CfE Experiences and Outcomes
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.
EXA 2-13a - Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through drama.
EXA 2-14a - I have created and presented scripted or improvised drama, beginning to take account of audience and atmosphere.
- Teacher's notes on food safety
- Kitchen interactive scene
- Worksheet for pupils with additional support needs
- Display kitchen interactive on the whiteboard
- Pupils identify food safety hazards on the kitchen interactive.
- Allow some time to discuss as a whole class the consequences of these hazards.
- Split pupils up into small groups.
- Each group is allocated one of the food safety hazards and must come up with a short drama that shows:
- what happened to cause the hazard
- what the hazard is
- what the consequences of the hazard might be
- what could have been differently to ensure safety.
- Pupils come together after allocated time to watch each group’s drama.
- If possible, each group could put their dramas together as a sequence and present it to another class or at an assembly.
Expressive Arts – Drama
The Royal Environmental Health Institute of Scotland (REHIS) offers secondary schools in Scotland the opportunity to become registered with the Institute to deliver some of the REHIS qualifications – see www.rehis.com/community-training For information on the REHIS Schools Food Hygiene Initiative contact REHIS.
DO – Does the group’s performance demonstrate an understanding of the consequences of kitchen hazards and how to prevent them?
Consider CfE Benchmarks, for example:
- Identifies ways to reduce the risks of food poisoning, for example reheating food until piping hot, safe food storage, different courted chopping boards.
Adaptations for pupils with additional support needs
- Some children with ASN may find an open-ended drama task very difficult.
- Another way of achieving the learning intentions for this lesson while encouraging pupils to be creative in their thinking could be with the use of comic strips.
- Using the accompanying sheet (photocopied onto A3), pupils draw comic strip-style pictures before and after each hazard showing what might have caused it and what the consequence of it might be.
- Pupils could then make an alternative comic strip starting with their picture of what happened first and adding on to it what should have been done.
- Groups could create a script for their performance.
- Explore the use of other drama conventions such as the use of mime, voice over or freeze frame.