SAMPLE PACK Primary Schools Cooking Guidance

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SAMPLE PACKPrimary SchoolsCooking GuidanceIf you would like to order the full copy of this guidance book for 28.00(incl. p&p), please contact Hayley Harkins on 020 7527 3139

ContentsIntroduction Good food education – making a difference Islington Healthy SchoolsGetting your school ready to cook! Cooking on the timetable - where do we fit it in?o Table showing different models of teaching (half class, small group, whole group) Practical organisationoooooooo 15151720Kitchen safety and food hygiene - getting pupils ready to cookDuring the lessonManaging clearing upPlanning a cooking skills lessonooooooooooo1111Home school liaisonPlanning ahead: choosing a recipePlanning ahead: teacher preparationSomething I prepared earlier Preparing the roomThe Lessonooo7Early YearsKey Stage 1Lower Key Stage 2Upper Key Stage 2Be Prepared!ooooo56Choosing recipesTeaching about healthy eatingTeaching about consumer awarenessCooking and food skills and the national curriculumTopic or subject based – planned scheme of workTeaching and learning Planning for different age groupsoooo4The roomRoom layoutFood wasteHealth and safetyOrganising equipment and resourcesOrganising ingredientsManagement of resources and equipment: Staff responsibilitiesBudgeting and costsPlanning your curriculum to ensure effective learning and skill development Teaching cooking and food skills at the appropriate levelooooo33Learning intentions and outcomesCross curricular linksPrior learningTimingAdvance preparationOrganisation and setting upWarm up / starter / introductory activityDemonstrationMain activityClearing upPlenary / closing activity / evaluation22

Appendices Risk assessment – cooking skills lessonsoooooo Example of how to manage risk when using sharp knives and other food preparationequipmentExample of how to manage risk when using cookers / hobs and handling hot foodSample risk assessment: dips – Early YearsSample risk assessment: cinnamon toast Key Stage 1Sample Risk Assessment: soup – Upper KS2Blank cooking skills lesson risk assessment formCooking equipment and furnitureo37Break down and set up costs for equipment: 2526Food preparationWeighing and measuringSaucepansBowlsBaking equipmentElectrical equipmentOther equipmentFurnitureCooking equipment and starter packsAnnual costs for cooking skills lessons41Summary of annual costs for cooking skills lessonsStore cupboard ingredients breakdown and costsIngredient breakdown and costs for suggested recipesOther consumableso Replacing equipmentoooo Cooking and food skills for primary pupilsCooking and food skills and the national curriculumCooking and food skills resource listSuggested recipes for each key stageoooooooo 75Year 1: Getting ready to cookYear 2: Smart snacks - Spring rollsYear 2: MuffinsYear 6: Veggie pastaSample cooking consent letterAdditional recipesoooooooo Early YearsKey Stage 1Lower Key Stage 2Upper Key Stage 2Sample lesson plans 505558609193Early Years: No eat salt doughEarly Years: Sandwich wrapsKS1 :Seasonal apple saladKS1: Potato and beetroot salad (FFLP)Pitta pockets (FaFol)Lower KS2: Yoghurt and banana biscuitsLower KS2: Fish cakesUpper KS2: Spicy veggie pastaBlank cooking and food skills recipe planners1012

IntroductionCooking is the centre of good food education where children have the opportunity to explore food andcreate something good to eat.This guidance aims to inspire and encourage primary school staff to teach all children to cook within thecurriculum. It includes clear advice on: Getting your primary school ready to cook Cooking on the timetable – how to fit it in Practical organisation and health and safety Planning your curriculum to ensure effective learning and skill development. Teaching and learning Risk assessment Cooking and food skills by agePlus, sample lesson plans, recommended resources and suggested recipes which cover all the cookingand food skillsUsing this guidance will help primary schools ensure that by the end of Year 6 pupils can cook a simplemeal, having had a minimum of three cooking and food opportunities each year to develop theirknowledge and skills.Good food education – making a differenceTeaching children about cooking and food can make a real difference to the quality of their lives; it equipsthem with the confidence to make healthy food choices as well as teaching them how to enjoy their food.Learning to cook from an early age can contribute to maintaining a healthy weight, improving oral healthand general health and wellbeing.Cooking is also a perfect tool for teachers to captivate and stimulate children’s interest and enjoyment offood as well as building their self-confidence so they are always proud of the dishes they have made.In primary schools food education, including cooking and food skills, is a statutory part of the primarycurriculum within design and technology and science. Elements of healthy eating, especially the socialaspects, should also be taught within PSHE. National curriculum links are found in appendix 5Cooking and food can be taught through particular topics, be a topic itself, provide a focus for literacy,numeracy and link to growing. Learning cooking and food skills also prepares pupils for transition tosecondary school where they will be taught more formal food technology with opportunities to furtherdevelop their skills.3

Teaching and LearningPlanning for different age groups – different things to considerEarly Years pupilsGrouping:At this stage children will need alot support and we recommendthat you plan cooking activitiesfor small groups of 3 or 4.Recipes:Choose simple recipes that arequick and easy to make, andenable pupils to prepare foodwith their hands as well asutensils.See appendix 7.1 for suggestedrecipes for the foundation stageHealthy eatingChildren should learn how eatingfood is needed for growth and tobe healthy and how food can beenjoyed with others. Pupilsshould also be taught theimportance of drinking water andbrushing their teethEquipment:There should be appropriate equipment for the children to use: they have much smaller hands and aredeveloping 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 small serrated paring kniveswith an 8-9cm blade. Do not use plastic, disposable picnic knives. The children should be shownclearly how to use knives safely and be continually closely supervised and supported.Teachers can plan to use other cutting tools where children will not come into contact with a bladebefore they are introduced to using a sharp knife: egg slicers are great for cutting soft fruit such asstrawberries and food choppers are good for chopping vegetables. Children can be supervised andsupported to put small pieces of food in to the blender.Key Stage 1 pupilsGrouping:Recipes:Healthy eatingPlan how the pupils will be grouped to Choose recipes that are simple Children build on what theycook. At this stage it is better for pupils to make but require pupils to havelearntintheto cook in small groups of 4 or 5 per develop particular cooking foundationstageandtable. This will encourage them to skills such as mastering using should be taught about asupport each other and develop team a peeler or grater, practicing balanceddiet,eatingskills when taking turns and dividing up using a sharp knife or learning sociably withothers,the cooking tasks.simple cooking methods such looking after their teeth andIt is advisable to have all the equipment as rubbing in (when making introduced to the eatwelland ingredients laid out on trays on rock buns). Pupils should plate and the importance ofeach table in advance to save time and learn to follow simple recipe eating regular meals andminimise children moving around in instructions with either pictures healthy snackswhat might be a small space or room.or simple sentencesCooking with a whole class is not Seeappendix7.2foradvised unless there are sufficient suggested recipes for Keyadults to support the children (ideally Stage 1four)Equipment:Children should be taught how to use cutting tools safely such as sharp knives, graters, peelers, melonballers (used instead of a corer). Pupils can now use an 11-12cm bladeOrganise the room so that the cooker is placed in a safe place away from where the children arecooking but at the same time is easy to demonstrate how food is put in and taken out of the oven orhow food is cooked on the hob. At this stage children should not use the hob or oven. Electricstockpots are very safe to use as all the hot food is contained; they can be used as a substitutesaucepan, for making porridge for instance, if an electric ring or baby belling is not appropriate.15

Annual costs for cooking skills lessonsOnce a food room, or equipment for use in the classroom, is set up there will be annual costs for storecupboard and individual recipe ingredients, cleaning materials and to replace broken equipment. Thecooking skills curriculum will therefore need to be allocated an annual budget.Summary of annual costs for cooking skills lessons(based on one-form entry school)CostIngredients Store cupboard – set up and first 6 months Store cupboard – replenishing after 6 months Nursery Reception class Year 1 Year 2 Year 3 Year 4 Year 5 Year 6Other consumables Take-away containers – replenish once a term ( 6.34 x 3) Cooking area and cleaning up – replenish once a term (51.09 x 3)Replacing equipmentTotal 129.95 18.44 10.75 27.07 22.84 21.77 20.61 47.40 47.45 56.29 19.02 153.27 64.24 639.10The breakdown for these costs is shown in the following pages.You will also notice that cooking in each year gets progressively more expensive; this is because olderpupils are more likely to be cooking in smaller groups / pairs and be using more advanced recipes todevelop their cooking and food skills. Cooking dips and cold food in the Early Years and Key Stage 1 willbe much cheaper.We have also included a recipe using meat. This lesson is the most expensive for cooking with a wholeclass 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 maynot eat meat because of religious or cultural beliefs and the food is much easier to store and presentsrelatively lower risks than meat and fish. However we would encourage schools to give older pupils theopportunity to learn how to cook with fish and meat.41

Appendix 4Cooking and Food Skills for Primary PupilsThis guidance represents the skills and knowledge that pupils need to develop to learn how to choose, prepare, cook and eathealthily. The skills are progressive and have been written to support teachers to plan effective cooking skills lessons; ensuring thatpupils 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; FSA (Food Standards Agency) Food Core Competences,The European Food Framework, Food for Life Partnership (cooking at school) and the Let’s Get Cooking skills charts.50

Lower Key Stage 2Healthy EatingConsumerAwarenessFood Safetyand HygieneRecipes andIngredientsWeighingMeasuringCutting andKnife ingUnderstand whatmakes a healthyand balanced diet,and that differentfoods and drinksprovide differentsubstances thebody needs to behealthy and activeUnderstand thatfood is caught orfarmed andchanged tomake it safeand palatable /tasty to eatKnow and canfollow basic foodsafety rulesRecognise andname a broadrange ofingredients (egcereals, meat,fishBegin to usea jug tomeasureliquidsWith supervision,begin to use the clawgrip to cut harderfoods using aserrated vegetableknife (eg carrot)Sieve flour,raising agentsand spicestogether in toa bowlKnea andshape dough into evenly sizedshapesWith help andsupervision,begin to use atoaster ormicrowave ( e.gbeans on toast)Begin torecogniseappropriateingredients togarnish hotand cold foodWith very closesupervision, andphysical guidancewhen necessary,handle hot foodsafely; onceadults haveremoved foodfrom the hob oroven use ovengloves and a fishslice to removescones from thebaking trayWithsupervision,sprinklegarnish on hotdishes (eggrated cheeseon pasta)Although pupilswill not becooking food onthe hob or in theoven, pupilsshouldunderstand howto use themsafely byobserving adultscooking on thehob and putting inand removingfood from theovenBegin tounderstandappropriateportion sizeswhen servingfoodAre able to usethe eatwell plateUnderstand thevalue of eatingsociablyUnderstand theimportance ofkeeping hydratedBegin tounderstandappropriateportion sizes forregular meals andhealthy snacksKnow theimportance of ahealthy breakfastUnderstand howto keep teethhealthyUnderstand thatpeople havedifferent viewson how food isproduced andthat thisinfluences thefood they buyBegin to be ableto read andunderstand foodlabelsUnderstand thatthere are avariety ofinfluences onthe food wechoose to eat(eg who we arewith, season,health,occasion)Know theimportance of,and be able to,recycle foodrelated wasteUnderstand howbacteria in foodcan cause foodpoisoning or foodto go mouldyKnow how to getready to cook: Tie back longhair Put on aclean apron Wash and dryhandsWith guidancefollow proceduresfor clearing upsuch as washingand dryingutensils, clearingand cleaningtables, sweepingthe floor,disposing ofrubbish, puttingequipment awayUnderstand how avariety of foodsare storeddifferently toensure they aresafe to eat (egfridge or freezer)Use simple fooddescriptorsrelating toflavour, textureand appearanceIdentify whatthey would dodifferently nexttime to improvewhat they havemadeRead and followa simple recipeBegin to useweighingscalesWith supervision,begin to use both thebridge hold and clawgrip to cut the samefood using a serratedvegetable knife (egonion)With supervision,use a masher tomash hot food to afairly smooth textureWith supervision,begin to peel harderfood (eg apple,potato)With supervision, cutfoods into evenlysized strips or cubes(eg peppers,cheese)With supervision,crush garlic using agarlic pressWith supervision,grate harder foodusing a grater (egapples, carrots)Mix, stir andcombine wetand dryingredientsuniformly (egto form adough)Crack an eggand beat withballoon whiskUse hands torub fat intoflour (egscones, applecrumble))Cream fat andsugar togetherusing a mixingspoonUse a rollingpin to flattenand roll outdough (egscones)Withsupervision,use biscuitcuttersAssemble andarrangeingredients forsimple dishes(eg applecrumble,scrambled eggon toast)Coat food withegg andbreadcrumbs(eg fish cakes)Use spoons orjugs to serveequal portionsof food ordrinks in tocups, platesor bowlsBegin tounderstandwhat types offood can beservedtogether tomake abalanced meal53

Suggested recipes and cooking skills for lower Key Stage 2This table shows the cooking and food 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. We have left some columns for teachers to use for their own recipes.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. Recipeslabelled with (FFF) are referred to Islington Healthy Schools Fun, Food and Fitness teaching resourceTeachers should try to plan their cooking skills lessons and recipes used to ensure that all the cooking skills are covered.Yoghurt and banana biscuits(new recipe), 2 hatsScrambled eggs p33, 2 hats(FFF)Banana and date bread p106,2 hats (FFF)Apple crumble p138, 2 hatsSalad Nicoise p76, 2 hatsTurkish apricots p150, 2 hats(FFF)Pea and potato curry p97, 2hatsSpicy oven chips p68, 2 hatsQuick bread rolls p122, 2 hats(FFF)Scones p125 or p126 ,2 hats(FFF) Stuff baked apples p149, 2hats (FFF)Carrot and banana muffinsp108, 2 hats (FFF)Chilli bread p111, 2hats (FFF)African vegetable stew P90, 2hats (FFF)Pasta salad p65 , 2 hatsFish cakes (new recipe), 2 hatsLentil soup p50 , 2 hatsCous cous with fruit andVeggies P38, 1 hatMuesli p28, 2 hatsMost of the recipes are from Islington Healthy Schools’ Get Cooking Recipe Book, where indicated others are from Food for Life Partnership (FFLP), Food a Fact ofLife (FaFoL), or new ones included in this guidanceCooking skillsWeighingandMeasuringCutting andKnife SkillsBegin to use a jug to measure liquidsBegin to use weighing scales With supervision, begin to use the claw gripto cut harder foods using a serratedvegetable knife (eg carrot)With supervision ,begin to use both thebridge hold and claw grip to cut the samefood using a serrated vegetable knife (egonion) With supervision, use a masher to mash hotfood to a fairly smooth texture With supervision, begin to peel harder food(eg apple, potato)With supervision, cut foods into evenly sizedstrips or cubes (eg peppers, cheese) 66

Mixing Crack an egg and beat with balloon whiskMix, stir and combine wet and dryingredients uniformly (eg to form a dough) Knead and shape dough in to evenly sizedshapes Use a rolling pin to flatten and roll out dough(eg scones) With supervision, use biscuit cutters Assemble and arrange ingredients for simpledishes (eg apple crumble, scrambled eggson toast)Coat food with egg and breadcrumbs (egfish cakes)With help and supervision, begin to use atoaster or microwave ( eg scrambled eggs) Cream fat and sugar together using a mixingspoonShaping andAssemblingYoghurt and banana biscuits(new recipe), 2 hatsScrambled eggs p33, 2 hats(FFF)Banana and date bread p106,2 hats (FFF) Use hands to rub fat into flour (eg scones,apple crumble)Apple crumble p138, 2 hats Salad Nicoise p76, 2 hats Turkish apricots p150, 2 hats(FFF) Pea and potato curry p97, 2hats Spicy oven chips p68, 2 hats Quick bread rolls p122, 2 hats(FFF) Stuff baked apples p149, 2hats (FFF)Scones p125 or p126 ,2 hats(FFF) Carrot and banana muffinsp108, 2 hats (FFF)Sieve four, raising agents and spicestogether in to a bowl Chilli bread p111, 2hats (FFF)With supervision, grate harder food using agrater (eg apples, carrots)African vegetable stew P90, 2hats (FFF) Pasta salad p65 , 2 hatsFish cakes (new recipe), 2 hatsLentil soup p50 , 2 hatsCous cous with fruit andVeggies P38, 1 hatMuesli p28, 2 hatsWith supervision, crush garlic using a garlicpress 67

Sample Lesson Plan 1:Year 1: Getting ready to cookGrouping:Whole class working in groups of 4 (with a teacher, one teaching assistant and two parent volunteers)Cross curricular links:Mediterranean food / ingredientsLearning Intention To learn simple cooking skills to aprepare a vegetable dip (Tzatziki)Prior learning: pupils may have: Seen, learnt about and / or handled familiarvegetables Listened to stories about vegetables An awareness of food hygiene fromexperience of working with food in the EarlyYears and at homeLearning OutcomesPupils: Can follow basic food safety ruleswhen preparing and cooking food Can use the claw grip to cut food Can recognise a range of familiaringredientsTiming: 90 minutes (approximately)Before the lessonAdvance preparationOrganisation and setting up: Check cooking equipment:14 chopping boards,7 trays, 7 table cloths, blue towel, 15 sharpknives, 15 small bowls, 7 graters, 7 peelers, 4lemon squeezers, plastic aprons, spoons (2washing up bowls if no access to toilets orseparate hand-washing sink)Buy ingredients enough for the whole class (6 xrecipe)What pre-preparation of ingredients do theyneed to do?Get teaching materials ready: 15 laminatedcopies of Tzatziki recipe, 1 x safety andhygiene rules poster, laminated cuttingtechniques, hygiene activity sheetsRead through “getting ready to cook”PowerPoint from t

Baking equipment Electrical equipment Other equipment Furniture Cooking equipment and starter packs : 37 Annual costs for cooking skills lessons: o Summary of annual costs for cooking skills lessons : o Store cupboard ingredients breakdown and costs o Ingredient breakdown and costs for suggested recipes o Other consumables : o : Replacing equipm nt: 41 Cooking and food skills for .

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