Cookery

At Parkfield, children learn how to create over 20 recipes and as part of this work with food, they are taught how to cook and apply the principles of nutrition and healthy eating. At Parkfield we want to instil a a love of cooking in pupils and hope to open the door to one of the great expressions of human creativity. We believe that learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Reception

Reception participate in a wide variety of experiences with food on a regular basis, exploring texture, taste and smell. The children enjoy taking part in food tasting and preparation with links to the time of year e.g. Chinese New Year or the topic, e.g. The Enormous Turnip or season.

Recipe 1: Soup

How can we describe fruits and vegetables?- To explore fruits and vegetables and the differences between them. To use adjectives to describe how fruits and vegetables look, feel, smell and taste.
How do we use our five senses?- To listen to and recall elements from the story ‘The Best Pumpkin Soup.’ To explore a pumpkin and describe it using the five senses.
Which fruits and vegetables can we use in our soup?- To design a fruit and vegetable soup recipe.
How do we use a knife safely?- To practise cutting with a knife. To learn how to use a knife safely.
What do we need to make soup?- To observe and help (where appropriate) with the use of tools to prepare ingredients. To describe the finished product and evaluate the process.
What should our label on the tin of soup look like?- To design food packaging.

EYFS Links

ELG: Speaking:

Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.

ELG: Managing self:

Manage their own basic hygiene and personal needs, including…understanding the importance of healthy food choices.

ELG: The Natural World:

Explore the natural world around them, making observations and drawing pictures of animals and plants.

ELG: Fine Motor Skills:

Use a range of small tools, including scissors, paint brushes and cutlery.

ELG: Creating with materials:

Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Year 1

Recipe 1: Smoothies

What are fruits and non-fruits?- To identify fruits.
Which fruits and vegetables grow above or below the ground?- To describe where fruits and vegetables grow.
How do we cut fruit and vegetables safely?- To practise food preparation skills.
What does it taste like?- To select ingredients for a recipe.
Which fruits and vegetables shall we choose?- To apply food preparation skills to a recipe.
How can we improve our smoothie?- To evaluate against the design brief.

Recipe 2: Decorating Cakes with fruit*

What are fruits and non-fruits?- To identify fruits.
Where do fruits grow?- To describe where fruits and vegetables grow.
How do we cut fruit safely?- To practise food preparation skills.
What does it taste like?- To select ingredients for a recipe.
Which fruits shall we choose?- To apply food preparation skills to a recipe.
How can we improve our cake?- To evaluate against the design brief.

Recipe 3: Which Fruits Would be Good in Your Salad?*

What are fruits and non-fruits?- To identify fruits.
Which fruits and vegetables grow above or below the ground?- To describe where fruits and vegetables grow.
How do we cut fruit and vegetables safely?- To practise food preparation skills.
What does it taste like?- To select ingredients for a recipe.
Which fruits and vegetables shall we choose?- To apply food preparation skills to a recipe.
How can we improve our salad?- To evaluate against the design brief.

National Curriculum Links

Understand where foods come from.
Select from and use a range of tools and equipment to perform practical tasks.
Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.
Use the principles of a healthy and varied diet to prepare dishes.
Evaluate their ideas and products against design criteria.

Year 2

Recipe 1: Balanced Diet - Healthy Wrap

How are foods classified?- To recognise foods and their food groups.
What meals would be on a healthy menu?- To identify the balance of food groups in a meal.
What equipment do we need to prepare different foods?- To identify an appropriate piece of equipment to prepare a given food.
How can we describe the taste of different foods?- To select balanced combinations of ingredients.
What shall we put on a wrap?- To design based on criteria.
How can we improve our wrap?- To evaluate a dish based on design criteria.

Recipe 2: How do you like your toast?*

How are foods classified?- To recognise foods and their food groups.
What meals would be on a healthy menu?- To identify the balance of food groups in a meal.
What equipment do we need to prepare different foods?- To identify an appropriate piece of equipment to prepare a given food.
How can we describe the taste of different foods?- To select balanced combinations of ingredients.
What shall we put on toast?- To design based on criteria.
How can we improve our toast?- To evaluate a dish based on design criteria.

Recipe 3: Delicious Dips and Dippers*

How are foods classified?- To recognise foods and their food groups.
What meals would be on a healthy menu?- To identify the balance of food groups in a meal.
What equipment do we need to prepare different foods?- To identify an appropriate piece of equipment to prepare a given food.
How can we describe the taste of different foods?- To select balanced combinations of ingredients.
What dips and foods should we use?- To design based on criteria.
How can we improve our dipping platter?- To evaluate a dish based on design criteria.

National Curriculum Links

Use the basic principles of a healthy and varied diet to prepare dishes.
Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing].
Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics.

Year 3

Recipe 1: Eating Seasonally - Japanese Skewers

What foods do we import?- To explain why food comes from different places around the world.
What effects does importing food have on the environment?- To explain the benefits of seasonal foods.
How can we cut and peel fruit and vegetables safely?- To develop cutting and peeling skills.
What words can we use to decribe different tastes?- To evaluate seasonal ingredients.
How can we create a mock-up of our dish?-To design a mock-up using criteria.
How can we improve our dish?- To evaluate a dish.

Recipe 2: Eating Seasonally - Fruit Crumble

What fruits do we import?- To explain why food comes from different places around the world.
What effects does importing fruit have on the environment?- To explain the benefits of seasonal foods.
How can we cut and peel fruit safely?- To develop cutting and peeling skills.
What words can we use to decribe different tastes?- To evaluate seasonal ingredients.
How can we create a mock-up of our dish?-To design a mock-up using criteria.
How can we improve our dish?- To evaluate a dish.

Recipe 3: Eating Seasonally - Savoury Tart

What foods do we import?- To explain why food comes from different places around the world.
What effects does importing food have on the environment?- To explain the benefits of seasonal foods.
How can we cut and peel vegetables safely?- To develop cutting and peeling skills.
What words can we use to decribe different tastes?- To evaluate seasonal ingredients.
How can we create a mock-up of our dish?-To design a mock-up using criteria.
How can we improve our dish?- To evaluate a dish.

National Curriculum Links

Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.
Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.
Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.

Year 4

Recipe 1: Adapting a Recipe: Biscuits

Can we evaluate biscuits?- To evaluate existing biscuit products.
How can we make biscuits?- To prepare and cook a dish.
Can we follow a budget?- To select ingredients and follow a budget.
Can we design a biscuit wrapper?-To take inspiration from existing products.
What kind of new biscuits can we make?-To make and test a prototype biscuit.
Can we improve our biscuits?- To evaluate a final product.

Recipe 2: Adapting a Recipe: Pizza*

Can we evaluate pizzas?- To evaluate existing pizza products.
How can we make pizza?- To prepare and cook a dish.
Can we follow a budget?- To select ingredients and follow a budget.
Can we design a pizza box?-To take inspiration from existing products.
What kind of new pizza can we make?-To make and test a prototype pizza.
Can we improve our pizzas?- To evaluate a final product.

Recipe 3: Adapting a Recipe: Kebabs*

Can we evaluate kebabs?- To evaluate existing kebab products.
How can we make kebabs?- To prepare and cook a dish.
Can we follow a budget?- To select ingredients and follow a budget.
Can we design a kebab wrapper?-To take inspiration from existing products.
What kind of new kebab can we make?-To make and test a prototype kebab.
Can we improve our dish?- To evaluate a final product.

National Curriculum Links

Investigate and analyse a range of existing products.
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.
Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.
Solve problems involving multiplying and adding, including using the distributive law to multiply two-digit numbers by 1 digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.
Estimate, compare and calculate different measures, including money in pounds and pence.
Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them.
Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Year 5

Recipe 1: What could be healthier? Bolognaise

Where does our food come from?- To understand how ingredients are reared and processed.
What adaptations can we make to a recipe?-To make adaptations to design a recipe.
How nutritional is our food?- To evaluate nutritional content.
How can we safely prepare food?- To practise food preparation skills.
Can we design a product label?- To design a product label.
Can we follow an adapted recipe?- To follow and make an adapted recipe.

Recipe 2: Bread*

Where does our food come from?- To understand how ingredients are reared and processed.
What adaptations can we make to a recipe?-To make adaptations to design a recipe.
How nutritional is our food?- To evaluate nutritional content.
How can we safely prepare food?- To practise food preparation skills.
Can we design a product label?- To design a product label.
Can we follow an adapted recipe?- To follow and make an adapted recipe.

Recipe 3: Vegetable Curry*

Where does our food come from?- To understand how ingredients are reared and processed.
What adaptations can we make to a recipe?-To make adaptations to design a recipe.
How nutritional is our food?- To evaluate nutritional content.
How can we safely prepare food?- To practise food preparation skills.
Can we design a product label?- To design a product label.
Can we follow an adapted recipe?- To follow and make an adapted recipe.

National Curriculum Links

Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
Understand and apply the principles of a healthy and varied diet
Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.

Year 6

Recipe 1: Come Dine with Me - Three course meal (Pepper Starter, Salmon Main, Pineapple Dessert)

Why do we use complementary flavours?- To explain the use of complementary flavours.
What would we make in a three course meal?-To research and design a three course meal.
Why do we choose a specific recipe?- To explain recipe choices.*
What skills and knowledge do we use in cookery?- To apply culinary skills and knowledge.

Recipe 2: Come Dine with Me - Three course meal (Children's Choice Starter, Children's Choice Main, Children's Choice Dessert)*

Why do we use complementary flavours?- To explain the use of complementary flavours.*
What would we make in a three course meal?-To research and design a three course meal.
Why do we choose a specific recipe?- To explain recipe choices.*
What skills and knowledge do we use in cookery?- To apply culinary skills and knowledge.

National Curriculum Links

Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities.
Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques.
Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.
Understand and apply the principles of a healthy and varied diet.
Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately.
Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

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