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 2: Example of Subject Intent linked to Thematic Learning |
Assessment |
|
1 |
Amazing Me/Animals - I’m alive! - Science Plant parts, animal parts. Respiration - animals & plant foods: wilting, decomposing, carbs to sugars, ripening, preserving = literally preserving nutrients BUT also capturing energy/food when plentiful. Animals - hibernation (requirements, metabolic rates), storing food (squirrels nuts). Teeth types for omni, carni + link to vegetarian, vegan. + food ethics. What carbs do, protein, fibre, nutrients, vitamins, fats, human biome, gut flora. POTATOES – (carbs, protein - balanced diet) - growing cycle, harvesting, energy, plant parts. Sprouting (chitting), handling, weight, washing, peeling, preparing, boiling, baking, roasting, combining. Healthier choices - skin on/off, baked/fried, wedges/chipped. Food storage. LA1 - Keep Me Healthy - why we eat & basic healthy eating MA2 - Favourite Dishes - for me and people I know. What’s in them? HA3 - Eating the Locals - Geography, History, My Body - what we eat and why. What animals eat and what animals and plants we eat. |
Self/Staff assessment - I do, We do, You do Pupil work/ photographs Assessment tasks. Pupils levelled against relevant HCS ladder statement |
|
2 |
Toys – Social history What plants need to grow, where they can grow, when can they grow, what grows in our country? How does the food that we don’t grow get here? Food shortage, famine, vitamin and nutrient deficiencies, adulterated food, the rise of sealed branded foods and associated diseases. The invention of childhood, when? Children’s working lives, life expectancy, Industrial Revolution, Living off the land, foraging, rationing, black market, Dig for Victory, Merchant Navy, Wolf Packs, convoys. Were people healthier during the war? The origins of the NHS. Homes fit for Heroes? The British Empire. MUSHROOMS – safety & science, varieties, life cycle, symbiosis, decomposers, fungi, commercial growing, where they grow, local, seasonal, foraging, make do & mend and modern equivalent reduce, reuse, recycle. LA1 Finger foods & fiction recipes (Xmas) MA2 Food experiences WW & Victorian (Xmas) HA 3 Food experiences WW & Victorian (Xmas) |
|
|
3 |
Living My Best Life: Geography FISH – The Dorset coast - type, features, settlement, over time, communities, skills, history, resorts and how we are seen. Literary links, past and present personal memories. What do we find on the shore, in rock pools, in the shallows and in the deep. Why eat fish? Which species do we find locally, how are they caught, what is it like to work on a fishing boat? How is fish stored and processed? What is an oily fish? Omega 3? Fish and shellfish nutrition, sustainability and alternatives. LA1 - camp cooking - 1 pot first recipes MA2 - National dishes, cuisines HA3 - Island Cuisines |
|
|
4 |
Let’s Go: History RICE + How is it grown, where is it from, how is it processed, nutrition, through the ages, has it always been available in the UK?, multi-cultural Britain, chilled and ambient foods, origins of convenience foods, food preservation, rise of the ready meal, environmental impacts, food miles, safe eating, preparation, food labelling, alternatives. LA1 - Near and far foods? What makes things grow MA2 - I do like to be beside the seaside! Victorian towns, food transport HA3 - Feeding an Army! Rise of national foods/brands, convenience foods, pantry foods, staples, food safety, quality |
|
|
5 |
Wonderful Weather: Science STRAWBERRY& PINEAPPLE - the difference between weather and climate, seasons in the UK, seasons in the Tropics and growing seasons. How does global warming affect what we can grow, our weather and climate? What kinds of food do we eat in the summer? The importance of water. How strawberries and pineapples are grown. The environmental impact of food and farming. Fibonacci, tessellation, berry, drupes (seeds outside), Vitamin C and why we should ‘Eat the Colours’. LA1 - What’s in season? Things we eat in summer & why? MA2 + Growing seasons? Countryside at this time; what’s happening? HA3 + UK - What grows where and why? Other places - why there? |
|
|
6 |
In the Zone: Science – link to PSHE MILK & CHEESE – Why do human babies drink breast milk? What is a mammal? Which animals are mammals? What are baby sheep, cows, etc. called? In the days after birth? Why are human babies so helpless? Why do humans drink milk? Why eat cheese? The dairy group & nutrition. Changes as we grow. Dairy and exercise. Pasteurisation, bacteria, disease, types, and food processing, How cheese is made, milks used, types and varieties. LA1 Dorset delicacies MA2 Regional dishes and origins HA 3 Food on the go – a taste of home |
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