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
Recipe 1: bonfire toast
To explore bread before and after it is toasted-change of material.
To explore colour and mark making
To control our fine motor movements.
To understand hygiene expectations and safety rules.
To listen to and follow instructions.
to use technology-toaster
Recipe 2: edible sparklers
To explore chocolate before and after being heated-change of material.
To explore presentation of food.
To control our fine motor movements.
To understand hygiene expectations and safety rules.
To listen to and follow instructions.
To use technology-microwave.
Recipe 3: Ice cream Sunday
How is ice-cream made?-ingredients and change of state.
Explore taste.
To control our fine motor movements.
To understand hygiene expectations and safety rules.
To cut a piece of soft fruit using bridge cut, e.g. strawberry
To follow a recipe with support.
To use technology-manual ice cream maker.
Recipe 4: salad bowl
Explore different salad ingredients.
Explore the taste of different salad.
To control our fine motor movements.
To cut different salad ingredients using bridge cut.
Explore different salad dressings.
To understand hygiene expectations and safety rules.
To read a simple recipe.
EYFS Links
Characteristics of effective learning:
Playing and exploring
Finding out and exploring
Being willing to ‘have a go’
Active learning
Being involved and concentrating
Keeping trying
Enjoying achieving what they set out to do
Creating and thinking critically
Having their own ideas
Making links
Choosing ways to do things
Curriculum links:
Listening & attention Early Learning Goal: Children listen attentively in a range of situations. They give their attention to what others say and respond appropriately.
Early Learning Goal Understanding: Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences.
Early Learning Goal Speaking: They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Early Learning Goal Moving & Handling: Children show good control and co-ordination in large and small movements. They handle equipment and tools effectively.
Early Learning Goal: Health and Self-care: Children know the importance of a healthy diet, and talk about ways to keep healthy and safe.
Early Learning Goal Reading: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Early Learning Goal People & communities: They know that other children don’t always enjoy the same things, and are sensitive to this.
Early Learning Goal The World: Children know about similarities and differences in relation to objects and materials. They make observations and talk about changes.
Early Learning Goal Technology: Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Early Learning Goal Exploring & using media & materials: They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Early Learning Goal Being imaginative:They represent their own ideas, thoughts and feelings through design and technology-cookery.
Year 1
Recipe 1: Smoothies - Fruit and Vegetables
To identify if a food is a fruit or a vegetable
To identify where plants grow and which parts we eat
To taste and compare fruit and vegetables
To make a fruit and vegetable smoothie
Recipe 2: Decorating Cakes*
To identify where ingredients for making cakes come from
To taste and compare cakes
To make a cake
To decorate a cake
Recipe 3: Which Fruits Would be Good in Your Salad?*
To know that a wide variety of healthy fruits can be eaten, some fresh and some dried or processed in other ways;
To discuss the sensory properties of fruit through exploration of colour, texture and taste;
To understand about health and safety issues when handling and tasting food;
To use everyday cutlery as effective and versatile tools;
To improve the taste, texture and appearance of fruit through different methods of preparation and using additional ingredients
To write a specification working in a team
National Curriculum Links
understand where food comes from
explore and evaluate a range of existing products
Use the basic principles of a healthy and varied diet to prepare dishes
Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
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
Evaluate their ideas and products against design criteria
Year 2
Recipe 1: Balanced Diet - Healthy Wrap
To know what makes a balanced diet
To taste test food combinations
To design a healthy wrap
To make a healthy wrap
Recipe 2: How do you like your toast?*
To understand what happens when breads are toasted, using sight, smell and touch to experience the changes in the breads
To identify consumer preferences;
To analyse consumer preferences;
To experiment with different breads, toasting times and spreads;
To know about production systems.
Recipe 3: Delicious Dips and Dippers*
To recognise that fruit and vegetables can be eaten as a healthy snack
To perform simple food skills safely with a focus on cutting ingredients with scissors and mixing;
To present a dish in an attractive way.
National Curriculum Links
understand where food comes from
explore and evaluate a range of existing products
Use the basic principles of a healthy and varied diet to prepare dishes
Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
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
Evaluate their ideas and products against design criteria
design purposeful, functional, appealing products for themselves and other users based on design criteria
Year 3
Recipe 1: Eating Seasonally - Japanese Skewers
To know that climate affects food growth
Recipe 2: Eating Seasonally - Fruit Crumble
To know that importing food impacts the environment and is one of the reasons why we should eat seasonal foods grown in the UK
Recipe 3: Eating Seasonally - Savoury Tart
To create a recipe that is healthy and nutritious using seasonal vegetables
To safely follow a recipe when cooking
National Curriculum Links
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
Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Year 4
Recipe 1: Adapting a Recipe: Biscuits
To follow a baking recipe
To make and test a prototype
To design a biscuit to a given budget
To make a biscuit that meets a given design brief
Recipe 2: Adapting a Recipe: Pizza*
To follow a recipe
To make and test a prototype
To design a pizza to a given budget
To make a pizza that meets a given design brief
Recipe 3: Adapting a Recipe: Kebabs*
To follow a recipe
To make and test a prototype
To design a kebab to a given budget
To make a kebab that meets a given design brief
National Curriculum Links
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
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
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
Investigate and analyse a range of existing products
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
Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
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
To understand where food comes from
To understand the term ‘healthy’
To adapt a traditional recipe
To make a complete product
Recipe 2: Bread*
To understand where food comes from
To understand the term ‘healthy’
To follow a recipe
To bake different types of bread
Recipe 3: Vegetable Curry*
To understand where food comes from
To understand the term ‘healthy’
To adapt a traditional recipe
To make a complete product
National Curriculum Links
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
Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
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
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Investigate and analyse a range of existing products
Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
Understand how key events and individuals in design and technology have helped shape the world
Apply their understanding of computing to program, monitor and control their products.
Year 6
Recipe 1: Come Dine with Me - Three course meal (Pepper Starter, Salmon Main, Pineapple Dessert)
To research and design a three course meal
To prepare a meal using a recipe
To understand where their food comes from
To write up a recipe
Recipe 2: Come Dine with Me - Three course meal (Children's Choice Starter, Children's Choice Main, Children's Choice Dessert)*
To research and design a three course meal
To prepare a meal using a recipe
To understand where their food comes from
To write up a recipe
National Curriculum Links
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
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Apply their understanding of how to strengthen, stiffen and reinforce more complex structures
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
Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
Select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
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
Investigate and analyse a range of existing products
Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
Understand how key events and individuals in design and technology have helped shape the world