CfE Experiences and Outcomes
HWB 1-30a - By investigating the range of foods available I can discuss how they contribute to a healthy diet.
HWB 1-32a - I am beginning to understand that nutritional needs change at different stages of life, for example the role of breastfeeding in infant nutrition.
HWB 1-33a - I am becoming aware of how cleanliness, hygiene and safety can affect health and wellbeing and I apply this knowledge in my everyday routines such as taking care of my teeth.
HWB 2-32a - I understand that people at different life stages have differing nutritional needs and that some people may eat or avoid certain foods.
HWB 2-33a - Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their importance to health and wellbeing.
HWB 3-33a - I can apply food safety principles when buying, storing, preparing, cooking and consuming food.
HWB 1-15a - I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.
HWB 2-15a - I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.
HWB 3-15a - I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.
HWB 1-16a - I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.
HWB 2-16a - I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.
HWB 3-16a - I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.
HWB2-20a - By applying my knowledge and understanding of current healthy eating advice, I can contribute to a healthy eating plan.
TCH 3-03a - I can explore and use the features of a variety of familiar and unfamiliar software to determine the most appropriate to solve problems or issues.
TCH 3-04a - I enhance my learning by applying my ICT skills in different learning contexts across the curriculum.
TCH 2-04a - I explore and experiment with the features and functions of computer technology and I can use what I learn to support and enhance my learning in different contexts.
TCH 1-14b - Having evaluated my work, I can adapt and improve, where appropriate, through trial and error or by using feedback.
LIT 0-14a - I use signs, books or other texts to find useful or interesting information and I use this to plan, make choices or learn new things.
LIT 1-14a - Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose.
Learning intentions / Success criteria
- Develop knowledge of kitchen hygiene
- Develop knowledge of food storage
- Develop knowledge of personal hygiene
- Understand the storage of different types of food
- Identify areas for cleaning in a kitchen
- Identify the correct sequence for hand washing
- Identify a range of healthy food options to make a meal
- Plan a healthy menu for a week
- Increase awareness of important of hygiene when dealing with food
- Cookin Castle interactive resource
- Teacher's guide on the webpage which explains how to play the game
- Watch our videos on handwashing, food storage and labelling
- Display Cookin Castle on the whiteboard/computer screens/tablets.
- Cookin Castle can be used as an individual groups task or on a whiteboard as a class activity.
- The pupils take the role of the family cook within Cookin Castle – the last cook has left the family in the castle feeling ill and their job is to make the family feel better.
- The wizard provides a tutorial, written and audio, about how to play the game and encourage pupils to investigate the different area of the castle.
- The 2 areas of the Castle are:
- the store room – which has been left in a terrible mess by the previous cook so the first task is to clean and tidy the store room and test the pupils' food hygiene knowledge
- the kitchen – choose what the family have for breakfast, lunch, dinner and snacks and prepare and cook dinner for the family.
Health and Wellbeing
- PE - discuss how food provides people with energy and how the body uses it.
- Discuss nutritional needs for different members of the family.
- Discuss food preferences and food allergies and the importance of reading food labels.
- Spotting hazards in the kitchen using the "Crazy Kitchen" interactive
- Learn names of bacteria and the conditions required for them to grow.
- Research various health conditions related to food.
- Explore cooking techniques related to healthy eating.
- Keep a food diary of their own for day/weekend/weekday - children can take photos of food as a visual diary.
- Discuss the importance of hand washing and correct techniques required.
Literacy – Reading, finding and using information
- Discuss rationing in World War 2.
- Discuss food labels and weights of food.
- Discuss food shopping and money involved.
- Relate fractions to the Eatwell Guide
- Draw bacteria.
- Draw abstract images of how food goes through the body.
- Create a collage of different food groups.
- Music - create music to mimic harmful or good bacteria.
- Presentation of meal choices – peer assessment.
- Create a menu – peer or teacher assessment.
- Class quiz to show knowledge of facts covered.
- Pupils aim to get a high mark for the store room section and overall high score following the kitchen section.
- Pupils say why foods need to be stored on certain shelves of fridge.