Home Cooking
Aims
Learning to cook is a fundamental human right, need and pleasure. At Winchelsea, pupils of all ages and abilities have the opportunity to develop their cooking skills. For some this may be as fundamental as having the chance to express preferences; for others it could be developing the trust and courage to try something new. Over time, many will progress from preparing a simple healthy snack to achieving a qualification.
The wider Winchelsea curriculum (SRE, Life Skills, My World, PE, English and Maths) all contribute to the curriculum delivery of food education based on the principles laid out in our Food Policy Principles & Goals.
Curriculum Intent
|
Discoverers (Inc. Explorers and Seekers) |
Development of fine and gross motor skills. Opportunities to develop pro-social behaviours and begin to attend and delay gratification. Use the basic principles of a healthy and varied diet to prepare dishes. Begin to understand where food comes from. |
|
Enquirers |
Developing Gross and fine motor skills and beginning to develop the ability to follow basic instructions and master context-specific sequences. Work with some success as a pair and follow instructions from staff. Show awareness of the need to cook and eat a healthy and varied diet. Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. Be aware of seasonality, and know that ingredients are grown, reared, caught and may be processed. Learning is guided by the requirements of the National Curriculum for Cooking & Nutrition for Key Stages 1 - 3. |
|
Enquirers KS 4 |
Accreditation: Completing their accredited exam. At an appropriate point during Key Stage 4 or Post-16 pupils are entered for the Pearson HCS BTEC qualifications at Level 1 or Level 2.
Apply the principles of nutrition and health. Cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet. 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]. Be aware of some sources and understand seasonality in regard to a range of ingredients. |
|
Term |
Cycle 1: Example of Subject Intent linked to Thematic Learning |
Assessment |
|
1 |
Heroes that help us (History) - Food heroes FROZEN FOOD – why freeze, as healthy? How is it done? Processing, Summer all year round, Healthy convenience, History & other forms of preserving. Bacteria, spoilage, nutrient loss, waste. 1 - Deliveroo - Where does food come from locally - who cooks for them? Sources - shops, markets, farms, takeaway - phone for food 2 - Hygiene (NHS, cleaners), food safety, Russian, Turkish food (Crimea - Florence Nightingale - foods introduced) ways of keeping food safe/preserving 3 - Medieval cooking (food over time - changes), nutrition, food safety, roles in food manufacture & locally, good practice |
Self/Staff assessment - I do, We do, You do Pupil work/ photographs Assessment tasks. Pupils levelled against relevant HCS ladder statement |
|
2 |
Let there be light (Science)- light, plant growth, what do astronauts eat? OATS – Scottish oats, where grown, history, preparation, uses, gluten, fibre - Corby Porridge competition & Apollo 11 1 - Plants grow in the light, where light comes from 2 – What grows where, what do astronauts eat? 3 – Gruel to Bircher (food over time - changes), other ways of growing (forcing, hydroponics, mushrooms, etc) |
|
|
3 |
Feast for the Senses (Science) - Body and growing- senses, basic digestive system in humans. Protein, fibre BAKED BEANS + pulses – protein, what is a bean, canning process, varieties, how they grow, fibre, 1 - Beans means… - fibre 2 - Cooking chemical reactions 3 - Beans means…. - fibre, pulses, etc |
|
|
4 |
BEE Happy - Physical health and mental well-being. HEALTHY EATING + sugar & salt. Balanced diet, sources of protein, fibre, carbs, hidden salt/sugar (effects of both), unprocessed, slow release, high fibre foods Salad pots, sandwiches, pasta salad, quiche, fillings, coleslaw, pittas, dips 1 - Social eating – dried, stored, fresh foods (pantry)for healthy snacks/bites/drinks + honey & foods for health & wellbeing 2 - Picnic - as above + compare healthier options 3 - Events–as above + local foods, seasonality, farming/eating year |
|
|
5 |
Food, glorious food (Geography) - Understand that food comes from different places, healthy food plate. Farm visits. Shop for, taste and try different foods. Food from farm to plate - local, seasonal vs processed & eco footprint. SARDINES & SALMON – Cornwall, plankton, Big 5, oily fish, sustainability, what is a fish, what we know about them/personal experience, types, salmon ladder, B vits, Iodine, fish farming, fresh/salt water, spawning 1 - Plant or animal 2 - Eatwell guide - pro/con 3 - Human biome, food response |
|
|
6 |
You've got a friend in ME (History) - Sharing and working with others. Recognising others differences. What is the Olympics and why does it take place? Building resilience. Olympic values. CORN Origins, varieties, single-type popcorn, processing, flat breads, staples Super shakes, Greek - salads, honey puddings, roast fish, pasta salad, griddle chicken, fools, fruit creams 1 - Greek food – Mediterranean diet 2 Olympics – food for performance – healthy snacks, energy levels, deficiencies 3 Olympics – sport nutrition – calories, energy, metabolism, slow release |
Cross-curricular Links
|
Cross-Curricular Links |
How does Home Cooking support this? |
|
STEAM
|
Develop knowledge and skills to try and use a variety of kitchen equipment to develop creativity, explore and experiment with a variety of food. |
|
English Skills
|
Practical use and development of ability to follow verbal and written instructions. Embedding of sequence and c of subject specific vocabulary relevant to learning activity, as well as thematic vocabulary where relevant. Pupils have regular opportunities to practice their speaking and listening skills. Opportunities for shared experience and discussion – social chit chat. Comparatives and superlatives |
|
Maths Skills
|
Number is used regularly as are the skills of sorting and organising. Weights, measures, volumes and the language of approximation. Use of scales and practical, concrete understanding of concepts such as temperature, surface area, thick/thin, big/small, bigger/biggest etc. Help to understand object permanence. |
|
PSHE |
Following instructions, team working, safety, hygiene and awareness of healthy eating. Developing maturity, focus and attention. ‘Hands-on’ learning that promotes independence in practical, motivating, confidence-building. |
|
SMSC
British Values |
Social: Working with others, sharing equipment, developing teamwork. Opportunities to be creative and share expertise and ideas. Being supportive Moral: Following rules clearly set out. Encouraging a Rights Respecting culture to establish equal opportunities to learn. Cultural: Increasing awareness of other’s needs, different cultures, personal likes and dislikes. Create an environment where the diversity, needs and achievement of all members of the school community are recognised, valued and celebrated Spiritual: Respect for ourselves and others, developing aspiration to achieve their best. Understanding through food to be aware and show respect for others. It is recognised that eating together is a fundamental experience for all people; a primary way to nurture and celebrate our commonality and diversity; and an excellent bridge for building friendships, and pro-social skills and behaviours |
Extended Opportunities/ Celebration:
‘Pop out’ days in support of charitable causes
Master Chef Award