Home Cooking

Home Cooking

Aims

Learning to cook is a fundamental human right, need and pleasure. At Winchelsea, pupils of all ages and abilities have the opportunity to develop their cooking skills. For some this may be as fundamental as having the chance to express preferences; for others it could be developing the trust and courage to try something new.  Over time, many will progress from preparing a simple healthy snack to achieving a qualification.

The wider Winchelsea curriculum (SRE, Life Skills, My World, PE, English and Maths) all contribute to the curriculum delivery of food education based on the principles laid out in our Food Policy Principles & Goals.

  • Every pupil has access to safe, tasty, and nutritious food
  • Pupils develop a range of prep, cooking and common-sense skills that allow them to prepare healthy, nutritious food safely
  • Pupils enjoy cooking and understand that sharing meals (and cooking skills) with friends and family is good for their health, wellbeing and quality of life
  • Everyone understands what is meant by a balanced diet
  • Increase pupils' knowledge of food production and marketing, the impacts on personal health and the wider environment

Curriculum Intent

Explorers 

Oceans and Harbour  

Our youngest learners pupils are learning to engage in activities, following the Early Years Framework pupils will develop core and wider skills. Pupils will be developing their communication and interaction skills so that they feel comfortable working with and near others and joining with group activities. Pupils are developing their awareness of self-regulation and executive function.   

Early Discoverers 

Starfish, Oysters and Octopus  

Pupils move from the Early Years Framework and are continuing to develop their ability to self-regulate.  Learning is not subject specific and there is a broad range of learning opportunities to develop physical, social, communication, problem solving and creative skills.  

Discoverers  

Coral, Jellyfish and Dolphin  

Pupils are learning functional life skills through opportunities to be in the community.   They continue to develop communication skills, which become more personal to their individual needs.  Problem solving, maths, and social interaction skills remain a key focus as well as opportunities to improve physical and creative skills.  

Early Enquirers 

Penguin, Sea Lions, Sea Turtles  

Pupils begin subject specific learning through lots of practical application.  Communication, social interactions and self-regulation skills continue to be an important part of the daily curriculum within a broad thematic curriculum. 

 

Enquirers 

Puffin, Lobsters, Seahorses, Magna 1  

 

Subject specific learning taught through the thematic curriculum.  There continues to be a strong focus on communication, personal development and life relevant opportunities to embed learning.  

Navigators 

Magna 2, Manta, Orca   

Subject specific learning has greater challenge.  Learning is at greater depth to allow pupils to access higher-level academic and vocational examinations.  

 

 

Term 

Cycle 1: Subject Intent linked to Thematic Learning 

Assessment 

1 

Heroes that Help Us: (History)  

Nature – 

  • . 

Self-assessment of own work and peer assessment of others work through frequent tasting and Master Chef award. 

 

Pupil work, both self-written and worksheets including ‘Write the Recipe’ recall work. 

 

Photographic evidence in file. 

Evidence of learning sheet per pupil for each half term.   

 

‘I do, We do, You do’ assessment tasks.  

 

Pupils levelled against 

relevant HCS ladder statement.  

 

Pupil portfolios 

 

External accreditation 

 

2 

Light Fantastic: (Science) 

  • Where food comes from - alive/dead, grown, caught, reared 
  • Plant life cycle, seasonality, food miles 
  • OATS – Scottish oats, where grown, history, preparation, uses, 
  • Gluten, fibre,  
  • Corby Porridge competition & Apollo 11 
  • Plants grow in the light, where light comes from 
  • What grows where, what do astronauts eat? 
  • Gruel to Bircher (food over time - changes) 
  • Other ways of growing (forcing, hydroponics, mushrooms, etc)  

 

3 

Feast for the Senses: (Science)  

Body and growing- senses, basic digestive system in humans.  

  • Protein, fibre, BAKED BEANS + other pulses,  
  • What is a bean/pulse, canning process  
  • Hidden veg, protein replacement,  
  • The importance of eating foods of lots of different colours,  
  • ‘lots of’ and ‘little of foods  
  • Digestion, feeling full, slow energy release 
  • Varieties, how they grow,  

 

4 

Food, glorious food: (Geography) 

  • Understand that food comes from different places  
  • Healthy eating guide.  
  • Farm visits. Shop for, taste and try different foods.  
  • Food from farm to plate - local, seasonal vs processed.   
  • SARDINES & SALMON – Cornwall, plankton, Big 5, oily fish, 
  • What is a fish, what we know, personal experience,  
  • B vits, Iodine, fish farming, fresh/salt water, spawning 
  • Plant or animal - sustainability  
  • Eatwell guide - pro/con  
  • Human biome, food response 

5 

Bee Happy: (Science) Alive or Dead?  
 

  • HEALTHY EATING + sugar & salt. Balanced diet. 
  • sources of protein, fibre, carbs, hidden salt/sugar (effects of both), unprocessed, slow release, high fibre foods 
  • Salad pots, sandwiches, pasta salad, quiche, fillings, coleslaw, pittas, dips 
  • Social eating – dried, stored, fresh foods (pantry)for healthy snacks/bites/drinks + honey & foods for health & wellbeing 
  • Picnic - as above + compare healthier options 
  • Events–as above + local foods, seasonality, farming/eating year 

6 

You’ve Got a Friend in ME: (History) Olympics 

  • CORN Origins, varieties, single-type popcorn, processing, 
  • flat breads, staples 
  • Super shakes, Greek - salads, honey puddings, roast fish, pasta salad, griddle chicken, fools, fruit creams  
  • Greek food – Mediterranean diet 
  • Olympics – food for performance – healthy snacks, energy levels, deficiencies 
  • Olympics – sport nutrition – calories, energy, metabolism, slow release 

 

Cross-curricular Links

Cross-Curricular Links  

How does Home Cooking support this?  

STEAM 

 

 

Develops knowledge and theoretical understanding of STEAM concepts (forces, chemical reactions, states of matter, reversible and permanent change, etc.) through practical hands-on exploration of foods, cooking techniques and associated processes. Skills progression, trial and error and other aspects of cooking mirror the scientific process. Recipes and other instructions promote precision and accuracy and the freedom to use a variety of kitchen equipment and ingredients develops understanding of cause and effect,  creativity, experimentation and promotes a growth mindset.  

English Skills 

 

 

Practical use and development of ability to follow verbal and written  instructions.  Embedding of sequence and of subject specific vocabulary relevant to learning activity, as well as thematic vocabulary where relevant.  Pupils have regular opportunities to practice their speaking and listening skills. Opportunities for shared experience and discussion – social chit chat. Comparatives and superlatives 

Maths Skills 

 

  

Number is used regularly, as are the skills of sorting and organising.  Weights, measures, volumes and the language of approximation. Use of scales and practical, concrete understanding of concepts such as temperature, surface area, thick/thin, big/small, bigger/biggest etc. Help to understand object permanence.  

PSHE  

Following instructions, teamwork, safety, hygiene and awareness of healthy eating.  Developing maturity, focus and attention.  

‘Hands-on’ learning that promotes independence in practical, motivating, confidence-building. 

SMSC  

 

 

 

 

 

 

 

British Values 

Social: Working with others, sharing equipment, developing teamwork. Opportunities to be creative and share expertise and ideas. Being supportive  

Moral: Following rules clearly set out.  Encouraging a Rights Respecting culture to establish equal opportunities to learn.  

Cultural:  Increasing awareness of other’s needs, different cultures, personal likes and dislikes. Create an environment where the diversity, needs and achievement of all members of the school community are recognised, valued and celebrated 

Spiritual: Respect for ourselves and others, developing aspiration to achieve their best.  

Understanding through food to be aware and show respect for others. It is recognised that eating together is a fundamental experience for all people; a primary way to nurture and celebrate our commonality and diversity; and an excellent bridge for building friendships, and pro-social skills and behaviours 

 

Extended Opportunities/ Celebration:

‘Pop out’ days in support of charitable causes

Master Chef Award