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Developing Practical Skills in the Classroom Ann Knight FiS and Licence to Cook trainer

Developing Practical Skills in the Classroom Ann Knight FiS and Licence to Cook trainer. Who am I?. A practising secondary Food Technology teacher with over 27 years experience in Bucks and Beds. Many middle management roles, including co-ordinating a D&T faculty.

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Developing Practical Skills in the Classroom Ann Knight FiS and Licence to Cook trainer

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  1. Developing Practical Skills in the Classroom Ann Knight FiS and Licence to Cook trainer

  2. Who am I? • A practising secondary Food Technology teacher with over 27 years experience in Bucks and Beds. • Many middle management roles, including co-ordinating a D&T faculty. • Professional Tutor, mentoring teacher trainees and NQT’s in all subject areas. • GTP Food Tutor. • Food in Schools Trainer. • Licence to Cook Lead Practitioner and Trainer.

  3. Presentation content • PRIMARY education: • Food in Schools - who is it for and what is involved? • Food in Schools in action - examples of training sessions and follow up work. • SECONDARY education: • Licence to Cook - what is it? • Licence to Cook in action – how it can be used in different schools.

  4. Working with schools Food in Schools – primary training Licence to Cook – Secondary training

  5. Food in primary review • “Cooking will remain compulsory in primary schools – as part of Sir Jim Rose’s comprehensive review of the primary curriculum”.

  6. ‘Understanding physical health and wellbeing’ – the proposed location for ‘cooking’ Rationale: Link with Government health and obesity strategies

  7. Interim Report – Recommendations to Sir Jim from the D&T Association Design and technology should be sited in one area of learning – the area currently called ‘scientific and technological understanding’. The area of learning should be re-named to become ‘understanding of science, technology and design’. This area of learning should provide a full entitlement to all aspects of design and technology, including food technology.

  8. What is foodinschools? The primary training is about: • food in the primary curriculum • teacher training and development • classroom friendly activities and ideas • practical experience

  9. The overall aims for the Food in Schools are to: • increase teachers’ confidence and competence in teaching about food and nutrition; • increase children’s experience of working with food; • increase children’s knowledge of nutrition, healthy eating and where food comes from; • highlight the key principles of food hygiene and safety; • support the Healthy Eating core theme of the Healthy Schools Programme; • help raise standards of achievement in food education; • support and develop children’s coverage of the Food Standards Agency’s (FSA) core competences; • develop a supportive network between schools concerning food issues and promote liaison between primary and • secondary schools.

  10. The role of the local Food in School trainer is to: • liaisewith the local Healthy Schools co-ordinator; • liaisewith local primary schools concerning Food in Schools training; • provide CPD, focusing on the primary food curriculum, underpinned by the FSA competences and national curriculum; • promotethe Healthy Schools programme, in particular the healthy eating strand; • helpprimary colleagues to develop a whole school food policy and carry out an audit where necessary; • set and maintain standards with regard to food preparation, food handling and health and safety; • provide agreed support for primary teachers after the initial training has taken place; • take part in monitoring and evaluation activities; • attendthe annual day updating/briefing or training event, as part of their CPD.

  11. Accredited trainer Accredited teacher Primary teachers Cascade to colleagues How does it work?

  12. Important information 2 day free training Practical workshops Follow up Resources

  13. What is included? Practical skills and techniques Health and safety Recipe ideas Practical hints and tips for the busy classroom Ideas for setting up to teach food at school

  14. QCA Schemes of Work • The training is broadly based around the existing QCA Schemes of Work. However, ideas and suggestions during the training will look at extending these further. • Fruit and vegetables - ‘Eat more fruit and vegetables’ • Sandwich snacks - ‘Lunchtime foods’ • Bread - ‘Bread’ • Biscuits - ‘Baking’

  15. Practical workshops Do you know how to ‘bridge’ and claw’? Practical skills to support delivery of the KS 1 & 2 programme of study

  16. Food in the primary school classroom • Health and Safety • Storageof ingredients – before, during and after cooking. • Getting ready to cook, e.g. hair tied back, apron on, hands washed. • Being hygienic while cooking. • Knowing in advance if any children have an allergy to a particular ingredient. • Ensuring children know how to behave while handling food, and demonstrate the safe use of different pieces of equipment.

  17. Training Day 1: • 9.15a.m. Welcome and introductions. Objectives for the day. • 9.30a.m. Activity 1: Basic nutrition - ‘Eatwell Plate’ and ‘5-a-day’. • Demonstration of basic food preparation skills - safe use of knives – ‘bridge and claw’ techniques, Set outs / ‘Lets get ready to Cook’ (BNF Ed. News issue 46 poster) • 10.00a.m. Activity 2: Practical - Fruit & Vegetable Kebabs (yr.1)/ Dips & Dippers (yr.2) /Salads (Yr.4)Display of products - sensory vocabulary • 11.00a.m. BREAK – an opportunity to meet other faculty specialist teachers. • 11.30a.m. Activity 3: Equipment and set out for a sensory tasting session. Practical - Bread tasting Yr.3 – product analysis of different bread products (sensory vocabulary progression), ranking. • 12.00p.m Activity 4: Practical - Sandwich snacks Yr.3 • Design & make a healthy sandwich for the lighthouse keepers’ lunch – design brief, working to design criteria (specification), healthy fillings, and progression of knife skills. Evaluation of sandwiches. Display of products – link to Eatwell Plate • 12.45p.m. LUNCH - eating what has been made. • 1.30p.m. Activity 5: Practical – SmoothiesDairy & non dairy products. Sensory analysis – profiling (sensory descriptors) • 2.15p.m. Activity 6: Primary resources –www.foodafactoflife.org.uk, www.foodforum.org.uk, • Teaching food in a primary setting:- • Health and safety, equipment and provision, food allergies / parental consent, planning & delivery of food units of work (finances) • Plenary – Review of days activities. • 3.00p.m. Finish.

  18. Dairy and non dairy smoothies, using different fresh fruit flavours

  19. Training day 2: • 9.15a.m. Welcome and recap of objectives of training and day 2. Revisit Eatwell Plate • 9.30a.m. Activity 1: Demonstration and practical - Design and Make a decorated and flavoured biscuit Yr.5. Design briefs – designing for a special occasion, choice of ingredients (fats and flavourings), and stages in manufacture (flowcharts / sequencing). • Demonstration and practical – Scones / Pizza / PinwheelsHealthy alternatives to cakes & biscuits. • 11.00a.m. BREAK • 11.30a.m. Activity 2: Demonstration and practical – Shaped bread rolls, breadsticks and pizzas Yr.5Bread making ingredients & functions (strong flour, white & wholemeal, fast action yeast), flavourings, toppings, shaping. Links to science curriculum. Poster: Where does food come from? • 1.00p.m. LUNCH • 1.45p.m. Activity 3: Decorate biscuits. • 2.15p.m. Activity 4: ‘Bad Food Live’ FSA video • Cross curricular links / Schemes of work – QCA & BNF • Healthy Schools Standard • Food in Schools – what next? • Distribution of free resources • Action Planning and evaluation • 3.00p.m. Finish.

  20. Gingerbread people decorated with tubes of icing

  21. Kneading bread dough for shaped rolls and pizzas

  22. What do teachers think? “I feel inspired to use my skills more widely. I won’t worry about getting it wrong. I will use all the information given to me on this brilliant course.” “This was the best course ever. It has revolutionised our thinking about a creative curriculum. The results and involvement of pupils has been dramatic.” “I like the fact it was a practical experience – I know it will work in my classroom”

  23. Primary school follow-up • working with the group to develop a whole school food policy; • running a staff meeting in the primary school to disseminate main messages; • working with TAs – giving consistent messages in school; • looking at Schemes of Work/planning for food technology with the accredited primary teacher and other staff.

  24. Tylers Green Middle School – Parents Evening display:

  25. Parents Evening display of healthy packed lunch ideas, with samples to taste and recipes to take away.

  26. How to sign up for training Email: foodinschools@data.org.uk

  27. Any questions?

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