Key Fact 3

Teachers' Guide

This is the main guide for Cooking and Food Skills for children aged 8-11 years.

Key Fact 1

Around the world people use a range of different ingredients, equipment and cooking techniques to prepare food.

Key Fact 2

When planning to cook we need to consider current healthy eating advice, the needs of different people and occasions.

Key Fact 3

When planning to cook, we need to select the most suitable ingredients, equipment and food skills for successful results.

Key Fact 4

There is a range of additional food skills which enable us to cook.

Key Fact 5

Buying, storing, preparing and cooking food safely and hygienically are vital for health.

Videos: Peel, chop and grate

See how to prepare fruit and vegetables safely.

Cool creations

Non-cook recipes for the primary school classroom.

Videos: Cool creations

See how to make some recipes that do not need any cooking!

Hot and happening

Recipes that involve the use of the grill or hob.

Videos: Hot and happening

See how to cook delicious hot meals.

Brilliant baking

Baking recipes for the primary classroom.

Videos: Brilliant baking

See how to bake a range of recipes.

Sensory work with food

Explore the senses.

FFL Podcast

The FFL podcast has been produced to provide teachers with news and information about food education in primary schools.
Exotic market

Key Fact 3: When planning to cook, we need to select the most suitable ingredients, equipment and food skills for successful results.

a) To be able to write and follow recipes.

Talk to the children about a recipe. Ask them what they understand by the term. A recipe is a set of instructions for preparing/cooking a food dish, e.g. how to bake a cake.

Use the Recipe PowerPoint 258 to introduce children to the structure and contents of a recipe.

A recipe should include:

  • Title – what it is called;
  • Ingredients – the type, name and quantity of ingredients that are needed, in metric measurements;
  • Equipment – a list of all the equipment that is needed;
  • Method – a sequential plan, written and/or pictorial.

Get children to write a recipe. If children need extra support, allow them to use the My recipe Worksheet 254. Ask them to write the recipe for making a breakfast of their choice, e.g. porridge, fruit salad, toast with topping, beans on toast. If you have time, you could allow children to make the breakfast recipes.  Do they work?

To ensure that children understand the structure of a recipe, use Unmuddle the recipe SMART Board 256. This sets children the challenge of sorting a sandwich recipe into its correct order.

Discuss why children have sequenced the photographs in a particular order.

Set up cooking activities to allow children the opportunity to follow recipes.


b) To be able to  weigh and measure accurately.

To ensure that a recipe works, it is important to weigh and measure ingredients accurately.

Using the Measuring Worksheet 255 as a stimulus, get small groups to weigh and measure precise quantities of food. Let one person measure and another check the measurement.

As a group, use Measuring SMART Board 257 to partner together ingredients with the most suitable piece of measuring equipment, e.g. water in a measuring jug, broccoli using weighing scales.


c) To be able to select and use the most appropriate ingredients and equipment to plan and cook a range of dishes.

Get children to help Ronnie select the most appropriate ingredients and equipment to cook a series of dishes.

First, use the Ronnie cooks SMARTBoard 258 with the group to help explain what is required, i.e. help Ronnie plan to cook a number of dishes.

In small groups, or individually, use the Ronnie cooks Cards 252 to set different recipe challenges. Children can either verbally feedback their answers, or complete the Ronnie cooks Worksheet 256.


d) To be able to modify existing recipes.

Explain to the children that most recipes can be modified to make something different and original.

Often a basic recipe is used, where ingredients can be added to make it different, e.g. a basic scone recipe could be have cheese and mustard added (resulting in a savoury scone) or dried fruit and spice (resulting in a sweet scone).

Use the Modify a recipe SMART Board 259 to illustrate how basic recipes can be modified. This allows children to drag a number of different ingredients into a series of recipes to try out a number of creative ideas.

Discuss the merits of each solution with the group.

  • Are the ingredients suitable?
  • How would it taste?
  • Could it be made?

To illustrate this concept further, watch the following videos:

For each, ask children:

  • How could the recipe be modified?
  • What ingredients would you add?
  • How would the ingredients be prepared?

Set up cooking activities with the children to allow them to successfully modify a number of recipes. You may wish to use the examples in the Modify a recipe SMART Board 259 or videos.

At first you may wish to limit the number of additional ingredients available – this will ensure a successful outcome. As children build confidence and competence, they can take bigger risks and try out new combinations of ingredients.

Use the Creative cook certificate Card 253 as a reward for good practice during cooking for your children. This could be presented during assemblies.


Plenary

Recap with children:

  • A recipe is a set of instructions for preparing/cooking a food dish, e.g. how to bake a cake.
  • To ensure that a recipe works, it is important to weigh and measure ingredients accurately.
  • It is important to select and use the most appropriate ingredients and equipment to plan and cook a range of dishes.
  • Many recipes can be modified to produce exciting and original alternatives.

Further activities

Provide a selection of prepared vegetable and ask the children to choose 6 or 7 to make their own soup, stir-fry or salad. Discuss how you can make so may different recipes from the same basic ingredients. Ask pairs of children to write a recipe and swap, so that they follow each other’s instructions.


Downloadable resources