Key Stage 2 Year 5 Design and Technology - Cooking and Nutrition

Scheme of Work

Key Stage 2 Year 5 – Design and technology - Cooking and nutrition

Time: 6 hours Title: Serve a salad

Introduction

This scheme of work has been developed to help pupils learn about different types of salads and ingredients used in salads around the world. Pupils will learn about healthy eating (with a focus on fibre) and practise using food preparation skills, including the bridge hold and claw grip, safely and hygienically. The learning in this scheme of work will be delivered within the context of designing and making a salad for lunch.

Context

Pupils will have the opportunity to work through the following context:

§ School - create a salad for a member of school staff, e.g. teacher, teaching assistant, office staff.

Aims

§ Pupils will use acquired healthy eating knowledge to design and make a salad which contributes to healthy, varied diet.

§ Pupils will explore a variety of salads and salad ingredients associated with different countries around the world.

§ Pupils will develop and practise their food skills by preparing ingredients safely and hygienically.

§ Pupils will design and make a salad for their intended user based on their experiences and research.

§ Pupils will make and evaluate their salad.

Teaching and learning overview

Lesson / Learning objectives
1 / To be able to:
· recall and discuss different types of salad.
· identify salad ingredients and sort them into the correct eatwell plate food groups.
· explain the key messages from each eatwell plate food group.
2 / To be able to:
· explain that a third of the food we eat should come from the Fruit and vegetable group and a third should come from the Bread, rice, potatoes, pasta and other starchy foods group and explain the key messages from these two food groups.
· recall that foods in the two largest food groups provide fibre and explain the role of fibre in the diet.
· use the internet to research a selection of different salads.
3 / To be able to:
· recall the get ready to cook steps, explain how they should be carried out and why they are necessary.
· prepare ingredients for a salad bar by safely using the bridge hold, claw grip and grating techniques.
4 / To be able to:
· use a range of sensory vocabulary to describe a selection of foods.
· recall foods associated with a selection of countries around the world.
· create a questionnaire to research the requirements and preferences of their salad recipient.
5 / To be able to:
· identify design criteria for a salad based around the requirements of an individual and purpose.
· apply their knowledge, experience and research findings to design a salad which meets their design criteria.
· communicate their salad design through notes and sketches.
6 / To be able to:
· make the salad they have planned safely and hygienically.
· select the correct equipment for different food preparation tasks.
· evaluate their salad against the design criteria and feedback from others.

Resources

www.foodafactoflife.org.uk

www.nutrition.org.uk

www.food.gov.uk

cyop.potato.org.uk

www.dairyco.org.uk

www.grainchain.com

http://www.makemoreofsalad.com/schools/resources

www.nhs.uk/Livewell/Goodfood/Pages/eatwell-plate.aspx

National Curriculum (focus areas for Year 5 D&T in this scheme of work are shown in bold)

Design and technology
Subject content
Key stage 2
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home school, leisure, culture, enterprise, industry and the wider environment].
When designing and making, pupils should be taught to:
Design
 use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
 generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make
 select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
 select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate
 investigate and analyse a range of existing products
 evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
 understand how key events and individuals in design and technology have helped shape the world
Technical knowledge
 apply their understanding of how to strengthen, stiffen and reinforce more complex structures
 understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
 understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
 apply their understanding of computing to program, monitor and control their products. / Cooking and nutrition
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.
Pupils should be taught to:
Key stage 2
 understand and apply the principles of a healthy and varied diet
 prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
 understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.
Other curriculum links (add links to your curriculum here):