Key Fact 4

Teachers' Guide

This is the main guide for Cooking and food skills for children aged 5-8 years.

Key Fact 1

There is a variety of ingredients that can be used for cooking.

Key Fact 2

There are lots of different pieces of equipment used in cooking, some of which have special jobs.

Key Fact 3

There are a number of basic food skills which enable us to cook a variety of dishes.

Key Fact 4

It is important to store, prepare and cook food safely and hygienically.

Key Fact 5

When planning to cook, we need to consider the time of day, person and occasion.

Video downloads - Peel, chop and grate

See how to prepare fruit and vegetables safely.

Video downloads - Cool creations

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

Video downloads - Hot and happening

See how to cook delicious hot meals.

Video downloads - Brilliant baking

See how to bake a range of recipes.

Cool creations

Non-cook recipes for the primary school classroom.

Hot and happening

Recipes that involve the use of the grill or hob.

Brilliant baking

Baking recipes for the primary classroom.

Videos: Peel, chop and grate

See how to prepare fruit and vegetables safely.

Videos: Cool creations

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

Videos: Hot and happening

See how to cook delicious hot meals.

Videos: Brilliant baking

See how to bake a range of recipes.
Key Fact 4a

Key Fact 4: It is important to store, prepare and cook food safely and hygienically.

a) To know that different foods need to be stored differently.

Discuss where different food is stored;

  • In a fridge;
  • In a cupboard (i.e. room temperature).
  • Can the children suggest other places where food might be stored? E.g. freezer.

Discuss, in simple terms, why foods need to be stored in different places:

  • to keep food safe to eat.

Discuss how packaging also helps keep food safe to eat.  Ask children to name different types of packaging.  Show some examples:

  • Foil bags (crisps);
  • Vacuum packs (cheese);
  • Cans (fruit, vegetables, fish, meat);
  • Bottles (sauce);
  • Jar (jam, pickle, sauce).

Use the Where should food be stored? SMART Board activity 202 to organise the foods into a cupboard or fridge.  They should be placed as follows:
Cupboard:

  • Bread;
  • Lentils;
  • Oil;
  • Onion;
  • Cake;
  • Pasta;
  • Dried apricots;
  • Canned sardines.

Fridge:

  • Top shelf - cheese and yogurt;
  • Bottom shelf - bacon, eggs, uncooked chicken and uncooked salmon.
  • Salad drawer - tomato and broccoli.

This task offers lots of opportunity for discussion.  For example, it should be pointed out the food in the fridge and cupboard should be covered.  Onions can be stored in either place.  If the cake was a fresh cream cake, it would be stored in the fridge.  If the canned fish was open, it should be tranfered to a container, covered and stored in the fridge.

Get the children to cut out the foods on the Food Worksheet 207 and stick them where they belong on the Storing food Worksheet 208.  With younger or less able children you might like to divide the Food Worksheet to reduce the amount of cutting for each child.


b) To know the hygiene and safety rules which need to be followed before, during and after cooking.

As children will have already been briefed with some hygiene rules earlier in this module, question them to see what they can remember and record their responses.

  • What do you need to do before you begin any work with food?

For example:

  • Make sure the cooking area is tidy and clean;
  • Tie back long hair;
  • Remove jewellery;
  • Wash hands;
  • Put on an apron.


Look through the Hygiene PowerPoint 204 and at the Let’s get ready to cook Poster 201 and see if the children have remembered all of the rules.  Have they managed to think of anything in addition? Display the poster as a reminder of what to do before cooking. 

Talk about hygiene rules which must be followed during food work. (See the Hygiene and safety checklist Guide 204 for notes.)
Make some notes or illustrations on the board.

Read out the Scenario Cards 206 to the children and see if they can explain what should be done, e.g. somebody wants to sneeze while they are in the middle of peeling a carrot, what should they do?  A scenario worksheet is also available with the cards if you prefer the children to record their answers.

Talk to the children about what should be done after cooking is finished:

  • Wash equipment in warm water and washing up liquid and dry it thoroughly;
  • Clean down surfaces;
  • Put ingredients or food away appropriately, e.g. wrap, seal, refrigerate.


Make some notes or illustrations on the board.

Talk with the children briefly about why it is important to follow these rules, e.g. so food is safe to eat.

Split the class into 3 groups and get each group to design a poster to remind everyone about the hygiene and safety rules which should be followed at one of the 3 stages when cooking work takes place:

  • before;
  • during;
  • after.


The Let’s get ready to cook Poster 201 and notes/illustrations you made earlier, should help the children remember key points.


Plenary


Sort the Food Cards 200 into where they should be stored, cupboard or fridge.

Recap on the before, during and after hygiene rules.

 

Further activities


Get children to cut foods out of a magazine and stick them in the right place on the Storing food Worksheet 208.  This will challenge children to apply their understanding of what foods need to be stored where with these different foods.

Downloadable resources