eatwell chef award - windows - microsoft · pdf filesainsbury’s active kids get cooking...

Sainsbury’s Active Kids Get Cooking 1

Eatwell ChefAward

Eatwell ChefAward

Cooking and Nutrition ToolkitEXAMPL

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2 Sainsbury’s Active Kids

Sainsbury’s Active Kids Cooking and Nutrition Toolkits provide you with a variety of resources to help teach children how to cook and apply the principles of healthy eating and nutrition. The main aim is to help establish lifelong healthy habits among children throughout the UK.

The school awards are based on a set of criteria with integrated progression. They provide lots of opportunities for nursery, primary, special and middle schools to develop food education. They offer 3 – 11 year olds an introduction into the world of healthier eating, cooking and hygiene. There are six awards, from Mini Chef to Head Chef, so there’s something for children of all abilities. And while the real reward comes from a solid grounding in food and nutrition, there are also certificates to reward their progress.

Primary teacher guide

Aimed at children aged 3-4 years. This award introduces children to healthy eating, cooking and hygiene. Activities include making a refreshing fruit drink or a tasty fruit or vegetable snack for a party.

Aimed at pupils aged 5-7 years. The pupils continue their food work by learning about 5 A DAY, investigating how fruit and vegetables can be included in the diet. To become a 5 A DAY Chef they must encourage other pupils to eat more fruit and vegetables.

Aimed at pupils aged 5-7 years. The pupils learn about the different food groups of The Eatwell Plate and make a snack to share with friends at playtime or after school.

Mini ChefAward

5 A DAY ChefAward

Light Bite ChefAward

Eatwell ChefAward

World ChefAward

Head ChefAward

Mini ChefAward

5 A DAY ChefAward


Eatwell ChefAward

World ChefAward

Head ChefAward

Mini ChefAward

5 A DAY ChefAward


Eatwell ChefAward

World ChefAward

Head ChefAward

The awards are:

Aimed at pupils aged 7-9 years. Having learnt more about healthy eating and cooking, pupils investigate the choice of ingredients to plan and make healthier snacks.

Aimed at pupils aged 9-11 years. Pupils are challenged to look at inspiration from food around the world to plan and cook a dish to celebrate a special occasion.

Aimed at pupils aged 9-11 years. Using their knowledge the pupils must apply cooking skills and healthy eating learning. Pupils are challenged to create and cook a healthy main meal using local, seasonal and/or Fairtrade ingredients.

Mini ChefAward

5 A DAY ChefAward


Eatwell ChefAward

World ChefAward

Head ChefAward

Mini ChefAward

5 A DAY ChefAward


Eatwell ChefAward

World ChefAward

Head ChefAward

Mini ChefAward

5 A DAY ChefAward


Eatwell ChefAward

World ChefAward

Head ChefAward

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Sainsbury’s Active Kids 3

Each award has its own guide for teachers, giving ideas on activities that can be run to help pupils receive their certificates. In addition, support information on healthy eating, equipment, food skills and other learning opportunities are provided, along with UK curricula links. Worksheets and recipe suggestions are also provided.

These awards can be studied by any age or ability of pupils, at your discretion. It is the intention to reward effort and achievement, and for as many pupils to take part as possible. The awards are inclusive of all abilities, not a competition.

Awarding certificates In order for pupils to receive a certificate, they should meet the criteria for each specific award. The marking is at your discretion, based on your professional judgement. To help pupils with special educational needs, you should use your discretion in supporting them to achieve an award and leave out the award criteria that are not appropriate because of any learning difficulties.

Primary teacher guide continued

Developed in collaboration with the British Nutrition Foundation and supported by the Department for Education.

NOTE: The award toolkits have been developed so they are ‘black-and-white friendly’ when printed. However wewould recommend that the worksheets are printed in colour to help children when completing the tasks. If yourprinter is set up to print on both sides of the page, make sure that answer sheets are not printed on the reverseof worksheets!

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In this award pupils apply their knowledge of The Eatwell Plate to plan and make a dish to share with friends. The dish should use a variety of ingredients and require the pupils to demonstrate a range of practical skills.

Design and make a healthy dish that you can share with your friends.

The dish should use a variety of ingredients from The Eatwell Plate food groups.

Award criteria

To achieve the award pupils should demonstrate the following in each criteria:

Healthy eating and nutrition

Use The Eatwell Plate and consider the needs of different people when planning meals and cooking food.

Know that all food can be part of a varied diet and active lifestyle.

Ingredients and cooking

Use a broader/more specialist range of cooking equipment, be able to name items and select the right tools for the task.

Follow recipe instructions; be able to produce a simple recipe and adapt existing recipes.

Safety and food hygiene

Demonstrate good personal hygiene when preparing to cook.

Understand the importance of safety when using heat sources, e.g. kettle, hob, oven or microwave.

In order for pupils to receive a certificate they should meet the criteria for each specific award. The marking is at your discretion, based on your professional judgement.

Idea: Why not try creating a fun pizza or calzone, couscous or rice salad, Mexican dip with vegetable dippers or jacket potato fillings?

To become an Eatwell Chef...

Eatwell ChefAward Toolkit

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Use The Eatwell Plate and consider the needs of different people when planning meals and cooking food.• Review the pupils’ knowledge and understanding of The

Eatwell Plate; ask them to identify food or pictures and know their correct positions in the correct groups on The Eatwell Plate.

• Introduce the pupils to composite dishes, e.g. lasagne consists of more than one food group. Explain how the constituent foods are attributed to their groups. Get the pupils to work in pairs or small groups to plan the meals for a day and then check against The Eatwell Plate proportions. Are they low on any group or have too much from one group? How could the menu be modified? Use the ‘What is a composite dish?’ worksheet to help.

Know that all food can be part of a varied diet and active lifestyle. • Ask the pupils why they think diet and physical activity are

linked. Introduce the concept of energy balance.

• Show the pupils some foods or pictures of food and look at the energy that is provided by a portion of that food. Which foods do they think provides the most energy and which the least?

• Ask the pupils to list a range of activities and to think about the energy that is required to do the activities. Which requires least/most?

• Explain what is meant by energy balance: energy in – energy out. Ask the pupils to list why different people might need different amounts of energy. How can this be provided by their diet?

Use a broader/more specialist, range of cooking equipment, be able to name items and select the right tools for the task.• Show the pupils different ways of weighing and measuring

food; working in pairs or small groups ask the pupils to practise weighing/measuring precise amounts of food.

• Introduce the pupils to a recipe that you are going to demonstrate. Ask them to identify the equipment (using the correct names) that will be required.

Follow recipe instructions; be able to record a simple recipe and modifyexisting recipes. • Ask the pupils what they think a recipe is and what

information it should provide. Show an example recipe and talk about the essential information. Use the ‘Understanding recipes’ worksheet to help.

• Using the template ask the pupils to record a recipe, e.g. a

filled roll or snack on toast. • Explain that many recipes can be modified or adapted to

meet personal choice or needs, e.g. likes/dislikes, religious or allergy reasons.

• Challenge the pupils to come up with some ideas for modifying a recipe; they should understand that basic proportions cannot be altered, but a bread dough can have many different ingredients added to change the flavour and texture. Explain to the pupils that they may wish to adapt a recipe that they choose to make, to meet the likes/dislikes of their friends.

Lesson ideas

Here are a number of ideas to help you bring the Eatwell Chef Award to life in the classroom. Remember these are only examples; feel free to modify them to suit the needs of your pupils. This award can be studied by any age group or ability of pupil, at your discretion. This award has three worksheets to support the pupils’ learning.

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Lesson ideas

Demonstrate good personal hygiene when preparing to cook.• Ask the pupils to independently prepare themselves for

a practical food activity.

• Have one pupil act as ‘hygiene checker’ and use a checklist to ensure that everyone is correctly prepared for cooking.

• Agree and draw up class rules for food hygiene; this should include storage of food as well as personal hygiene.

Understand the importance of safety when using heat sources e.g. kettle, hob, oven or microwave.• Identify the safety points associated with heat sources; ask

the pupils to list different safety rules that should be in place, e.g. always use oven gloves when using the grill.

• Ask the pupils to explain as many different ways of cooking they can think of and how the heat affects the food, e.g. boiling will soften a potato, baking will harden bread dough.

1. Use the awards and supporting Cooking and Nutrition Toolkits to plan and run exciting food and cooking activities with your pupils. Pick the awards that best suit the needs of your pupils.

2. Mark your pupils’ work – use the marking sheet to help.

3. Come back and let us know which awards your pupils have completed by ordering your free certificates online at Sainsburys.co.uk/ActiveKids

4. Present the certificates to your pupils – perhaps at a special assembly to celebrate their success.

5. Run more awards with your pupils – there are six certificates to collect!

What next?

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http://www.sainsburys.co.uk/activekids


Practical skills

• Washing (ingredients)• Cutting techniques

- fork secure (a safe method for slicing, using a fork to hold the food while cutting)

- bridge hold (a safe method for slicing. Make a bridge over the food with your hand, fingers on one side and thumb on the other, guide the knife under the bridge cutting through the food)

- claw grip (a safe method for slicing, using your hand as a claw to hold the food helping to guide the knife)

See Food a Fact of Life website for a full description and information on techniques (URL on page 12).

• Stir / mix• Blend / mash • Cut / slice• Tear• Arrange• Bake

Teacher information

Through the completion of class, group and/or individual activities, the pupils will focus on the award criteria to receive their certificate. The practical skills below build upon previous experience and are taught through demonstration and practical activity.

Useful equipment

• Chopping boards• Table knives and forks• Small sharp vegetable knives• Vegetable peelers• Juice squeezers• Small/medium plastic mixing bowls• Graters (box style)• Mixing spoons• Measuring spoons• Scissors (food use only)• Can openers• Sieves• Weighing scales• Rolling pins• Baking trays• Baking tins e.g. muffin trays

Ingredients - the basics These ingredients can be used to develop ideas for a healthy dish to be shared with friends. You will need fresh vegetables and topping ingredients for the mini pizza (see page 18 for full recipe). If making jackets, you’ll need potatoes and a range of fillings.

Store cupboard standbys:• black pepper• butter/healthier spreads • canned baked beans (reduced salt)• canned mixed beans • canned potatoes• canned tomatoes• canned tuna fish (in water)• canned/frozen vegetables (toppings)• couscous• dried herbs• English muffins (as pizza bases)• ketchup• mayonnaise (reduced fat) • mustard• oil• pasta• pesto• rice• salad dressing• salsa• self-raising flour (white/wholemeal)• strong bread flour (white/wholemeal)• tomato purée• tortillas (flat bread pizza base)• vegetable stock cubes (reduced salt)• yeast (dried) EX

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Name a broader range of ingredients, select and use the most appropriate for a recipe.

• Set up a food quiz using pictures of familiar and less familiar ingredients. Ask the pupils to name the food and what type of recipe/dish they might be used for.

Weigh ingredients in 25g/50g increments using weighing scales.

• Show the pupils different types of weighing scales, e.g. balance, spring and digital if available. Explain how they work and the rules that must be followed.

Use information such as date-marks on food labels to store food correctly.

• Collect a set of empty, clean packaging materials that show date-marks. Ask the pupils to work out the difference between ‘best before’ and ‘use by’ date-marks.

Be able to read and interpret basic nutrition information on food packaging.

• Show the pupils an example of a nutrition label on a food pack.

Actively minimise food waste and recycle food packaging.

• Ask the pupils to investigate food waste in the UK. Consider ways with the class on how to minimise waste.

• Get the pupils to think about food packaging and why it is used. How could they promote the recycling of food packaging in school?

Know about seasonality and locally grown food. • Ask the pupils working in pairs to list fresh foods that are available in each of the four seasons. Question the pupils about foods that are available out of season, where do they come from?

• What do we mean by local foods? What are the advantages of using local foods? Investigate the possibility of a local grower/maker visiting school to explain about their product.

Other learning opportunities

To extend this award you may wish to include one or more of the following ideas.

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Be aware that advertising can influence food choice.

• Show the pupils an example of different advertising for similar products. Breakfast cereals provide a good selection. Ask them to think about who the advertising is aimed at. How might the advertisement influence the choice of a product? The pupils could be asked to design an advertisement for a dish they have made.

Be aware of the different shops/outlets where food can be purchased.

• Ask the pupils to think of as many different shops where they can buy food. What are the advantages/disadvantages if food is purchased in markets, speciality shops or farm shops?

Other learning opportunities

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1.

Practical points

It is important that all food lessons are safe and enjoyable. Forward planning will help the session run smoothly and safely.

Notes:

Check school and/or local authority guidelines for guidance on risk assessment for practical sessions.

Send a letter to parents/carers explaining what the pupils will be doing. Check for allergies, religious or cultural reasons why pupils may not be able to handle or taste some foods.

Ensure other adults supporting the pupils are aware of the learning objectives for the activity and how you want the session organised. It is important to use the same vocabulary and to demonstrate best practice.

The adult should be a good role model – wear an apron, tie back hair and so on.

Check you have all the equipment you need for the activity and that it is clean and safe to use. It should be an appropriate size, weight and shape for pupils to use.

Make sure there is a sink with hot and cold water where the pupils can wash their hands before handling food.

Check the recipes you will be using. Make sure you or other adults are confident to demonstrate the skills and recipe techniques. It is a good idea to have a go first.

Make sure all fruit and vegetables are thoroughly cleaned under cold running water.

Plan the ingredients that you will need for the session. Make sure they are stored safely and hygienically. Ensure any pre-cooked food, e.g. pasta or rice is cooled quickly, stored in a covered container in the fridge until required in the lesson. Any pre-prepared fruit or vegetables should also be stored in a covered container and refrigerated.

You may need to measure out or partly prepare some ingredients depending on the age and ability of the pupils.

Planning ahead

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The practical session Notes:

1. Clean any surfaces that will be used for food preparation and wipe down with an anti-bacterial spray. If needed, cover tables or other surfaces with a plastic cloth and again wipe down with anti-bacterial spray.

2. Make sure you have all the equipment and ingredients you need for demonstrating. It is a good idea to put it all together on a tray so it is to hand. Try to use clear containers when demonstrating so the pupils can see what is happening inside.

3. Consider how you will organise the washing and drying up. Older pupils can be involved with clearing up. You will need access to hot water, detergent and clean cloths.

4. Make sure the pupils can see when you are demonstrating a skill or technique. The area should be clear and uncluttered. There should be no trip hazards.

5. Make sure all adults are aware of any pupils with allergies or food intolerances before the start of the practical session.

6. Ensure that all food is stored appropriately to avoid any likelihood of cross-contamination.

7. If you are using any heat source ensure the pupils understand the safety rules and the equipment is placed in a safe position.

8. Before you demonstrate, show the pupils how they should prepare themselves for practical work. You can create a list with the pupils:

• Remove jewellery• Tie back long hair• Roll up long sleeves• Put on an apron• Wash and dry hands

Use the checklist to help plan

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England

Northern Ireland

Scotland

Wales

KS2: Design and technology: cooking and nutrition PSHE: Personal, Social and Health Education Science

KS2: Personal development and understanding Personal understanding and health

Second: Technologies Science Social studies and health and wellbeing

KS2: Design and technology, science Personal and social education: health and wellbeing

Sources of further information

Sainsbury’s Active Kids www.Sainsburys.co.uk/ActiveKids

British Nutrition Foundation www.nutrition.org.uk

D&T Association www.data.org.uk

www.dandtprimary.org.uk

Food a Fact of Life www.foodafactoflife.org.uk

NHS - search for: 5 A DAY, www.nhs.uk The Eatwell Plate, food safety, food labelling - FSA

The Grain Chain www.grainchain.com

Farms for Schools www.farmsforschools.org.uk

Seasonal food www.eatseasonably.co.uk

Grow your own potatoes www.gyop.potato.org.uk

Salad www.makemoreofsalad.com

Curriculum links

Curriculum links to different subjects in the UK have been identified; there are opportunities for additional cross-curricular/inter-disciplinary links to RE, geography, history, literacy and numeracy. EX

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http://www.Sainsburys.co.uk/ActiveKids

http://www.nutrition.org.uk

http://www.data.org.uk

http://www.dandtprimary.org.uk

http://www.foodafactoflife.org.uk

http://www.nhs.uk

http://www.grainchain.com

http://www.farmsforschools.org.uk

http://www.eatseasonably.co.uk

http://www.gyop.potato.org.uk

http://www.makemoreofsalad.com


Understanding recipes

The way recipes are recorded may be different, but they all provide the same information. A recipe should tell you the following:

• Its name

• The ingredients used

• The equipment used

• The method – how to make it; sometimes there are pictures of each stage

• How many people the recipe will serve

• A picture of the finished dish

You can use this list to record your own recipe.

Adapting recipesSometimes changes are made to a recipe to make it suitable for the needs of people, e.g. allergies, likes and dislikes.

Another reason to change a recipe is to make it different or to be original.

When you change a recipe it is important to keep the basic ingredients, but you can change the flavour and texture by adding other ingredients.

Here is an example:Basic plain scones can have sweet or savoury ingredients added, e.g. dried fruit and sugar or grated cheese and herbs.

Task: White bread dough can have other ingredients added to change its flavour and texture.

1. What ingredients could you add to the bread dough?

2. How would you prepare these ingredients?

3. Which ingredients must not be changed? What would happen if you did change the basic ingredients?

Eatwell ChefAward

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Eatwell ChefAward

Recipe name

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Fish, wedges and mushy peas

These chunky potatoes and peas are perfect with a portion of crispy cod.

Serves: 4

Preparation time: 10 minutes

Cooking time: 50 minutes

Nutrition per portion (394g): Energy (kJ) 1851kJ, Energy (kcal) 438kcal, Protein 33.3g, Carbohydrate 61.4g of which sugars 5.2g, Fat 8.2g of which saturates 2.5g, Fibre 7.4g, Salt 0.51g.

Ingredients: 4 medium-sized potatoes (335g peeled weight) 1 x 15ml spoon olive oil 2 haddock fillets (weight 450g) 2 x 15ml spoons plain yoghurt, low fat 40g wholemeal breadcrumbs 240g British frozen peas 1 x 15ml spoon fresh mint 10g butter Freshly ground black pepper

Method:

1. Preheat the oven to 220°C, fan 200°C, gas 7.

2. Slice each potato into 8 wedges.

3. In a large mixing bowl, toss the potatoes with the oil and a little freshly ground black pepper.

4. Place the wedges on a baking tray and cook for 45-50 minutes.

5. Cut each fish fillet in half making four fillets in total.

6. Using a pastry brush, brush the fish with the yoghurt and then dip in the breadcrumbs - place on a non-stick baking tray.

7. Bake the fish for 15-20 minutes, until golden.

8. Meanwhile, cook the peas in water for 5 minutes, then drain well.

9. Chop the mint.

10. Blend or mash the peas, mint and butter together.

11. Arrange the fish, wedges and peas on a plate and serve.

Cook’s tip: - Be ready to put the fish in the oven 20 minutes before the wedges are cooked.

Image for illustration purposes only.

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Mini naan pizzas

Soft naan breads make the perfect base to a pizza with a twist.

Serves: 4

Preparation time: 10 minutes

Cooking time: 15 minutes

Nutrition per portion (153g): Energy (kJ) 1183kJ, Energy (kcal) 284kcal, Protein 11.5g, Carbohydrate 35.1g of which sugars 5.1g, Fat 10.3g of which saturates 5.2g, Fibre 2.2g, Salt 0.88g.

Ingredients:1 small pepper

100g cherry tomatoes

1 x 125g mozzarella cheese ball

4 garlic and coriander mini naan breads

4 x 15ml spoons passata or pasta sauce

1 x 5ml spoon dried oregano or fresh oregano leaves

Method:

1. Preheat the oven to 180°C, fan 160°C, gas 4.

2. Wash, de-seed and thinly slice the pepper.

3. Wash and slice the tomatoes.

4. Drain the liquid from the mozzarella and tear it into small pieces.

5. Place the naan breads on a baking tray. Add 1 x 15ml spoon of passata to each and spread it over the base (do not go too near the edge).

6. Arrange the pepper and cherry tomato slices over the naan bread. Top with the torn mozzarella.

7. Sprinkle the herbs over the top. Bake for 15 minutes until golden brown and the cheese has melted.

8. Remove them from the oven using oven gloves and allow to cool slightly.

9. Serve with salad.

Cook’s tip: - This recipe works well using pitta bread too.

Image for illustration purposes only.

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Notes:

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eatwell chef award - windows - microsoft · pdf filesainsbury’s active kids get cooking...

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