to make their own food product.

Recipes:Recipes chosen should extend pupils’ skills: they should be weighing and measuring ingredients with accuracy, confidently and independently able to follow a recipe and make simple adaptations, use cutting techniques that require them to cut food up finely and in evenly sized pieces and begin to separate eggs; by the end of Year 6 pupils should be able to independently cook a simple meal (for example soup and bread; pasta and sauce).

See Appendix 7.4 for suggested recipes for upper Key Stage 2.

Healthy eating:Children should build on what they have learnt in lower Key Stage 2. They should know how use the Eatwell Guide to help them to make healthy food choices, understand the main food groups and different nutrients that are important for health, know appropriate portion sizes and the importance of not skipping meals, including breakfast.

Equipment:At this stage pupils should be able to use serrated sharp knives with an 11-12 cm blade with close supervision. Pupils should also be encouraged to use labour saving equipment such as blenders, food processors and electric hand mixers as well as using the hob. Pupils should be supervised throughout all the cooking activities.

Pupils should be fully aware of how adults safely put in and remove food from the oven. For safety reasons pupils should not put in or remove food from the oven at school but be encouraged to perform / practice this task at home while being supervised by an adult.

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Be prepared! To ensure an effective and enjoyable lesson (for you and the pupils!) preparation is vital.

Home school liaison

l A letter should be sent home to inform parents and carers about what you will be cooking and the type of equipment pupils will be using. Check whether pupils in the class have food allergies or intolerances, special dietary requirements, religious or cultural beliefs that will prevent them handling or tasting certain foods (see Appendix 9 for a sample letter).

l Where appropriate try to involve parents in their child’s learning by giving the pupils the recipes to take home and asking parents to support their child to practice their cooking skills.

Planning ahead: choosing a recipeIdeally teachers will be teaching recipes identified on a whole school cooking and nutrition skills plan.

Recipes should be chosen to:

l Be appropriate for the age and ability of the pupils in the first instance; these then may reflect topics or themes being taught in other curriculum areas

l Develop age appropriate cooking and nutrition skills

l Reflect healthy eating and healthy food choices, in line with your whole school food policy, including:- using the Eatwell Guide - the enjoyment of food- the importance of eating a variety of foods

l Be manageable in the time available: consider pre-preparing elements of the recipe (see ‘Something I prepared earlier’). Allow plenty of time for clearing up, this may take longer than you anticipate. We recommend allowing at least 30 minutes for clearing up; with younger children this will be longer and needs to be factored in when choosing recipes

l Reflect the types of food pupils have expressed an interest in learning how to cook, or enjoy eating (this could be linked to the school meal menu)

l Where possible, be seasonal (especially important where cooking links to food growing)

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Any recipe used should be accurate and pre-tested. It should be at the appropriate literacy level for the pupils in the class or adapted if necessary. Pupils will need to have been taught about food hygiene and safety before cooking, or as part of their first cooking and nutrition lesson. This should be done, in depth, every year. See Appendix 6 for suggested resources to support this.

Planning ahead: teacher preparationTeachers should feel confident and competent about teaching the cooking skills required for their chosen recipe. This may mean practising making the recipe, particular food preparation techniques or using unfamiliar equipment. This is especially important for demonstrations.

l Teachers working with a teaching assistant or adult helper should plan the lesson together where possible. Going through the learning intentions will help other adults to be aware of what the lesson is designed to achieve and how they can support the pupils.

l Decide on how many pupils will be working together on a recipe. This will depend on pupils’ ages and abilities (see Planning for different age groups – different things to consider). Work out how many groups you will have working at one time.

l For food safety reasons schools should provide the ingredients. Multiply the amounts of each ingredient in your recipe according to the number of groups. Write a shopping list and buy the ingredients, check the store cupboard ingredients as you may only need to buy the fresh ingredients (saving time and money and reducing waste). Remember you may need spare!

l Make sure all the equipment you need is available, clean and safe to use. Check you have enough for each group of pupils. If you are using cloth aprons, make sure they are clean.

l Decide how the recipes will be given to pupils: displayed on the white board, printed out and put in plastic wallets or laminated. Get them ready.

l Prepare any other resources: worksheets, slides, or activities if pupils finish early.

l Consider whether pupils will be eating their food products as part of the lesson (they should all taste what they have made as part of the evaluation). If so, choose an appropriate time for the cooking and nutrition lesson (for example before lunchtime). Remember serving equipment. If food is to be taken home, prepare suitable containers or wrapping materials (pupils could be asked to bring in a plastic box, have some ready for those that forget!). Consider safe storage including refrigeration and reheating instructions, if appropriate. If possible, include a copy of the recipe for pupils to take home.

l Risk assessments should be carried out before any cooking takes place. Risks include using knives and cookers and handling hot food. (See Appendix 1 for an exemplar risk assessment).

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l Designing an appropriate package for the product using a template

l Complete an evaluation of their dish taking note of flavour / taste, appearance, smell and texture

l Writing lists – shopping, equipment used in the recipes that they will be cooking

l Classifying the recipe ingredients into the eatwell guide food groups

Ideas for activities include:l Writing and drawing about the occasion when the recipe will

be eaten; who would be there, why would they be eating it, where would they be?

l Calculating the cost of the recipe

l In the ICT room, if available, design a menu card to include what has been cooked; for example, at a Roman feast

l Sequencing the recipe, either pictorially or written

l Writing dictionary definitions of the cooking skills in the recipe; for example, grating, dicing, creaming, simmering

If cooking with half a class choose activities that are educational, engaging and fun and which relate to the topic or theme for the non-cooking half of the class. Ensure that children know when it will be their turn to cook so they do not feel left out.

Pupils will need to be supervised and a number of activities chosen to ensure pupils are learning throughout the lesson.

Something I prepared earlier...Part preparing ingredients, or starting an element of the cooking process can be useful if teachers are limited in terms of time, equipment or cooking facilities or if pupils have more limited abilities than those required in the recipe.

l Pre weighing or measuring some ingredients. This is particularly useful if the pupils are not able to accurately weigh and measure, you are cooking as a whole class and have limited scales or jugs or have limited time. Flour and sugar can be weighed out and put in bowls or small sandwich bags and labelled with the amount

Examples include:l Part preparing ingredients such as cutting melons,

pineapples or pumpkins into sizes that are more appropriate for the age or ability of pupils

l Starting some of the cooking process such as making bread dough in advance

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Quick checklist: 3

Risk assessments done and in place.

Safety and hygiene rules displayed and taught to pupils before the lesson.

First aid kit, fire blanket and fire hydrant are in the room.

Clutter removed from surfaces and floor.

The cooking area / room and equipment are clean and ready to use.

Arrange the furniture so that pupils can access the equipment and safely work in groups.

Cover tables with clean plastic table cloths. Set up a table or area for demonstration with ingredients and equipment. Ensure a glass bowl is used for demonstrations where applicable.

Organise equipment on trays for pupils to use.

Organise all the ingredients in trays on each table or on a central table for pupils to collect. For younger pupils you may find it easier to put pre-weighed ingredients on the trays with the equipment.

Mini-ovens or electric-rings are placed on stable surfaces, with their wires out of the way. Ensure they are in an area where children cannot access them unsupervised.

Prepare washing up bowls for washing up and set them up in one area.

If there is not a separate sink for hand-washing and you do not want to supervise pupils washing their hands in the toilets/cloakroom prepare washing up bowls for washing hands. Fill two washing up bowls with hot soapy water and put in an allocated area.

Rubbish bins with lids are ready and you have an appropriate container to dispose of food waste.

Aprons are clean and ready to use or disposable ones are available.

Blue roll or clean T-towels and dish cloths are ready to use.

Sharp knives locked up until ready for use.

Preparing the room (also see Section 2.2. on practical organisation)

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The lesson

Kitchen safety and food hygiene - getting pupils ready to cook

l Basic kitchen safety and food hygiene rules should be taught to all pupils before they participate in any cooking, refer to the displayed kitchen safety and food hygiene rules:- Pupils should be instructed how to wash their hands so

they are ready to cook, and also instructed to wash their hands after blowing their nose, coughing or sneezing or touching their hair, cuts or spots during the lesson. They should also be instructed to remove their apron if they go to the toilet and wash their hands after they have been to the toilet.

l Before cooking pupils (and teachers) tie back long hair and wear clean or disposable aprons and if applicable remove jewellery and nail varnish (or wear disposable gloves).

l Pupils should be taught how to use equipment safely, through a teacher demonstration of cooking techniques. This should be reinforced throughout the lesson.

l Pupils should be taught how to behave safely when cooking; remain seated if cooking with young children and in a small classroom.

l Teachers should collect the sharp knives from the locked cupboard and count them before handing them out to pupils.

During the lesson

l Encourage pupils to read and follow the recipe.

l Support pupils with cooking where necessary but encourage independence, allowing pupils to develop their food preparation and cooking skills.

l Adopt a high level of supervision to maintain health and safety; ensuring there is appropriate support (including from other adults where appropriate) especially when using sharp knives cutting utensils and equipment, the hob and small electrical equipment.

l Teach and remind pupils to clear up during and after cooking (depending on facilities and access to hot water, sinks and or washing up bowls).

l Hygienic procedures for tasting and investigating food should be followed. Use disposable spoons and cups to avoid one cup or spoon being used for the whole class. Adopt a ‘dip in once’ policy.

l Try to take photos of pupils’ finished food products. These can be used for celebrating achievement, recording their progress, for assessment purposes and display.

l Encourage peer evaluation - taste and evaluate what has been made

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With Early Years and Key Stage 1 pupils With Key Stage 2 pupils

l Selected pupils could be given jobs such as:- Collecting rubbish and waste from the tables- Putting all the dirty equipment on their table in washing

up bowls for adults to collect- Given a damp soapy cloth to clean and wipe the tables or

plastic table cloths- Sweeping the floor- Helping the teacher or teaching assistant with drying up

and putting the equipment awayl The teacher or teaching assistant should manage the

washing up, check that surfaces are clean and clean the cookers or hob.

l Pupils can be given more responsibility; assign jobs to pupils in each group: - Scraping food from plates, bowls, saucepans - Collecting and disposing of rubbish and waste- Clearing and cleaning their table- Sweeping the floor- Two pupils to wash up and two pupils to dry up at a sink

if there are enough sinks or set up a washing up station on a designated table with two bowls filled with warm soapy water and another two bowls filled with warm water assign two or three pupils from each group to do their washing up and drying up supervised by an adult

- Adults will need to check the equipment is clean and dry- Putting away the equipment in the designated area

once it has been checked by an adultl The teacher or teaching assistant should check that surfaces

are clean and clean the cookers or hob.

Managing clearing up (allow at least 30 minutes)

l Ensure there is a clear procedure for clearing up and that this is conveyed to pupils. Clearing up needs to be carefully managed to ensure the equipment and area are left clean. Teachers will need to adopt procedures according to the age and ability of the pupils. The table suggests some ways this can be managed, according to the age and abilities of the pupils.

l It is advisable to have a group of about six pupils to help the adults wash and clear up as it will be difficult to manage this effectively with a whole class (particularly with young children) and it is unlikely that there will be enough sinks or washing up bowls for the whole class. The rest of the class could be given other tasks or learning activities.

l For safety reasons adults should collect, count and wash the sharp knives and ensure they are locked away after use.

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Planning a cooking and nutrition lesson This tool is designed to support teachers to effectively plan a cooking and nutrition lesson.

Learning intentions and outcomes These will be based on the cooking and nutrition skills to ensure that recipes, skills and knowledge are age appropriate and allow for progression through each Key Stage.

Learning intentionsTeachers choose and define the purpose of the lesson in pupil friendly language which is then shared with pupils at start of the lesson or during the warm up or starter activity.

For example:l Learning the skills to prepare and

cook carrot and banana muffins

Learning outcomesTeachers focus exactly what they want the pupils to achieve in terms of both knowledge and cooking and nutrition skills. Use the cooking and nutrition skills in Appendix 4. Cooking and nutrition skills lessons should include a range of learning outcomes:l One healthy eating l One food hygienel One recipe and ingredientsl Two or three cooking skillsl Some lessons will also have cross curricular learning outcomes eg in numeracy,

literacy, scienceAgain these will be shared with pupils at start of the lesson or during the warm up or starter activity. They will also form a basis for assessment. For example, pupils:l Understand where vegetables and fruit are on the Eatwell Guidel Can follow basic food safety rules when preparing and cooking foodl Can describe the taste of a range of ingredients using imperative verbs l Can use a knife safely (claw grip) to cut soft foodsl Can weigh and measure ingredients accurately using scales and jugsl Can assemble and arrange cold ingredientsl Know that all food comes from plants or animals and can identify some food from

each food group

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Cross-curricular linksHow a lesson supports other areas of the curriculum, themes and topic areas and how it develops and / or reinforces key skills and understanding for example in numeracy and literacy.

Prior learningWhere possible teachers should draw on pupils’ previous learning, experience and skills to enable them to make connections and further progress.

TimingMost cooking and nutrition lessons take 90 minutes. This takes into account the time for demonstration and explanation, recipe timings and clearing up. Timing will also depend on the age, skills and capability of the pupils, the equipment and cooking area and level of kitchen facilities. Pupils having their first ever cooking lesson may take longer, time should be factored in to account for this.

Advance preparation List the resources, materials and ingredients that need to be prepared ahead of the lesson, including shopping for ingredients, preparing recipes and worksheets and booking the curriculum kitchen, room or equipment if applicable.

Organisation and setting up This provides details on how to set up and organise the equipment and classroom, cooking area or curriculum kitchen so that they are ready for pupils to cook. The details will depend on whether the lesson is for a whole class, half class or a small group and what group size pupils will be working in.

Warm up / starter / introductory activityThis sets the scene and the context for learning and is mainly teacher led. The teacher will inform pupils of the learning intentions and outcomes of the lesson and make reference to prior learning, safety and hygiene rules.

Demonstration

This is a very important part of a cooking and nutrition lesson. This is where teachers demonstrate (linked to the age appropriate cooking and nutrition skills):l a cooking skill or techniquel use of equipment l the steps in a recipe in an interesting and engaging way and introduce the ingredients

Demonstrations are essential to ensure that pupils meet the intended learning through their practical work. Particular skills that may be demonstrated are:l knife skills using the bridge hold and claw technique l cooking methods such as creaming, whisking, rubbing inl how to use an electric blender, liquidiser and hob / electric rings

As this part of the lesson is crucial there will be more teacher talk than in other subjects.

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Main activity This is when the pupils prepare and cook their dish or meal. Pupils may be working in pairs or small groups.

Pupils should be given the recipe and ingredients and the adults should circulate to ensure they are able to perform particular cooking skills and techniques and use the equipment safely. Adults should always adopt a high level of pupil supervision, paying particular attention to maintaining health and safety.

When working with a whole class a teacher should always have support in the lesson. This can be from either teaching assistants or other trained adults who understand the intended learning and their role in supporting pupils and the teacher.

Clearing upAdopt and organise a safe procedure for clearing up that has been taught and explained to pupils.

Plenary / closing activity / evaluationThis is a very important part of the lesson as it pulls together and reinforces the learning and also presents opportunities for assessment. Teachers should always leave sufficient time for the plenary. Pupils will most likely be involved in tasting the food that has been made and given opportunities to share their likes and dislikes, what they would change or add ideas for cooking next time – reflecting the recipes and ingredients.

Assessment should reflect the cooking and nutrition skills and the degree to which pupils have mastered them; it can help to inform future learning and lessons.

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Assessment without levels With the introduction of assessment without levels teachers will want to think about how their assessment activities fit their own school’s approach. What does assessment look like in other lessons, how can this be supported and reflected in cooking and nutrition lessons?

Assessment should also reflect the cooking and nutrition skills (see Appendix 4) and the degree to which pupils have mastered / are developing these skills.

Formative (day to day) assessment:This is a very important part of the lesson as it supports pupils to reflect on their learning and identify their next steps. Some effective strategies in cooking and nutrition lessons include:

Questioning to include literal to high order in order to develop understanding:l application - what other examples of citrus fruit are there?l analysis - can you explain why we sieved the flour?l synthesis - how could we add to / improve the recipe for soup, thinking about ingredients and cooking methods?l evaluation - what do you think about the taste, texture appearance?Use thinking time and talk partners to ensure all children are engaged in answering questions

Observing and listening to pupils’ discussions, observing practical skills, possibly carrying out planned observations of particular pupils to support their learning in the lesson.

Checking understanding, recall of knowledge:l how did we get ready to cook?l how did we make the bread rolls or sandwiches, fruit salad?l why did we wash the fruit before using?

Reviewing progress This could be part of the plenary as well as in discussion with pupils while observing the cooking and nutrition skills they are using and developing. It should give pupils opportunities to identify what they liked / did not like about the food they cooked and how they could improve the recipe or their techniques next time.

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Summative assessment Summative assessment allows teachers to measure individual pupils’ progress and to reflect on the effectiveness of their teaching at the end of a unit / project or period of time. It can also help teachers to plan for subsequent teaching and learning.

Summative assessment should enable pupils to understand their own progress and identify next steps for learning.

Assessment activities could include:l Worksheets that enable pupils to reflect on the quality of what they have cooked and the skills they have used and developed – see exemplar cooking assessment sheets in Appendix 8

l A short test or quiz (written or verbal) to check understanding of key terms (to ensure pupils’ cooking vocabulary is developed) and knowledge relating to consumer awareness, food safety, healthy eatingl A cooking task for a recipe that utilises the skills pupils have been learning

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Appendices

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Appendix 1: Risk assessment - Cooking and nutrition lessons

Before teaching a cooking and nutrition lesson a risk assessment should be carried out to consider measures that need to be put in place to manage any risks. There are a number of factors which need to be taken in to account when determining the level of risk:

l What is to be cooked and or preparedl The number of staff involvedl Where the cooking and nutrition lesson is being taught eg, in a classroom, kitchen or other areas such as the hall

l Number of pupils taking partl Age, experience and abilities of the pupilsl The cooking equipment and utensils being used

We have included a blank generic risk assessment form to assist teachers with completing a risk assessment for any cooking lessons / activities in school (see below).

It is very important to teach children how to use equipment and prepare and cook food where there is a reasonable level of risk so that they can learn to manage risks and learn to do things safely. This is particularly crucial as there may be little opportunity for children to cook at home. School may be the only place where children can learn the skills required to prepare and cook food safely.

Click below to open a blank generic risk assessment form (as an editable Word document)

‘Generic Risk Assessment.docx’

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Example of how to manage risk when using sharp knives and other food preparation equipment

Sharp knives should be kept in a lockable box and stored in a locked cupboard after use.

The adult should collect the knives from the locked area.

Sharp knives should be counted out at the start and counted in at the end of the lesson.

Pupils should be shown the safe way to carry knives. Adults will need to carry knives for young children. Ideally young children should remain seated during the cooking lesson for added safety.

Knives should always be held by the handle with the blade pointing downwards.

Pupils must be shown safe food preparation techniques: to cut with sharp knives – bridge hold and claw grip, how to use a grater, peeler, etc.

Adults must use safe food preparation techniques.

Cutting with knives, and using peelers and graters should always be done on a chopping board, never in hands.

Pupils should be instructed to use two hands when cutting / chopping / slicing.

Adults and pupils should wear closed shoes when cutting and preparing food to protect their feet.

Serrated knives should be used – it is easier for pupils to see the sharp side of the blade.

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Example of how to manage risk when using cookers / hobs and handling hot food

Pupils should be shown how to use oven gloves and the reason why.

Pupils should be shown how to put baking trays/dishes into the oven safely.

Pupils should not be allowed to put baking trays/dishes into the oven.

Pupils should not be allowed to take hot baking trays/dishes out of the hot oven.

Adults and pupils should wear closed shoes when cooking to protect their feet.

Adults and pupils should not wear sleeveless tops but roll up sleeves just above their wrists.

Pupils should understand why hot baking trays/dishes should be placed on a heat proof board or mat to cool.

Pupils should understand why a cooling rack is used to cool hot food.

Key Stage 2 pupils may use a fish slice to lift hot foods off a baking tray, providing they are supervised by an adult.

Pupils and adults should always wear oven gloves when handling hot food.

Food should be allowed to cool before giving it to pupils to taste.

Pupils should be supervised very carefully at all times if hot equipment is in the classroom, kitchen or cooking area. Ideally pupils should remain seated during the lesson to aid safety.

Pupils should be taught how to use the hob safely; upper Key Stage 2 pupils can use the hob with a high level of supervision. In this instance only two pupils should be cooking at the hob at one time with an adult.

Saucepan handles should be pointing inwards on the hob.

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Generic Risk Assessment

Cooking skills lessons / activities

Definition

This risk assessment can be used when teaching cooking skills to primary aged pupils

The Risk The Risk Consequences

The risks arising with this activity are:• Appropriate storage of furniture• Cleanliness of room• Temperatures• Trailing wires• Electrical equipment• Access and egress• Sharp objects• Contact with hot/cold objects/surfaces

The risk consequences are:• Fractures• Lacerations• Burns• Slips and trips• Sprains / Strains to back, arm and leg muscles• Biological hazards

Risk Factor Monitoring

The inherent risks are assessed as LOW provided that the control measures detailed in this assessment are implemented and maintained.

The control measures detailed in this risk assessment are to be monitored by local management to ensure that they are effectively and consistently implemented. Any instances where effective implementation becomes impossible should be reported to the manager who may seek advice from Corporate Health and Safety.

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Controls to be implemented In place?

N/A Yes No

Room temperature

You ensure all rooms where cooking skills training are delivered have adequate heating and ventilation.

Electrical equipment

A visual check of all electrical equipment is carried out at the start of each training session.

The room is checked so that all cables are stored away safely and there are no trailing cables.

Where cables are visible and cross the room these are taped down using yellow striped tape.

All electrical equipment has been PAT tested

Access and egress

A good standard of housekeeping is in place and all access and egress routes are kept clear.

Floors to be dry and clean of food and other matters likely to cause slips, trips or falls.

Fire

All pupils have been made familiar with the emergency evacuation procedures for the building.

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N/A Yes No

Kitchen hazards

Oven gloves are supplied for teachers /adults and pupils if they have to deal with hot objects.

Pan handles are turned inwards but not over hot hobs.

Hot food and liquids are never left unattended.

Appropriate type and size of knives are selected for task and age of pupils.

First aid /incident reporting

You are aware of the location of the first aid facilities.

Blue plasters used to cover cuts and sores.

More extensive existing injuries are covered with vinyl or nitrile (plasters or gloves).

All accidents/incidents are reported on the council’s online reporting system.

You will report any health problems that prevent you from working safely to your line manager and will attend the Occupational Health Service if required.

No pupils feeling sick (vomiting) or unwell are permitted to take part in cooking activities.

No pupils suffering or recently recovered from sickness, diarrhoea are permitted to take a part in cooking activities.

Teachers should check they have information on any known or suspected allergies or intolerance to food stuffs or cleaning agents.

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N/A Yes No

Hygiene

All pupils are reminded of the need to wash their hands before handling food.

All pupils are provided with a clean apron reserved solely for food preparation.

PVC coated aprons are cleaned with hot, soapy water before and after use.

Aprons are worn only in the cooking area and removed when leaving the cooking area for any purpose.

Long sleeves are rolled up, and scarves, jackets and other accessories (except for religious head scarves) are removed.

Long/medium length hair is fastened back using hair bands. .

Surfaces are wiped with a disposable cloth retained solely for these purposes.

Food contamination

No outdoor bags or outdoor/indoor clothing are placed on the cooking surface.

Cooked / ready to eat ingredients are kept separated from raw ingredients, both in storage and in preparation.

Equipment is washed thoroughly by adults or older children in hot soapy water or in a dishwasher to remove all food particles and thoroughly dried before storage.

Chopping boards and especially plastic bowls are scrubbed with hot water, detergent and dried thoroughly before storage.

Food and cleaning agents are stored separately.

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N/A Yes No

Food contamination (continued)

All food ingredients are covered to prevent cross contamination.

Dry goods are stored in sealed containers and in a clean dry designated area well away from cleaning agents.

Waste disposal

Waste bins are lined, full bags are tied and sealed and disposed of promptly.

Accidental spillages of food are wiped, swept or vacuumed, and the floor washed before and after (never during) cooking activities.

This assessment was completed by (name): Date

Manager completing risk assessment on behalf of (name): Date

Manager signs to confirm the assessment has been completed, control measures implemented and the employee informed of the measures:

Date

Additional information

IF ANY OF THE ABOVE CONTROLS ARE NOT IN PLACE (AS SHOWN IN THE ‘NO’ COLUMN) THE APPROPRIATE MANAGER MUST TAKE ACTION

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Appendix 2: Cooking equipment and furniture

When purchasing cooking equipment and furniture there are number of factors that schools will need to take in to account:

l The number of pupils that will be cooking together l The age of the children and their ability and skills.

l Where the cooking lessons will be taking placel Storage availability and area

The cooking equipment we have listed is based on cooking with a half class, approximately 15 pupils. The equipment was costed in July 2017.

We have presented the equipment requirements in an Excel spreadsheet to make it easier for schools to work out what they will need, the cost and the supplier/stockist.

Type of equipment Cost

Food preparation £361.06

Weighing and measuring £102.27

Saucepans £99.41

Bowls £27.03

Baking £204.15

Electrical equipment £190.46

Total equipment costs £984.38

Set up costs for equipment

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Appendix 3: Annual costs for cooking and nutrition lessons

Once a food room, or equipment for use in the classroom, is set up there will be annual costs for store cupboard and individual recipe ingredients, cleaning materials and to replace broken equipment. The cooking and nutrition curriculum will therefore need to be allocated an annual budget.

The breakdown for these costs is shown on the Excel spreadsheets (see below).

You will also notice that cooking in each year group gets progressively more expensive; this is because older pupils are more likely to be cooking in smaller groups / pairs and be using more advanced recipes to develop their cooking skills; cooking dips and cold food in the Early Years and Key Stage 1 will be much cheaper.

In Year 6 we have also included a recipe using meat. This lesson is the most expensive for cooking with a whole class and schools should ensure that the meat can be stored correctly before use so it will be safe to use. We advise schools to generally choose vegetarian recipes as they will be less costly, some children may not eat meat because of religious or cultural beliefs and the food is much easier to store and presents relatively lower risks than meat or fish. However, we would encourage schools to give older pupils the opportunity to learn how to cook with fish or meat.

We also suggest that schools use their own produce from food growing; this will not only reduce cost but supports children’s learning about food growing and cooking.

We have presented the ingredient costs in an Excel spreadsheet to support schools to work out their costs more easily. The costings are based on Waitrose prices unless otherwise stated.

Click below to open the costing spreadsheet (as an editable Excel document)

‘Cooking Matters Costing Excel Spreadsheet’

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Items Cost

Ingredients

Store cupboard – set up and first 6 months £169.09

Store cupboard – replenishing after 6 months £24.78

Nursery £18.49

Reception class £46.13

Year 1 £31.63

Year 2 £56.01

Year 3 £19.93

Year 4 £65.90

Year 5 £61.78

Year 6 £86.34

Other consumables

Take-away containers – replenish once a term (£11.74 x 3) £35.22

Cooking area and cleaning up – replenish once a term (£42.20 x 3) £126.60

Replacing equipment £78.01

Total annual costs £819.91

Summary of annual costs for cooking and nutrition lessons (based on a one-form entry school)

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Store cupboard ingredients The cost of ingredients for lessons can be greatly reduced if there is a store of basic ingredients, these can be bought at the start of the school year according to the recipes planned for each year group. This will also reduce the risk of waste and spoilage of ingredients.

The store cupboard should be checked at the end of each term to restock ingredients that are running low this will also depend on the recipes chosen for each year group and whether extras are needed to cover additional cooking lessons planned as part of a festival, celebration or event such as Chinese New Year, Shrove Tuesday.

l Our costing for ingredients are taken from Waitrose (July 2017) which can be more expensive than other supermarkets. It is wise to shop around to get the most economical price and this may mean buying in several different shops or supermarkets to get the best offers to reduce your overall costs.

l Buying ingredients, especially fruit and vegetables, from the markets instead of supermarkets can also reduce costs.

l Buying dry, tinned and bottled ingredients in bulk such as spices, flour, sugar, and tinned food will reduce overall costs. Costco, Makro and ordering ingredients using your school caterer’s food supplier are useful for buying ingredients in bulk. It is also worth checking supermarkets as some stock bulk ingredients such as spices, flour and sugar.

Buying tips

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Appendix 4: Cooking and nutrition skills for primary pupils

This guidance represents the skills and knowledge that pupils need to develop to learn how to choose, prepare, cook and eat healthily. The skills are progressive and have been written to support teachers to plan effective cooking and nutrition lessons; ensuring that pupils learn useful and relevant skills and knowledge at the appropriate age through a well-planned curriculum.

The skills and knowledge in these tables have been taken and adapted from a number of sources; Updated British Nutrition Found (BNF) Public Health England(PHE)/ Food Standard Agency (FSA - Scotland & Wales) Core Competences, The European Food Framework, Food for Life Partnership (cooking at school) and the Let’s Get Cooking skills charts.

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Healthy eating Recognise that we all need to eat to grow and be healthy

Be aware that we need to eat more of some foods and less of others

With support, are able to eat sociably with others

Recognise the importance of drinking water

Know the importance of brushing teeth twice a day

Consumer awareness

Know which animals or plants some foods come from (eg milk from cows and tomatoes from plants)

Know that food can be grown or bought from shops

Know some special foods that are eaten on special occasions

Food safety and hygiene

Understand that food that has been dropped on the floor, touched with dirty hands or has turned mouldy should not be eaten and can make people ill

Understand that some foods need to be washed before they are safe to eat (eg fruits and vegetables)

With help and supervision get ready to cook:

• Tie back long hair

• Wash and dry hands

• Put on a clean apron

With help and supervision, take part in simple clearing up tasks such as clearing and cleaning the tables

Recipes and ingredients

Recognise some familiar ingredients (eg fruits)

Describe the taste of some familiar ingredients, using simple words (eg sweet, salty)

Identify foods that they like and dislike

Understand that recipes provide instructions on how to make food

Weighing and measuring

Count the quantity of food needed using whole numbers (eg 6 grapes, 2 carrots)

Measure using a spoon

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Food preparation With close supervision, and physical guidance when necessary, use the bridge hold to cut soft foods using a table knife (eg strawberries)

With close supervision and physical guidance, crush or mash cold food in a bowl (eg biscuits, sardines, bananas)

Peel fruit using their hands

Tear food to divide it (eg lettuce leaves, fresh herbs)

Begin to drain away liquids from packaged food using a sieve or colander (eg tuna or sweet corn)

Are able to use cutlery to eat a meal

Use a table knife for spreading (eg butter on toast)

Mixing and combining

With help, sift and mix flour into a bowl

Mix, stir and combine a small amount of cold ingredients in bowl (eg fruit salad)

Shaping and assembling

With help, use hands to shape dough in to simple shapes (eg salt dough)

With supervision, use biscuit cutters to cut shapes

With help and supervision, put together cold ingredients

With help, begin to start using a rolling pin

Heating Although children will not be cooking hot food, children should understand how hot food is cooked safely by observing adults using the hob, oven, toaster and / or microwave

Be able to prepare food for baking with help such as greasing a baking tray, putting cake cases into a bun tray

Serving and garnishing

With physical guidance, spoon cold food on to a plate

With help, sprinkle garnish on cold food (eg herbs, grated cheese)

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Key Stage 1

Healthy eating Understand that we all need a balanced diet to be healthy and active and need to eat more or less of different foods

Are beginning to use the Eatwell Guide

Are able to eat sociably with others

Understand the importance of water and drinking water regularly

Understand the importance of regular meals and healthy snacks

Understand the types of food that can affect the health of teeth

Consumer awareness

Know that all food comes from plants or animals and can identify some foods from each group and understand how they are grown

Aware that some food packaging has labels giving information

Know some of the influences on the food we eat (eg celebrations, preferences)

Understand the importance of not wasting food and know how to recycle packaging


Can follow basic food safety rules when preparing and cooking food

With supervision take part in simple clearing up tasks such as clearing and cleaning tables, collecting and disposing of rubbish, sweeping the floor

With supervision get ready to cook:• Tie back long hair• Wash and dry hands• Put on a clean apron

Understand how everyday foods are stored differently to ensure they are safe to eat (eg fridge or freezer)


Recognise a range of familiar ingredients (eg vegetables, dairy, eggs)

Describe the taste of a range of ingredients

Identify what they like and dislike about the food they have cooked and how to improve its taste

Follow simple recipe instructions, either in simple sentences or using pictures


Use measuring spoons for liquids, solids and dry ingredients

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Key Stage 1

Food preparation With close supervision, use the bridge hold to cut harder foods using a serrated vegetable knife (eg apple pieces)

With close supervision, use the claw grip to cut soft foods using a serrated vegetable knife (eg tomato)

With close supervision, mash cooked food (eg potatoes with a masher)

With close supervision, peel soft vegetables using a peeler (eg cucumber)

With close supervision, cut food into evenly sized largish pieces (eg potatoes)

With close supervision, and physical guidance if necessary, peel harder food (eg apple, potato)

With close supervision, use a melon baller to core an apple

With close supervision, grate soft food using a grater (eg cheese)

Drain away liquids from packaged food using a sieve or colander (eg tuna or sweet corn)

Use a lemon squeezer


Sift flour into bowl

Mix, stir and combine liquid and dry ingredients (eg muffins)

With help, use hands to rub fat into flour (eg rock buns)

With help, crack an egg and beat using a fork


With supervision, use a small table knife for spreading soft spreads on to bread

Use hands to shape dough in to small balls or shapes

With help and supervision, assemble and arrange cold ingredients (eg sandwich, fruit kebabs, bruschetta)

Use a rolling pin to flatten and roll out dough

Heating Although children will not be cooking hot food, children should understand how hot food is cooked safely by observing adults using the hob, oven, toaster and / or microwave

Be able to prepare food for baking and frying such as greasing baking tins and adding oil to frying pans / saucepans


With guidance, use a tablespoon to serve cold food into bowls or plates

With guidance, pour or drizzle dressing on to salads

Lightly sprinkle garnish on cold food (eg herbs, grated cheese)

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Lower Key Stage 2

Healthy eating Understand what makes a healthy and balanced diet, and that different foods and drinks provide different substances that the body needs to be healthy and active

Are able to use the Eatwell Guide

Understand the value of eating sociably

Understand the importance of keeping hydrated

Begin to understand appropriate portion sizes for regular meals and healthy snacks

Know the importance of a healthy breakfast

Understand how to keep teeth healthy

Consumer awareness

Understand that food is caught or farmed and changed to make it safe and palatable / tasty to eat

Understand that people have different views on how food is produced and that this influences the food they buy

Begin to be able to read and understand food labels

Understand that there are a variety of influences on the food we choose to eat (eg who we are with, season, cost, health, occasion)

Know the importance of, and be able to, recycle food-related waste


Know and can follow basic food safety rules

Understand how bacteria in food can cause food poisoning or food to go mouldy

Know how to get ready to cook:



• Put on a clean apron

• Remove jewellery and nail varnish

With guidance follow procedures for clearing up such as washing and drying utensils, clearing and cleaning tables, sweeping the floor, disposing of rubbish, putting equipment away

Understand how a variety of foods are stored differently to ensure they are safe to eat (eg fridge or freezer)

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Lower Key Stage 2


Recognise and name a broad range of ingredients (eg cereals, meat, fish

Use simple food descriptors relating to smell, flavour, texture and appearance

Know where and how a variety of ingredients are grown

Identify what they would do differently next time to improve what they have made

Read and follow a simple recipe


Begin to use a jug to measure liquids

Begin to use digital weighing scales

Food preparation With supervision, begin to use the claw grip to cut harder foods using a serrated vegetable knife (eg carrot)

With supervision, begin to use both the bridge hold and claw grip to cut the same food using a serrated vegetable knife (eg onion)

With supervision, use a masher to mash hot food to a fairly smooth texture

With supervision, begin to peel harder food (eg apple, potato)

With supervision, cut foods into evenly sized strips or cubes (eg peppers, cheese)

With supervision, crush garlic using a garlic press

With supervision, grate harder food using a grater (eg apples, carrots)


Combine using a sieve, flour, raising agents and spices together in to a bowl

Crack an egg and beat with balloon whisk

Mix, stir and combine wet and dry ingredients uniformly (eg to form a dough)

Use hands to rub fat into flour (eg scones, apple crumble)

Cream fat and sugar together using a mixing spoon


Knead and shape dough in to aesthetically pleasing products

Use a rolling pin to roll out dough to a specific thickness (eg scones)

Use biscuit cutters accurately

Assemble and arrange ingredients for simple dishes (eg apple crumble, scrambled egg on toast)

Coat food with ingredients such as beaten egg and breadcrumbs for fish cakes

Independently spread ingredients accurately onto foods

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Lower Key Stage 2

Heating With help and supervision, begin to use a toaster or microwave (eg scrambled eggs)

With very close supervision, and physical guidance when necessary, handle hot food safely; once adults have removed food from the hob or oven

Although pupils will not be cooking food on the hob or in the oven pupils should understand how to use them safely by observing adults cooking on the hob and putting in and removing food from the oven

Use oven gloves and a fish slice to remove food (eg scones) from the baking tray


Begin to recognise appropriate ingredients to garnish hot and cold food

With supervision, sprinkle garnish on hot dishes (eg grated cheese on pasta)

With help and supervision, use spoons or jugs to serve equal portions of food or drinks in to cups, plates or bowls

Begin to understand appropriate portion sizes when serving food

Begin to understand what types of food can be served together to make a balanced meal

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Upper Key Stage 2

Healthy eating Are able to make food choices taking in to consideration the Eatwell Guide

Understand the main food groups and the different nutrients that are important for health

Know appropriate portion sizes and the importance of not skipping meals, including breakfast

Consumer awareness

Understand some of the basic processes to get food from farm to plate

Understand some of the ethical dilemmas associated with the food people choose to buy

Are able to use information on food labels to inform choice

Understand social influences on the food we choose to eat (eg media, peer pressure, ethics)


Are able to independently get ready to cook:

• Tie back long hair • Wash and dry hands

• Wear a clean apron • Remove jewellery and nail varnishDemonstrate good food safety practices when getting ready to store, prepare and cook food (eg keep raw meats away from other food)

Know, and can follow, food safety rules and understand their purpose

Can independently follow procedures for clearing up


Know an extensive range of ingredients and how these are grown (eg beans, pulses, tropical fruits, vegetables)

Identify how they would change the recipe to improve the food they have made

Use a range of food descriptors relating to smell, flavour, texture and appearance

Compare different versions of the same dish and identify how they would change the recipe next time

Confidently read and follow a recipe


Accurately use a jug to measure liquids

Accurately use weighing scales

Food preparation With supervision, confidently use both the bridge hold and claw grip to cut the same food using a serrated vegetable knife (eg onion)

With supervision, confidently peel harder food using a peeler (eg apple, potato)

With supervision, dice foods and cut them into evenly sized, fine pieces (eg garlic, vegetable batons, herbs)

With supervision, finely grate hard foods (eg zesting, parmesan cheese)

With support, use a can opener and open ring-pull tins

With supervision, confidently use the claw grip to cut harder foods using a serrated vegetable knife (eg carrot)

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Upper Key Stage 2


Sieve wet and dry ingredients with precision

Confidently crack an egg

With help, begin to separate eggs

Use finger tips to rub fat into flour to make fine ‘bread crumbs’ (eg cheese straws)

With supervision, whisk using an electric hand mixer (eg eggs)

With supervision, cream fat and sugar together using an electric hand mixer

With supervision, use a food processor or electric hand blender to mash, blend or puree hard ingredients or hot food (eg chickpeas for hummus or vegetables for soup)


Use hands to shape mixtures in to evenly sized pieces (eg burgers)

Use a rolling pin to roll out dough to an accurate size and thickness (eg pizza)

Assemble, arrange and layer more advanced dishes (eg apple sponge pudding, shepherd’s pie)

Spread food evenly with a coating, paste or glaze

Heating With help and supervision, begin to use the hob or electric saucepan (wok or stock pot) to cook simple dishes (eg burgers, soup)

Although pupils will not be putting in or removing food from the grill or oven they should understand how to use the grill and oven safely by observing adults

With supervision, handle hot food safely using oven gloves to carefully remove cooked food with a fish slice from a baking tray on to a cooling rack


Be able to choose appropriate ingredients to garnish hot and cold dishes

With supervision, be able to use a spoon, ladle or jug to serve hot liquids (eg soup)

Cut food in to equal sized portions for the number being served (eg slicing pizza into eighths)

Understand appropriate portion sizes when serving food

Are able to plan and serve their own breakfast and a simple balanced cooked meal (eg pizza and salad, soup and bread rolls)

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The national curriculum for design and technology aims to ensure that all pupils:

l critique, evaluate and test their ideas and products and the work of others l understand and apply the principles of nutrition and learn how to cook.

l develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world l build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].

Appendix 5: Cooking and nutrition in the national curriculum and cross-curricular links

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Knowledge, skills and understanding in design and technology that relate to cooking and nutrition skills

Key Stage 1 Key Stage 2

• Design purposeful, functional, appealing products for themselves and other users based on design criteria

• Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

• Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]

• Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

• Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics

• Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

• Explore and evaluate a range of existing products • Investigate and analyse a range of existing products

• Evaluate their ideas and products against design criteria • Evaluate their ideas and products against their own design

criteria and consider the views of others to improve their work

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Cooking and nutrition forms a distinct part of the design and technology curriculum As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Pupils should be taught to

Key Stage 1 Key Stage 2

• Use the basic principles of a healthy and varied diet to prepare dishes

• Understand and apply the principles of a healthy and varied diet

• Understand where food comes from • Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques

• Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

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Science There are distinct links to cooking and nutrition in the programme of study in science

Knowledge, skills and understanding

Key Stage 1 Find out about and describe the basic needs of animals including humans for survival, (water, food and air).

Describe the importance for humans for exercise, eating the right amounts of different types of food and hygiene.

Lower Key Stage 2

Identify that animals including humans need the right types and amounts of nutrition and that they cannot make their own food. They get nutrition from what they eat.

Non statutory [they might research different food groups and how they keep us healthy and design meals based on what they find out].

Upper Key Stage 2

Use knowledge of solids, liquids and gases to decide how mixtures might be separated including filtering, sieving and evaporating.

Demonstrate that dissolving, mixing and changes of state are reversible changes.

Non statutory [they could observe and compare the changes that take place for example baking bread or cakes. They might research and discuss how chemical changes have an impact on our lives for example cooking].

Recognise the impact of diet, exercise, drugs and lifestyle on the bodies function.

Describe the ways in which nutrients and water are transported within animals including humans.

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Personal, Social and Health Education (PSHE) The National Curriculum (December 2014) states that all schools should make provision for PSHE drawing on good practice.

Although there are no specific programmes of study in the National Curriculum for PSHE, Islington have developed their own, as part of the Islington primary scheme or work “You Me and PSHE’

The physical health (including healthy eating and physical activity) strand relates to cooking and nutrition, with PSHE learning intentions as shown on the following page:

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Primary PSHE: Physical health (including healthy eating and physical activity)

Key Stage 1 Pupils learn about food that is associated with special times, in different cultures

Pupils learn about active playground games from around the world

Pupils learn about sun-safety

Pupils learn about eating well

Pupils learn about the importance of physical activity, sleep and rest

Pupils learn about people who help us to stay healthy and well and about basic health and hygiene routines

Lower Key Stage 2

Pupils learn about making healthy choices about food and drinks

Pupils learn about how branding can affect what foods people choose to buy

Pupils learn about keeping active and some of the challenges of this

Pupils learn why people may eat or avoid certain foods (religious, moral, cultural or health reasons)

Pupils learn about other factors that contribute to people’s food choices (eg ethical farming, fair trade and seasonality)

Children learn about the importance of getting enough sleep

Upper Key Stage 2

Pupils learn that messages given on food adverts can be misleading

Pupils learn about role models

Pupils learn about how the media can manipulate images and that these images may not reflect reality

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Cross-curricular links using cooking and nutrition as a context for learning

Cooking and nutrition draws upon many different areas of the curriculum and can be used to support key skills in literacy and numeracy alongside reinforcing and developing cooking and nutrition skills

MathematicsSome ideas of how numeracy skills can be developed in cooking and nutrition lessons

Key stage Maths focus Maths skills and knowledge Cooking links

Key Stage 1 Addition and subtraction Pupils can discuss and solve problems in familiar practical contexts, including using quantities

Looking at the different quantities of ingredients in recipes or serving different quantities of food on a plate or bowl

Multiplication and division

Pupils begin to understand multiplication and division; doubling and quantities

Increase the quantity of ingredients such as when making muffins so that there is enough for a whole class (eg doubling and halving)

Fractions Recognise, find and name a half as one of two equal parts of an object, shape or quantity

Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity

Cutting vegetables and fruit into halves and quarters, eg when preparing a fruit salad

Measurement Become familiar with using standard measure by using measuring tools such as ruler, weighing scales and containers

Understanding how to choose and use the appropriate measuring equipment / tool for different ingredients eg weighing scales for dry ingredients, measuring spoons and jugs for dry wet and dry ingredients

Choose and use appropriate standard units to estimate and measure length/ height in any direction (m/cm): mass (Kg/g); temperature (oC); capacity (litre/ ml) to nearest appropriate unit using rulers, scales, thermometers and measuring vessels

When rolling out dough measuring the height and length to make food products such as pizza and scones

Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value

Costing recipes

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Key stage Maths focus Maths skills and knowledge Cooking links

Lower Key Stage 2

Multiplication and division

Solve problems involving multiplication and division including integer scaling problems and correspondence problems which n objects are connected to m objects

Scaling up a recipe for a particular occasion or event and problem solving where the amounts are not standardised i.e. a pinch of salt, a few raisins

Measurement Estimate and read time with increasing accuracy to the nearest minute

Taking account of cooking and food preparation times eg when proving dough for bread rolls and cooking soup

Compare durations of events (eg to calculate the time taken by particular events or tasks)

Convert between different unit of measure (eg kilometre to metre hour to minute)

Choosing and using appropriate measures / units for different ingredients such as using pints instead of ml or tablespoons (ml) instead of grams

Upper Key Stage 2

Measurement Understand the use of approximate equivalences between metric units and common imperial units such as inches, pounds and pints

Part of a project could include a school trip to a local food market to explore and experience buying food at a market and seeing how food is weighed and measured and compare this to metric units

Ratio and portion Solve problems involving unequal quantities (eg for every egg you need 3 spoonfuls of flour, ¾ of the class are boys)

Exploring the ratio of different ingredients and their effect on flavour and texture eg the fat and flour ratio when making cheese straws

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English / LiteracySome ideas of how literacy skills can be taught through cooking and nutrition

Key stage Literacy skills/genre Cooking links

Key Stage 1 Instructions:- Writing commands- Reading instructional text- Sequencing- Using imperative verbs- Adding adverbs- Using bullet points

• Food growing linked to a theme or story, (see following table with examples of how stories can be used to develop literacy in cooking)

• Provide opportunities for oral descriptions of different types and sizes of tomatoes • Create instructions of the use of tomatoes eg making salads, toppings (pizza, bruschetta), soup• Follow a simple recipe to make bruschetta with tomato and basil, identify key words (eg imperative verbs –

cut, mix, spread) • Provide pupils with recipe instructions listed in the wrong order and instruct them to sequence and write the

recipe in the correct order then cook the dish• Give photos of the recipe and children to write command sentences to go with them

Persuasion and explanation • Develop understanding and the importance of healthy eating through the Eatwell Guide• Prepare healthy dishes and provide opportunities for discussion about what foods they like to eat and how

they would persuade people to eat a range of different foods from the Eatwell Guide – design an advert or poster

Spelling, vocabulary:- Developing and extending

vocabulary- Using imperatives- Using adjectives

• Through tasting and evaluating their food products pupils can record their likes and dislikes using descriptive words – teachers can develop a word list to expand children’s vocabulary

• Use adjectives to label and describe foods (link to Handa’s surprise)

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Key stage Literacy skills/genre Cooking links

Lower Key Stage 2

Instructions:- Writing commands- Sequencing- Using instruction text

• Following recipes (eg bread rolls) this could also be linked to narrative text based on food history and rationing

• Write their own recipes that include different flavours and ingredients and test them out to see if their instructions are clear and the end result is of good quality

• Write food safety rules or instructions of how to clear up during cooking lessons

Developing and extending vocabulary:- Using imperatives- Using adjectives

• Use sensory food descriptors to evaluate the food products they make and write about how they could improve their product

Spelling, vocabulary:- Developing and extending

vocabulary- Using imperatives- Using adjectives

• Set up a tasting session using a range unfamiliar foods such as fruits and vegetables from different countries• Discuss the sensory properties using sensory descriptors and compare tastes / texture smell

Upper Key Stage 2

Instructions:- Writing commands- Sequencing- Using instruction text

• Following recipes (eg bread rolls) this could also be linked to narrative text based on food history and rationing

• Write their own recipes that include different flavours and ingredients and test them out to see if their instructions are clear and the end result is of good quality

• Write detailed instructions of how to store food safely to include use–by dates (eg spaghetti Bolognese, Caribbean fruit salad, cheese straws)

Developing and extending vocabulary:- Using imperatives- Using adjectives

• Use sensory food descriptors to evaluate the food products they make and write about how they could improve their product

Persuasion and explanation:- Using persuasive text

• Using yeast and bread making as a context pupils give a spoken step by step explanation of how bread rises and how to knead dough to make good quality pizza

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Early Years and Key Stage 1

Story Literacy and cooking links

The Little Red Hen • Making bread; co-operation; working as a team

• Write labels to match the ingredients

• Write instructions (commands)

Oliver’s Vegetables • Opportunities to try different vegetables

• Links to making pea soup

• Write a re-tell, sequencing the days of the week

• Make up a market stall/allotment with real vegetables

• Write a letter in role to Grandpa/Mum now that he likes vegetables

• Describe/label the vegetables

Cooking and literacy links using booksHere are some examples of how cooking lessons can be used to support learning in literacy through stories.

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Goldilocks and the Three Bears

• Make porridge

• Write an apology letter in role

• Adding sugar/salt to taste

• Write commands for porridge (add different things)

The Lighthouse Keepers Lunch

• Design and make sandwiches

• Write a re-tell

• Draw and label the lunch

• Use adjectives to write expanded noun phrases

• Write letter in role

• Write commands for making sandwiches

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The Very Hungry Caterpillar

• Order and sequence the story

• Describe the different foods

• Sort foods into healthy/unhealthy

• Write a re-tell describing what he ate

• Design some new food for the caterpillar to eat

The Gruffalo • Design and make recipes

• Read and follow recipes

• Describe the characters and what they like to eat

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George’s Marvellous Medicine

• Design and make juices/smoothies and write recipes for them like George

• Write commands for George’s marvellous medicine

Completely Revolting Recipes

• Read and follow recipes

• Highlight key vocabulary and grammar (i.e. imperative verbs)

• Illustrate recipes

• Design and make up new ‘revolting’ recipes

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The Tiger Who Came To Tea

• Design and plan a ‘tea’ to attract a tiger

• Make sandwiches and write simple commands

• Write a recount after ‘having tea’

Supertato • Try different vegetables

• Design new super vegetable

• Dress up as vegetables

• Use the vegetables in the book to make soup

• Write commands to match

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Jack and the Beanstalk

• Observe and taste beans

• Write a recount of the story

• Change the beans to something new and write a new story (i.e. Jack and the giant jelly)

The Disgusting Sandwich

• Design own sandwiches and make• Write commands to match• Describe the disgusting sandwich• Write a narrative to match• https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/510826/STA-

Exemp2016-KS1-EW-Ali-Ann_PDFA.pdf (see example here)

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Dustbin Dad • Link to wasting food

• Describe the left-over food

• Make up a new character and make the food for him to eat

Handa’s Surprise • Try different fruits

• Label fruits

• Describe using simple adjectives

• Make fruit kebabs

• Write commands for kebabs

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Appendix 6: Cooking skills and healthy eating resource list

There is an array of resources to support cooking skills and healthy eating. We have selected these as the most useful to support effective teaching and learning in the curriculum.

HEALTHY EATING AND NUTRITION INFORMATION: FRUIT & VEGETABLES

A-Z of fruit and veg Fruit and/or vegetables for each letter of the alphabet with some questions and activities included for some of them.

http://www.greatgrubclub.com/a-z-fruit-veg#.WXW5d4XTWaM

Eat seasonably The Eat Seasonably calendar shows what is in season throughout the year.

http://www.eatseasonably.co.uk/what-to-eat-now/calendar/

abc

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HEALTHY EATING AND NUTRITION RESOURCES

Fun, Food and Fitness A PSHE education and citizenship teaching resource – exploring the social aspects of food and physical activity. This resouce enables schools to effectively teach about health relating to food and fitness. It will support primary schools to address the issue of childhood obesity.

FREE RESOURCE for Islington schoolsContact [email protected] to order a copy, or for more information or support.

Islington Education Library Service

A library for early years settings, primary, secondary and special schools by subscription. The library also offers one-off loans. The Education Library stocks many books and artefacts including healthy eating resources, books, and posters and so on.

http://www.iels.org

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Core competences for children and young

people aged 5-16

A framework of skills and knowledge for children and young people aged 5 to 16 years; covers themes of diet (food and drink), consumer awareness, cooking (food preparation and handling skills), food safety and active lifestyles (physical activity).

The competences include essential knowledge and capabilities, progressing from one age phase to the next.

www.nutrition.org.uk/foodinschools/competences/competences.html

Food route – a journey through food

Includes a range of colourful age-appropriate resources which have been developed to:

• enable primary and secondary school pupils to develop skills and knowledge on diet and health, food safety, cooking (food preparation and handling), consumer awareness and active lifestyles;

• support independent self-study so pupils can learn and test their knowledge at their own speed.

http://www.foodafactoflife.org.uk/section.aspx?siteId=20&sectionId=124

Food a Fact of Life This educational website is suitable for use from the foundation stage through to Key Stage 4. It provides: • Advice, support and downloadable resources for teachers • Interactive learning activities for children, as well as activity and information sheets • Recipes and guidance for teaching practical food activities such as food preparation videos (including

bridge and claw, grating, peeling)• Downloadable learning activities supporting literacy and numeracy in the ‘learning with stories’ sectionhttp://www.foodafactoflife.org.uk

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British Heart Foundation

BHF produces some free resources to support teachers to teach pupils about healthy lifestyles - see their resources list for primary schools

https://www.bhf.org.uk/search/publications?keyword=schools

Artie Beat is a website designed to make learning about the heart fun. It includeshealthy food ideas and interactive educational games.

https://www.artiebeat.org.uk/

Comic Company (£) Comic Company has a range of health education resources aimed at schools using humour and colourful illustrations to deliver information and practical advice in a wide range of formats - leaflets, posters, stickers etc

http://www.comiccompany.co.uk

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FOOD HYGIENE AND SAFETY

e-bug e-Bug is a free educational resource about micro-organisms, the spread, prevention and treatment of infection. The site includes detailed lesson plans, worksheets and can be used during food safety week in June.

http://www.e-bug.eu

Germ watch Germ watch primary school teaching and learning materials are designed to help children, aged 5 – 11, learn more about good food hygiene practices through food preparation and cooking. The materials encourage learning about safe food handling through simple food preparation and cooking and incorporate the Food Standards Agency’s Food Competences.

http://www.food.gov.uk/sites/default/files/multimedia/pdfs/gwschool.pdf

Anaphylaxis campaign

The Anaphylaxis Campaign is a charity set up to meet the needs of the growing numbers of people at risk from severe allergic reactions (anaphylaxis) by providing information and support relating to foods and other triggers. There are specific pages for schools.

https://www.anaphylaxis.org.uk/schools/schools-help/

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COOKING SKILLS - CURRICULUM

Seafood Training Billingsgate Seafood College provides education about fish and promotes the health benefits of eating seafood through their free fish to food course for primary schools (reception to year 6). The programme provides an opportunity for pupils see and handle fish and also includes a demonstration of how fish can be prepared and cooked using simple cooking methods.

http://www.seafoodtraining.org/fish_to_food_course_billingsgate_for_primary_schools

Food teaching in primary schools:A framework of

knowledge and skills

This framework supports primary schools to implement the requirements of cooking and nutrition into the curriculum and provides information and guidance on how to support teachers to develop the necessary knowledge and skills to teach cooking and nutrition.

www.gov.uk/government/publications/food-teaching-in-primary-schools-knowledge-and-skills-framework

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COOKING SKILLS - CURRICULUM

Grain Chain Grain Chain is a curriculum linked education resource for teachers and parents to inform school-aged children about the story of grain-based food – from the farm to mill to plate. It contains tailored teaching materials, worksheets, videos, quizzes, recipes and activities about farming, milling and baking.

https://www.grainchain.com

Fish is the dish Fish can be an important way of learning about a wide variety of topics – not just cooking. The website has activities, recipes and six lesson plans with videos and downloadable material for teachers to use in the classroom.

http://www.fishisthedish.co.uk/education/teachers-and-schools

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RECIPES

Islington Healthy Schools ‘Get Cooking!’

recipe book

Islington Healthy Schools produced the ‘Get Cooking!’ recipe book to support teaching of cooking in schools. It contains a huge variety of healthy recipes for a wide range of abilities from Foundation Stage to KS3 as well as information about teaching cooking skills and healthy eating. All schools in Islington have received copies of the recipe book.

FREE RESOURCE for Islington schools

Contact [email protected] to order a digital copy, more information or support.

Cans in the classroom The site provides free education resources including posters, easy to make tasty recipes, fun classroom activities and homework challenges. The pack can either be ordered or downloaded.

http://www.cannedfood.co.uk/education/

Love food hate waste Website with great tips and recipes to reduce food waste. Factual information about the amount of food wasted in the UK.

http://www.lovefoodhatewaste.com

93

Appendix 7: Suggested recipes with cooking and nutrition skills for the Early Years

This table shows the cooking and nutrition skills that children in the Early Years should be learning. We have given some suggestions of recipes that help to develop these skills; showing which recipes develop which skills.

If, during nursery and reception, children learn to cook the six recipes in red they will have had the opportunity to practise all the cooking skills for the Early Years.

Teachers should try to plan their cooking and nutrition lessons and recipes used to ensure that all the cooking and nutrition skills are taught.

All the recipes are from Islington Healthy Schools’ Get Cooking Recipe Book.

Click below to open suggested recipes with cooking and nutrition skills for the Early Years (as an editable Word document)

‘EY Cooking and Nutrition Skills.docx’

94

Frui

t sal

ad 1

hat

Sard

ine

Dip

1 ha

t

Crea

m c

hees

e di

p 1

hat

Mor

occa

n ca

rrot

sal

ad,

1 ha

t

Jack

et p

otat

o 1h

at

Traffi

c lig

ht s

alad

1 h

at

Oat

s w

ith

fres

h fr

uit a

nd y

oghu

rt

1 ha

t

Brus

chet

ta w

ith

tom

ato

and

basi

l top

ping

1 h

at

Min

i pit

ta a

ppet

izer

s 1

hat

Salt

dou

gh (n

ot fo

r ea

ting

) 1 h

at

Early Years cooking skills


Count the quantity of food needed using whole numbers (eg 6 grapes, 2 carrots) √ √ √ √ √ √ √ √ √

Measure using a spoon √ √ √ √ √ √ √Food preparation

With close supervision, and physical guidance when necessary, use the bridge hold to cut soft foods using a table knife (eg strawberries) √ √ √ √

With close supervision and physical guidance, crush or mash cold food in a bowl (eg biscuits, sardines, bananas) √

Peel fruit using their hands √ √

Tear food to divide it (eg lettuce leaves, fresh herbs) √ √

Begin to drain away liquids from packaged food using a sieve or colander (eg tuna or sweet corn) √

95

Frui

t sal

ad 1

hat

Sard

ine

Dip

1 ha

t

Crea

m c

hees

e di

p 1

hat

Mor

occa

n ca

rrot

sal

ad,

1 ha

t

Jack

et p

otat

o 1h

atat

Traffi

c lig

ht s

alad

1 h

at

Oat

s w

ith

fres

h fr

uit a

nd y

oghu

rt

1 ha

t

Brus

chet

ta w

ith

tom

ato

and

basi

l top

ping

1 h

at

Min

i pit

ta a

ppet

izer

s 1

hat

Salt

dou

gh (n

ot fo

r ea

ting

) 1 h

at


Food preparation

Are able to use cutlery to eat a meal √ √ √ √ √ √ √ √ √

Use a table knife for spreading (eg butter on toast) √Mixing and combining

With help, sift and mix flour into a bowl √

Mix, stir and combine a small amount of cold ingredients in bowl (eg fruit salad) √ √ √ √ √ √ √


With help, use hands to shape dough into simple shapes (eg salt dough) √

With supervision, use biscuit cutters to cut shapes √

With help and supervision, put together cold ingredients √ √ √With help begin to start using a rolling pin √

96

Frui

t sal

ad 1

hat

Sard

ine

Dip

1 ha

t

Crea

m c

hees

e di

p 1

hat

Mor

occa

n ca

rrot

sal

ad,

1 ha

t

Jack

et p

otat

o 1h

at

Traffi

c lig

ht s

alad

1 h

at

Oat

s w

ith

fres

h fr

uit a

nd y

oghu

rt

1 ha

t

Brus

chet

ta w

ith

tom

ato

and

basi

l top

ping

1 h

at

Min

i pit

ta a

ppet

izer

s 1

hat

Salt

dou

gh (n

ot fo

r ea

ting

) 1 h

at

Cooking skills

Heating

Although children will not be cooking hot food. Children should understand how hot food is cooked safely by observing adults using the hob, oven, toaster and / or microwave

√ √ √

Be able to prepare food for baking with help such as greasing a baking tray putting cakes cases into a bun tray √


With physical guidance, spoon cold food on to a plate √ √ √ √ √ √

With help, sprinkle garnish on cold food (eg herbs, grated cheese) √ √

Frui

t sal

ad 1

hat

Sard

ine

Dip

1 ha

t

Crea

m c

hees

e di

p 1

hat

Mor

occa

n ca

rrot

sal

ad,

1 ha

t

Jack

et p

otat

o 1h

at

Traffi

c lig

ht s

alad

1 h

at

Oat

s w

ith

fres

h fr

uit a

nd y

oghu

rt

1 ha

t

Brus

chet

ta w

ith

tom

ato

and

basi

l top

ping

1 h

at

Min

i pit

ta a

ppet

izer

s 1

hat

Salt

dou

gh (n

ot fo

r ea

ting

) 1 h

at


Heating

Although children will not be cooking hot food. Children should understand how hot food is cooked safely by observing adults using the hob, oven, toaster an

√ √ √

Be able to prepare food for baking with help such as greasing a baking tray putting cakes cases into a bun tray √


With physical guidance, spoon cold food on to a plate √ √ √ √ √ √

With help, sprinkle garnish on cold food (eg herbs, grated cheese) √ √

97

Frui

t sal

ad 1

hat

Sard

ine

Dip

1 ha

t

Crea

m c

hees

e di

p 1

hat

Mor

occa

n ca

rrot

sal

ad,

1 ha

t

Jack

et p

otat

o 1h

atat

Traffi

c lig

ht s

alad

1 h

at

Oat

s w

ith

fres

h fr

uit a

nd y

oghu

rt

1 ha

t

Brus

chet

ta w

ith

tom

ato

and

basi

l top

ping

1 h

at

Min

i pit

ta a

ppet

izer

s 1

hat

Salt

dou

gh (n

ot fo

r ea

ting

) 1 h

at

Early Years cooking and nutrition skills

Healthy eating

Recognise that we all need to eat to grow and be healthy √ √ √ √ √ √ √ √ √Be aware that we need to eat more of some foods and less of others √ √ √ √ √ √ √ √With support are able to eat sociably with others √ √ √ √ √ √ √ √ √Recognise the importance of drinking water √ √ √ √ √ √ √ √ √Know the importance of brushing teeth twice a day √ √Consumer awareness

Know which animals or plants some foods come from (eg milk from cows and tomatoes from plants) √ √ √ √ √ √ √ √ √

Know that food can be grown or bought from shops √ √ √ √ √ √ √ √ √

Know some special foods that are eaten on special occasions √ √ √ √ √ √ √ √ √

98

Frui

t sal

ad 1

hat

Sard

ine

Dip

1 h

at

Crea

m c

hees

e di

p 1

hat

Mor

occa

n ca

rrot

sal

ad, 1

hat

Jack

et p

otat

o 1h

at

Traffi

c lig

ht s

alad

1 h

at

Oat

s w

ith

fres

h fr

uit a

nd y

oghu

rt

1 ha

t

Brus

chet

ta w

ith

tom

ato

and

basi

l top

ping

1 h

at

Min

i pit

ta a

ppet

izer

s 1

hat

Salt

dou

gh (n

ot fo

r ea

ting

) 1 h

at

Early Years cooking and nutrition skills


Understand that food that has been dropped on the floor, touched with dirty hands or has turned mouldy should not be eaten and can make people ill √ √ √ √ √ √ √ √ √

Understand that some foods need to be washed before they are safe to eat (eg fruits and vegetables) √ √ √ √ √ √ √

With help and supervision get ready to cook:• Tie back long hair• Wash and dry hands• Put on a clean apron

√ √ √ √ √ √ √ √ √ √

With help and supervision, take part in simple clearing up tasks such as clearing and cleaning tables √ √ √ √ √ √ √ √ √ √


Recognise some familiar ingredients (eg fruits) √ √ √ √ √ √ √ √ √Describe the taste of some familiar ingredients, using simple words (eg sweet, salty) √ √ √ √ √ √ √ √ √Identify foods that they like and dislike √ √ √ √ √ √ √ √ √Understand that recipes provide instructions on how to make food √ √ √ √ √ √ √ √ √ √

99

This table shows the cooking and nutrition skills that children at Key Stage 1 should be learning. We have given some suggestions of recipes that help to develop these skills; showing which recipes develop which skills. If, during Year 1 and Year 2, children learn to cook the six recipes in red they will have had the opportunity to practise all the cooking skills for Key Stage 1. Recipes labelled with (FFF) are referred to Islington Healthy Schools Fun, Food and Fitness teaching resource.



Appendix 7: Suggested recipes with cooking and nutrition skills for Key Stage 1

Click below to open suggested recipes with cooking and nutrition skills for Key Stage 1 (as an editable Word document)

‘KS1 Cooking and Nutrition Skills.docx’

100

Rock

bun

s 1

hat

Porr

idge

1 h

at (F

FF)

Qui

ck c

hees

e pi

zza

2 ha

ts

(hig

her

leve

l coo

king

ski

lls) (

FFF)

Mas

hed

pot

atoe

s 2

hats

Cinn

amon

toas

t cru

nch

1 ha

t

Gre

ek s

alad

1 h

at (F

FF)

Tzat

ziki

, 1 h

at (F

FF)

Cari

bbea

n re

d pe

pper

sal

sa 1

hat

Frui

t Keb

abs,

1 h

at (F

FF)

Swee

t muffi

ns 2

hat

s

Frui

t sm

ooth

ies,

2 h

ats

Spri

ng r

olls

2 h

ats

(hig

her

le

vel c

ooki

ng s

kills

) (FF

F)

Roas

t pot

atoe

s 1

hat

Seas

onal

app

le s

alad

1 h

at

Key Stage 1 cooking skills


Use measuring spoons for liquids, solids and dry ingredients √ √ √ √ √ √ √ √ √ √ √ √ √ √Food preparation

With close supervision, use the bridge hold to cut harder foods using a serrated vegetable knife (eg apple pieces) √ √ √ √ √ √

With close supervision, use the claw grip to cut soft foods using a serrated vegetable knife (eg tomato) √ √ √ √ √ √ √ √

With close supervision, mash cooked food (eg potatoes with a masher) √

With close supervision, peel soft vegetables, using a peeler (eg cucumber) √

With close supervision, cut food into evenly sized largish pieces (eg potatoes) √ √ √

With close supervision, and physical guidance if necessary, peel harder food (eg apple, potato) √ √

With close supervision, use a melon baller to core an apple √

101

Rock

bun

s 1

hat

Porr

idge

1 h

at (F

FF)

Qui

ck c

hees

e pi

zza

2 ha

ts

(hig

her

leve

l coo

king

ski

lls) (

FFF)

Mas

hed

pot

atoe

s 2

hats

Cinn

amon

toas

t cru

nch

1 ha

t

Gre

ek s

alad

1 h

at (F

FF)

Tzat

ziki

, 1 h

at (F

FF)

Cari

bbea

n re

d pe

pper

sal

sa 1

hat

Frui

t Keb

abs,

1 h

at (F

FF)

Swee

t muffi

ns 2

hat

s

Frui

t sm

ooth

ies,

2 h

ats

Spri

ng r

olls

2 h

ats

(hig

her

le

vel c

ooki

ng s

kills

) (FF

F)

Roas

t pot

atoe

s 1

hat

Seas

onal

app

le s

alad

1 h

at


Food preparation

With close supervision, grate soft food, using a grater (eg cheese) √ √ √Drain away liquids from packaged food using a sieve or colander (eg tuna or sweet corn) √

Use a lemon squeezer √ √ √Mixing and combining

Sift flour into bowl √ √ √Mix, stir and combine liquid and dry ingredients (eg muffins) √ √ √With help, use hands to rub fat into flour (eg rock buns) √ √With help, crack an egg and beat using a fork √ √ √Shaping and assemblingWith supervision, use a small table knife for spreading soft spreads on to bread √

Use hands to shape dough in to small balls or shapes √With help and supervision assemble and arrange cold ingredients (eg sandwich, fruit kebabs, bruschetta) √ √ √ √ √

Use a rolling pin to flatten and roll out dough √

102

Rock

bun

s 1

hat

Porr

idge

1 h

at (F

FF)

Qui

ck c

hees

e pi

zza

2 ha

ts

(hig

her

leve

l coo

king

ski

lls) (

FFF)

Mas

hed

pot

atoe

s 2

hats

Cinn

amon

toas

t cru

nch

1 ha

t

Gre

ek s

alad

1 h

at (F

FF)

Tzat

ziki

, 1 h

at (F

FF)

Cari

bbea

n re

d pe

pper

sal

sa 1

hat

Frui

t Keb

abs,

1 h

at (F

FF)

Swee

t muffi

ns 2

hat

s

Frui

t sm

ooth

ies,

2 h

ats

Spri

ng r

olls

2 h

ats

(hig

her

le

vel c

ooki

ng s

kills

) (FF

F)

Roas

t pot

atoe

s 1

hat

Seas

onal

app

le s

alad

1 h

at


Heating

Although children will not be cooking hot food, children should understand how hot food is cooked safely by observing adults using the hob, oven, toaster and / or microwave

√ √ √ √ √ √ √ √

Be able to prepare food for baking and frying such as greasing baking tins and adding oil to frying pans / saucepans √ √ √ √ √


With guidance use a tablespoon to serve cold food into bowls or plates √ √ √ √

With guidance pour or drizzle dressing on to salads √ √ √

Lightly sprinkle garnish on cold food (eg herbs, grated cheese) √ √ √ √

103

Rock

bun

s 1

hat

Porr

idge

1 h

at (F

FF)

Qui

ck c

hees

e pi

zza

2 ha

ts

(hig

her

leve

l coo

king

ski

lls) (

FFF)

Mas

hed

pot

atoe

s 2

hats

Cinn

amon

toas

t cru

nch

1 ha

t

Gre

ek s

alad

1 h

at (F

FF)

Tzat

ziki

, 1 h

at (F

FF)

Cari

bbea

n re

d pe

pper

sal

sa 1

hat

Frui

t Keb

abs,

1 h

at (F

FF)

Swee

t muffi

ns 2

hat

s

Frui

t sm

ooth

ies,

2 h

ats

Spri

ng r

olls

2 h

ats

(hig

her

le

vel c

ooki

ng s

kills

) (FF

F)

Roas

t pot

atoe

s 1

hat

Seas

onal

app

le s

alad

1 h

at

Key Stage 1 cooking and nutrition skills

Healthy eating

Understand that we all need a balanced diet to be healthy and active and need to eat more or less of different foods √ √ √ √ √ √ √ √ √ √ √ √ √ √

Are beginning to use the Eatwell Guide √ √ √ √ √ √ √ √ √ √ √ √ √ √Are able to eat sociably with others √ √ √ √ √ √ √ √ √ √ √ √ √ √Understand the importance of water and drinking water regularly √ √ √ √ √ √ √ √ √ √ √ √ √ √Understand the importance of regular meals and healthy snacks √ √ √ √ √ √ √ √ √ √ √ √Understand the types of food that can affect the health of teeth √ √ √ √ √ √ √Consumer awareness

Know that all food comes from plants or animals and can identify some foods from each group and understand how they are grown √ √ √ √ √ √ √ √ √ √ √ √ √ √

Aware that some food packaging has labels giving information √ √ √ √ √Know some of the influences on the food we eat (eg celebrations, preferences) √ √ √ √ √ √ √ √ √ √ √Understand the importance of not wasting food and know how to recycle packaging √ √ √ √ √ √ √ √ √ √ √ √ √ √

104

Rock

bun

s 1

hat

Porr

idge

1 h

at (F

FF)

Qui

ck c

hees

e pi

zza

2 ha

ts

(hig

her

leve

l coo

king

ski

lls) (

FFF)

Mas

hed

pot

atoe

s 2

hats

Cinn

amon

toas

t cru

nch

1 ha

t

Gre

ek s

alad

1 h

at (F

FF)

Tzat

ziki

, 1 h

at (F

FF)

Cari

bbea

n re

d pe

pper

sal

sa 1

hat

Frui

t Keb

abs,

1 h

at (F

FF)

Swee

t muffi

ns 2

hat

s

Frui

t sm

ooth

ies,

2 h

ats

Spri

ng r

olls

2 h

ats

(hig

her

le

vel c

ooki

ng s

kills

) (FF

F)

Roas

t pot

atoe

s 1

hat

Seas

onal

app

le s

alad

1 h

at

Key Stage 1 cooking and nutrition skills


Can follow basic food safety rules when preparing and cooking food √ √ √ √ √ √ √ √ √ √ √ √ √ √With supervision take part in simple clearing up tasks such as clearing and cleaning tables, collecting and disposing of rubbish, sweeping the floor

√ √ √ √ √ √ √ √ √ √ √ √ √ √

With supervision get ready to cook:• Tie back long hair• Wash and dry hands• Put on a clean apron

√ √ √ √ √ √ √ √ √ √ √ √ √ √

Understand how everyday foods are stored differently to ensure they are safe to eat (eg fridge or freezer) √ √ √ √ √ √ √ √ √ √


Recognise a range of familiar ingredients (eg vegetables, dairy, eggs) √ √ √ √ √ √ √ √ √ √ √ √ √Describe the taste of a range of ingredients √ √ √ √ √ √ √ √ √ √ √ √ √ √Identify what they like and dislike about the food they have cooked and how to improve its taste √ √ √ √ √ √ √ √ √ √ √ √ √ √Follow simple recipe instructions, either in simple sentences or using pictures √ √ √ √ √ √ √ √ √ √ √ √ √ √

105

This table shows the cooking and nutrition skills that children at lower Key Stage 2 should be learning. We have given some suggestions of recipes that help to develop these skills; showing which recipes develop which skills. If, during Year 3 and Year 4, children learn to cook the six recipes in red they will have had the opportunity to practise all the cooking skills for Lower Key Stage 2. Recipes labelled with (FFF) are referred to Islington Healthy Schools Fun, Food and Fitness teaching resource.



Appendix 7: Suggested recipes with cooking and nutrition skills for Lower Key Stage 2

Click below to open suggested recipes with cooking and nutrition skills for Lower Key Stage 2 (as an editable Word document)

‘Lower KS2 Cooking and Nutrition Skills.docx’

106

Mue

sli 2

hat

s

Cous

cous

wit

h fr

uit a

nd v

eggi

es

1 ha

t

Lent

il so

up 2

hat

s

Fish

cak

es (n

ew r

ecip

e) 2

hat

s

Past

a sa

lad

2 ha

ts

Afri

can

vege

tabl

e st

ew

2 ha

ts (F

FF)

Chill

i bre

ad 2

hat

s (F

FF)

Carr

ot a

nd b

anan

a m

uffins

2

hats

(FFF

)

Scon

es 2

hat

s (F

FF)

Stuff

ed b

aked

app

les

2

hats

(FFF

)

Qui

ck b

read

rol

ls 2

hat

s (F

FF)

Spic

y ov

en c

hips

2 h

ats

Pea

and

pota

to c

urry

2 h

ats

Turk

ish

apri

cots

2 h

ats

(FFF

)

Sala

d N

icoi

se 2

hat

s

Appl

e cr

umbl

e 2

hats

Bana

na a

nd d

ate

brea

d 2

hats

(FFF

)

Scra

mbl

ed e

ggs

2 h

ats

(FFF

)

Yogh

urt a

nd b

anan

a bi

scui

ts

(new

rec

ipe)

2 h

ats

Lower Key Stage 2 cooking skills


Begin to use a jug to measure liquids √ √ √ √ √ √ √ √Begin to use digital weighing scales √ √ √ √ √ √ √ √ √ √ √ √ √ √ √Food preparationWith supervision, begin to use the claw grip to cut harder foods using a serrated vegetable knife (eg carrot)

√ √ √ √ √ √ √

With supervision, begin to use both the bridge hold and claw grip to cut the same food using a serrated vegetable knife (eg onion)

√ √ √ √ √ √ √ √ √ √ √ √ √ √

With supervision, use a masher to mash hot food to a fairly smooth texture √ √With supervision, begin to peel harder food (eg apple, potato) √ √ √ √ √ √With supervision, cut foods into evenly sized strips or cubes (eg peppers, cheese) √ √ √ √ √ √ √With supervision, crush garlic using a garlic press √ √ √With supervision, grate harder food using a grater (eg apples, carrots) √ √ √ √

107

Mue

sli 2

hat

s

Cous

cous

wit

h fr

uit a

nd v

eggi

es

1 ha

t

Lent

il so

up 2

hat

s

Fish

cak

es (n

ew r

ecip

e) 2

hat

s

Past

a sa

lad

2 ha

ts

Afri

can

vege

tabl

e st

ew

2 ha

ts (F

FF)

Chill

i bre

ad 2

hat

s (F

FF)

Carr

ot a

nd b

anan

a m

uffins

2

hats

(FFF

)

Scon

es 2

hat

s (F

FF)

Stuff

ed b

aked

app

les

2

hats

(FFF

)

Qui

ck b

read

rol

ls 2

hat

s (F

FF)

Spic

y ov

en c

hips

2 h

ats

Pea

and

pota

to c

urry

2 h

ats

Turk

ish

apri

cots

2 h

ats

(FFF

)

Sala

d N

icoi

se 2

hat

s

Appl

e cr

umbl

e 2

hats

Bana

na a

nd d

ate

brea

d 2

hats

(FFF

)

Scra

mbl

ed e

ggs

2 h

ats

(FFF

)

Yogh

urt a

nd b

anan

a bi

scui

ts

(new

rec

ipe)

2 h

ats


Mixing and combiningCombine using a sieve, flour, raising agents and spices together in to a bowl √ √ √ √ √ √Crack an egg and beat with balloon whisk √ √ √ √Mix, stir and combine wet and dry ingredients uniformly (eg to form a dough) √ √ √ √ √ √Use hands to rub fat into flour (eg scones, apple crumble) √ √Cream fat and sugar together using a mixing spoon √Shaping and assemblingKnead and shape dough into aesthetically pleasing products √Use a rolling pin to flatten and roll out dough to specific thickness (eg scones) √ √ √Use biscuit cutters accurately √ √Assemble and arrange ingredients for simple dishes (eg apple crumble, scrambled eggs on toast)

√ √

108

Mue

sli 2

hat

s

Cous

cous

wit

h fr

uit a

nd v

eggi

es

1 ha

t

Lent

il so

up 2

hat

s

Fish

cak

es (n

ew r

ecip

e) 2

hat

s

Past

a sa

lad

2 ha

ts

Afri

can

vege

tabl

e st

ew

2 ha

ts (F

FF)

Chill

i bre

ad 2

hat

s (F

FF)

Carr

ot a

nd b

anan

a m

uffins

2

hats

(FFF

)

Scon

es 2

hat

s (F

FF)

Stuff

ed b

aked

app

les

2

hats

(FFF

)

Qui

ck b

read

rol

ls 2

hat

s (F

FF)

Spic

y ov

en c

hips

2 h

ats

Pea

and

pota

to c

urry

2 h

ats

Turk

ish

apri

cots

2 h

ats

(FFF

)

Sala

d N

icoi

se 2

hat

s

Appl

e cr

umbl

e 2

hats

Bana

na a

nd d

ate

brea

d 2

hats

(FFF

)

Scra

mbl

ed e

ggs

2 h

ats

(FFF

)

Yogh

urt a

nd b

anan

a bi

scui

ts

(new

rec

ipe)

2 h

ats


Shaping and assemblingCoat food with ingredients such as beaten egg and breadcrumbs for fish cakes √Independently spread ingredients accurately onto foods √ √

Heating

With help and supervision, begin to use a toaster or microwave ( eg scrambled eggs) √ √With very close supervision, and physical guidance when necessary, handle hot food safely; once adults have removed food from the hob or oven

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Although pupils will not be cooking food on the hob or in the oven pupils should understand how to use them safely by observing adults cooking on the hob and putting in and removing food from the oven

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Use oven gloves and a fish slice to remove food (eg scones) from the baking tray

√ √ √ √ √ √ √

109

Mue

sli 2

hat

s

Cous

cous

wit

h fr

uit a

nd v

eggi

es

1 ha

t

Lent

il so

up 2

hat

s

Fish

cak

es (n

ew r

ecip

e) 2

hat

s

Past

a sa

lad

2 ha

ts

Afri

can

vege

tabl

e st

ew

2 ha

ts (F

FF)

Chill

i bre

ad 2

hat

s (F

FF)

Carr

ot a

nd b

anan

a m

uffins

2

hats

(FFF

)

Scon

es 2

hat

s (F

FF)

Stuff

ed b

aked

app

les

2

hats

(FFF

)

Qui

ck b

read

rol

ls 2

hat

s (F

FF)

Spic

y ov

en c

hips

2 h

ats

Pea

and

pota

to c

urry

2 h

ats

Turk

ish

apri

cots

2 h

ats

(FFF

)

Sala

d N

icoi

se 2

hat

s

Appl

e cr

umbl

e 2

hats

Bana

na a

nd d

ate

brea

d 2

hats

(FFF

)

Scra

mbl

ed e

ggs

2 h

ats

(FFF

)

Yogh

urt a

nd b

anan

a bi

scui

ts

(new

rec

ipe)

2 h

ats


Serving and garnishingBegin to recognise appropriate ingredients to garnish hot and cold food √ √ √With supervision, sprinkle garnish on hot dishes (eg grated cheese on pasta) √ √With help and supervision, use spoons or jugs to serve equal portions of food or drinks in to cups, plates or bowls

√ √ √ √ √ √ √ √

Begin to understand appropriate portion sizes when serving food √ √ √ √ √ √ √ √ √ √ √ √ √Begin to understand what types of food can be served together to make a balanced meal

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √

110

Mue

sli 2

hat

s

Cous

cous

wit

h fr

uit a

nd v

eggi

es

1 ha

t

Lent

il so

up 2

hat

s

Fish

cak

es (n

ew r

ecip

e) 2

hat

s

Past

a sa

lad

2 ha

ts

Afri

can

vege

tabl

e st

ew

2 ha

ts (F

FF)

Chill

i bre

ad 2

hat

s (F

FF)

Carr

ot a

nd b

anan

a m

uffins

2

hats

(FFF

)

Scon

es 2

hat

s (F

FF)

Stuff

ed b

aked

app

les

2

hats

(FFF

)

Qui

ck b

read

rol

ls 2

hat

s (F

FF)

Spic

y ov

en c

hips

2 h

ats

Pea

and

pota

to c

urry

2 h

ats

Turk

ish

apri

cots

2 h

ats

(FFF

)

Sala

d N

icoi

se 2

hat

s

Appl

e cr

umbl

e 2

hats

Bana

na a

nd d

ate

brea

d 2

hats

(FFF

)

Scra

mbl

ed e

ggs

2 h

ats

(FFF

)

Yogh

urt a

nd b

anan

a bi

scui

ts

(new

rec

ipe)

2 h

ats

Lower Key Stage 2 cooking and nutrition skills

Healthy eatingUnderstand what makes a healthy and balanced diet, and that different foods and drinks provide different substances that the body needs to be healthy and active

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Are able to use the Eatwell Guide √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √Understand the value of eating sociably √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √Understand the importance of keeping hydrated √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √Begin to understand appropriate portion sizes for regular meals and healthy snacks

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Know the importance of a healthy breakfast √ √ √

Understand how to keep teeth healthy √ √ √ √ √ √ √ √ √

111

Mue

sli 2

hat

s

Cous

cous

wit

h fr

uit a

nd v

eggi

es

1 ha

t

Lent

il so

up 2

hat

s

Fish

cak

es (n

ew r

ecip

e) 2

hat

s

Past

a sa

lad

2 ha

ts

Afri

can

vege

tabl

e st

ew

2 ha

ts (F

FF)

Chill

i bre

ad 2

hat

s (F

FF)

Carr

ot a

nd b

anan

a m

uffins

2

hats

(FFF

)

Scon

es 2

hat

s (F

FF)

Stuff

ed b

aked

app

les

2

hats

(FFF

)

Qui

ck b

read

rol

ls 2

hat

s (F

FF)

Spic

y ov

en c

hips

2 h

ats

Pea

and

pota

to c

urry

2 h

ats

Turk

ish

apri

cots

2 h

ats

(FFF

)

Sala

d N

icoi

se 2

hat

s

Appl

e cr

umbl

e 2

hats

Bana

na a

nd d

ate

brea

d 2

hats

(FFF

)

Scra

mbl

ed e

ggs

2 h

ats

(FFF

)

Yogh

urt a

nd b

anan

a bi

scui

ts

(new

rec

ipe)

2 h

ats


Consumer awarenessUnderstand that food is caught or farmed and changed to make it safe and palatable / tasty to eat

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Understand that people have different views on how food is produced and that this influences the food they buy

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Begin to be able to read and understand food labels √ √ √ √ √ √ √ √ √ √ √Understand that there are a variety of influences on the food we choose to eat (eg who we are with, season, cost, health, occasion)

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Know the importance of, and be able to, recycle food-related waste √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √


Know and can follow basic food safety rules √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √Understand how bacteria in food can cause food poisoning or food to go mouldy

√ √ √ √ √ √ √ √ √ √ √ √ √ √

112

Mue

sli 2

hat

s

Cous

cous

wit

h fr

uit a

nd v

eggi

es

1 ha

t

Lent

il so

up 2

hat

s

Fish

cak

es (n

ew r

ecip

e) 2

hat

s

Past

a sa

lad

2 ha

ts

Afri

can

vege

tabl

e st

ew

2 ha

ts (F

FF)

Chill

i bre

ad 2

hat

s (F

FF)

Carr

ot a

nd b

anan

a m

uffins

2

hats

(FFF

)

Scon

es 2

hat

s (F

FF)

Stuff

ed b

aked

app

les

2

hats

(FFF

)

Qui

ck b

read

rol

ls 2

hat

s (F

FF)

Spic

y ov

en c

hips

2 h

ats

Pea

and

pota

to c

urry

2 h

ats

Turk

ish

apri

cots

2 h

ats

(FFF

)

Sala

d N

icoi

se 2

hat

s

Appl

e cr

umbl

e 2

hats

Bana

na a

nd d

ate

brea

d 2

hats

(FFF

)

Scra

mbl

ed e

ggs

2 h

ats

(FFF

)

Yogh

urt a

nd b

anan

a bi

scui

ts

(new

rec

ipe)

2 h

ats


Food safety and hygieneKnow how to get ready to cook:• Tie back long hair• Wash and dry hands• Put on a clean apron• Remove jewellery and nail varnish

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

With guidance follow procedures for clearing up such as washing and drying utensils, clearing and cleaning tables, sweeping the floor, disposing of rubbish, putting equipment away

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Understand how a variety of foods are stored differently to ensure they are safe to eat (eg fridge or freezer)

√ √ √ √ √ √ √ √ √ √ √ √

Recipes and ingredientsRecognise and name a broad range of ingredients (eg cereals, meat, fish) √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √Use simple food descriptors relating to flavour, texture and appearance √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √Know where and how a variety of ingredients are grown √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

113

Mue

sli 2

hat

s

Cous

cous

wit

h fr

uit a

nd v

eggi

es

1 ha

t

Lent

il so

up 2

hat

s

Fish

cak

es (n

ew r

ecip

e) 2

hat

s

Past

a sa

lad

2 ha

ts

Afri

can

vege

tabl

e st

ew

2 ha

ts (F

FF)

Chill

i bre

ad 2

hat

s (F

FF)

Carr

ot a

nd b

anan

a m

uffins

2

hats

(FFF

)

Scon

es 2

hat

s (F

FF)

Stuff

ed b

aked

app

les

2

hats

(FFF

)

Qui

ck b

read

rol

ls 2

hat

s (F

FF)

Spic

y ov

en c

hips

2 h

ats

Pea

and

pota

to c

urry

2 h

ats

Turk

ish

apri

cots

2 h

ats

(FFF

)

Sala

d N

icoi

se 2

hat

s

Appl

e cr

umbl

e 2

hats

Bana

na a

nd d

ate

brea

d 2

hats

(FFF

)

Scra

mbl

ed e

ggs

2 h

ats

(FFF

)

Yogh

urt a

nd b

anan

a bi

scui

ts

(new

rec

ipe)

2 h

ats



Identify what they would do differently next time to improve what they have made

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Read and follow a simple recipe √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

114

115

This table shows the cooking and nutrition skills that children at Upper Key Stage 2 should be learning. We have given some suggestions of recipes that help to develop these skills; showing which recipes develop which skills.

If, during Year 5 and Year 6, children learn to cook six recipes in red they will have had the opportunity to practice all the cooking skills for upper Key Stage 2. Recipes labelled with (FFF) are referred to Islington Healthy Schools Fun, Food and Fitness teaching resource



Appendix 7: Suggested recipes with cooking and nutrition skills for Upper Key Stage 2

Click below to open suggested recipes with cooking and nutrition skills for Upper Key Stage 2 (as an editable Word document)

‘Upper KS2 Cooking and Nutrition Skills.docx’

116

Bake

d En

glis

h br

eakf

ast

2 ha

ts (F

FF)

Tom

ato

and

carr

ot s

oup

2

hats

(FFF

)

Red

bean

bur

gers

2 h

ats

(FFF

)

Fish

cur

ry 2

hat

s

Spag

hett

i Bol

ogne

se 2

hat

s

Shep

herd

’s p

ie 3

hat

s

Rata

toui

lle 2

hat

s (F

FF)

Fala

fel 2

hat

s

Beef

bur

gers

2 h

ats

(FFF

)

Wel

sh c

akes

2 h

ats

Foca

ccia

bre

ad 2

hat

s

Cari

bbea

n fr

uit s

alad

2 h

ats

Pizz

a 2

hats

Corn

brea

d m

uffins

2 h

ats

Appl

e sp

onge

pud

ding

2 h

ats

Chee

se s

traw

s 2

hat

s

Spic

y Ve

ggie

pas

ta

(new

rec

ipe)

2 h

ats

Upper Key Stage 2 cooking skills


Accurately use a jug to measure liquids √ √ √ √ √ √Accurately use weighing scales √ √ √ √ √ √ √ √ √Food preparationWith supervision, confidently use both the bridge hold and claw grip to cut the same food using a serrated vegetable knife (eg onion)

√ √ √ √ √ √ √ √ √ √ √ √ √

With supervision, confidently peel harder food using a peeler (eg apple, potato) √ √ √ √ √ √With supervision, dice foods and cut them into evenly sized, fine pieces (eg garlic, vegetable batons, herbs) √ √ √ √ √ √ √ √ √ √ √With supervision, finely grate foods (eg zest, parmesan cheese) √ √ √ √ √

With support, use a can opener and open ring-pull tins √ √ √ √ √ √ √With supervision, confidently use the claw grip to cut harder foods using a serrated vegetable knife (eg carrot)

√ √ √ √ √ √ √ √ √ √ √

117

Bake

d En

glis

h br

eakf

ast

2 ha

ts (F

FF)

Tom

ato

and

carr

ot s

oup

2

hats

(FFF

)

Red

bean

bur

gers

2 h

ats

(FFF

)

Fish

cur

ry 2

hat

s

Spag

hett

i Bol

ogne

se 2

hat

s

Shep

herd

’s p

ie 3

hat

s

Rata

toui

lle 2

hat

s (F

FF)

Fala

fel 2

hat

s

Beef

bur

gers

2 h

ats

(FFF

)

Wel

sh c

akes

2 h

ats

Foca

ccia

bre

ad 2

hat

s

Cari

bbea

n fr

uit s

alad

2 h

ats

Pizz

a 2

hats

Corn

brea

d m

uffins

2 h

ats

Appl

e sp

onge

pud

ding

2 h

ats

Chee

se s

traw

s 2

hat

s

Spic

y Ve

ggie

pas

ta

(new

rec

ipe)

2 h

ats



Sieve wet and dry ingredients with precision √ √ √ √ √ √Confidently crack an egg √ √ √ √ √ √ √With help, begin to separate eggs √Use finger tips to rub fat into flour to make fine ‘bread crumbs’ (eg cheese straws) √ √With supervision, whisk using an electric hand mixer (eg eggs) √With supervision, cream fat and sugar together using an electric hand mixer √With supervision, use a food processor or electric hand blender to mash, blend or puree hard ingredients or hot food (eg chickpeas for hummus or vegetables for soup)

√ √ √

Shaping and assemblingUse hands to shape mixtures in to evenly sized pieces (eg burgers) √ √ √Use a rolling pin to roll out dough to an accurate size and thickness (eg pizza) √ √ √ √

118

Bake

d En

glis

h br

eakf

ast

2 ha

ts (F

FF)

Tom

ato

and

carr

ot s

oup

2

hats

(FFF

)

Red

bean

bur

gers

2 h

ats

(FFF

)

Fish

cur

ry 2

hat

s

Spag

hett

i Bol

ogne

se 2

hat

s

Shep

herd

’s p

ie 3

hat

s

Rata

toui

lle 2

hat

s (F

FF)

Fala

fel 2

hat

s

Beef

bur

gers

2 h

ats

(FFF

)

Wel

sh c

akes

2 h

ats

Foca

ccia

bre

ad 2

hat

s

Cari

bbea

n fr

uit s

alad

2 h

ats

Pizz

a 2

hats

Corn

brea

d m

uffins

2 h

ats

Appl

e sp

onge

pud

ding

2 h

ats

Chee

se s

traw

s 2

hat

s

Spic

y Ve

ggie

pas

ta

(new

rec

ipe)

2 h

ats


Shaping and assemblingAssemble, arrange and layer more advanced dishes, (eg apple sponge pudding, shepherd’s pie) √ √

Spread food evenly with a coating, glaze or sauce √HeatingWith help and supervision, begin to use the hob or electric saucepan (wok or stock pot) to cook simple dishes (eg burgers, soup)

√ √ √ √ √ √ √ √ √

Although pupils will not be putting in or removing food from the grill or oven they should understand how to use the grill and oven safely by observing adults

√ √ √ √ √ √ √ √

With supervision, handle hot food safely, using oven gloves to carefully remove cooked food with a fish slice from a baking tray on to a cooling rack

√ √ √ √ √ √ √ √

119

Bake

d En

glis

h br

eakf

ast

2 ha

ts (F

FF)

Tom

ato

and

carr

ot s

oup

2

hats

(FFF

)

Red

bean

bur

gers

2 h

ats

(FFF

)

Fish

cur

ry 2

hat

s

Spag

hett

i Bol

ogne

se 2

hat

s

Shep

herd

’s p

ie 3

hat

s

Rata

toui

lle 2

hat

s (F

FF)

Fala

fel 2

hat

s

Beef

bur

gers

2 h

ats

(FFF

)

Wel

sh c

akes

2 h

ats

Foca

ccia

bre

ad 2

hat

s

Cari

bbea

n fr

uit s

alad

2 h

ats

Pizz

a 2

hats

Corn

brea

d m

uffins

2 h

ats

Appl

e sp

onge

pud

ding

2 h

ats

Chee

se s

traw

s 2

hat

s

Spic

y Ve

ggie

pas

ta

(new

rec

ipe)

2 h

ats


Serving and garnishingBe able to choose appropriate ingredients to garnish hot and cold dishes √ √ √ √ √ √ √ √With supervision be able to use a spoon, ladle or jug to serve hot liquids (eg soup) √ √Cut food into equal sized portions for the number being served (eg slicing pizza into eighths) √ √ √ √Understand appropriate portion sizes when serving food √ √ √ √ √ √ √ √ √ √ √Are able to plan and serve their own breakfast and a simple balanced cooked meal (eg pizza and salad, soup and bread rolls)

√ √ √ √ √ √ √ √ √ √ √ √ √

120

Bake

d En

glis

h br

eakf

ast

2 ha

ts (F

FF)

Tom

ato

and

carr

ot s

oup

2

hats

(FFF

)

Red

bean

bur

gers

2 h

ats

(FFF

)

Fish

cur

ry 2

hat

s

Spag

hett

i Bol

ogne

se 2

hat

s

Shep

herd

’s p

ie 3

hat

s

Rata

toui

lle 2

hat

s (F

FF)

Fala

fel 2

hat

s

Beef

bur

gers

2 h

ats

(FFF

)

Wel

sh c

akes

2 h

ats

Foca

ccia

bre

ad 2

hat

s

Cari

bbea

n fr

uit s

alad

2 h

ats

Pizz

a 2

hats

Corn

brea

d m

uffins

2 h

ats

Appl

e sp

onge

pud

ding

2 h

ats

Chee

se s

traw

s 2

hat

s

Spic

y Ve

ggie

pas

ta

(new

rec

ipe)

2 h

ats

Upper Key Stage 2 cooking and nutrition skills

Healthy eatingAre able to make food choices taking in to consideration the Eatwell Guide √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √Understand the main food groups and the different nutrients that are important for health √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √Know appropriate portion sizes and the importance of not skipping meals, including breakfast √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √Consumer awarenessUnderstand some of the basic processes to get food from farm to plate √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √Understand some of the ethical dilemmas associated with the food people choose to buy √ √ √ √ √ √ √ √ √ √Are able to use information on food labels to inform choice √ √ √ √ √ √ √Understand social influences on the food we choose to eat (eg media, peer pressure, ethics) √ √ √ √ √ √ √ √ √ √ √ √ √ √

121

Bake

d En

glis

h br

eakf

ast

2 ha

ts (F

FF)

Tom

ato

and

carr

ot s

oup

2

hats

(FFF

)

Red

bean

bur

gers

2 h

ats

(FFF

)

Fish

cur

ry 2

hat

s

Spag

hett

i Bol

ogne

se 2

hat

s

Shep

herd

’s p

ie 3

hat

s

Rata

toui

lle 2

hat

s (F

FF)

Fala

fel 2

hat

s

Beef

bur

gers

2 h

ats

(FFF

)

Wel

sh c

akes

2 h

ats

Foca

ccia

bre

ad 2

hat

s

Cari

bbea

n fr

uit s

alad

2 h

ats

Pizz

a 2

hats

Corn

brea

d m

uffins

2 h

ats

Appl

e sp

onge

pud

ding

2 h

ats

Chee

se s

traw

s 2

hat

s

Spic

y Ve

ggie

pas

ta

(new

rec

ipe)

2 h

ats


Food safety and hygieneAre able to independently get ready to cook:



• Wear a clean apron

• Remove jewellery and nail varnish

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Demonstrate good food safety practices when getting ready to store, prepare and cook food (eg keep raw meats away from other food)

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Know, and can follow, food safety rules and understand their purpose √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

Can independently follow procedures for clearing up √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

122

Bake

d En

glis

h br

eakf

ast

2 ha

ts (F

FF)

Tom

ato

and

carr

ot s

oup

2

hats

(FFF

)

Red

bean

bur

gers

2 h

ats

(FFF

)

Fish

cur

ry 2

hat

s

Spag

hett

i Bol

ogne

se 2

hat

s

Shep

herd

’s p

ie 3

hat

s

Rata

toui

lle 2

hat

s (F

FF)

Fala

fel 2

hat

s

Beef

bur

gers

2 h

ats

(FFF

)

Wel

sh c

akes

2 h

ats

Foca

ccia

bre

ad 2

hat

s

Cari

bbea

n fr

uit s

alad

2 h

ats

Pizz

a 2

hats

Corn

brea

d m

uffins

2 h

ats

Appl

e sp

onge

pud

ding

2 h

ats

Chee

se s

traw

s 2

hat

s

Spic

y Ve

ggie

pas

ta

(new

rec

ipe)

2 h

ats


Recipes and ingredientsKnow an extensive range of ingredients and how these are grown (eg beans, pulses, tropical fruits, vegetables)

√ √ √ √ √ √ √ √ √ √ √ √

Identify how they would change the recipe to improve the food they have made √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √Use a range of food descriptors relating to smell, flavour, texture and appearance √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √Compare different versions of the same dish and identify how they would change the recipe next time √ √ √ √ √ √ √ √ √ √ √ √ √

Confidently read and follow a recipe √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √

123

Appendix 8: Sample lesson plans and cooking assessment sheets

These lesson plans are very detailed to support teachers who have little or no experience of teaching cooking skills. They enable teachers new to teaching cooking and nutrition to understand how to structure a practical lesson.

Cooking skills assessment sheets We have also included cooking skills assessment sheets for Key Stage 1 and 2 (see below).

Teachers will need to have spent time developing pupils’ food and cooking vocabulary and sensory food description to support self-assessment in cooking and nutrition lessons.

Click below to open cooking skills assessment sheets for Key Stage 1 and 2 (as editable Word documents)

‘My Cooking Assessment KS1.docx’

‘My Cooking Assessment KS2.docx’

124

Sample lesson plan 1

Key Stage 1: Getting ready to cook (Tzatziki)

Grouping: Whole class working in groups of four (with a teacher, one teaching assistant and two adult volunteers).

Learning intention• To learn simple cooking skills to a prepare a vegetable dip

(tzatziki)

Learning outcomes Pupils:• Can follow basic food safety rules when preparing and

cooking food• Can use measuring spoons for liquids, solids and dry

ingredients• Can use the claw grip to cut food• Can recognise a range of familiar ingredients• Understand that we all need a balanced diet to be healthy

and active and we need to eat more or less of different foods

Cross-curricular linksGeog: Mediterranean food / ingredients

Prior learningPupils may have: • Seen, learnt about and/or handled familiar vegetables • Listened to stories about vegetables• An awareness of food hygiene from experience of working

with food in the Early Years and at home

Timing: 110 minutes (slightly longer than 90 minutes as this is designed to be the first ever cooking lesson, therefore more needs to be covered)

125

Before the lesson

Advance preparation Organisation and setting up

Buy ingredients: • Enough for the whole class (6 x recipe)

Check cooking equipment: • Enough for the whole class working in groups of four.

Ensure there are two washing up bowls for handwashing (if there is no access to toilets or separate hand-washing sink) and separate bowls for washing up x 4

Teaching resources: • Get teaching materials ready:

15 laminated copies of Tzatziki recipe; 1 x safety and hygiene rules poster; laminated cutting techniques; hygiene activity sheets - downloadable from the Food a Fact of Life website

• Read through ‘Getting Ready to Cook’ PowerPoint from the Food a Fact of Life website (see Appendix 6 for resources)

Advance food preparation: • Cut the lemons in half - put in small bowls• Pre-cut the cucumber, pitta bread, peppers, carrots in to

medium size pieces

Risk assessment: • Complete a risk assessment, including ensuring food

allergies are known• Ensure food safety and kitchen safety rules are clearly

displayed

Organise the room: • Put plastic cloths on the tables and / or wipe the tables with

anti–bacterial kitchen spray - re-arrange tables if necessary to make it easier and safer for group work

• Set up seven sets of equipment on trays (one for each group) - groups will have share the lemon squeezers

• Organise ‘getting ready to cook’ PowerPoint from the Food a Fact of Life website on whiteboard

• Fill two washing up bowls with hot soapy water for pupils to wash their hands (if no access to toilets or separate hand washing sink) and paper towels for drying hands

126

The lessonWarm up/introductory activity: (15 minutes)

l Introduce the lesson and learning intentions and explain that pupils will be learning how to get ready to cook and the skills to prepare a dip

l Go through the expectations about cooking in a classroom, highlight safety and hygiene rules, stick the rules on the board

l Question? Now that we understand the rules, what do we need to do to get ready to cook? Ask one pupil to come to the

front and model someone who is ready to cook: - Long hair tied back- Hands washed- Aprons on- Jewellery / watches removed

Go through this using the Getting Ready To Cook PowerPoint(http://www.foodafactoflife.org.uk)

Demonstration – how to to cut fruit and vegetables and how to safely use the peeler and grater (15 mins)

Teacher demonstrates the claw grip using a sharp knife to cut fruit and vegetables and how to safely use the peeler and grater. l Briefly go through the recipe teachers could also describe the

dip and explain the countries it is mostly eaten: Greece, Turkey. l Highlight links to healthy eating, eg eating variety of fruit and

vegetables – 5 a day, understanding what is a healthy snackl Highlight food safety expectations – they will need to wash the

cucumber and mint before use, hold the knife safely and put peelings and waste into a bowl.

l Explain that you will be showing them two safe ways of using a knife – these are called the bridge hold and the claw grip:- Use a piece of the cucumber to demonstrate the bridge hold.

Cut in half lengthwise then show them how to scoop out the

seeds with a spoon- Demonstrate how to peel the cucumber using a peeler - Demonstrate how to chop the cucumber in to small chunks

using the claw grip.- Demonstrate how cut the lemon in half using the bridge

hold technique and show them how to use a lemon squeezer to remove juice from a lemon.

- Show the pupils how to prepare the mint by tearing up the mint leaves in to small pieces

l Check that the pupils understand the cutting and peeling and other food preparation techniques. If not, go over it again and support them at their tables.

Get pupils ready to cook one table at a time: ties back long hair, washes hands, puts on clean aprons

127

l Adults ask the pupils what they like / dislike about the dip; what techniques could they do differently next time?

l What were the two cutting techniques you learnt today? Describe them; how did you keep yourself safe when using the knife?

l What other foods could you serve with the dip?

l What other healthy snacks could you eat?

Main activity: (35 minutes) Pupils make the tzatziki dip. Each table will be given a tray with a recipe, equipment and ingredients. Teacher and teaching assistants / adult helpers circulate and supervise pupils during the activity and take photos if possible.

Clearing up: (15 minutes) Pupils are assigned various jobs by the teacher such as; clearing tables, collecting rubbish and stacking up dirty equipment neatly on the table. The teaching assistant and adult helpers collect equipment and choose six pupils to assist with washing and drying up.

Plenary/closing activity: (5 minutes)

l Naming and finding out the function of basic cooking equipment: chopping boards, grater, measuring spoons, jugs, bowl

l Exploring how to store food safely and writing a checklist using key words

l Pupils could also complete My Cooking Skills assessment sheet (KS1)

Additional/follow up activities:

l Adults go to each table and give each pupil a small plastic cup or bowl and help pupils to serve a little of the dip they have made in each cup/bowl.

Pupils will also be given some accompaniments to eat with the dip, strips of pitta bread slices of pepper and carrot

128

Learning intention• To learn cooking skills to a prepare and make a smart snack

- spring rolls

Learning outcomes Pupils:• Understand the importance of regular meals and healthy

snacks• Follow basic food safety rules when preparing food• Follow simple recipe instructions• Cut, chop, peel and grate vegetables safely• Measure ingredients using measuring spoons• Know some influences on the food we eat

(eg celebrations, preference)

Cross curricular linksMaths; measuring, Chinese New Year Literacy; reading and following instructions (imperatives)

Prior learningPupils may have: • Learnt about and handled familiar vegetables, fruit or food

growing• Learnt about food hygiene and safety from cooking with food

in previous cooking lessons• Learnt about how eating the right amounts and types of food

can keep you healthy

Timing: 90 minutes approximately


Key Stage 1: Smart snacks - spring rolls

Grouping: Half class working in groups of four.

129

Before the lesson


Buy ingredients: • Enough for half a class or whole class if the cooking lesson is

being split between the class over the day

Check cooking equipment: • Enough for half the whole class working in groups of four.


Advance food preparation: • Make up enough corn flour paste in four jugs: one for each

table• Cut the carrots in half• Put 2 tsp of oil into four small bowls: one for each table

Teaching resources: • Photocopy and laminate spring roll recipes, my cooking

assessment sheets


allergies are known• Ensure food safety and kitchen safety rules are clearly

displayed

Organise the room: • Put plastic cloths on the tables and/or wipe tables with anti-

bacterial kitchen spray - re arrange tables if necessary to make it easier and safer for group work

Cooking equipment: • Arrange one piece on each tray and put one mixing bowl

filled with cold water on each table for washing vegetables.

Additional equipment: • Aprons x 14• Blue kitchen roll• Washing up bowls x 4• Washing up sponges• Table cloths x 4• Hair bands• Washing up liquid• Kitchen spray• Small rubbish bags• Black bin bags• Mini oven is placed in a safe area on a trolley or table out of

reach of children

130

The lessonWarm up/introductory activity: (10 minutes)

l Introduce the lesson and explain they will be making spring rolls; link this to Chinese New Year

l Go through the expectations about cooking in a classroom - highlight safety and hygiene rules - refer to the poster on rules / expectations on the wall and remind them about how to get ready to cook

l Get pupils get ready to cook one table at a time:- Long hair tied back- Hands washed (in bowls on the table)- Aprons on- Jewellery / watches removed- Roll up sleeves

Demonstration (10 mins)

l Highlight the ingredients they will be using such as beansprouts, carrots, spring roll wrappers, spring onions - during the demonstration explain / discuss where they come from / are grown, link to healthy eating 5 a day, 5 food groups/ Eatwell Guide

l Demonstrate how to peel, cut, chop, and grate the vegetables: - Use the carrot to demonstrate the safe way to peel

i.e. away from themselves, keep on the board- Next use the peeled carrot to show them how to grate

safely i.e. in one direction and not up and down

- Next take the spring onion and show them how to cut safely using scissors in a jug emphasize that they must never put their fingers in the jug

- Repeat this to chop the fresh coriander using the scissors

Check that pupils have understood all cutting techniques if not repeat/support.

131

Main activity: preparing and cooking Chinese spring rolls (35 minutes)

l Preparing the vegetables (15 minutes): pupils work in pairs to make the spring rolls explain you have already washed the carrots, coriander and spring onions - ask why they need to be washed? During this time pupils should: - Peel the carrot

- Grate the carrot and put in the mixing bowl

- Chop up the spring onion in the jug then put in the bowl

- Chop up the fresh coriander and put in the bowl

Adults circulate and supervise and support the pupils

l Measuring out correctly (10 minutes): teacher stops the class to explain about using spoons to measure out the rest of the ingredients – why do we need measure? What is a teaspoon (tsp), tablespoon (tbsp)? Show them the difference.- Pupils measure out 5 tbsp bean sprouts, 2tsp soy sauce, 1tsp Chinese 5 spice, 2 tsp oyster sauce following your instruction to

measure and add each ingredient. Then ask them to mix all the ingredients together in the bowl.

Teacher demonstration Demonstrate how to add the filling to the spring roll wrapper and how to roll it up.

132

Making the spring rolls (15 minutes) Adults to circulate and support pupils with rolling up the spring rolls and switch on the oven

l Get the pupils to place one sheet of the wrapper in a diamond shape in front of them, then brush all the edges with the corn flour - this acts as glue to seal the edges once rolled up.- Place a small ‘sausage shape’ portion of the vegetable filling

near the corner at one end, then turn the corner nearest to over the filling and tuck it under.

- Fold the sides in and continue rolling it up away from you.- Brush the spring roll with oil and sprinkle with sesame

seeds if using.- Go round and get all the spring rolls from each group and

place them on the baking tray. Make sure pupils know where their rolls are so they know which are theirs when they are removed from the oven.

- Show the pupils how you are putting the spring rolls in the oven and safety points when using the oven and how long they will take to cook and how you know when they are cooked. Only adults should put in and remove the spring rolls from the oven.

- Bake the spring rolls in the oven for 15 minutes or until golden brown and crispy.

- Show the pupils how to remove them safely from the oven and leave them to cool on a cooling rack.

Clearing up: (20 minutes) Whilst the spring rolls are cooking the pupils should be instructed on how to clear up:

l Ask the pupils to put all their dirty equipment on their tray.l Give a bin bag each to two pupils and ask them to collect all

the rubbish bags from each table and put them in their bin bag then hand to the teacher.

l Put two washing up bowls on each table one with hot soapy water and the other with hot water for rinsing. Nominate two pupils on each table to wash the equipment, two pupils to rinse and one to do quality control and two to dry up with blue roll.

133

Taster session/peer evaluation: (10 minutes)

l Pupils will be given a chance to taste and evaluate the spring rolls from other tables and decide what group has made the best in terms of taste, appearance and aroma

l Pupils could also complete My cooking skills assessment sheet (KS1)l Pupils will be given a bag to take their spring rolls home or eat at break time


l What herbs and spices did you use? How could you improve / change the taste?l Why do you wash vegetables and fresh herbs before cooking and eating them?l What other foods can you name that are in this food group from the Eatwell Guide?

134

Learning intention• To learn basic cooking skills to make muffins using soft fruit

and carrots

Learning outcomes Pupils:• Understand basic food safety rules• With close supervision use claw grip to cut soft fruits using a

serrated vegetable knife• With close supervision and physical guidance peel harder

food e.g. carrots• With close supervision use a peeler• Use measuring spoons for liquids and dry ingredients• Mix, stir and combine liquid and dry ingredients• Prepare and make muffins with help• Identify what they like and dislike about the food they have

cooked and how to improve its taste

Cross curricular linksFood growingMaths: measuring and ratios Literacy: reading and following instructions imperatives

Prior learningPupils may have: • Learnt how to get ready to cook• Seen and learnt about and handled familiar fruits• Learnt about food hygiene and safety from preparing and

cooking with food in a previous cooking lessons• Learnt about how eating the right amounts and types of

food can keep you healthy • Learnt how to measure ingredients using spoons



Key Stage 1: Muffins

Grouping: Half class working in groups of four.

135

Before the lesson



being split between the class over the day. Ensure there is a variety of soft fruits

Check cooking equipment: • Enough for half a class working in groups of four.


Advance food preparation: • Pre weigh ingredients - dry ingredients, milk, and margarine

and put in small bowls

Teaching resources: • Photocopy and laminate recipes; sweet muffins, carrot and

banana muffins


allergies are known. • Ensure food safety/ kitchen safety rules are clearly displayed


bacterial kitchen spray - re arrange tables if necessary to make it easier and safer for group work

Cooking equipment: • Arrange one piece on each tray

Additional equipment: • Plastic aprons• Washing up bowls x 6 • Plastic table cloths• Blue roll• Small bowls for pre - weighed ingredients

136

The lessonWarm up/introductory activity (15 minutes)

l Introduce the lesson and explain what they will be making fruit muffins using a range of soft fruits or carrots and the skills they will be learning.

l Go through the expectations about cooking in a classroom - highlight safety and hygiene rules - refer to the poster on rules / expectations on the wall and remind them about how to get ready to cook

l Get pupils get ready to cook one table at a time:- Long hair tied back- Go to wash hands in cloakroom- Aprons on- Jewellery / watches removed- Roll up sleeves

Demonstration of food preparation techniques (10 mins)

l Highlight ingredients and links to healthy eating (eg eating fruits and vegetables as part of the Eatwell Guide / five a day)

l Teacher demonstrates to pupils how to use:- Sharp knife to chop the fruit using the claw technique - Use the carrot to demonstrate the safe way to peel

i.e. away from themselves, keep on the board- Next use the peeled carrot to show them how to grate

safely i.e. in one direction and not up and down- How to crack an egg

137

Teacher or teaching assistant will:

l Demonstrate how to put the muffins in the oven safely ask pupils to take note of the time they went in and when they are expected to come out of the oven. Adults to put in and take the muffins out of the oven. Once the muffins have cooked pupils watch teacher / teaching assistant remove muffins from the oven and put on a cooling rack – take photos of muffins if possible.

Main activity: preparing and cooking the muffins (50 minutes)Organise pupils into groups on each table: some will make sweet muffins and others make carrot and banana muffins

With supervision pupils:l Wash the fruit and carrotsl Chop / slice the fruits, peel and grate the carrots, peel and

mash the bananas and put in separate bowlsl Measure out the milk and butter and put in cupsl Sieve the flour and baking powder into the large mixing bowll Have a go at cracking the egg in a jug and beating with a fork –

teacher / teaching assistant may have to crack the egg

l Add the prepared fruit and carrot (if using), beaten egg, butter and milk (if using) to the flour in the mixing bowl and give it a good stir encourage pupils to take turns stirring

l Put one tablespoon of the mixture in to each muffin hole or muffin case - teachers check there isn’t too little or too much (should be half full).

Clearing up (20 minutes)

l Whilst the muffins are cooking start clearing up. Explain how to clear up? Have one washing up bowl on each table - reinforce food hygiene rules.

l Pupils work as a team to scrape out mixing bowls, put food scraps in the bin, clear the tables, and put all dirty equipment in the washing bowl. Teacher or teaching assistant to choose six pupils to collect the washing bowls from the tables and help them to wash and dry up.

138


l Pupils will be given a chance to taste and evaluate what each table has made. Decide what group made the best muffins and why.l Pupils could also complete My Cooking Skills assessment sheet (KS 1)

Teachers / teaching assistant to share and hand out muffins.


l What could you change to improve your muffins? l Describe two cooking techniques you used todayl Describe how you used the eggs in the recipe

139

Learning intention• To learn a range of cooking skills to make yoghurt and

banana biscuits

Learning outcomes Pupils will be able to:• Understand basic food safety rules• Use measuring spoons for liquids and dry ingredients• With supervision use weighing scales• Cream fat and sugar together using a mixing spoon• With support, crack an egg and beat with a fork/balloon whisk• Prepare and make biscuits with help• Identify what they like and dislike about the food they have

cooked and how to improve its taste• Read and follow a simple recipe

Cross curricular linksFood growingMaths: measuring and portioning Literacy: reading and following instructions

Prior learningPupils may have: • Learnt how to get ready to cook• Seen and learnt about and handled familiar ingredients• Learnt about food hygiene and safety from working with food

in a previous cooking lessons• Learnt about how eating the right amounts and types of food

can keep you healthy • Learnt how to measure ingredients using spoons• Learnt how to use digital weighing scales



Lower Key Stage 2: Yoghurt and banana biscuits

Grouping: Half class working in groups of three.

140

Before the lesson



being split between the class over the day.

Check cooking equipment: • Enough for half a class working in groups of three.


Advance food preparation: • Pre weigh ingredients - flour, margarine/butter

Teaching resources: • Photocopy and laminate biscuit recipe, photocopy recipes to

take home




bacterial kitchen spray • Arrange tables if necessary to make it easier and safer for

group work

Cooking equipment: • Arrange one piece of cooking equipment on each tray

Additional equipment: • Aprons• Washing up bowls x 6 • Plastic table cloths• Blue roll for drying up• Small bowls for pre - weighed ingredients

* Teachers can arrange for a few children to help with pre-weighing/measuring ingredients before the lesson

141


l Introduce the lesson and explain what they will be learning and the cooking activity – yoghurt and banana biscuits

l Getting ready to cook; what do we need to know – food safety and hygiene rules

l Go through the expectations about cooking in the classroom:- Food hygiene and kitchen safety rules- Remaining seated when cooking- Working as a group, taking turns- Reading the recipe

- Teachers/ TA’s will be putting the biscuits in and removing them from the oven

- Ask an adult for help if they are unsure of anything or need help

- Clearing up system l Get pupils ready to cook – one table at a time goes to wash

their hands then put on aprons, tie up long hair, remove jewellery etc

Demonstration of food preparation techniques (10 mins)

l Teacher demonstrates to pupils how make the biscuits with particular emphasis on:- Greasing the baking tray- Mashing the banana- How to crack an egg - Creaming method- How to put the biscuit mixture on the baking tray

142

Main activity: preparing and cooking the biscuits (50 minutes)Organise pupils into groups of three on each table: The teacher will need to stop the class at particular stages to ensure all the pupils understand what to do next. Teacher/TA will need to turn on all the ovens to 180C /Gas mark 4

Teacher or teaching assistant will:

With supervision pupils:l Weigh and measure the sugar, milk and spicesl Grease the baking trayl Peel and mash the bananas and put on a platel Crack the egg in a separate bowl – teacher / teaching assistant

will support pupils to crack the egg l Cream the fat and sugar together in the mixing bowl until light

and fluffy – one pupil may need to hold the bowl while the other stirs to stop the bowl moving around on the table

l Demonstrate how to put the biscuits in the oven safely ask pupils to take note of the time they went in and when they are expected to come out of the oven. Adults to put in and take the biscuits out of the oven

l Sieve the flour and mixed spice into the large mixing bowll Add the mashed banana, vanilla essence, yoghurt and

sultanas in to the mixing bowl and stir welll Pupils should be supported to drop heaped teaspoons of

the biscuit mixture on the baking tray making sure they leave space between each one

Once the biscuits have cooked pupils observe the teacher/teaching assistant removing the biscuits from the oven and putting them on a cooling rack. Take photos of biscuits if possible

143


l Whilst the biscuits are cooking start clearing up. Explain how to clear up? – On each table assign two pupils to wash up, two pupils to dry up, two pupils to clear and wipe the table. Teacher / TA to supervise washing / clearing up - this may need to be done in a separate area where there is access to adequate sinks – a number of pupils will then be assigned to support the teacher or TA with washing up

l Pupils should be instructed to stack all the clean dry equipment on the table.

Teachers /TAs check it’s all clean


l Pupils will be given a chance to taste and evaluate what they have made and complete My Cooking Skills assessment sheet (KS 2)

Teachers / teaching assistant to share and hand out one biscuit to taste per group. Remaining biscuits to be divided up equally and bagged up for each pupil to take home


l What did you enjoy about the lesson and your biscuit?l What could you change to improve your biscuit? l What other fruit could you add to this recipe as part of your

5 a day?

l Describe two cooking techniques / methods you used todayl Pupils get their bag of biscuits and the biscuit recipe to take

home

144

145

Learning intention• To learn how to use the hob to prepare and make a pasta

dish using seasonal vegetables

Learning outcomes Pupils:• Know and can follow food safety rules• Recognise and name different types of pasta• Know what vegetables are in season and why this is important• With supervision confidently use both the bridge hold and

claw grip to cut the same food using a serrated vegetable knife• Confidently read and follow a recipe• Accurately use weighing scales and measuring jugs• With help and supervision, begin to use the hob

Cross curricular linksItalian food/ingredients,Maths: accurate weighing and measuringLiteracy: developing vocabulary, reading and following instructions

Prior learningPupils should have some knowledge and skills relating to: • Weighing and measuring• Cutting techniques (including bridge and claw)• Getting ready to cook – hygiene and safety rules• Function and use of basic cooking utensils and equipment• Clearing up• Healthy eating - Eatwell Guide and tips, food groups, 5 a day



Upper Key Stage 2: Spicy veggie pasta

Grouping: Half class working in pairs

146

Before the lesson


Buy ingredients: • Buy ingredients: enough for half a class ensuring there is a

variety of vegetables

Check cooking equipment: • Enough for half a class working in pairs including plastic

aprons, washing up bowls, plastic table cloths, blue kitchen roll

Teaching resources: • Print recipe sheet, pasta detectives activity sheet, practical

evaluation sheet



Organise the room: • Organise the tables safely and according to chosen pupil

groupings• Cover tables with clean plastic table cloths or wipe with anti-

bacterial kitchen spray

Cooking equipment: • Put out the cooking equipment (except sharp knives) and

ingredients on trays according to group size

Additional equipment: • Aprons• Washing up bowls x 6 • Plastic table cloths• Small disposable foil containers with lids x 15• Blue roll for drying up• Small bowls for pre - weighed ingredients

147


l Introduce the lesson and learning intentions and explain that pupils will be learning how to cook a simple vegetarian pasta meal

l Go over getting ready to cook remind pupils about food safety and hygiene rules, expectations about cooking in a classroom

l Get pupils ready to cook – tie up long hair, wash their hands, put on aprons, roll up sleeves, remove jewellery and watches

l Organise pupils in pairs

Demonstration (15 mins)

l How to use the hob / electric rings safely remind them only two pupils can work at the hob at a time

l How to use electric wok and electric stock potl Chopping techniques (bridge and claw) chopping, dicing,

slicingl Using herbs and spices to reduce use of salt

l How to cook pasta – achieve al dente - explain the meaningl Choosing vegetables - links to healthy eating, 5 a day, food

groups, eating a balanced diet, cost, seasonality l Choosing pasta go through some of the types of pastal Go through the recipe ensure pupils understand how to

make the dish

148

Main activity: preparing and cooking the sauce, pasta and clearing up (50 minutes)Adults circulate and supervise pupils during the activity

With supervision pupils:l Wash, chop / slice the peppers, mushrooms, aubergine, and

peel and chop the carrots, peel and chop the onions and peel and crush the garlic.

l Teacher and or teaching assistant will supervise two pupils using; the hob, electric ring and or electric wok only two pupils should use the hob, electric ring or electric wok at a time.

l Teacher and or teaching assistants to boil the pasta – enough for the whole group.

l Teachers serve out cooked pasta to each table, pupils mix the pasta with their vegetable sauce.


l Explain how to clear up. Have one washing up bowl on each table - reinforce food hygiene rules.

l Pupils work as a team to clear the tables, remove any food waste off the tables and put in the bin, and put all dirty equipment in the washing up bowl.

l Teacher or teaching assistant to assign jobs to pupils - collect the washing bowls from the tables and help them to wash and dry up.

149

Taster session / peer evaluation (10 minutes)

l Teachers/teaching assistant to share and hand out pasta to taste per group - Remaining pasta to be divided up equally and boxed up for each pupil to take home

Adults to supervise pupils to serve and hand out pasta


Additional/follow up activity

l What did you like and dislike about your pasta - use food descriptors

l What would you change in the recipe to improve your pasta?

l Pasta Detectives activity and answer sheet

l Give two safety points when using the hob?l How could you make this recipe cheaper to make?

l Complete My Cooking Skills assessment sheet (KS 2)

l Decide what group made the best pasta and why

150

Pasta Detectives - Activity

Be a pasta detective - See how many of these pasta shapes you can name in your group using the names in the box below, then use the internet or books to help you find the rest and the descriptions.

Conchiglie Penne Ravioli Gnocchi Fusilli Spaghetti Tagliatelle Cannelloni Macaroni Lasagne Farfalle

Type of pasta Name and description Type of pasta Name and description

151

Type of pasta Name and description Type of pasta Name and description

Gnocchi Small dumplings

FarfalleBow tie or butterfly shaped

PenneMedium length tubes with diagonally cut ends

Ravioli Shapes stuffed with different fillings

TagliatelleThin Ribbons of pasta

Spaghetti Thin strips of pasta - most common type of pasta

Lasagne Large flat rectangular shaped

Macaroni Hollow elbow-shaped pasta

Fusilli Short lengths of twisted pasta

Canelloni Large stuffable tubes

Conchiglie (shells) Large sea shells

Pasta Detectives - Answer Sheet

152

How well did I do?

I made:

AppearanceIt looked:

TasteIt tasted:

TextureThe texture was:

Smell /aromaIt smelt:

Skills I learnt:

Changes I would make:

Chopping, slicing, mixing, peeling, rolling, shaping, grating, spreading

Food word bankAppearance colourful dull dry moist dark pale

Smell /Aroma smoky fishy oniony garlicky fruity spicy

Taste sweet salty smoky herby spicy sour

Texture crunchy slimy smooth hard soft sticky

My cooking assessment Key Stage 1

153

Here is a photo of what I made

154

How well did I do?

The product/meal I made

Appearance

Taste

Texture

Smell /aroma

Skills I learnt:

Next time I would improve what I made by… Here is a photo of what I made:

Did you have any problems? If so how did you overcome them?

Chopping, slicing, whisking, peeling, grating, kneading, creaming, using the hob, assembling, weighing, measuring

My cooking assessment Key Stage 2

155

Appendix 9: Sample cooking consent letter

Dear Parent/ Carer,

Cooking and nutrition lessons

As part of our curriculum your child’s class will be taking part in cooking and nutrition lessons which may include food tasting this half term.

This is part of our xxx topic. We will be learning how to cook xxxxx, including learning how to use basic cooking equipment as well as tasting a range of different foods.

All ingredients will be supplied by the school. We will give your child a copy of the recipe we use – it would be great if you could cook it at home too!

If your child is unable to eat particular foods (this could be for medical, cultural or religious reasons, or they may have an allergy or intolerance) please return the form below

If you have any queries, please do not hesitate to contact me

I look forward to cooking with ……… class

Yours sincerely,

Class Teacher

Permission slip: Cooking and nutrition lessons

Child’s name: .....................................................................................

My child cannot eat the following foods:

Parent / Carer signature: .................................................................

Date: ........................................................

Click below to open this sample cooking consent letter as an editable Word document

‘Sample cooking consent letter.docx’

156

157

Appendix 10: Additional recipes

Most of the recipes in this resource come from Islington’s Get Cooking recipe book but, in order to ensure all the cooking and nutrition skills are taught in each Key Stage we have added these additional recipes.

158

Cook

: 0 m

inut

es S

erve

s: 0

Pr

ep: 3

0 m

inut

es

Reci

pe in

fo

Ingr

edie

nts

200g

pla

in fl

our

150g

sal

t1

½ ts

p ve

geta

ble

oil

1 or

2 tb

sp c

old

wat

er

Equi

pmen

t•

Wei

ghin

g sc

ales

• M

easu

ring

spo

ons

• Si

eve

• M

easu

ring

jug

• M

ixin

g bo

wl

• M

ixin

g sp

oon

Teac

hing

poi

nt

Teac

hers

sho

uld

take

car

e th

at c

hild

ren

do n

ot e

at t

he d

ough

.

Met

hod

/ W

hat t

o do

1.

Siev

e th

e flo

ur in

to th

e m

ixin

g bo

wl t

hen

add

the

salt

and

oil a

nd s

tir w

ell

2.

Add

the

wat

er a

litt

le a

tim

e un

til th

e m

ixtu

re tu

rns

into

fir

m d

ough

3.

Knea

d th

e do

ugh

on a

ligh

tly fl

oure

d su

rfac

e 4.

H

andl

e an

d sh

ape

the

doug

h in

to d

iffer

ent s

izes

and

sh

apes

Early

Yea

rs –

No

eat s

alt d

ough

159

Cook

: 0 m

inut

es S

erve

s: 4

Pr

ep: 3

0 m

inut

es

Reci

pe in

fo

Ingr

edie

nts

2 w

hole

mea

l pitt

a br

eads

1 to

mat

o2

slic

es le

an h

am

2 sl

ices

fres

h m

ozza

rella

ch

eese

2 ba

sil l

eave

s2

tbsp

may

onna

ise

½ c

ucum

ber

Equi

pmen

t• S

harp

kni

fe• C

hopp

ing

boar

d• M

easu

ring

spo

ons

• Col

ande

r• S

mal

l bow

l• P

late

Des

crip

tion

Tast

y lit

tle

fille

rs p

erfe

ct f

or a

pac

ked

lunc

h or

hea

lthy

sna

ck.

Met

hod

/ W

hat t

o do

1.

Cut t

he p

itta

brea

d in

hal

f and

ope

n it

to fo

rm a

poc

ket

and

leav

e on

the

plat

e.2.

W

ash

the

tom

ato,

bas

il le

aves

and

cuc

umbe

r3.

Cu

t the

tom

ato

into

slic

es a

nd p

ut in

the

bow

l4.

Te

ar th

e ba

sil l

eave

s in

to p

iece

s an

d ad

d to

the

bow

l5.

Cu

t the

cuc

umbe

r in

to s

lices

and

add

to th

e bo

wl

6.

Slic

e up

the

moz

zare

lla c

hees

e an

d ad

d to

the

bow

l7.

Cu

t the

ham

into

str

ips

8.

Hol

d on

e of

the

pitt

a po

cket

s in

you

r ha

nd a

nd a

dd

som

e st

rips

of h

am, s

lices

of t

omat

o, c

ucum

ber,

chee

se a

nd b

asil

leav

es.

9.

Add

a sp

oon

of m

ayon

nais

e on

top

10. R

epea

t thi

s ag

ain

with

the

rem

aini

ng p

itta

pock

et11

. Se

rve

on a

pla

te

Early

Yea

rs –

Min

i pitt

a ap

petiz

ers

Varia

tions

l

Try

usin

g hu

mm

us in

stea

d of

the

ham

and

moz

zare

lla c

hees

e.l

Tr

y us

ing

feta

che

ese

inst

ead

of m

ozza

rella

.l

Tr

y us

ing

a yo

ghur

t dip

suc

h as

tzat

ziki

inst

ead

of

m

ayon

nais

e.l

U

se th

e in

gred

ient

s to

des

ign

a sm

iley

face

on

top

off

th

e pi

ttas

inst

ead

usin

g th

em a

s a

fillin

g.

160

Cook

: 0 m

inut

es S

erve

s: 4

Pr

ep: 2

0 m

inut

es

Reci

pe in

fo

Ingr

edie

nts

1 le

mon

4 st

alks

cel

ery

4 re

d ap

ples

4 ch

erry

tom

atoe

s2

tbsp

hal

f fat

crè

me

frai

che

2 tb

sp h

alf f

at m

ayon

nais

e2

tbsp

who

legr

ain

mus

tard

Smal

l bun

ch r

ocke

t lea

ves

Han

dful

of r

aisi

ns (o

ptio

nal)

Equi

pmen

t•

Cola

nder

• Sh

arp

knife

• Ch

oppi

ng b

oard

• Le

mon

squ

eeze

r•

Mel

on b

alle

r•

Mix

ing

bow

l•

Smal

l bow

l•

Mix

ing

spoo

n•

Mea

suri

ng s

poon

s

Des

crip

tion

A s

weet

and

cru

nchy

sal

ad p

erfe

ct f

or a

pple

s th

roug

hout

th

e se

ason

s

Met

hod

/ W

hat t

o do

1.

Cut t

he le

mon

in h

alf a

nd s

quee

ze o

ut th

e ju

ice

2.

Was

h an

d cu

t the

cel

ery

in to

cub

es3.

W

ash

the

appl

es a

nd c

ut in

hal

f4.

Ca

refu

lly r

emov

e th

e ap

ple

core

usi

ng th

e m

elon

bal

ler

then

cut

the

appl

e pi

eces

in to

chu

nks

5.

Was

h an

d cu

t the

tom

atoe

s in

hal

f6.

Pu

t the

app

les,

tom

atoe

s an

d ce

lery

pie

ces

into

the

mix

ing

bow

l the

n ad

d th

e le

mon

juic

e an

d st

ir w

ell

7.

Mix

toge

ther

the

crèm

e fr

aich

e, m

ayon

nais

e an

d m

usta

rd in

the

smal

l bow

l8.

Po

ur th

e m

ayon

nais

e m

ixtu

re in

to th

e m

ixin

g bo

wl w

ith

the

appl

es a

nd c

eler

y an

d st

ir w

ell

9.

Was

h th

e ro

cket

leav

es a

nd te

ar in

to p

iece

s th

en s

tir in

to

the

sala

d w

ith th

e ra

isin

s10

. Se

rve

imm

edia

tely

!

KS 1

– S

easo

nal a

pple

sal

ad

161

Cook

: 10-

15 m

inut

es S

erve

s: 8

-10

Pr

ep: 1

5-20

min

utes

Reci

pe in

fo

Ingr

edie

nts

Oil

for

grea

sing

1 eg

g12

5g b

utte

r or

mar

gari

ne12

5g li

ght m

usco

vado

sug

ar25

0g s

elf-

rais

ing

flour

½ ts

p m

ixed

spi

ce1

ripe

ban

ana

1 ts

p va

nilla

ess

ence

3 tb

sp n

atur

al y

oghu

rt75

g su

ltana

s

Equi

pmen

t•

Baki

ng tr

ay•

Past

ry b

rush

• W

eigh

ing

scal

es•

Siev

e •

Larg

e m

ixin

g bo

wl

• M

easu

ring

spo

ons

• M

ixin

g sp

oon

• Fo

rks

x 2

• Sm

all p

late

• Sm

all b

owl

• O

ven

glov

es•

Cool

ing

rack

Des

crip

tion

Del

icat

ely

flavo

ured

ligh

t bi

scui

ts w

hich

are

qui

ck a

nd e

asy

to m

ake

Met

hod

/ W

hat t

o do

1.

Preh

eat o

ven

to 1

80ºC

/ ga

s m

ark

42.

Li

ghtly

gre

ase

the

baki

ng tr

ay.

3.

Crac

k th

e eg

g in

the

smal

l bow

l and

bea

t with

a fo

rk.

4.

Crea

m th

e bu

tter

and

sug

ar to

geth

er in

the

mix

ing

bow

l.5.

St

ir th

e b e

aten

egg

into

the

butt

er m

ixtu

re.

6.

Siev

e th

e flo

ur a

nd m

ixed

spi

ce in

to th

e bo

wl a

nd s

tir

wel

l.7.

Pe

el a

nd m

ash

the

bana

na o

n a

smal

l pla

te.

8.

Add

the

mas

hed

bana

na, v

anill

a es

senc

e, y

oghu

rt a

nd

sulta

nas

to th

e bo

wl a

nd s

tir w

ell.

9.

Dro

p he

aped

teas

poon

s of

the

mix

ture

on

to th

e tr

ay

leav

ing

spac

e be

twee

n ea

ch o

ne.

10.

Bake

for

10 –

15

min

utes

unt

il th

e bi

scui

ts a

re s

light

ly

rise

n an

d go

lden

in c

olou

r.11

. Re

mov

e fr

om th

e ov

en a

nd le

ave

to c

ool f

or 5

min

utes

be

fore

tran

sfer

ring

to c

oolin

g ra

ck.

Low

er K

S 2

– Yo

ghur

t & b

anan

a bi

scui

ts

162

Cook

: 20

min

utes

Ser

ves:

8

Prep

: 20

min

utes

Reci

pe in

fo

Ingr

edie

nts

250g

new

pot

atoe

s2

spri

ng o

nion

sFe

w s

prig

s of

fres

h di

llSm

all b

unch

fres

h fla

t lea

f par

sley

1 x

200g

tin

red

bone

less

and

sk

inle

ss fa

rmed

sal

mon

1 so

ft w

hite

rol

l1

tbsp

hal

f fat

may

onna

ise

2 tb

sp s

wee

t chi

lli s

auce

1 tb

sp h

alf f

at c

rèm

e fr

aich

e1

lem

onSa

lt an

d pe

pper

10

0g P

axo

natu

ral

drie

d br

eadc

rum

bs1

tbsp

oil

Equi

pmen

t•

Peel

er

•

Shar

p kn

ife

•

Chop

ping

boa

rd

• La

rge

sauc

epan

•

Larg

e m

ixin

g bo

wl

•

Pota

to m

ashe

r•

Gra

ter

• Co

land

er•

Can

open

er•

Siev

e•

Mea

suri

ng s

poon

s•

Lem

on s

quee

zer

• Sm

all p

late

• Sm

all b

owl

• Fo

rk•

Mix

ing

spoo

n•

Fryi

ng p

an•

Serv

ing

plat

e

Des

crip

tion

An

easy

ligh

t lu

nch

or s

tart

er t

hat

is c

heap

and

eas

y to

mak

e

Met

hod

/ W

hat t

o do

1.

Was

h an

d pe

el th

e po

tato

es a

nd c

ut in

to c

hunk

s.2.

H

alf fi

ll th

e sa

ucep

an w

ith c

old

wat

er a

nd a

dd a

litt

le

salt,

then

add

the

pota

to c

hunk

s.3.

H

eat t

he p

an o

n a

med

ium

flam

e un

til th

e w

ater

sta

rts

boili

ng th

en r

educ

e th

e he

at a

nd le

ave

to s

imm

er fo

r 10

– 1

5 m

ins

or u

ntil

the

pota

toes

are

sof

t.4.

D

rain

the

pota

toes

and

leav

e to

coo

l.5.

W

ash

and

slic

e th

e sp

ring

onio

ns.

6.

Was

h an

d fin

ely

chop

the

dill

and

pars

ley.

7.

Dra

in th

e sa

lmon

and

mas

h w

ith a

fork

.8.

G

rate

the

brea

d ro

ll in

to b

read

crum

bs.

9.

Mas

h th

e po

tato

es in

the

mix

ing

bow

l.10

. G

rate

the

zest

from

one

sid

e of

the

lem

on th

en c

ut th

e le

mon

in h

alf a

nd s

quee

ze th

e ju

ice

from

hal

f the

lem

on.

11.

Add

the

rest

of t

he in

gred

ient

s to

the

pota

toes

(exc

ept

drie

d br

eadc

rum

bs a

nd o

il) a

nd m

ash

toge

ther

then

stir

.12

. U

se y

our h

ands

to fo

rm th

e m

ixtu

re in

to 8

bal

ls a

nd

flatt

en th

em s

light

ly s

o th

ey lo

ok li

ke fi

sh c

akes

.13

. Co

at e

ach

fish

cake

in th

e dr

ied

brea

dcru

mbs

.14

. H

eat t

he o

il in

the

fryi

ng p

an a

nd g

ently

fry

the

fishc

akes

fo

r abo

ut 7

or 8

min

utes

turn

ing

halfw

ay th

roug

h un

til

they

are

gol

den

on b

oth

side

s.

Upp

er K

S 2

– Fi

sh c

akes

163

Cook

: 20

min

utes

Ser

ves:

8

Prep

: 20

min

utes

Reci

pe in

fo

Ingr

edie

nts

For

the

tom

ato

sauc

e:1

onio

n1

carr

ot1

or 2

clo

ves

of g

arlic

1

pepp

er o

r co

urge

tte

25g

mus

hroo

ms

(opt

iona

l)Sm

all h

andf

ul fr

esh

basi

l1

tbsp

oil

Smal

l tin

sw

eet c

orn

1 x

425g

can

cho

pped

tom

atoe

s1

tbsp

tom

ato

pure

e1

tsp

mix

ed h

erbs

1 ts

p m

ild c

hilli

pow

der

1 ts

p su

gar

Salt

and

pepp

er

For

the

past

a:1

tbsp

oil

½ ts

p sa

lt20

0g p

asta

Gar

nish

:1

tsp

grat

ed c

hees

e

Equi

pmen

t•

Cola

nder

• Sh

arp

knife

• Ch

oppi

ng b

oard

• M

ediu

m s

auce

pan

• La

rge

sauc

epan

• M

ixin

g sp

oon

• G

arlic

cru

sher

• M

easu

ring

jug

• M

easu

ring

spo

ons

• W

eigh

ing

scal

es•

2 se

rvin

g bo

wls

or

foil

or

pl

astic

con

tain

ers

• Ca

n op

ener

Des

crip

tion

A s

impl

e pa

sta

dish

tha

t tr

ansf

orm

s ve

geta

bles

wit

hin

a sp

icy

tom

ato

sauc

e

Met

hod

/ W

hat t

o do

1.

Peel

and

cho

p th

e on

ion

and

carr

ot.

2.

Peel

and

cru

sh th

e ga

rlic.

3.

Was

h th

e pe

pper

, cou

rget

te a

nd m

ushr

oom

s (if

usi

ng) i

n th

e co

land

er o

ver t

he s

ink.

4.

Chop

the

pepp

er, c

ourg

ette

and

mus

hroo

ms.

5.

Was

h an

d te

ar th

e ba

sil i

nto

little

pie

ces.

6.

Put t

he o

il in

the

med

ium

sau

cepa

n an

d fr

y th

e on

ion

and

garli

c ge

ntly

for 3

min

utes

.7.

Ad

d th

e re

st o

f the

cho

pped

veg

etab

les

and

fry

for

anot

her 5

min

utes

. 8.

D

rain

the

swee

t cor

n.9.

Ad

d th

e tin

ned

tom

atoe

s, to

mat

o pu

ree,

mix

ed h

erbs

, ch

illi p

owde

r, s

ugar

and

a li

ttle

sal

t and

pep

per

to th

e pa

n.10

. St

ir w

ell a

nd c

over

the

pan

with

a li

d an

d le

ave

to s

imm

er

(coo

king

gen

tly) o

n lo

w h

eat f

or 1

5 m

inut

es u

ntil

the

vege

tabl

es a

re s

oft.

11.

Stir

the

pan

agai

n af

ter 5

min

utes

to p

reve

nt th

e sa

uce

stic

king

to th

e bo

ttom

of t

he p

an.

12.

Whi

lst t

he s

auce

is c

ooki

ng h

alf fi

ll th

e la

rge

sauc

epan

with

co

ld w

ater

and

add

the

oil a

nd s

alt.

Put o

n th

e he

at to

boi

l.13

. O

nce

the

wat

er is

boi

ling

add

the

past

a an

d co

ok fo

r 10

– 15

min

utes

unt

il th

e pa

sta

is c

ooke

d.

14.

Stir

the

swee

t cor

n an

d ch

oppe

d ba

sil i

n to

the

tom

ato

sauc

e on

ce th

e sa

uce

is n

early

coo

ked.

15.

Dra

in th

e pa

sta

over

the

sink

usi

ng th

e co

land

er.

16.

Rem

ove

tom

ato

sauc

e fr

om th

e he

at a

nd s

tir in

the

past

a.17

. Se

rve

the

tom

ato

past

a in

a b

owl w

ith a

litt

le g

rate

d ch

eese

on

top

Upp

er K

S 2

– Sp

icy

vegg

ie p

asta

164

165

Appendix 11: Blank cooking and nutrition skills recipe planners

We provided blank cooking and nutrition recipe planners on the CD-ROM to help schools identify the cooking and nutrition skills in the chosen recipes for each year group if they are not using red recipes we have recommended.

The recipes should be chosen carefully to ensure they are healthy and allow pupils to develop all the skills necessary to be able to cook a simple meal by the end of Year 6 and have a sound knowledge of healthy eating, food safety and consumer awareness.

Curriculum leaders for cooking and nutrition may also want to complete an overview showing the recipes used in each year group and how they link to particular topics or themes. This could be displayed on the school website under the cooking and nutrition curriculum.

See exemplar curriculum maps in Appendix 12.

Click below to open the blank cooking and nutrition skills recipe planners (as an editable Word document)

‘Blank Cooking and Nutrition Skills Recipe Planners.docx’

166

167

Appendix 12: Cooking and nutrition on the school website

Your school website provides an invaluable opportunity to show what pupils are learning in cooking and nutrition, demonstrating your commitment to supporting health and wellbeing and the development of children’s life-skills.

We have provided two examples of curriculum overviews showing how schools can plan and organise their cooking and nutrition curriculum and the type of information that would be useful to include on the school website, such as:

Example A: Sacred Heart RC Primary School - Topic based approach in design and technology.

Example B: Robert Blair - Theme based approach with the recipes and skills that the pupils will develop.

l The cooking and nutrition skills that will be taught at each key stage - You could use the summaries we have providedl The recipes that pupils will be making in each year group (useful to include these on the curriculum map / overview).l Samples of the recipes to support home school links to encourage pupils to practice their cooking skills at home with their parents / carers.

168

Example A: Sacred Heart RC Primary School - Topic based approach in design and technology

169

170

Upper Key Stage 2 - Year 5 Time

Detectives Local and world history

I am an Explorer of the World

UK Europe N/S America

Reign Over Us The power of the monarchy

Our Wonderful World (Geography, culture,

music and art)

Mexico and the Mayans

Modern and Ancient Mexico

The World Through

Different Eyes

Wild Water Rivers and coasts

Design and create artefacts

European food Spaghetti

Bolognaise (Italy)

Research John Nash and design a

Regency home.

World food Falafel (Middle Eastern food)

Design and make a Mayan mask.

Prepare and cook Mexican food-

Spicy Red Bean burgers

DT project

Investigate and explore the work

of an artist.

Design select, join and combine materials to make a strong bridge.

Upper Key Stage 2 - Year 6 Greece

Lightning A study of Modern and

Ancient Greece

The Great War Commemorating the Great

War 1914-1918

Our Wonderful World (Geography, culture, music and art)

The World Through Different Eyes

Rule Britannia

Design and create a Greek

pot

Design, plan, make and evaluate a model of the

trenches using a range of different

materials.

World food- Pizza (Italy) Investigate and explore the work of an artist.

The Bayeux Tapestry

DT project

Cooked English Breakfast

Make and

Shepherd’s pie

171

Example B: Robert Blair: Theme based approach with the recipes and skills that the pupils will develop

172

173

174

175

176

Summaries - Cooking and nutrition skills for each key stageThese summaries would be useful to accompany the cooking and nutrition curriculum information on the school website

Cooking and nutrition skills summary - Early Years / Foundation Stage

The skills pupils will learn broadly cover:

• Weighing and measuring: measure using spoons

• Food preparation: with close supervision use the bridge hold to cut soft foods Using a table knife (eg strawberries)

• Mixing and combining: mix, stir and combine small amounts of cold ingredients in bowl, eg fruit salad

• Shaping and assembling: use hands to shape dough in to simple shapes (eg salt dough)

• Heating: preparing food for baking with help (eg greasing a baking tray)

• Serving and garnishing: with guidance spoon cold food on to a plate

• Healthy eating: be aware that we need to eat more of some foods and less of others

• Consumer awareness: know that food can be grown or bought for the shops

• Food safety and hygiene: with help take part in simple clearing up tasks (eg clearing and cleaning tables)

• Recipes and ingredients: identify foods that they like and dislike

177

Cooking and nutrition skills summary - Key Stage 1


• Weighing and measuring: use measuring spoons for liquids, solids and dry ingredients

• Food preparation: with supervision use a serrated knife to cut soft foods eg tomato

• Mixing and combining: with help crack and egg and beat with a fork

• Shaping and assembling: use hands to shape dough in to small ball or shapes

• Heating: prepare food for baking and frying eg adding oil to saucepans

• Serving and garnishing: lightly sprinkle garnish on cold food (eg herbs, grated cheese)

• Healthy eating: are beginning to use the eatwell guide

• Consumer awareness: know some of the influences on the food we eat 9eg celebrations, preferences)

• Food safety and hygiene: can follow simple safety rules when preparing and cooking food

• Recipes and ingredients: follow simple recipe instructions eg either in simple sentences or using pictures

178

Cooking and nutrition skills summary - Lower Key Stage 2


• Weighing and measuring: begin to use digital scales

• Food preparation: begin to use the bridge hold and claw grip to cut the same food using a serrated vegetable knife (eg onions)

• Mixing and combining: mix, stir and combine wet and dry ingredients uniformly (eg to form a dough)

• Shaping and assembling: knead and shaping dough into aesthetically pleasing products – eg bread rolls

• Heating: with supervision begin to use a toaster and microwave

• Serving and garnishing: begin to understand appropriate portion sizes

• Healthy eating: understand what makes a healthy and balanced diet, and that different foods and drinks provide different substances that the body needs to be healthy and active

• Consumer awareness: understand that food is caught and farmed and changed to make it safe and palatable/ tasty to eat

• Food safety and hygiene: understand how bacteria in food can cause food poisoning or food to go mouldy

• Recipes and ingredients: recognise and name a broad range of ingredients

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Cooking and nutrition skills summary - Upper Key Stage 2


• Weighing and measuring: accurately use scales and measuring jugs

• Food preparation: dice food and cut them in to evenly fine sized, pieces eg (garlic, vegetable batons)

• Mixing and combining: confidently crack an egg

• Shaping and assembling: use a rolling pin to roll out dough to an accurate size and thickness eg pizza

• Heating: with supervision begin to use the hob

• Serving and garnishing: are able to plan and serve their own breakfast and a simple balanced cooked meal eg pizza and salad

• Healthy eating: understand the main food groups and the different nutrients that are important for health

• Consumer awareness: are able to use food labels to inform choice

• Food safety and hygiene: demonstrate good safety practices

• Recipes and ingredients: identify how to change a recipe to improve a dish

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