Teachers’ Guide Cooking and food skills: 8-11 · PDF fileTeachers’ Guide Cooking and food skills: 8-11 years (revised 2008) Contents Welcome 2 Key Facts 2 Using Food – a fact

Teachers’ Guide

Cooking and food skills: 8-11 years (revised 2008)

Contents

Welcome 2

Key Facts 2

Using Food – a fact of life 3

Key Facts and learning objectives 4

Downloadable resources 5

Key Fact ‘Planners’ 6

Curriculum links 23

The Food – a fact of life resources 24

Videos 26

Recipes 27

Sources of further information 28

© Food – a fact of life 2008 2

Welcome

This guide will help you plan a series of successful lessons exploring cooking and food skills for

children aged 8-11 years. The messages and concepts for this module are derived from the

eatwell plate – the UK healthy eating model.

Key Facts

The key messages and concepts are delivered through 5 Key Facts:

1. Around the world people use a range of different ingredients, equipment and

cooking techniques to prepare food.

2. When planning to cook we need to consider current healthy eating advice, the needs

of different people and occasions.

3. When planning to cook, we need to select the most suitable ingredients, equipment

and food skills for successful results.

4. There is a range of additional food skills which enable us to cook.

5. Buying, storing, preparing and cooking food safely and hygienically are vital for

health.

Why Key Facts?

The 5 Key Facts have been developed to provide a comprehensive and progressive

approach to teaching the topic of healthy eating. It provides a framework to build upon,

ensuring that consistent and up-to-date messages are delivered in school.

Using this framework, children will be gradually introduced to different concepts, skills and

knowledge about ingredients, equipment and cooking skills and techniques.

It is recommended that each Key Fact is taught in order – to ensure that there is a clear

progression in learning and understanding of fundamental concepts. The Key Facts provide

an excellent base for creating your own lessons.

Uses in school

Food – a fact of life provides a comprehensive framework for teaching children about

fundamental food and nutrition facts. The activities and resources provided are mapped

explicitly to the different curricular requirements around the UK. See page 24 for details.


Using Food – a fact of life

As described, the teaching and learning about food and nutrition for 8-11 year old children is

divided into 5 Key Facts.

For each Key Fact, the following is provided:

� Learning objectives;

� Classroom activities, e.g. investigations, research, ICT, cooking;

� Useful resources, e.g. links to downloadable posters, PowerPoint presentations and

worksheets (which can be laminated for future use);

� Sources of further information.

Pages 7 to 22 show how each Key Fact can be taught in your school, with ideas for

introduction, main task and plenary sessions. These ‘planners’ highlight the most appropriate

resources to use – most of which can be downloaded from the Food – a fact of life website.

The Key Fact ‘planners’ and downloadable resources are designed to be flexible and allow

you, the professional, to dip-in and use what you feel is best for your school and the children

you teach. Feel free to use the Key Fact ‘planners’ in detail or only use the PowerPoint

presentations – the choice is yours.

Food – a fact of life fully supports and exploits the appropriate use of ICT in teaching and

learning, using a range of interactive activities to enable children to learn about fundamental

food concepts, as well as PowerPoint presentations and videos that can be used directly in

the classroom. However, the Key Fact ‘planners’ also promote and encourage hands-on

practical work with food, suggesting different tasting, handling and cooking activities for

children.


Key Fact and Learning Objectives Overview

Key Fact Learning objectives

1. Around the world

people use a range of

different ingredients,

equipment and cooking

techniques to prepare

food.

a) To know that there is a vast range of ingredients used around

the world.

b) To understand that diets around the world are based on similar

food groups.

c) To know that food is prepared in different ways due to a

number of factors, including country, culture, custom and

religion.

2. When planning to cook

we need to consider

current healthy eating

advice, the needs of

different people and

occasions.

a) To use the eatwell plate and consider the needs of different

people when planning and cooking food.

b) To be able to suggest and demonstrate healthier ways to

prepare and cook foods.

c) To be able to read and interpret basic nutrition information on

food packaging when making choices.

d) To be able to plan and prepare food appropriate for a range

of different occasions.

3. When planning to

cook, we need to select

the most suitable

ingredients, equipment

and food skills for

successful results.

a) To be able to write and follow recipes.

b) To be able to weigh and measure accurately.

c) To be able to select and use the most appropriate ingredients

and equipment to plan and cook a range of dishes.

d) To be able to modify existing recipes.

4. There is a range of

additional food skills

which enable us to

cook.

a) To be able to demonstrate an extended range of food skills

and techniques.

5. Buying, storing,

preparing and cooking

food safely and

hygienically are vital for

health.

a) To know that food can spoil and decay due to the action of

microbes, insects and other pests.

b) To understand and use date marks and food storage

instructions on food packaging.

c) To demonstrate good personal hygiene when cooking.

d) To demonstrate good food safety and hygiene when cooking.


Downloadable Resources

For each Key Fact, a number of downloable resources have been developed for use in the

classroom.

The resources include:

� Worksheets: photocopiable masters that can be used by children for a variety of

different activities.

� Cards: photographs of different types of foods that can be printed (perhaps in colour)

and laminated. These are ideal for sorting tasks.

� PowerPoint presentations: if you have an interactive whiteboard, these can be used to

introduce many of the Key Facts. They also include a number of questions and tasks –

these could be completed by the class. The presentations could also be printed for an

attractive display. All PowerPoint presentations can be customised, allowing you to

tailor them to the needs of your children.

� SMART Board files: if you have an interactive whiteboard, these can be used as a great

lesson starter activity, to stimulate discussion or engage children in small group work.

� Guides: support information for teachers and teaching assistants on various issues about

working with food and children in the primary school classroom.

� Videos: 22 videos highlight specific food skills, as well as demonstrations of basic recipes

for use in the primary school classroom.

� Recipes: three different sets of recipes have been provided, focusing on non-cook, the

use of heat and baking.

It would be useful to download the resources in advance, as you might like to laminate some

for the future, e.g. Ronnie Cooks cards, or save others onto CD-ROM, e.g. PowerPoint

presentations.

Key Fact ‘planners’ list the different resources available and give examples of how they may

be used. A summary of all the resources provided can be found on pages 24-25.

Healthy eating

To compliment the resources outlined in this guide, an additional range of resources can be

found in the Healthy Eating module on the Food – a fact of life website. This includes

worksheets, PowerPoint presentations and four interactive activities addressing the eatwell

plate.


Key Fact ‘Planners’

How to use the ‘planners’

The planners provide guidance for teaching about different food and nutrition concepts in

school.

Each Key Fact ‘planner’ is divided into 3 columns, these being:

Learning objectives Activity Resources

Learning objectives

These highlight the main learning objectives for each Key Fact. In essence, these are core

competences for what children should know and understand at this age.

Activity

This is the main part of the ‘planner’. It details how you, the teacher, can introduce concepts,

organise tasks and question children’s understanding.

The text highlights appropriate questions that could be asked, as well as the most appropriate

resources to use. These are only suggestions, and should be used in conjunction with ‘tried

and tested’ methods you currently use.

Resources

Different Food – a fact of life resources are highlighted for use. The name and type of the

resource is provided, along with a number. This is unique for each resource.

For example:

� Unusual food diary Worksheet 251

� Needs of Different People Worksheet 253

� Food Labels PowerPoint 259

� Food Spoilage SMART Board 260

Details about each resource can be found on page 24.

All the resources can be found in the Cooking and food skills module on the Food – a fact of

life website. In each Key Fact area, you will find a copy of the ‘planner’ as well as the

downloadable resources.


Key Fact 1: Around the world people use a range of different ingredients, equipment and

cooking techniques to prepare food.


a) To know that

there is a vast

range of

ingredients used

around the world.

Set up a sensory tray for the children. Have the

following foods(or similar) on a tray:

� Lemongrass;

� Root ginger;

� Fresh basil;

� Lime;

� Fresh beetroot;

� Pesto.

Allow the children to touch and smell each food. If

you do not have the ingredients, use the Extended

foods Cards to act as a stimulus.

� What are they called?

� Who has tasted these before?

� How are they used in cooking?

Depending on what you have available, you could

allow children to try a small sample of each food.

You need to get permission first from a parent/carer.

For ease, you could provide a range of fruit and

vegetables that the children could sample.

Extend the activity by asking:

� Who can name any other unusual ingredients?

� Where does it come from?

� How is it prepared?

� How does it taste?

� How might you eat it?

Gather the responses on the board. Use the New

foods SMART Board or PowerPoint to help facilitate

discussion.

Ask the children to keep an unusual food diary for a

few days – who can name the most? Use the Unusual

food diary Worksheet.

Tray and

ingredients

Extended foods

Cards 251

Permission letter

Guide 251

Health and safety

checklist Guide

252

New foods SMART

Board 251

New foods

PowerPoint 251

Unusual food

diary Worksheet

251


b) To understand

that diets around

the world are

based on similar

food groups.

Use the World diets PowerPoint to look at the types of

foods eaten by different people around the world

that make up their diet.

Ask the children:

� What types of foods are eaten?

� Can you identify any similarities?

� Can you place these foods into groups?

Remind the children about the eatwell plate. Using

the What goes together? SMART Board and/or the

Blank eatwell plate Worksheet, ask children to sort the

different foods from around the world into groups.

Children should be able to explain that although

there are many different types/varieties of foods,

they all come from basic food groups. For example,

most diets in the world comprise:

� Fruit and vegetables;

� Bread, rice, potatoes, pasta and other starchy

foods, e.g. yam, plantain, cous cous

(sometimes these are known as staple foods,

forming the bulk of the diet);

� Milk and dairy foods;

� Meat, fish, eggs, beans and other non-dairy

sources of protein.

Although there are lots of different foods, diets

around the world are based on similar food groups to

help people to stay healthy.

World diets

PowerPoint 252

What goes

together? SMART

Board 252

Blank eatwell

plate Worksheet

252


c) To know that

food is prepared in

different ways due

to a number of

factors, including

country, culture,

custom and

religion.

Talk to the children about how food is prepared

around the world. Discuss how people from different

countries and cultures prepare, cook and eat food in

a variety of ways.

Use the World food PowerPoint, show children how

food is prepared, cooked and eaten differently in a

variety of countries.

� What type of food is being prepared?

� What equipment are they using?

� How is the food being cooked?

� How is the food eaten?

Ask children, in pairs, to create a food around the

world journal investigating different ingredients,

cooking equipment and methods.

Module link: Healthy eating 8-11 Key Fact 1

This link provides support on food and religion.

Demonstrate to the children how to make an exciting

curry or stir-fry. Organise the children so that they can

see you clearly. Select some children to help prepare

some of the ingredients, e.g. quarter tomatoes or

chop coriander. Use the Demonstration Guide 1 to

help set us this fun activity. Alternatively, use the Stir-

Fry and Curry in a Hurry Videos to stimulate

discussion.

World food

PowerPoint 253

Healthy eating

Module 8-11

Demonstration

Guide 253

Stir-Fry and Curry

in a Hurry Videos

Key Fact 1 plenary

Recap with children:

There is a vast range of ingredients used around the

world.

Diets around the world are based on similar food

groups.

Food is prepared in different ways due to a number

of factors, including country, culture, custom and

religion.

Further activities

Present the work about food around the world as a

classroom or school display. Set up a display of

photographs, non-perishable ingredients and

cooking equipment.

Invite speakers, parents/carers and local

organisations to talk about, and perhaps cook,

different foods from around the world.

Organise further tasting and cooking sessions to

investigate different types of food.


Key Fact 2: When planning to cook we need to consider current healthy eating advice,

the needs of different people and occasions.


a) To use the

eatwell plate and

consider the needs

of different people

when planning and

cooking food.

Refresh children‘s knowledge of the eatwell plate.

Review its 5 food groups. Use Make a Balanced Plate

Interactive Activity as a lesson starter activity.

Module link: Healthy eating 8-11 Key Fact 2

This link provides extensive support about the eatwell

plate.

This could be further extended by looking at how

diets can be planned to meet the principles of the

eatwell plate. Use the Alisha and Ronnie interactive

activity.

Use the Needs of different people PowerPoint to

highlight that people have different food needs.

Question the children to see if they can suggest what

these needs might be, for example:

� age – babies have different diets from adults;

� preference – likes and dislikes;

� vegetarian – some people choose not to eat

meat or fish;

� where you live – some foods only grow in a hot

climate;

� religion – some religions restrict certain foods;

� allergy – a small number of people have an

allergy to a food, e.g. peanuts.

Next, use Make a meal SMART Board to engage the

group in planning different meals for people, for

example, a young child, a working adult or a retired

person. This activity requires children to drag foods on

to an empty plate to create a meal. Discuss the

choices made, along with their reasoning.

To consolidate learning, ask the children to consider

and plan the food needs for a number of different

people. Use the Needs of different people Worksheet

to act as a stimulus. This work could make a great

display.

Make a Balanced

Plate Interactive

Activity

Healthy eating

Module 8-11 Key

Fact 2

Alisha and Ronnie

Interactive

Activity

Needs of different

people

PowerPoint 254

Make a meal

SMART Board 253

Needs of different

people Worksheet

253


b) To be able to

suggest and

demonstrate

healthier ways to

prepare and cook

foods.

Explain to children that food can be prepared and

cooked in a number of ways to promote health. Use

the Healthier cooking PowerPoint to highlight

different healthier ways to cook and serve food. For

example, these include:

� cooking method, e.g. baking or grilling instead

of frying;

� not adding salt to food, perhaps using

different ingredients for flavour, e.g. herbs,

garlic;

� adding fruit or vegetables, e.g. extra carrots in

a soup or stew;

� removing, adding or changing an ingredient,

e.g. having a low fat yogurt rather than a

luxury yogurt;

� changing the portion size, e.g. having a

smaller dessert or a mini muffin.

As a whole group, use Change a meal SMART Board

to engage the children in modifying meals to make

them healthier. This activity requires children to swap

foods on a plate. The labels for each food can be

changed, e.g. swapping ‘fried sausage’ for ‘grilled

sausage’. Discuss the choices made, along with their

reasoning.

Healthier cooking

PowerPoint 255

Change a meal

SMART Board 254

c) To be able to

read and interpret

basic nutrition

information on food

packaging when

making choices.

Explain to children that food packaging often

displays nutrition information which can help people

make choices. Use the Food labels PowerPoint to

highlight how this information is presented and how it

can be used.

Ask the children to collect and bring in from home

food packaging, showing nutrition information.

Create a display of food packaging to highlight

nutrition information.

Module link: Healthy eating 8-11 Key Facts 3 and 4

This link provides extensive support about energy and

nutrients.

Food labels

PowerPoint 256

Food packaging

Healthy eating

Module 8-11 Key

Facts 3 and 4


d) To be able to

plan and prepare

food appropriate

for a range of

different occasions.

Investigate foods prepared for a range of different

occasions.

Ask the children:

� What celebrations or festivals can you name?

� What type of food is served?

� What special occasions have you attended?

� What food was served?

Use the Occasions PowerPoint to highlight a number

of different celebrations and festivals which include

specific food, e.g. Passover and Matzo crackers,

Christmas and turkey.

In small groups, organise cooking activities to raise

awareness of a range of different occasions. For

example:

� Birthday;

� Chinese New Year;

� Harvest festival.

Occasions

PowerPoint 257

Recipes

Key Fact 2 plenary

Recap with children

Healthy eating, the eatwell plate, along with

people’s food needs, should be considered when

planning and cooking.

There are a number of simple healthier ways to

prepare and cook foods.

Lots of food packaging has basic nutrition

information which can help us to make a healthier

choice.

There are many different festivals and events which

celebrate with special foods.

Further activities

Invite a parent or grandparent to come into school

to talk about and demonstrate some traditional

foods.


Key Fact 3: When planning to cook, we need to select the most suitable ingredients,

equipment and food skills for successful results.


a) To be able to

write and follow

recipes.

Talk to the children about a recipe. Ask them what

they understand by the term. A recipe is a set of

instructions for preparing/cooking a food dish, e.g.

how to bake a cake.

Use the Recipe PowerPoint to introduce children to

the structure and contents of a recipe.

A recipe should include:

� Title – what it is called;

� Ingredients – the type, name and quantity of

ingredients that are needed, in metric

measurements;

� Equipment – a list of all the equipment that is

needed;

� Method – a sequential plan, written and/or

pictorial.

Get children to write a recipe. If children need extra

support, allow them to use the My recipe Worksheet.

Ask them to write the recipe for making a breakfast

of their choice, e.g. porridge, fruit salad, toast with

topping, beans on toast. If you have time, you could

allow children to make the breakfast recipes. Do

they work?

To ensure that children understand the structure of a

recipe, use Unmuddle the recipe SMART Board. This

sets children the challenge of sorting a sandwich

recipe into its correct order.

Discuss why children have sequenced the

photographs in a particular order.

Set up cooking activities to allow children the

opportunity to follow recipes.

Recipe

PowerPoint 258

My recipe

Worksheet 254

Unmuddle the

recipe SMART

Board 256


b) To be able to

weigh and

measure

accurately.

To ensure that a recipe works, it is important to weigh

and measure ingredients accurately.

Using the Measuring Worksheet as a stimulus, get

small groups to weigh and measure precise

quantities of food. Let one person measure and

another check the measurement.

As a group, use Measuring SMART Board to partner

together ingredients with the most suitable piece of

measuring equipment, e.g. water in a measuring jug,

broccoli using weighing scales.

Measuring

Worksheet 255

Weighing scales

Measuring jug,

Water, Flour,

Spoon

Measuring SMART

Board 257

c) To be able to

select and use the

most appropriate

ingredients and

equipment to plan

and cook a range

of dishes.

Get children to help Ronnie select the most

appropriate ingredients and equipment to cook a

series of dishes.

First, use the Ronnie cooks SMART Board with the

group to help explain what is required, i.e. help

Ronnie plan to cook a number of dishes.

In small groups, or individually, use the Ronnie cooks

Cards to set different recipe challenges. Children can

either verbally feedback their answers, or complete

the Ronnie cooks Worksheet.

Ronnie cooks

SMART Board 258

Ronnie cooks

Cards 252

Ronnie cooks

Worksheet 256

d) To be able to

modify existing

recipes.

Explain to the children that most recipes can be

modified to make something different and original.

Often a basic recipe is used, where ingredients can

be added to make it different, e.g. a basic scone

recipe could be have cheese and mustard added

(resulting in a savoury scone) or dried fruit and spice

(resulting in a sweet scone).

Use the Modify a recipe SMART Board to illustrate how

basic recipes can be modified. This allows children to

drag a number of different ingredients into a series of

recipes to try out a number of creative ideas.

Discuss the merits of each solution with the group.

� Are the ingredients suitable?

� How would it taste?

� Could it be made?

Modify a recipe

SMART Board 259


To illustrate this concept further, watch the following

videos:

� Bread

� Coleslaw

� Scones

� Smoothie

� Cous Cous Salad

For each, ask children:

� How could the recipe be modified?

� What ingredients would you add?

� How would the ingredients be prepared?

Set up cooking activities with the children to allow

them to successfully modify a number of recipes. You

may wish to use the examples in the Modify a recipe

SMART Board or videos.

At first you may wish to limit the number of additional

ingredients available – this will ensure a successful

outcome. As children build confidence and

competence, they can take bigger risks and try out

new combinations of ingredients.

Use the Creative cook certificate as a reward for

good practice during cooking for your children. This

could be presented during assemblies.

Videos

Recipes

Ingredients

Equipment

Creative cook

certificate Card

253

Key Fact 3 plenary

Recap with children

A recipe is a set of instructions for preparing/cooking

a food dish, e.g. how to bake a cake.

To ensure that a recipe works, it is important to weigh

and measure ingredients accurately.

It is important to select and use the most appropriate

ingredients and equipment to plan and cook a

range of dishes.

Many recipes can be modified to produce exciting

and original alternatives.

Further activities

Provide a selection of prepared vegetable and ask

the children to choose 6 or 7 to make their sown

soup, stir-fry or salad. Discuss how you can make so

may different recipes from the same basic

ingredients. Ask pairs of children to write a recipe and

swap, so that they follow each other’s instructions.


Key Fact 4: There is a range of additional food skills which enable us to cook.


a) To be able to

demonstrate an

extended range of

food skills and

techniques.

This learning objective should be taught through

practical food preparation and cooking experiences.

Recap with the children the basic food skills they

have already learned. These should include:

� The bridge hold;

� The claw grip;

� Grating;

� Peeling.

Show the videos of these skills in action. Ask the

children:

� Who has used these skills?

� What did you make?

If time allows, demonstrate these skills to the class –

this will not only create excitement, but will enable

children to understand what is required at first hand.

Involve the children by allowing several volunteers to

help. Ensure that good personal hygiene and safe

techniques are followed at all times. Go through

each skill carefully to ensure that all children

understand the safety aspects.

You may wish to consolidate this previous learning by

viewing additional recipe videos and/or setting up

basic cooking activities.

For example you could show and/or make:

� Fruit Salad – using key skills to prepare a

delicious and colourful salad;

� Simple Sandwiches – practicing slicing and

spreading skills;

� Coleslaw – using slicing, grating and

combining skills;

� Fruit Smoothie – using a blender, with

supervision.

Additional ideas are also available as recipe cards,

including:

� Veggie Snacks – a hummus/yogurt mix in

cucumber and pepper shells;

� Layered Salad – a colourful layered salad.

Videos

Demonstration

Guide 253

Ingredients, e.g.

tomato, carrot

and apple.

Chopping board,

knife, grater.

Cooking Guide

254

Videos

Recipes

Recipes


a) To be able to

demonstrate an

extended range of

food skills and

techniques.

(continued)

To further extend their range of skills and cooking

techniques, introduce children to the following

recipes. Each recipe is supported by a video,

PowerPoint and instruction card.

This set of recipes builds on their basic skills, but also

involves the use of heat in preparation and cooking:

� Cous Cous Salad – slicing and chopping, using

a kettle to cook the cous cous, combining;

� Vegetable Kebabs – slicing foods and

threading vegetables safely;

� Chunky Soup – different vegetable

preparation, using a hob.

Although your school may not have the facilities,

children could also be introduced, either through a

demonstration or video, to:

� Stir-Fry Prawns – root ginger preparation,

orange segmentation and stir-frying;

� Curry in a Hurry – Quick Lamb Rogan Josh and

Mushroom and Chickpea curries.

These skills can be further enhanced by the teaching

and learning of the following recipes to introduce

new experiences and skills:

� Bread – accurate weighing and measuring,

kneading, proving, shaping and baking;

� Fruit Scones – sieving, rubbing-in, combining,

rolling out, cutting, baking;

� Gingerbread People – melting, combining,

rolling out, cutting, baking, decorating.

These could be extended through:

� Delicious Dough:

� Pizza – rolling out, choosing traditional

toppings, arranging;

� Chelsea Buns – rolling out, sprinkling, rolling

up, slicing, baking;

� Cheese Straws – sieving, rubbing-in, grating,

combining, cutting, baking;

� Blueberry Muffins – measuring, combining,

sharing equally.

Recipes

Demonstration

Guide 253

Videos

Recipes

Videos

Recipes

Videos

Recipes


a) To be able to

demonstrate an

extended range of

food skills and

techniques.

(continued)

Additional ideas are also available as recipe cards

and PowerPoint, including:

� Samosas – baked vegetable spicy samosas;

� Haulomi kebabs – grilled cheese and

vegetable kebabs;

� Tomato, bean and pasta soup – a tasty Italian

inspired vegetable soup.

All recipes stated above include suggested

modifications, e.g. to promote fruit and vegetables or

reduce fat or salt. Not all recipes need to be used –

be selective and choose those best suited to the

needs/abilities of the children you teach and the

facilities you have in your school.

Recipes

Cooking Guide

254

Key Fact 4 plenary

Recap with children:

There are a number of basic food skills which enable

you to prepare a variety of simple dishes.

There are lots of other food skills and techniques

which enable you to extend the dishes you can

already cook.

Further activities

Create a class or school recipe book featuring all the

dishes that are cooked. Use a digital camera to

record the results, along with action sequences of

cooking.

Cook a variety of dishes on a theme, e.g. 5 A DAY,

World War 2, countries around the world.

If your school has a gardening/growing area, see if

you can use the vegetables or fruit in your cooking

sessions. Raised beds, pots and hanging baskets are

perfect for smaller schools or those with limited

gardening space.


Key Fact 5: Buying, storing, preparing and cooking food safely and hygienically are vital

for health.


a) To know that

food can spoil and

decay due to the

action of microbes,

insects and other

pests.

Question the children:

� Has anyone seen mouldy food before?

� What was it?

� What did it look like?

Explain to children that food can spoil and decay

due to the action of micro-organisms (microbes),

insects and other pests. Sometimes, it may be

because of changes within the food itself. When food

spoils, its appearance, taste, texture and odour

change. It may become unsafe to eat.

Some food is perishable, like meat, fish and milk.

Some food lasts longer, like flour, beans and canned

fruit.

Use the Food spoilage PowerPoint to introduce this

concept to children. This will introduce children to the

fact that:

� food deteriorates over time;

� micro-organisms can be carried by food,

people, dirty equipment, animals and pests;

� micro-organisms needs certain conditions to

grow – this is why food needs to be properly

stored;

� food poisoning is caused by some of these

micro-organisms (food poisoning bacteria);

� the risk of poisoning can be minimised through

simple food safety and hygiene procedures;

� there are beneficial uses of some micro-

organisms, e.g. in bread and yogurt making.

Using the Food spoilage SMART Board activity, ask the

children what happens to the different types of food

when it spoils. Discuss what could be done to prevent

spoilage.

Food spoilage

PowerPoint 259

Food spoilage

SMART Board 260


b) To understand

and use date marks

and food storage

instructions on food

packaging.

Explain to children that food packaging displays

information which can help people know when to

eat the food and how to store it properly.

The two main features are:

� Date marks

� ‘use by’ – these are used on perishable

foods such as milk, cheese or ham and show

the day/month – after this date the food is not

safe to eat;

� ‘best before’ – these are used on foods such

as canned beans, dried fruit, breakfast cereals

and frozen peas – after this date the food will

probably be safe to eat, although may not

taste as good;

� Storage instructions – how to store the food

correctly to keep it in good condition, e.g.

keep refrigerated, frozen, or in a cool dry

place.

Unpackaged foods, such as fresh fruit and

vegetables, do not have date-marks or storage

instructions. Talk to the children about how they

would store these items and know when they are

safe to eat, e.g. strawberries in a fridge, potatoes in a

cool, dry and dark place.

Use the Food labels PowerPoint to highlight how

information is presented and how it can be used.

Use Storing food SMART Board with the children to

drag foods to the correct storage areas in a kitchen.

Discuss reasons for this.

Food labels

PowerPoint 260

Storing food

SMART Board 261


c) To demonstrate

good personal

hygiene when

cooking.

Pose a series of questions to the children about good

personal hygiene when cooking:

� What should you do when you get ready to

cook?

� What is good personal hygiene?

� Why is it important to wash hands?

The Personal hygiene PowerPoint can be used with

the children to recap this area of learning.

You could use the Let’s get ready to cook Poster as a

stimulus for discussion.

Use the Alisha gets ready to cook Cards with the

children to promote and embed good personal

hygiene habits when cooking.

Ask the children to create their own ‘Get ready to

cook checklist’ (you could use the Get ready to cook

checklist Worksheet as a writing frame). This should

indicate all the personal hygiene checks they will

take when cooking. Ensure that children use this

checklist when they undertake food preparation and

cooking activities at school.

Personal hygiene

PowerPoint 261

Let’s get ready to

cook Poster 251

Alisha gets ready

to cook Cards 254

Get ready to

cook checklist

Worksheet 256


d) To demonstrate

good food safety

and hygiene when

cooking.

When cooking, it is important to ensure that good

food safety and hygiene is being followed to avoid

any accidents and minimise any risk of food

poisoning.

Use the Food safety PowerPoint to explain to children

about how good food safety and hygiene is

undertaken when cooking. This includes:

� getting ready to cook (recap);

� storing foods (recap);

� avoiding cross-contamination;

� heating and reheating safely;

� waste, e.g. peelings;

� cleaning and washing-up.

In small groups, or individually, use the Alisha cooks

Cards to pose food safety and hygiene questions.

Children can either verbally feedback their answers,

or complete the Alisha cooks Worksheet.

Food safety

PowerPoint 262

Alisha cooks

Cards 255

Alisha cooks

Worksheet 257

Key Fact 5 plenary

Recap with children

Food can spoil and decay due to the action of

microbes, insects and other pests.

Food needs to be stored properly and within its date

mark.

Good personal hygiene is vital when cooking to

avoid the risk of food poisoning.

Good food safety and hygiene is vital when cooking

to avoid accidents and risk of food poisoning.

Further activities

Make a display of food packaging labels ranking

them in order of how long they can be stored safely.


Curriculum links

This chart shows the main curriculum links to different subjects throughout the UK. There are

also lots of other opportunities in school for cross-curricular links, including geography, history,

art and design, health education, numeracy and literacy. Food – a fact of life also supports

the appropriate use of ICT.

England Wales Scotland Northern Ireland

Key

Fact

1

Design and Technology

1a, 5a

PSHE

2i, 4b, 4f


1.1

PSE

Attitudes and values

Environmental studies:

Technology

Needs and how they

are met

Health education:

emotional health

The World Around Us

Key

Fact

2

Science

Life processes and

living things 2b


1b, 1c, 3a

PSHE

1b, 2i, 3a, 4b, 4f, 5d

Science

Life processes and

living things

1.1, 2.2, 2.3


1.1, 2.1, 2.3

PSE

Attitudes and values,

Social aspect,

community aspect,

physical health


Technology

Resources and how

they are managed

Preparing for tasks

Designing and making

Health education:

physical health

The World Around Us

Personal development

and mutual

understanding

Key

Fact

3

Science

Materials and their

properties 2a, 2b, 2c,

2d


2a, 2c, 2d, 2f, 3a, 4a,

4b, 5a, 5b

PSHE

5d

Science

Materials and their

properties 1.1, 1.5, 2.1,

2.2, 2.5, 2.6, 2.7


2.2, 2.4, 2.5, 3.1, 3.2

Science: Changing

materials

Investigating


Technology

Processes and how

they are applied


Mathematics and

numeracy

Key

Fact

4

Science

Materials and their

properties 2a, 2b, 2c,

2d, 3a


2c, 2d, 2f, 4a, 4b, 5a,

5b, 5c

Science

Materials and their

properties 1.1, 1.5, 2.1,

2.2, 2.5, 2.6, 2.7


3.1, 3.2, 3.3, 3.5, 3.6

Science: Changing

materials

Investigating


Technology

Processes and how

they are applied


Personal development

and mutual

understanding

Key

Fact

5

Science

Life processes and

living things 5f


2f

PSHE

3b

Science

Life processes and

living things

1.2, 3.3

Science: variety and

characteristic features


Technology

Processes and how

they are applied

Health education:

social health

The World Around Us


Resource Type Key

C – Cards

G - Guide

P - Poster

PP - PowerPoint

SB – SMART Board

WS - Worksheet

Cooking and Food Skills Resources

The chart below summarises all the downloadable resources to support

the teaching of the Key Facts for children aged 8-11 years. Suggestions

for use are also provided.

Key

Fact

Type No. Title Description

C 251 Extended Food A4 full colour annotated cards showing different

types of foods, useful for displays and discussion.

G 251 Permission Letter A sample letter that could be used to gain

permission for children to cook at school.

G 252 Health and

safety checklist

A basic checklist for food activities in the classroom.

G 253 Demonstration An easy to follow guide providing top tips of

demonstrating food skills and recipes in the primary

school classroom.

SB 251 New Foods Children need to guess the name of the food on

the screen.

SB 252 What goes

together?

Sorting different food groups into balanced meals.

PP 251 New Foods Children need to guess the name of the food on

the screen.

PP 252 World Diets The presentation looks at different types of foods by

people around the world.

PP 253 World Food The presentation looks at different types of food

from around the world.

WS 251 Unusual food

diary

A blank diary page for recording foods eaten.

1

WS 252 Blank eatwell

plate

A blank version of the eatwell plate model.

PP 254 Needs of

different people

A presentation that shows that people have

different food needs.

PP 255 Healthier

cooking

A presentation highlighting healthier cooking

methods.

PP 256 Food labels A presentation focusing on how nutrition

information is displayed on food labels.

PP 257 Occasions A presentation to highlight a number of different

celebrations and festivals which include specific

food.

SB 253 Make a meal A simple activity when children must plan a meal

for a person of their choice.

SB 254 Change a meal This activity requires children to swap foods on a

plate to make it healthier, e.g. grilled foods rather

than fried.

2

WS 253 Needs of

different people

This sheet requires children to plan meals for a day

for a person of their choice.


PP 258 Recipe A presentation that explains how a recipe is put

together and the information it needs to contain.

WS 254 My recipe A writing frame sheet for children to create their

own recipe.

WS 255 Measuring A stimulus sheet to encourage children to measure

accurately.

WS 256 Ronnie cooks A worksheet for recording children’s responses to

the challenges set in Ronnie Cooks Cards (252).

SB 256 Unmuddle the

recipe

This activity sets children the challenge of sorting

out a recipe into its correct order.

SB 257 Measuring This activity asks children to correctly identify

different measurements of a jug and weighing

scales.

SB 258 Ronnie cooks Ronnie needs support while cooking. This activity

sets children the challenge of helping Ronnie cook

a number of different dishes.

SB 259 Modify a recipe This activity allows children the opportunity to

modify a number of recipes to try out their creative

ideas.

C 252 Ronnie cooks A set of cards which set a food challenge.

3

C 253 Creative cook

certificate

An A4 colour certificate for children.

G 253 Demonstration An easy to follow guide providing top tips of

demonstrating food skills and recipes in the primary

school classroom.

4

G 254 Cooking A guide highlighting the different issues that need

to be considered when cooking in the primary

school classroom.

PP 259 Food spoilage A presentation which introduces children to the

causes of food spoilage.

PP 260 Food labels A presentation highlighting how date-marks and

storage instructions are provided on food labels.

PP 261 Personal hygiene A presentation that covers the importance of

hygiene when handling food and cooking.

PP 262 Food safety A presentation explaining good food safety and

hygiene when cooking.

SB 260 Food spoilage Children watch a video and describe what

happens when food spoils, suggesting how they

could prevent spoilage from occurring.

SB 261 Storing food An activity that sets children the challenge of

putting shopping away properly.

P 251 Let’s get ready

to cook

A fun poster promoting cooking safely and

hygienically.

C 254 Alisha gets ready

to cook

A series of questions for children about getting

ready to cook.

C 255 Alisha cooks A series of questions on food safety and hygiene.

WS 256 Get ready to

cook checklist

A worksheet to encourage children to create their

own checklist in order to get ready to cook.

5

WS 257 Alisha cooks A recording sheet for use with the Alisha Cooks

cards (255).


Videos

The Cooking and food skills module features 22 exciting videos which show food skills

being demonstrated and recipes being made. These are supported by easy-to-follow

recipes. All resources can be downloaded and used in the classroom with your pupils.

The videos are also suitable for children with special needs or lower ability pupils in

secondary schools.

The videos are divided into 4 groups:

Peel, chop and grate

� The Bridge Hold

� The Claw Grip

� Grating

� Peeling

� Onion Preparation

See how to prepare fruit

and vegetables safely.

Cool creations

� Coleslaw

� Cous Cous Salad

� Fruit Salad

� Fruit Smoothie

� Hummus

� Simple Sandwiches (BLT and Salmon

and Cucumber Bagel)

� Pockets and Wraps (Chicken Pitta

Pocket and Hummus Wrap)

See how to make some

recipes that do not

need any cooking.

Hot and happening

� Chunky Soup

� Stir-Fry Prawns

� Vegetable Kebabs

� Curry in a Hurry (QuickLamb Rogan

Josh and Mushroom and Chickpea

Curry)

See how to cook

delicious hot meals.

Brilliant baking

� Bread

� Delicious Dough (Pizza and Chelsea

Buns)

� Fruit Scones

� Cheese Straws

� Gingerbread People

� Blueberry Muffins

See how to bake a

range of recipes.


Recipes

The Cooking and food skills videos are supported by written recipes. The recipes

available are listed below. There are also additional recipes which have been added

because they include similar themes or techniques. These can be downloaded from the

website www.foodafactoflife.org.uk

The recipes are divided into 4 groups:

Cool creations

� Coleslaw

� Cous Cous Salad

� Fruit Salad

� Fruit kebab

� Fruit Smoothie

� Hummus

� BLT Sandwich

� Salmon and Cucumber Bagel

� Chicken Pitta Pockets

� Hummus Wrap

� Veggie Snacks

� Layered Salad

Non-cook

recipes for the

primary school

classroom.

Hot and happening

� Chunky Soup

� Stir-fry Prawns with Orange and Ginger

� Vegetable Kebabs

� Quick Lamb Rogan Josh

� Mushroom and Chickpea Curry

� Samosa

� Haulomi Kebabs

� Tomato, Bean and Pasta Soup

Recipes that

involve the use

of the grill or

hob.

Brilliant baking

� Bread

� Pizza

� Chelsea Buns

� Fruit Scones

� Cheese Straws

� Gingerbread People

� Blueberry Muffins

� Biscuits

� Pizza Wheels

� Quick Cheese Pizza

Baking recipe

for the primary

classroom.


Sources of further information British Nutrition Foundation www.nutrition.org.uk/teachercentre

DairyCo www.dairyco.org.uk

HGCA www.hgca.com

Horticultural Development Company www.hdc.org.uk

Meat and Education www.meatandeducation.com

Potato Council www.potatoesforschools.org.uk

Other useful links Active Kids Get Cooking www.activekidsgetcooking.org.uk

Association for Science Education www.ase.org.uk

Dairy Council www.milk.co.uk

Design and Technology Association www.data.org.uk

Farming and Countryside Education www.face-online.org.uk

Farms for Schools www.farmsforschools.org.uk

Focus on Food www.designdimension.org

Foodlink www.foodlink.org.uk

Food in Schools www.foodinschools.org

Food Standards Agency www.food.gov.uk

Foodforum www.foodforum.org.uk

Grain Chain www.grainchain.com

Growing Schools www.teachernet.gov.uk/growingschools

Join the Activaters www.jointheactivaters.org.uk

School Milk www.schoolmilk.co.uk

Seafish www.seafish.org.uk

The Growing Schools Garden www.schoolsgarden.org.uk

Year of Food and Farming www.yearoffoodandfarming.org.uk

The Foundation is grateful for financial support from the

All Saints Educational Trust.

© British Nutrition Foundation 2008

British Nutrition Foundation

High Holborn House

52-54 High Holborn

London

WC1V 6RQ

Tel: 020 7404 6504

Email: [email protected]

Web: www.nutrition.org.uk

Documents

Teachers’ Guide Cooking and food skills: 8-11 · PDF fileTeachers’ Guide Cooking and food skills: 8-11 years (revised 2008) Contents Welcome 2 Key Facts 2 Using Food – a fact