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

  1. To explore bread before and after it is toasted-change of material.
  2. To explore colour and mark making
  3. To control our fine motor movements.
  4. To understand hygiene expectations and safety rules.
  5. To listen to and follow instructions.
  6. to use technology-toaster

Recipe 2: edible sparklers

  1. To explore chocolate before and after being heated-change of material.
  2. To explore presentation of food.
  3. To control our fine motor movements.
  4. To understand hygiene expectations and safety rules.
  5. To listen to and follow instructions.
  6. To use technology-microwave.

Recipe 3: Ice cream Sunday

  1. How is ice-cream made?-ingredients and change of state.
  2. Explore taste.
  3. To control our fine motor movements.
  4. To understand hygiene expectations and safety rules.
  5. To cut a piece of soft fruit using bridge cut, e.g. strawberry
  6. To follow a recipe with support.
  7. To use technology-manual ice cream maker.

Recipe 4: salad bowl

  1. Explore different salad ingredients.
  2. Explore the taste of different salad.
  3. To control our fine motor movements.
  4. To cut different salad ingredients using bridge cut.
  5. Explore different salad dressings.
  6. To understand hygiene expectations and safety rules.
  7. 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

  1. To identify if a food is a fruit or a vegetable
  2. To identify where plants grow and which parts we eat
  3. To taste and compare fruit and vegetables
  4. To make a fruit and vegetable smoothie

Recipe 2: Decorating Cakes*

  1. To identify where ingredients for making cakes come from
  2. To taste and compare cakes
  3. To make a cake
  4. To decorate a cake

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

  1. To know that a wide variety of healthy fruits can be eaten, some fresh and some dried or processed in other ways;
  2. To discuss the sensory properties of fruit through exploration of colour, texture and taste;
  3. To understand about health and safety issues when handling and tasting food;
  4. To use everyday cutlery as effective and versatile tools;
  5. To improve the taste, texture and appearance of fruit through different methods of preparation and using additional ingredients
  6. To write a specification working in a team

National Curriculum Links

  1. understand where food comes from
  2. explore and evaluate a range of existing products
  3. Use the basic principles of a healthy and varied diet to prepare dishes
  4. Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
  5. Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
  6. Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
  7. Evaluate their ideas and products against design criteria

Year 2

Recipe 1: Balanced Diet - Healthy Wrap

  1. To know what makes a balanced diet
  2. To taste test food combinations
  3. To design a healthy wrap
  4. To make a healthy wrap

Recipe 2: How do you like your toast?*

  1. To understand what happens when breads are toasted, using sight, smell and touch to experience the changes in the breads
  2. To identify consumer preferences;
  3. To analyse consumer preferences;
  4. To experiment with different breads, toasting times and spreads;
  5. To know about production systems.

Recipe 3: Delicious Dips and Dippers*

  1. To recognise that fruit and vegetables can be eaten as a healthy snack
  2. To perform simple food skills safely with a focus on cutting ingredients with scissors and mixing;
  3. 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

  1. To know that climate affects food growth

Recipe 2: Eating Seasonally - Fruit Crumble

  1. 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

  1. To create a recipe that is healthy and nutritious using seasonal vegetables
  2. 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

  1. To follow a baking recipe
  2. To make and test a prototype
  3. To design a biscuit to a given budget
  4. To make a biscuit that meets a given design brief

Recipe 2: Adapting a Recipe: Pizza*

  1. To follow a recipe
  2. To make and test a prototype
  3. To design a pizza to a given budget
  4. To make a pizza that meets a given design brief

Recipe 3: Adapting a Recipe: Kebabs*

  1. To follow a recipe
  2. To make and test a prototype
  3. To design a kebab to a given budget
  4. 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

  1. To understand where food comes from
  2. To understand the term ‘healthy’
  3. To adapt a traditional recipe
  4. To make a complete product

Recipe 2: Bread*

  1. To understand where food comes from
  2. To understand the term ‘healthy’
  3. To follow a recipe
  4. To bake different types of bread

Recipe 3: Vegetable Curry*

  1. To understand where food comes from
  2. To understand the term ‘healthy’
  3. To adapt a traditional recipe
  4. 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)

  1. To research and design a three course meal
  2. To prepare a meal using a recipe
  3. To understand where their food comes from
  4. 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)*

  1. To research and design a three course meal
  2. To prepare a meal using a recipe
  3. To understand where their food comes from
  4. 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