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Philip Southcote School
Learning for Life

Home Cooking

TOPICS

 

  • Know the effects of food on the body using more specialist terms
  • Know the different food groups and their contribution to a healthy, balanced diet and identifying a greater range of foods
  • Explain the Eatwell plate and categorise a variety of foods
  • Describe what the body uses food for
  • Describe the benefits of a healthy diet
  • Describe why different groups of people require different diets
  • Describe the major food groups
  • Describe a healthy, balanced diet and identify benefits
  • Check food labels for nutritional information and country of origin
  • Describe the importance of regular fluid/water intake in relation to a balanced diet
  • Select and prepare ingredients for a recipe
  • Choosing ingredients: meal planning, fresh food e.g. use by date, seasonal food e.g. vegetables, fruit
  • Kitchen basics: store cupboard ingredients e.g. flour, sugar, tinned food
  • Recipes: breakfasts, eggs – scrambled eggs on toast, fried eggs, breakfast e.g. toast and toppings, porridge, bacon sandwich, fruit smoothies
  • Use cooking skills when following a recipe – chopping, slicing, peeling
  • Demonstrate food safety and hygiene throughout the preparation and cooking process
  • Reflect on own learning about the values of gaining cooking skills
  • Identify ways to pass on information about home cooking

SOUTHCOTE STEPS ASSESSMENT

 

SS11+SS12

I can name correct equipment.

With help I can read most of the key words in recipes

I can decide with little help what I will make.

I can decide with little help, how I will make.

With some help I can choose important colours/themes (features) of my making.

With some help I can choose important ingredients (features) when I am making.

With help I can say what ingredients went into my cooking.

With help I can say what processes I used.

I can use equipment with help when needed.

I can use tools wit help when needed.

I can follow instructions when making.

I can start to describe what I want to do.

I can start to describe what techniques I want to improve.

I can start to explain how something with work.

I can start to explain what my food product will do when being made (e.g. cooked/baked/mixed).

I listen to the teacher and make improvements when making .

Evaluation - With some help I can say if I like, dislike the colours/themes I said I was going to use.

Evaluation - I can say what I like about what I made.

Select correct ingredients for two basic dishes

Choose correct equipment when preparing food and handle safely and hygienically

Prepare food items for cold presentation or cooking safely and hygienically for 2 prep methods

Set aside or store prepared food items ready for use according to instructions

Clean work areas and equipment safely and hygienically during and after food preparation

Cook food safely and hygienically

Describe what went well and how it can be improved

Can describe how simple movements work.

Know how to chop and slice

Start to demonstrate food safety and hygiene throughout the preparation and cooking process

Measure food.

I can read the ingredients list in a recipe

I can read the equipment list in a recipe

I can start to read the method in a recipe

Compare changings that occur due to cooking.

Follow instructions when using tools.

Give instructions to someone else to follow.

Follow simple verbal instructions.

Develop own ideas.

Use knowledge from previous work.

Consider the final appearance of the product.

Thank you to everyone who supported our Macmillan Coffee Morning and Cake Sale. We are delighted to announce that we raised a magnificent £453.24p
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