7 good reasons for taking part - itslearningwebfronter.com/towerhamlets/extended_services/other/HE - Foundation... · 7 good reasons for taking part ... perhaps in assembly to celebrate

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....to Active Kids Get Cooking – an initiative which recognises, supports and promotes excellent healthy eating work and cooking in early years settings, primary, middle and special schools throughout the UK (including the Channel Islands and Service Children’s Schools).

At its heart, Active Kids Get Cooking awards children with different certificates as a reward for their work with food. There are 6 certificates to collect, and these are progressive from the ages of 3 to 11. Every year there is also a special challenge for the children. Your school can also enter a national competition. The awards are all about developing children’s understanding of different food groups and meal occasions that make up a balanced, healthy diet. In addition, they provide a unique opportunity to build children’s healthy eating knowledge and cooking skills.

This guide explains how:

• Yourschoolcangetinvolved• Youcansetupinterestingandfunactivitiesfor

your children• Youcanrewardyourchildrenwithdifferent

certificates

Active Kids Get Cooking is supported by Sainsbury’s, the Design and Technology Association and the British Nutrition Foundation. The scheme is welcomed by the Department for Children, Schools and Families and the Scottish Executive’s healthyliving campaign.

The aims of Active Kids Get Cooking are to:

Encourage and reward good cooking within the •classroomSupport the teaching of healthy eating, based on •the eatwell plateRecognise the excellent work being undertaken by •childrenHelp you teach food related aspects of your •curriculum in a meaningful way

7 good reasons for taking part

Active Kids Get Cooking is in line with, and directly supports, the curriculum and many other initiatives in which your school may be involved. It also provides you with up-to-date resources to support your teaching, as well as a way to reward good work by your children.

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Contents Let’s get going 4 - 5

Early Years Drinks Challenge 6 - 7

Fruit & Vegetable Challenge 8 - 9

Healthy Lunch Challenge 10 - 11

Biscuit Challenge 12 - 13

Bread Challenge 14 - 15

Healthy Cooking Challenge 16 - 17

Case studies 18 - 20

Active Kids Get Cooking 21 is for all pupils

Get cooking in your 22 - 23 classroom

Get cooking at home 24

Annual Special Challenge 25

Here to help 26

Marking form 27

Benefits include:

1. Evidence for healthy schools initiatives throughout the UK, by demonstrating your commitment to food education, healthy eating and cooking2. Promotion of up-to-date and consistent messages through the use of the eatwell plate, the healthy eating model for the UK3. Practical advice and resources to support curriculum requirements for hands-on work with food, including tasting and cooking, as well as learning about healthy eating4. Support progress through the Food Standards Agency (FSA) Core Food Competences for children throughout the UK5. Opportunities for children to develop an interest in food, cooking and healthy eating6. Engagement of children in making more informed choices about their diet

7. Recognition of good food work by national organisations

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What do I have to do?

Ensure you have registered with Active Kids Get Cooking at • www.activekidsgetcooking.org.ukRun a food activity with your children, based on the challenges on pages 6 - 17•Use the free resources from the Active Kids Get Cooking website to support your food activities•Mark your childrens’ work•Let us know online what task your children have achieved and order your free certificates•Your certificates will be posted to you, free of charge within 21 days•Present the certificates at school, perhaps in assembly to celebrate their success•

Choose which awards you want to plan for your school

Get as many class teachers involved as possible

(Reception class Drinks, Year 1 class Fruits and Vegetables, Year 2 class Healthier Cooking,

Year 3 class Healthy Lunchboxes, Year 4 class Special Challenge, Year 5 class Bread, Y

ear 6

class Bread)

Plan when the challenge will take place

(Reception, Year 1 and Year 2 Spring term, Year 3 and Year 4 Autumn term,

Year 5 and 6 Summer term)

Think about making a big splash at the start of the project

(Farm visit? Restaurant visit? Invite local chef? Have a health week?

Food festival?)

Think about the ingredients and equipment you will need

(Check the website www.activekidsgetcooking.org.uk for free recipes and classroom resources)

(send letter to invite parents to help)

Run the challenge and mark the children’s work

(Ask the local chef to mark the projects and have a class display of work in progress)

Order the certificates

(Plan the awards ceremony: ask the head teacher to present in assembly? Take photos

of all the children. Invite the local newspaper? Invite the Store Manager or Community

Food and Health Advisor from Sainsbury's. Put the photos on the school website and

in the newsletter)

Step by Step

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Supporting your teaching

Active Kids Get Cooking supports what you already have to teach, rather than creating additional paperwork or overloading you with yet another initiative. It has been developed to be flexible to meet the curricular demands of England, Wales, Scotland and Northern Ireland.

Aspects of Active Kids Get Cooking could also be used in other curricular areas, such as literacy (reading and writing recipes), numeracy (weighing and measuring), geography (where and how food is produced and processed) and religious education (looking, tasting and cooking different breads).

In addition, Active Kids Get Cooking supports the Food Standards Agency (FSA) Core Food Competences. This is a framework of core skills and knowledge for children and young people throughout the UK. It sets out the essential building blocks for:

Diet and health•Consumer awareness•Cooking (food preparation •and handling)Food safety•

Choose which awards you want to plan for your school

Get as many class teachers involved as possible

(Reception class Drinks, Year 1 class Fruits and Vegetables, Year 2 class Healthier Cooking,

Year 3 class Healthy Lunchboxes, Year 4 class Special Challenge, Year 5 class Bread, Y

ear 6

class Bread)

Plan when the challenge will take place

(Reception, Year 1 and Year 2 Spring term, Year 3 and Year 4 Autumn term,

Year 5 and 6 Summer term)

Think about making a big splash at the start of the project

(Farm visit? Restaurant visit? Invite local chef? Have a health week?

Food festival?)

Think about the ingredients and equipment you will need

(Check the website www.activekidsgetcooking.org.uk for free recipes and classroom resources)

(send letter to invite parents to help)

Run the challenge and mark the children’s work

(Ask the local chef to mark the projects and have a class display of work in progress)

Order the certificates

(Plan the awards ceremony: ask the head teacher to present in assembly? Take photos

of all the children. Invite the local newspaper? Invite the Store Manager or Community

Food and Health Advisor from Sainsbury's. Put the photos on the school website and

in the newsletter)

Region Curriculum area

England Foundation stage: (Personal, Social and Emotional Development, Knowledge and Understanding of the World, Physical Development)KS1&2: Design and technologyKS1&2: ScienceKS1&2: Personal, social and health education

Scotland Early, first and second: Technologies Early, first and second: ScienceEarly, first and second: Social studies Early, first and second: Health and well-being

Wales Foundation phase: (Knowledge and understanding of the world, Personal and Social Development, Well-Being and Cultural Diversity)KS2: Design and technology (7, 8 and 9)KS2: Science (range 2)KS2: Personal and social education (health and emotional well-being)

Northern Ireland

Foundation: Personal development and mutual understandingKS1&2: Personal development and mutual understanding: personal understanding and health

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Activity ideas to meet the challenge

Make a seasonal juice drink. You could blend •different juices and / or squeeze your own Make a fruity breakfast smoothie•Make some attractive, exotic party drinks •

Main food skills

Pour•Peel by hand•Break ingredients into pieces, e.g. bananas•Pull / pluck, e.g. stalks from strawberries•

*Getting startedCollect pictures of different drinks and talk about how they can be served, e.g. different glasses, straws, umbrellas.

Set up a tasting session of different fruit juices and fruit based drinks, e.g. smoothies.Demonstrate how to make a fruit drink, e.g. juice oranges with a juicer, pop fruit into a blender for a smoothie.

Get the children to help you make fruit ice cubes by placing small pieces of fruit in ice cube trays, adding water and freezing. These can be added to drinks as an exciting decoration.

Discovering drinks (3 - 4 year olds)

Create a refreshing fruity drink for you and your friends.

Marketing criteria 3 - 4 years

Finding out Know that we need to eat plenty of fruit and vegetables to stay healthy. Smoothies and juices are a great way of getting some of the fruit and vegetables we need each day.

Cooking Help to assemble the drink by completing the tasks they are given, e.g. peel a banana, pluck the stalk from a strawberry.

Planning Talk about ingredients they like and make choices about ingredients they want to use.

Being safe Follow the getting ready to cook instructions they are given, with some assistance, e.g. put an apron on, wash hands.

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Tips:You may wish to use fresh fruits that are in • season, or add frozen or canned fruitTry experimenting with different flavours • of yogurt, such as banana and vanilla or orange and mango

Recipe to try:Super smoothie

Ingredients 500ml cold milk 2 x 125ml pots fruit yogurt 8 large strawberries2 bananas

EquipmentMeasuring jug, blender, 4 small plastic beakers or cups.

Method1. Measure the milk and pour it into the blender.2. Pour in the yogurts.3. Peel the bananas, break into 2 or 3 pieces and add to the blender.4. Pull the green stalks off the strawberries. Drop the strawberries into the blender with the other ingredients.5. Only adults should use the blender. Put the lid on the blender, hold the lid with a clean dish cloth and switch on for 5 - 10 second pulses. Repeat this until the mixture is smooth.6. Pour the smoothie into 4 plastic beakers or cups and enjoy.

Serves 4

Region Curriculum links

England Early Learning goals:• PhysicalDevelopment • Communication,LanguageandLiteracy • Personal,socialandemotionaldevelopment

Scotland Early: Technologies, Science, Social studies and Health and Well-being

Wales Foundation phase: Knowledge and understand of the world, Personal and Social Development, Well-Being and Cultural Diversity

Northern Ireland

Foundation: Personal development and mutual understanding

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*Getting startedBring in a range of fruit and vegetables and allow children to handle, describe and name them.

Set up a tasting session so the children can try a range of fruit and vegetables.Demonstrate how to prepare different fruit and vegetables.

Encouraging more fruit & vegetables (5 - 6 year olds)

Plan and make a tasty dish to encourage children to eat more fruit and vegetables.


Plan and make a colourful fruit salad for your best •friend at schoolMake a range of healthy vegetable and / or fruit •dips and dippers for your class to enjoy at play or lunchtimeMake a tasty and colourful salad that uses lots of •different vegetables and / or fruit for a celebration

Resources on the website to help you teach the challenge

5 A DAY worksheets and diary•Recipe and tasting planning sheets•Recipes: fruit salad and fruit kebabs•

Main food skills

Prepare ingredients, e.g. wash fruit and vegetables•Peel by hand, e.g. satsuma•Pull / pluck, e.g. grapes from stalk•Cut with kitchen scissors, e.g. spring onions, herbs•Cut soft foods with a table knife, e.g. banana•Grate, e.g. cheese, carrots•Mix / combine ingredients•


Finding out Recognise a range of foods: that we all need to eat a variety and balance of foods to stay healthy, including 5 A DAY message, and that people choose to eat different types of food.

Cooking The basic recipe is followed, achieved and desired outcome, with help, using basic techniques to prepare food, e.g. grate, peel, spread.

Planning A verbal explanation is given for what they intend to do, along with basic recipe.

Being safe Some awareness of safety and hygiene is demonstrated with help and advice, e.g. washes hands and wears an apron.

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Recipe to try: Fruit salad

Ingredients 2 bananas2 satsumas5 strawberries8 seedless red grapes 8 seedless white grapes2 x 15ml spoons orange juice

EquipmentChopping board, sharp knife, large bowl, measuring spoons and mixing spoon.

Method1. Peel the satsumas and separate into segments.2. Cut away the stalks from the strawberries, then cut each strawberry into quarters.3. Pull the grapes off the stalks.4. Peel the bananas and slice carefully into small pieces.5. Place the fruit in a bowl and mix together.6. Add the orange juice.

Serves 4

Tips:Try using different types of fruit such as • peeled and sliced kiwi fruit, chunks of fresh mango or canned pineapple piecesUse other types of fruit juice instead of • orange juiceTurn the fruit salad into fruit kebabs by • threading pieces of fruit on to cocktail sticksPick and use local / seasonal fruit, • where possible


England Design and technologyPersonal, social and health educationScience

Scotland First: Technologies, Science, Social studies and Health and Well-being

Wales Foundation phase: Knowledge and understanding of the world, Personal and Social Development, Well-Being and Cultural Diversity

Northern Ireland

KS1: Personal development and understanding: personal understanding and health

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Plan and make a sandwich you could take on a •school picnic Make a super salad for a winter or summer •lunchbox that you would share with your friendsMake a savoury dish that could be included in a •lunchbox, e.g. baked spring roll or samosa


Lunchbox checklist and planner•Lunchbox outline template•Recipes: veggie snacks, BLT sandwich and •vegetable samosas

Main food skills

Cut with a vegetable knife, e.g. slice cucumber•Spread with a table knife, e.g. butter•Peel using a peeler, e.g. carrot•Grate•Assemble•

*Getting startedDiscuss the different types of sandwiches and salads children eat when they have a packed lunch.

Set up a tasting session so children can try different ingredients that could be used to make a sandwich or salad.

Get the children to research different salads or sandwiches using the internet, looking in magazines or carrying out surveys.

Exploring healthier lunchboxes (7 - 9 year olds)

Plan and make a healthier lunch box, which contains a sandwich or salad and promotes variety and balance.


Finding out Knows a range of familiar and unfamiliar foods; that we all need a variety and balance of food and drinks, as depicted in the eatwell plate, and the reasons why people choose different types of food.

Cooking Work is carried out to plan independently following their recipe; demonstrates a range of skills, e.g. slice, chop, mix.

Planning A recipe is produced, which shows the ingredients, equipment and method of making, with some acknowledgement for their reasons of choice.

Being safe Shows an independent awareness of safety and hygiene before, during and after cooking.

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Tips:Remember to wash and dry the carrot • before preparing itYou may wish to choose a variety of • fillings – be creative. For example, 4 slices of cucumber, 1 slice of cooked meat such as ham, turkey or chicken, 2 x 15ml spoons sandwich spreads / relishes and 2 x 15ml spoons hummus

Recipe to try:Hummus and carrot wrap

Ingredients 2 x 15ml spoons of hummus1/2 carrot 1 large tortilla

EquipmentSharp knife, chopping board, peeler, grater, measuring spoons, spreading knife and plate.

Method1. Top and tail the carrot, then peel and grate. 2. Place the tortilla on a flat surface.3. Evenly spread the hummus over the top of the tortilla.4. Sprinkle the grated carrot on top of the hummus.5. Fold the bottom of the tortilla up, over the filling.6. Fold over one side. 7. Fold over the other side. 8. Serve.

Serves 1



Scotland Second: Technologies, Science, Social studies and Health and Well-being

Wales KS2: Design and Technology / Science / Personal and social education(health and emotional well-being)

Northern Ireland


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Making savoury and sweet biscuits (8 - 11 year olds)

Design and make savoury or sweet biscuits as a gift for a festival or celebration.

*Getting startedAsk the children about the types of biscuits they have eaten before.

Set up a tasting session to try different savoury and sweet biscuits.Ask the children to find out and record the types of biscuits their family and friends enjoy.


• MakeabatchofbiscuitstocelebrateEasterorChinese New Year

• Planandmakeahealthierbiscuit,lookatusingdifferent types of flour, oats, fruit and vegetables

• Developabatchofsavourybiscuitsthatsupporthealthy eating and have different flavours from around the world


Biscuit types – a recording worksheet •Basic biscuit recipe •Gingerbread people recipe •Cheese straws recipe •Fruity flapjack recipe•Christmas / festive biscuits teacher plan •Ginger biscuit recipe and activities •

Main food skills

Weigh and measure•Rub-in•Form a dough•Roll-out•Shape / cut-out•Use the oven•


Finding out Has an appreciation of a range of ingredients; can interpret the balance and variety message from the eatwell plate, in addition to the 8 tips for eating well, and that people around the world choose foods to make meals and snacks for different reasons.

Cooking The recipe is followed with some attention to accuracy and final presentation, using appropriate skills and techniques, e.g. knead, dice, bake.

Planning Explains their decisions; a detailed recipe showing the ingredients, equipment and methods of making is provided.

Being safe Demonstrates good practice in health and safety.

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Tips:You may like to brush the cheese sticks • with water and sprinkle with sesame seeds or poppy seeds before baking, but take care as a few people are allergic to seeds Use the rolling pin like a ruler, to help you • to cut even stripsAdd mixed herbs, chilli or a different type • of cheese

Recipe to try:Cheese and onion straws

Ingredients100g wholemeal flour 1/2 x 5ml spoon of mustard powder 50g butter or margarine 50g Cheddar cheese 1 spring onion2 x 15ml spoons cold water

EquipmentBaking tray, weighing scales, sieve, mixing bowl, grater, kitchen scissors, measuring spoons, flour dredger, rolling pin, palette knife, pastry brush, oven gloves and cooling rack.

Method1. Preheat the oven to 200ºC or gas mark 6. 2. Lightly grease a baking tray. 3. Sift the flour and mustard powder into a mixing bowl. 4. Using your fingertips, rub the butter or margarine into the flour until it resembles fine breadcrumbs. 5. Grate the cheese. 6. Stir the cheese into the flour mixture. 7. Snip the spring onion in to small pieces into the mixture and stir.8. Using your hands, mix to form a smooth dough, adding a little cold water to help bind the mixture together. 9. Roll out, on a lightly floured surface, to form a rectangle about 0.5cm thick. 10. Trim away the edges and cut into thin strips, about 0.5cm x 7cm, using a palette knife. 11. Place the straws on the baking tray and bake for 12 -15 minutes or until golden brown. 12. Allow to cool slightly before removing from the baking tray onto a cooling rack.

Makes 10





Northern Ireland



Finding out Has an appreciation of a range of ingredients; can interpret the balance and variety message from the eatwell plate, in addition to the 8 tips for eating well, and that people around the world choose foods to make meals and snacks for different reasons.

Cooking The recipe is followed with some attention to accuracy and final presentation, using appropriate skills and techniques, e.g. knead, dice, bake.

Planning Explains their decisions; a detailed recipe showing the ingredients, equipment and methods of making is provided.

Being safe Demonstrates good practice in health and safety.

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*Getting startedGet the children to find out about bread around the world, e.g. what bread originates from which country, names of different breads, how they are made, what they are eaten with.

Set up a bread tasting session.Look at bread recipes and discuss the ingredients and method used.

Demonstrate how to make a basic bread.

Discovering bread and bread products (8 -11 year olds)

Design and make bread for a special occasion or to celebrate food from other countries.


Make a batch of specially shaped and flavoured •bread rolls for a themed partyMake a bread which is inspired by the culture, •ingredients and flavours of another country, e.g. pizza, naan, soda breadIt is harvest festival, make a range of breads to •share with everyone at the celebration


Bread types worksheet •Recipes: basic bread, naan bread, Easter bread, •scones and Chelsea buns Recipe planner worksheet•

Main food skills

Weigh and measure•Mix•Form a dough•Knead•Shape•Use an oven•

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Tips:Eat while the bread is still warm, perhaps • with soupTry adding dried fruit or seeds at step 3 of • the methodSplit the dough into 4 or 8 to make rolls•

Recipe to try:Soda bread

Ingredients 170g plain flour170g self raising wholemeal flour250ml milk1 x 15ml spoon of lemon juice1 x 5ml spoon bicarbonate of soda

EquipmentMeasuring spoon, measuring jug, weighing scales, sieve, large bowl, fork, flour dredger, baking tray, knife, oven gloves, cooling rack.

Method1. Preheat the oven to 200°C or gas mark 6.2. Stir the lemon juice into the milk to make it curdle.3. Sift both flours and the bicarbonate of soda into the large bowl. Tip in the bran from the sieve.4. Add the milk and mix everything together quickly with fork to form a soft dough. 5. Place the dough onto a floured surface and knead lightly for a few moments to form a round, flattened ball.6. Place the dough onto a floured baking tray and score a cross on top of the dough. 7. Carefully, place the bread into the hot oven, wearing oven gloves. 8. Bake for 30 minutes.9. Wearing oven gloves, remove the bread from the oven and place onto a cooling rack.

Makes 1 loaf or 8 rolls





Northern Ireland


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Cooking healthily (5 -11 year olds)

Design and make a healthy main meal dish that uses foods from at least 3 of the eatwell plate food groups.

*Getting startedGet the children to sort foods from a shopping bag into the eatwell plate food groups, ideally onto a large eatwell poster.Look at pictures of different dishes, identify ingredients in the dish and say which food group they belong to. For example: in a potato salad, the main ingredient is potatoes which belong to the bread, rice, potatoes, pasta and other starchy foods group.Demonstrate how to make a dish with foods from at least 3 of the eatwell food groups, e.g. a pasta or potato salad.


Make foods for a school picnic or sports day that •promote healthy eating for themselves and their parents / carersMake a quick healthy dish that could be eaten with •a friend at home during the weekend, e.g. jacket potato fillings, toasted sandwichesMake foods for a school barbeque to celebrate •the summer term, e.g. vegetable kebabs, meat or veggie burgers, breads, salads, fruit based drinks


Eatwell plate planner, cards and ingredient •worksheetFruit and vegetable salad planner•Teachers’ guide on getting started with salads•Recipes: coleslaw, layered salad, winter salad, •couscous salad and Niçoise saladChinese New Year activity, including teachers’ •guide, pupil worksheets and recipesOlympic food, including teachers’ guide, pupil •worksheets and recipes

Choose the marking criteria table for the appropriate age group from the challenges set out in this guide.

England

Wales

Scotland

NorthenIreland

Foundation stage: (Personal, Social and Emotional Development, knowledge and understanding of the world, Physical Development)KS1&2: Design and technologyKS1&2: ScienceKS1&2: Personal, social and health education

Foundation phase: (Knowledge and understanding of the world, Personal and Social Development, Well-Being and Cultural Diversity)KS2: Design and technology (7, 8 and 9)KS2: Science (range 2)KS2: Personal and social education (health and emotional well-being)

Early, first and second: Technologies Early, first and second: ScienceEarly, first and second: Social studies Early, first and second: Health and well-being

Foundation: Personal development and mutual understandingKS1&2: Personal development and mutual understanding: personal understanding and health


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Tips:Vary the vegetables in the couscous dish, • e.g. use celery, sweetcorn, peas, olives or mushroomsTry adding some chickpeas, chopped • cooked chicken, ham, tuna or chunks of feta cheeseUse raisins instead of the dried apricots•

Recipe to try:Couscous salad

Ingredients350ml water, boiling1 x 5ml spoon of stock powder200g couscous2 spring onions1/2 yellow pepper 1/4 cucumber2 medium tomatoes 6 dried apricots2 x 15ml spoons parsleyA matchbox size piece of cheese2 x 15ml spoons low fat dressing

EquipmentKettle, measuring jug, measuring spoons, fork,weighing scales, large bowl, chopping board, sharp knife, can opener, grater, scissors and mixing spoon.

Method1. Make up the stock by dissolving the stock powder in the boiling water.2. Pour the stock over the couscous in a large bowl.3. Fluff with a fork and leave to stand for 5 minutes.4. Chop the tomatoes and cucumber into small chunks.5. Slice the pepper into small strips.6. Slice the dried apricots and parsley into small pieces. 7. Grate the cheese.8. Add all the vegetables and cheese to the couscous and snip the spring onions into the bowl using the scissors.9. Stir everything together.10. Add the dressing.

Serves 4 - 6

Case Study

Primary children working with food at Balcarras School, Cheltenham.

Each week Balcarras (Secondary) School offers children a 2 hour practical session to support its feeder primary school teachers in the delivery of practical food work. Everyone from the reception class to Year 6 gets a chance to take part in activities involving the preparation and tasting of different foods. Since many primary schools follow the QCA Units of Work through Key Stage 1 and Key Stage 2, the emphasis is based around the ‘Fruit and Vegetables’, ‘Sandwich Snacks’, ‘Bread’ and ‘Biscuits’ units. Other units such as dips and dippers and super salads are used as well. The practical work carried out by the children always reinforces healthy eating messages and uses the eatwell plate model to develop an understanding of food groups.

In addition, there has been cross-curricular work with projects based on Africa and Greece, the Tudors (a little challenging!), and World War II rationing. The children may have done some preparation work with their teachers in their primary school and then go to the secondary school to use the food technology facilities available.

The main aim of the work is to get the children interested in all aspects of food: preparing food and eating their homemade products as well as the development of key practical skills such as using knives safely, chopping, using different equipment, weighing and measuring, safe use of a cooker and following a recipe. Many aspects of the work provide a practical link with literacy and numeracy, making understanding of difficult concepts much easier.

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Case Study

Primary children working with food at Balcarras School, Cheltenham.

Each week Balcarras (Secondary) School offers children a 2 hour practical session to support its feeder primary school teachers in the delivery of practical food work. Everyone from the reception class to Year 6 gets a chance to take part in activities involving the preparation and tasting of different foods. Since many primary schools follow the QCA Units of Work through Key Stage 1 and Key Stage 2, the emphasis is based around the ‘Fruit and Vegetables’, ‘Sandwich Snacks’, ‘Bread’ and ‘Biscuits’ units. Other units such as dips and dippers and super salads are used as well. The practical work carried out by the children always reinforces healthy eating messages and uses the eatwell plate model to develop an understanding of food groups.

In addition, there has been cross-curricular work with projects based on Africa and Greece, the Tudors (a little challenging!), and World War II rationing. The children may have done some preparation work with their teachers in their primary school and then go to the secondary school to use the food technology facilities available.

The main aim of the work is to get the children interested in all aspects of food: preparing food and eating their homemade products as well as the development of key practical skills such as using knives safely, chopping, using different equipment, weighing and measuring, safe use of a cooker and following a recipe. Many aspects of the work provide a practical link with literacy and numeracy, making understanding of difficult concepts much easier.

Food Technology St John's Catholic Primary School

The opportunities to work with food are varied at St John's Catholic Primary School in Lancashire. Involvement with Active Kids Get Cooking is seen as an opportunity to make food-related work exciting and relevant. The curriculum regularly includes tasting new foods and the preparation of different ingredients to build children's food knowledge and practical skills.

Because food is highly valued at the school, a focus on healthy eating is included in literacy, numeracy, science, design and technology, PSHE in both Key Stage 1 and 2 and the foundation stage curriculum.Active Kids Get Cooking gives children the opportunity to fulfil the requirement that food technology is included in the primary curriculum. It also provides a greater purpose and opportunities for assessment, as well as sharing work at home and at school. There was nothing ordinary when children from Key Stage 1 spent a morning preparing Japanese food. Sushi, with different vegetable and rice fillings and noodles, was made to share with the whole school. The idea was inspired by the head teacher's visit to schools in Japan. Each year the school aims to have a different multicultural event - this year it is Eid. Everyone enjoyed it and the overall evaluation was a big thumbs up! The Year of Food and Farming got off to a great start early last summer. The children and their teachers were involved in growing a whole variety of vegetables in the school vegetable plot. The vegetables were then taken into school where they were made into different dishes for the children to taste. School dinners were supplemented by the home grown, home made salads that children were able to choose to eat with their school dinner.

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20

Cool potatoesWhitechapel Primary School

near Preston in Lancashire.

Sue Fannon, with her 20 Reception and Year 1 children, describes how they

went about the task to design and make an exciting potato salad that could

be eaten for lunch after sports day. They decided that the snack had to be

something cold, which could be eaten from a pot with a spoon, and discussed

the need to work hygienically. They had been learning about eating a balanced

diet, so talked about designing a salad with at least 1 food from each main

food group. They were able to demonstrate their understanding by sorting

pictures of different foods. Each group selected different ingredients to

combine with cooked new potatoes, hard-boiled eggs and a yogurt dressing.

The possibilities included grapes, apples, tomatoes, cheese, sorrel and spinach.

Once each group had chosen their ingredients, they sorted them onto a big

picture of the eatwell plate. It was then easy to check whether they had

included at least 1 item from each food group.

All 20 children in the class prepared and tasted the 3 finished salads.

Over half the children chose this salad as their favourite:

Sporty salad recipe

500g boiled new potatoes (coated with French dressing whilst warm)

2 hard boiled eggs, cut into wedges

8 green and 8 black grapes, halved

Baby spinach leaves, sliced

3 x 15ml spoons mayonnaise

3 x 15ml spoons natural yogurt

Sue and the children were overjoyed to find out they had been chosen as

one of the winners of the Special Challenge! They had a great time at the

awards ceremony in London. It was really exciting to see their recipe made

up in a commercial kitchen and served as part of the buffet meal. The

children were made to feel very important and had plenty to report back

to their classmates the following day. Finally, each child in the class was

presented with an award certificate at our end of year Gala Night.

Case Study

Janet s Class,

21

The award scheme can be used with pupils of all abilities and those with special education needs.

As the work is set and marked by the teacher, you can:

Choose an award aimed at a younger •or older age group that matches the ability of a childUse your discretion in supporting •the child to achieve an award and leave out marking criteria that are not appropriate because of learning difficulties

Karen Revill Beaumont Hill Special School , Technology and Vocational College

Our school is a special school, with pupils aged from 2-19 years, and I have been using the Food Awards scheme for 7 years. We award the primary certificates, Bronze and sometimes Silver Awards.

We like the scheme because it focuses on practical skills, there is no pressure and the admin is manageable - this is GREAT!!! Certificates are high quality and

prized by students.They can be rewarded throughout the academic year therefore enhancing motivation, especially for those with challenging behaviour. We adapt the challenges sometimes by omitting the planning criteria if students can gain the award on other criteria.

Our SEN pupils enjoy the project

briefs, find the activities interesting

and motivating - and love getting the

certificates. Pupils can be rewarded

throughout the academic year with

presentations in assembly, at celebration

assemblies and toasted in newsletters to

parents. This enhances motivation and

helps a wide range of pupils make progress

because the scheme is suitable for SLD,

ASD, MLD and BESD students.

My favourite challenge to teach is ‘Fruit

and Vegetables' as it's very tactile and

sensory. It has been easy to plan the

awards into my scheme of work as they

are very flexible and link to nationally

recognised schemes of work, such as QCA.

Go for it and enjoy! It will enhance what

you are already doing and is not at all

burdensome in terms of admin and the

certificates are great, the students and

parents really value them.

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To ensure all food lessons in school are safe and enjoyable, it is essential to plan properly before hand. This information aims to help teachers organise their cooking session.

Starting pointSend a parent / carer permission letter home to •check for allergies, religious or cultural reason why children may not be able to taste or handle a particular food.

If you will be assisted by other adults in this lesson, •ensure they are fully briefed on how you want the session run, e.g. messages you want to get across to the children, food safety, how the equipment should be used, how to demonstrate best practice.

Cooking areaEnsure the space to be used for food work is clear •and uncluttered.

Clean any surfaces to be used for food preparation •and then wipe them down with anti-bacterial spray. You could cover tables with plastic tablecloths. These will also need to be wiped with anti-bacterial spray.

Make sure there is a sink with hot and cold water •where you and the children can wash your hands before handling food.

IngredientsPlan the ingredients you will need for the session. •What do you need? Who will buy them? Where do they need to be stored once they have been bought? Check all ‘use by’ and ‘best before’ dates to make sure the food will be safe to use in the lesson.

Wash fruit and vegetables before the session, unless •this is a teaching point and you want the children to do this.

If you are pre-cooking any food before a session, •plan to do this on the same day the food will be prepared and eaten. Ensure pre-cooked food is stored correctly. For example, pasta for pasta salad can be cooked, cooled with cold water and then stored in a covered container in the fridge until later the same day.

If you have any children with intolerances or •allergies to particular foods, remember to check all food packaging to ensure any foods to be used do not contain these ingredients.

TOP TIP

Make sure children are able to

see what you are doing when

you demonstrate differen

t skills.

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TeacherEnsure that you are confident and competent •to demonstrate the skills and recipe. It is a good idea to have a go at home before the session. Remember, you will be the role model and need to demonstrate good practice.

Make sure children are able to see what you are •doing when you demonstrate different skills.

Before you begin any demonstrations, talk through •what you are doing to prepare yourself to cook.

This should include the following:

Some foods may need to be partly prepared or •measured out before the session, depending on the age and ability of the children. Plan how and when this will be done.

Ensure all the ingredients needed for demonstrating •are prepared and place them on a tray.

EquipmentMake sure all the equipment to be used is clean •and in good working order.

Children’s hands are smaller than adults – so check •that equipment is an appropriate size.

Ensure all the equipment needed for demonstrating •is ready and place it on a tray.

Use clear containers when demonstrating so •children can see what is happening.

Plan how the equipment will be cleaned and dried •after the lesson. It will need to be washed in a clean sink with hot soapy water, so it may not be possible to do this in the classroom.

Remove any jewellery – this is to prevent it •falling into the food or bacteria trapped under jewellery, such as rings and watches, coming into contact with food.Tie back long hair – this is to prevent hair falling •into the food or needing to be touched and transferring bacteria onto hands.Roll up long sleeves – this is to stop clothing •dangling into food.Put on an apron – this is to prevent any •contaminants transferring from clothes into food and also keeps clothes clean.Wash and dry hands carefully – hands must •be washed thoroughly with warm water and soap. Drying your hands properly is equally as important as warm, damp hands are an ideal breeding ground for bacteria.

Learning about food is important for your child’s future health and happiness. At school, children learn a range of different topics, including healthy eating, cooking and hygiene. You could keep this interest in food at home through some fun and interesting activities with your child.

How about:While you shop…

Get your child to look at different or unusual foods – can they name them?•Discuss where in the UK, Europe or the world the food comes from.•Visit different types of shops and markets to look at food, for example a market stall, bakery, •butcher, greengrocer or supermarket.Set your child the challenge of finding food in a shop. For example, can they find a red •apple, or where would the cheese be kept?Compare similar foods together – which one would they choose? Why?•

Looking at food labels…Point out the main information on a food label – what does your child already know? You may •be surprised!Explain that food labels have a date mark – this shows you when the food should be eaten by.•Get your child to help put the food away after shopping. Often food labels have storage •instructions. What do they say?

Tasting new foods…Start with different types of fruit, bread and yogurt. Once you’ve started, they’ll be eager to be •more adventurous. Why not award stars?Encourage your child to eat a variety of foods – it’s good for their health!•

Cooking together...Get your child to help prepare simple parts of breakfast (making toast), lunch (putting a filling •in a sandwich), dinner (serving beans on a jacket potato) or a snack (preparing carrot sticks with a dip). Depending on the age of your child, you will need to consider the types of recipes you’d •like to cook and what stages they can help with. For example, if your child is 5 years old, you might allow them to help shape and decorate scone dough before baking. However, older children could be allowed to do more stages.

Reading and talking to each other…Read story books which mention food or eating, for example the Hungry Caterpillar, The Giant •Jam Sandwich, The Gingerbread Man, Charlie and Lola or the Lighthouse Keeper’s Lunch. These could act as inspiration to cook!Ask relatives and friends to talk about their favourite foods now and when they were young, •e.g. war time rationing, foods from different cultures and religions.

You can find out more information from:

www.foodafactoflife.org.ukwww.eatwell.gov.ukwww.sainsburys.co.uk

Photocopy this sheet& give to parents

www.foodlink.org.uk www.flourandgrain.comwww.potato.org.uk

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The Active Kids Get Cooking Special Challenge is an annual cooking competition for primary, middle, special and secondary school pupils across the UK. It is also open to British schools abroad.

Each year the challenge requires pupils to create a healthy, innovative dish. The challenge always takes on a new focus.

The new challenge is released in September and can be found on the Active Kids Get Cooking website www.activekidsgetcooking.org.uk and will be emailed to you. The competition closes near the end of the following May, which allows plenty of time for teachers to plan when and how they can carry out the challenge with their pupils. The entry is quite simple and it does not create a lot of extra work. Each teacher chooses the entries to be submitted from their school, but every entry receives a special certificate claimed in the usual way. Why not make it exciting and have a local judging panel that includes your head teacher, the school cook or local chef?

There are prizes of £100 for the regional winners in England, Northern Ireland, Scotland and Wales. The winners are invited to collect their cheque at a special celebration event in London. At this event they find out if they have become overall UK winner.

We try to make it a day to remember for you and your pupils, so make sure you enter next year! Overall UK winners receive a prize of £500!

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Active Kids Get Cooking is also supported by a dedicated website. On this site you can:

Download support resources to make your teaching easier, such as recipes and worksheets – •all of which support the different food activitiesOrder certificates for your pupils•Review case studies of food work in other schools•Find out up-to-date information on healthy eating•Ask questions and send us queries by email•

To access all this and more, go to: www.activekidsgetcooking.org.uk

Every half term we will send you an email newsletter with links to all the new resources on the website and the latest news. We send you reminders about the entry date for the special challenge each year.

Sources of further information

Active Kids Get Cookingwww.activekidsgetcooking.org.ukBritish Nutrition Foundationwww.nutrition.org.uk/teachercentre British Potato Councilwww.potatoesforschools.org.ukChefs Adopt a Schoolwww.academyofculinaryarts.org.uk/chefs-adopt-a-school.htmlDesign and Technology Associationwww.data.org.ukFarming and Countryside Educationwww.face-online.org.ukFood - a fact of lifewww.foodafactoflife.org.uk Flour and Grain Education Programmewww.flourandgrain.comFoodlinkwww.foodlink.org.ukFood Standards Agencywww.food.gov.ukFoodforumwww.foodforum.org.ukGrowing Schoolswww.teachernet.gov.uk/growingschoolsJoin the Activaterswww.jointheactivaters.org.ukMeat and Educationwww.meatandeducation.com School Milkwww.schoolmilk.co.ukSeafishwww.thesuperhumans.com

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Name Criteria Complete?

Finding out Planning Cooking Being safe

E.g. Nimi Nirdosh Yes

E.g. Jamie Kyte Yes

Class............ Date.............

Teacher’s Name.........................

Discovering drinks Encouraging more fruit and vegetables Exploring healthier lunchboxes Making savoury and sweet biscuits Discovering bread and bread products Cooking healthily Special challenge

Activity completed

Total number of certificates to be ordered.........

To claim your free school certificates, go to www.activekidsgetcooking.org.uk27

Documents

7 good reasons for taking part - itslearningwebfronter.com/towerhamlets/extended_services/other/HE - Foundation... · 7 good reasons for taking part ... perhaps in assembly to celebrate