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
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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. |
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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. |
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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. |
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Term |
Cycle 3: Subject Intent linked to Thematic Learning |
Assessment |
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1 |
Home Sweet Home – Geography – natural and built landscape PASTA + Italy – Marco Polo, noodles, types, regional dishes North/South, Original dishes, poor & plentiful, family life, in the world – the Italian diaspora · Simple shares – what do we eat & do others like it? Could we cook it? · My food v parents v grandparents – food fashions & changes · Cooking with – grill, hob, oven + gadgets – food & social revolution |
Self-assessment of own work and peer assessment of others work through frequent tasting and Master Chef award Pupil work, both self-written and worksheets including ‘Write the Recipe’ recall work. Photographic evidence in file. Evidence of learning sheet per pupil for each half term. Pupils levelled against the Home Cooking learning ladder statement
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2 |
Great Events – History EGGS – anatomy, variety, sizes, kinds eaten, uses, cracking, freshness, ways of cooking Simple Christmas recipes (around the world) Winter Solstice – Christmas past (Tudor feast) or WW2 Christmas past - a Victorian Xmas or WW2 |
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3 |
Reduce, reuse, recycle – Science – materials & properties SUSTAINABILITY + water – water cycle, weather patterns, global crops (cocoa, fish, bananas), water content in food, hydration, sustainable & healthy diets, food/energy chains Water in foods, ingredients & dishes: Caribbean foods – dishes, key ingredients, cheap/healthy, organic/influences Wild, survival & forage foods – living off the land, cereals=grasses, wild v commercial carrots, hunter/gather, caught/farmed fish, domesticated animals, berries, nettles, etc. |
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4 |
May the force be with you: Forces – Science Breads and doughs - special grasses, types grown, breads and doughs from around the world. Doughs, yeast, proving, leavened and unleavened, whole grains: Simple doughs - mixing, kneading, rolling - trying & tasting Sweet and savoury doughs - pasties and pastries Flatbreads, pizzas and types of bread from around the world |
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5 |
Roots – Shoots and Muddy Boots COUNTRY SHOW + meat & cereals. What is a country/county show, the farming life, festival food. Growing animals for food & other products, cereal crops, breakfast cereal, the milling process, planting and harvesting: Grow & Cook it Grow & cook it & how animals used - Superfoods & cook the colours – different colour different nutrition |
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6 |
Amazing Adventures – local, Britain, countries, continents, oceans MILK & CHEESE – pasteurisation, bacteria, disease, types, processed, how cheese is made, milks used, types, countries, soft/hard: Dorset delicacies Regional dishes and origins Food on the go – a taste of home. |
Cross-curricular Links
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Cross-Curricular Links |
How does Home Cooking support this? |
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STEAM
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Develop knowledge and skills to try and use a variety of kitchen equipment to develop creativity, explore and experiment with a variety of food. |
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English Skills
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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 |
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Maths Skills
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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. |
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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. |
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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