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...to Active Kids Get Cooking – an initiative which recognises, supports and promotes excellent healthy eating work and cooking in middle, secondary and special schools throughout the UK (including the Channel Islands and Service Children’s Schools).

At its heart, Active Kids Get Cooking awards pupils with certificates in recognition of their work with food. There are 4 certificates to collect, and these are progressive from the ages 11 to 16+. The certificates are at bronze, silver, gold and platinum levels of achievement. The different levels relate to pupils demonstrating and applying a progressive understanding of healthy eating, ingredients and food skills. Every year there is also a special challenge for the pupils and if you’d like, your school can enter the national competition.

This guide explains how:

Your school can get involved•You can set up interesting and fun activities for •your pupilsYou can reward your pupils with different certificates•

Active Kids Get Cooking is supported by Sainsbury’s, the Design and Technology Association and the British Nutrition Foundation. The scheme is welcomed by the Department for Children, Schools and Families and the Scottish Executive’s healthyliving campaign.

The aims of Active Kids Get Cooking are to:

Encourage and reward good cooking within the •classroomSupport the teaching of healthy eating, based on •the eatwell plateRecognise the excellent work being undertaken •by pupilsHelp you teach food related aspects of your •curriculum in a meaningful way

8 good reasons for taking part

Active Kids Get Cooking is in line with, and directly supports, many other initiatives in which your school may be involved. It also provides you with up-to-date resources to support your teaching, as well as a way to reward good work by your pupils.

Benefits include:

1. Evidence for healthy schools initiatives throughout the UK, by demonstrating your commitment to food education, healthy eating and cooking2. Promotion of up-to-date and consistent messages through the use of the eatwell plate, the healthy eating model for the UK3. Practical advice and resources to support curriculum requirements for hands-on work with food, healthy eating and investigating different types of foods4. Supports progress through the Food Standards Agency (FSA) Core Food Competences for young people throughout the UK5. Opportunities for pupils to develop an interest in food, cooking and health6. Engagement of pupils in making more informed choices about their diet7. Recognition of good food work by national organisations8. Support for, and integration into, Licence to Cook in England

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Contents

Let’s get going 4 - 5

The Bronze Award 6 - 7

The Silver Award 8 - 9

The Gold Award 10 - 11

The Platinum Award 12 - 13

Case studies 14 - 16

Annual Special Challenge 17

Active Kids Get Cooking 18 - 19

Food in schools 20 - 21

Eatwell plate 22

Here to help 23

Marking form back cover

is for all pupils

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Choose which awards you want to plan for your school. Get as

many class teachers involved as possible

(Year 7 Bronze Awards, Year 8 Silver Awards, Year 9 Gold Awards, Year 10 Special

Challenge, Year 11 Platinum Award)

Plan when the challenge will take place

(Year 7/8/9 classes on 8 week rotation, Year 10 Spring Term, Year 11 Autumn term)

Think about making a big splash at the start of the project

(Farm visit? Restaurant visit? Invite local chef? Have a health week?

Food festival?)

Think about the ingredients and equipment you will need

(check the website www.activekidsgetcooking.org.uk for free recipes and classroom

resources)

Run the challenge and mark the pupils' work

(ask the local chef to mark the projects and have a class display of work in progress)

Order the certificates

(plan the awards ceremony: ask the head teacher to present in assembly?

Take photos of all the pupils. Invite the local newspaper? Invite the Store

Manager or Community Food and Health Advisor from Sainsbury's.

Put the photos on the school website and in the newsletter)

What do I have to do?

Ensure you have registered with Active Kids Get Cooking at • www.activekidsgetcooking.org.ukRun a food activity with your pupils, based on the challenges on pages 6 - 13•Use the free resources from the Active Kids Get Cooking website to support your food activities•Mark your pupils’ work•Let us know online what task your pupils have achieved and order your free certificates•Your certificates will be posted to you, free of charge within 21 days•Present the certificates at school, perhaps in assembly to celebrate their success•

Step by Step

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You may also decide to use and award the Active Kids Get Cooking Platinum award at GCSE or Standard Grade level.

In addition, Active Kids Get Cooking supports the Food Standards Agency (FSA) Core Food Competences. This is a framework of core skills and knowledge for children and young people throughout the UK. It sets out the essential building blocks for:

Diet and health•Consumer awareness•Cooking (food preparation •and handling)Food safety•

Curriculum matters

Active Kids Get Cooking supports what you already have to teach, rather than creating additional paperwork or overloading you with yet another initiative. It has been developed to be flexible to meet the curricular demands of England, Wales, Scotland and Northern Ireland.

Choose which awards you want to plan for your school. Get as

many class teachers involved as possible

(Year 7 Bronze Awards, Year 8 Silver Awards, Year 9 Gold Awards, Year 10 Special

Challenge, Year 11 Platinum Award)

Plan when the challenge will take place

(Year 7/8/9 classes on 8 week rotation, Year 10 Spring Term, Year 11 Autumn term)

Think about making a big splash at the start of the project

(Farm visit? Restaurant visit? Invite local chef? Have a health week?

Food festival?)

Think about the ingredients and equipment you will need

(check the website www.activekidsgetcooking.org.uk for free recipes and classroom

resources)

Run the challenge and mark the pupils' work

(ask the local chef to mark the projects and have a class display of work in progress)

Order the certificates

(plan the awards ceremony: ask the head teacher to present in assembly?

Take photos of all the pupils. Invite the local newspaper? Invite the Store

Manager or Community Food and Health Advisor from Sainsbury's.

Put the photos on the school website and in the newsletter)

Region Curriculum area

England KS3: Design and technologyKS3: ScienceKS3: Personal, social and health education

Scotland Third and fourth: Technologies Third and fourth: ScienceThird and fourth: Health and wellbeing

Wales KS3: Design and technology (6, 7, 8 & 9)KS3: Science (range 2)KS3: Personal and social education (health and emotional well-being)

Northern Ireland

KS3: Learning for life and work: Home Economics

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Bronze Challenges (10 - 12 year olds)

Pupils should complete one of the following:

Super shake Develop a dairy based drink or smoothie which promotes the 5 A DAY message. The drink should be for everyone to enjoy at breakfast time.

Local food Plan, prepare and cook a recipe that reflects a local or regional area from around the UK. Consider ways in which healthier cooking practices could be used.

Seasonal soups Make a hearty soup that encourages people to eat more seasonal vegetables and follows current healthy eating guidelines, particularly reducing salt content by using alternative flavourings.

Tea time treat Make a batch of luxury savoury scones that could be shared and eaten as an afternoon treat by a family.

Top toastie Plan, prepare and cook a range of toasted sandwiches which could be sold at a youth club. Use a range of different types of bread and fillings.

Scones with a difference

Check out the ideas for scones on the Active Kids Get Cooking website www.activekidsgetcooking.org.uk Look in the section for secondary resources. Look for ‘Able Baker’ for recipes and tips.

Recipes to try:Plain scones

Ingredients (Makes 8) 225g self raising flour 1 x 5ml spoon baking powder 50g butter or margarine 150ml milk

Equipment Mixing bowl, sieve, palette knife, weighing scales, measuring spoons, rolling pin, cutter, baking sheet lined with non–stick baking paper, cooling rack.

Method 1. Preheat oven to 220

oC or gas mark 7.

2. Sift the flour and baking powder into a mixing bowl. Add the butter or margarine and rub in until the mixture resembles breadcrumbs.3. Stir in the milk and form into a soft dough using a palette knife. 4. Place the dough onto a floured surface and roll out to 1.5 - 2cm thickness.

• To receive a Bronze Food Award, pupils must attain a pass (P) for at least 4 criteria.

• A Bronze ‘merit’ is awarded to pupils attaining a merit (M) for at least 4 criteria.

See case study on page 14

Healthy eating

Marking criteria

Interprets the balance and variety message from the eatwell plate, in addition to the 8 tips for eating well.

Explains their decisions; a recipe showing the ingredients, equipment and method of making is provided.

Demonstrates good practice in health and safety.

Explains what they could do better next time based on their experiences.

Has an appreciation of a range of ingredients and that people around the world combine foods to make meals and snacks for different reasons.

Follows their recipe, with some attention to accuracy and final presentation, using appropriate skills and techniques, e.g. knead, dice, bake.

Planning

Being safe

Evaluation

Food knowledge

Cooking

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5. Blend until smooth with a hand blender. Tip: The following ingredients can give soup more flavour. Try 1 - 2 x 5ml spoon of: balsamic vinegar, soy sauce, Worcestershire sauce or pesto. Toppings might be: grated Cheddar or Parmesan cheese, a spoon of cream or a spoon of pesto, chopped fresh basil leaves, a 1 x 5ml spoon of thick Greek yogurt. Ideas for running this activity in your school

Make smoothies to serve at an activity or sports •event in schoolMake soups that could be replicated in the school •canteenInvite some visitors – parents, governors to sample •some luxury scones

Main areas of learning

Food skills and techniques• Skillsusingaknife,grater,peeler–slicing,dicing,

crushing, slicing• Introductionanduseofbasicequipment• Fruitandvegetablepreparation• Weighingandmeasuring• Usingtheoven,grillandhob

Links with Licence to Cook• Becomemoreconfidentinthecookingarea• Learn(recap)thesafeuseofaknife• Usebasickitchenequipment• Usetheovensafely• Preparearangeofingredientse.g.peeling,grating• Weighandmeasureingredients

Links with FSA competences• Understandandapplygoodfoodhygieneand

safety practices• Useequipmentsafely,beingawareofothers’safety• Planandcarryoutfoodpreparationandcooking

safely and hygienically. With guidance, modify recipes and cook dishes that promote current healthy eating messages

5. Cut into rounds with the cutter and place on the baking sheet.6. Bake for 20 minutes until golden. 7. Cool on a cooling rack.

Tip: If you like a shiny finish on your scone, brush them with a little milk before baking.

Try out these ideas for scones from around the world by using 2 x 15ml spoons of each ingredient added to the plain scone mixture just before the milk is added: The British: smoked bacon & Cheddar cheese The Chinese: finely chopped salad onions & sesame seeds The Greek: finely chopped black olives, oregano & feta cheese The Welsh: finely chopped steamed baby leeks & Caerphilly cheese The Spanish: finely chopped chorizo & diced red pepper The Scottish: flaked smoked fish & finely chopped red onion The Italian: finely chopped sun dried tomato, grated mozzarella and fresh basil The German: finely chopped pepper salami & diced mushroom The French: crushed garlic, fresh thyme & diced brie (needs to be under ripe and chilled) The Swedish: cooked flaked salmon & dill

Tomato and lentil soup

Ingredients (1 large or 2 smaller bowls of soup) 1 x 15ml spoon oil 1 medium size onion, finely chopped 1 clove garlic, crushed 1 x 400g can of chopped tomatoes 50g split red lentils 1 x 15ml spoon tomato puree

100ml water 1 x 5ml spoon bouillon (stock powder)

or cube crumbled 1 x 5ml spoon mixed herbs

Equipment Chopping board, knife, garlic press, can

opener, saucepan with lid, wooden spoon, measuring jug, weighing scales, 1 electric

hand blender.

Method 1. Heat the oil in the saucepan and add the onion and garlic. Fry gently for a couple of minutes until soft. 2. Place the rest of the ingredients into the saucepan and cook over a medium heat and stir until it comes to the boil. 3. Reduce the heat and simmer for 20 minutes. 4. Remove the pan from the heat and place on a heat resistant surface.

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Silver Challenges (11 - 13 year olds)

Pupils should complete one of the following:

Perfect pizza Make a pizza or calzone that could be shared by you and your friends. Look at ways to increase its fibre and vegetable content, while reducing total fat and salt, through smart choice of ingredients in the base and as toppings.

Marvellous meals Plan and cook a main meal which could be served to older people in a home. The meal should contain:

Meat or vegetarian alternative•Potatoes, yam, pasta, dumplings or rice •A dairy food•Vegetables •

Consider health implications for this age group.

Home timeCreate and cook a tasty, fun dish that could be made and eaten as a snack when you get home from school. The dish must contain wholegrains, e.g. Wholegrain bread, pasta or rice.

Pasta mania Plan and make a traditional pasta dish which includes a red meat or alternative, tomato and /or cheese based sauce. Give serving suggestions and comment on ways in which the dish could be healthier through choice of ingredients and cooking method.

Perfect picnic Design and make a fruit based sweet dish or a vegetable based savoury dish which could be eaten as part of a picnic.

Recipes to try:Quick and easy bolognese sauce Ingredients (serves 1)1 x 15ml oil 100g lean minced beef 1 small onion or half a medium onion, finely chopped 1 clove garlic, crushed 1 x 5ml spoon Italian mixed herbs 200g canned chopped tomatoes 1 x 15ml spoon tomato puree 1 x 5ml spoon balsamic vinegar 100g dried spaghetti 1 x 15ml spoon grated Parmesan cheese to serve

Equipment 2 medium size saucepans, 1 knife, chopping board, garlic press, can opener, wooden spoon, measuring spoons, colander, grater.

• To receive a Silver Food Award, pupils must attain a pass (P) for at least 5 criteria.

• A Silver ‘merit’ is awarded to pupils attaining a merit (M) for at least 4 criteria.

Healthy eating

Marking criteria

Applies healthy eating knowledge and understanding to the nutritional needs of different people/groups, including basic nutritional analysis.

Justifies their decisions, including cost and time considerations; a comprehensive recipe is provided.

Identifies where problems might occur and sets up preventative procedures. Applies good health and safety procedures.

Reviews their final dish against the original aims of the activity, including the use of sensory testing.

Understands a broad range of ingredients and how they can be used to modify meals/products.

Demonstrates a range of skills, following their recipe competently and accurately.

Planning

Being safe

Evaluation

Food knowledge

Cooking

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Ideas for running this activity in your schoolInvite friends to share the pizza or calzone that you •have madeWhen the healthier pasta dishes have been •made invite the canteen manager to sample the products and talk about ways in which they could be included on the school lunch menuMake the healthier pizzas as part of a Health Day •Challenge

Main areas of learning

Food skills and techniquesUse of grill, hob and oven at the same time•Accurate weighing and measuring, shaping, •cutting, spreading Sauce making – tomato, roux, Bolognese•Rubbing-in method•Making pizza dough•Cooking rice, pasta, potatoes•Preparation of meat, vegetarian alternatives•

Links with Licence to CookUse the grill, hob and oven – often simultaneously•Weigh and measure ingredients accurately•Combine and mix ingredients together carefully •(forming dough)Make a roux sauce•Divide mixtures, cut and shape dough•Prepare a range of ingredients, e.g. grating,•Spreading•Use simple electric hand tools, •e.g. whiskPrepare equipment for cooking•Diet and nutrition•Wise food shopping•

Links with FSA competences• Selectfortheirowndiet,inlinewithcurrenthealthy

eating principles• Know that food provides energy and nutrients

in different amounts; that they have important functions in the body; and that people require different amounts during their life

• Understand the implications of dietary excess or deficiency

• With guidance, modify recipes and cook dishes that promote current healthy eating messages

• Understand and apply good food hygiene and safety practices

• Use equipment safely, being aware of others’ safety• Plan and carry out food preparation and cooking

safely and hygienically

Method 1. Heat the oil in a saucepan then add the beef and onions. Cook over a medium heat to brown the meat, onions and garlic, take care not to burn. 2. Add the herbs, tomatoes, puree and balsamic vinegar and bring to the boil. Reduce the heat to a simmer and put the lid on the pan. Cook for 30 minutes adding a little water if needed to keep the sauce moist. 3. When the sauce has been cooking for 15 minutes, boil a pan of water to cook the spaghetti. Cook according to on-pack instructions and drain well. 4. Place the pasta in a large bowl and top with the sauce. Serve with a sprinkling of Parmesan cheese.

Pasta with cheese sauce Ingredients (serves 1) 100g dried pasta shapesFor the sauce: 15g butter or margarine 50g Cheddar cheese, grated 1 x 15ml spoon plain flour 1 x 5ml spoon mustard powder (optional) 250ml milk Black pepper to taste

Equipment 1 large and 1 small saucepan, weighing scales, grater, wooden spoon, colander, measuring spoons, whisk. Method 1. Half fill the large saucepan with water. Place on the hob to boil with the lid on. When the water has boiled add the pasta and stir. Return the water to the boil and turn the heat down to a simmer. Cook according to pack instructions. 2. Meanwhile make the sauce. Melt the butter or margarine in the small saucepan. 3. Add the flour and mix to form a paste. 4. Gradually add the milk, stirring constantly with a whisk. The sauce will become thick.

5. Reduce the heat, and allow to simmer for 2 minutes.6. Stir in the cheese (reserve a little for later) and seasoning into the

sauce.7. Drain the pasta.

8. Pour the sauce in the hot drained pasta. Sprinkle the reserved cheese on top and serve. (Tip: You can use Gruyere or Red Leicester cheese in place of Cheddar.)

See case study on page 15

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New kids Develop an oily fish dish for kids that could be served as part of an evening meal at home. Show how the fish helps to meet their nutritional needs.

Party time Plan, prepare and make a range of healthier finger foods that could be served at a party. The finger foods should be made using ingredients and cooking techniques which lower total and saturated fat, sugar and salt.

Recipes to try:Chickpea and mushroom curry

Ingredients (serves 2)1 onion, chopped1 clove garlic, crushed200g mushrooms, sliced2 x 15ml spoon curry paste2 x 15ml spoon tomato puree200g chickpeas, canned (drained)1 can coconut milk1 x 15ml spoon vegetable oil

Equipment Chopping board, knife, can opener, saucepan, garlic press, wooden spoon, measuring jug, measuring spoons.

Method1. Heat the oil in a saucepan and fry the onion, garlic and mushrooms for 5 minutes.2. Stir in the curry paste, tomato puree, chickpeas and coconut milk (or stock).3. Simmer for 20 minutes.4. Serve with rice and / or naan bread.

Gold Challenges (12 - 14 year olds)

Pupils should complete one of the following:

Foods of the world Plan and prepare a range of recipes that use authentic ingredients from a country or region of your choice, e.g. Europe, Asia, Africa. Cook one recipe, emphasising its traditional aspect.

Catering for health Make a range of meal options for a school canteen that follow current healthy eating principles and have pupil appeal. Current secondary school lunch recommendations for food and nutrition standards should be reflected.

Specialist diets Plan, develop and cook a main meal dish for: a person with an intolerance to wheat or gluten; a person with an intolerance to dairy products or a person with a nut allergy. Indicate how you have met the nutritional needs for the specialist diet, as well as achieving balance and variety.

• To receive a Gold Food Award, pupils must attain a pass (P) for all 6 criteria

• A Gold ‘merit’ is awarded to pupils attaining a merit (M) for at least 4 criteria

Healthy eating

Marking criteria

Uses nutrition knowledge and understanding for specialist meals /products, as well as promoting current healthy eating messages.

Provides detailed plans, which justify their decision and actions.

Implements safety and hygiene procedures before, during and after preparing and cooking.

Undertakes systematic analysis and review of their own planning, preparing and cooking process.

Makes use of ingredient and food knowledge from around the world to help modify meals and products.

Demonstrates a range of advanced skills and techniques, following their recipe precisely in a logical and well-ordered fashion.

Planning

Being safe

Evaluation

Food knowledge

Cooking

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Stir-fry vegetables with noodles Ingredients (serves 2)Noodles – 1 pack of egg or rice noodlesVegetables – 200g vegetables such as carrots, peppers, mushrooms, Chinese leaf, beansproutsFlavouring – Choose from garlic, onions, spring onions, fresh ginger, red chilliSeasoning – Choose from soy sauce, tabasco, chilli sauce or 2 x 15ml spoons of soy and ginger sauce 2 x 15ml spoons sesame oil

EquipmentSaucepan, colander, chopping board, knife, measuring spoons, wok or large frying pan, 2 wooden spoons.

Method 1. Assemble all your ingredients before you start.

2. Bring a small pan of water to the boil, add the noodles and cook for 3-4 minutes (or follow on-pack instructions) then remove from heat and drain into a colander over the sink. Rinse with cold water to stop them sticking together.

3. Wash and finely slice the vegetables. Keep all the sizes similar so they cook evenly.

4. Wash, peel if required, and finely chop your chosen flavouring ingredients.

5. Heat 2 x 15ml spoons oil in a large frying pan or wok.

6. Add the finely chopped flavouring ingredients first, such as onions, garlic and ginger, and fry gently for 2 - 3 minutes.

7. Add the vegetables, starting with hard vegetables first and adding the soft ones last. Stir-fry for 1 minute between adding each vegetable.

8. Add the noodles to the pan and heat through. Stir in the seasoning ingredients of your choice. Finish the dish with a sprinkle of sesame oil.

Ideas for running this activity in your schoolInvite guests to share the party foods that have •been preparedAsk the canteen manager to talk to the group •about food and nutrition standards and lunch recommendationsChallenge pupils to develop products for those •on specialist diets. They could investigate needs by using the internet as well as evaluating existing commercial productsAsk pupils to find out about regional foods / dishes •and what foods are produced locally nowadaysUse these foods to prepare a range of recipes•

Main areas of learning

Food skills and techniquesPreparing and cooking pasta, rice, potatoes, •noodlesCombining ingredients to make traditional dishes – •shepherds pie, chilli con carne, etcPreparing meat, fish and vegetarian alternatives•Further methods of cooking – stir-fry, stewing, baking•

Links with Licence to CookPrepare a range of meals – becoming more •confident cooksLearn how to make a range of sauces / bases•Demonstrate their safe use of a knife•Handle raw meat safely (high risk foods)•Have a greater awareness of time planning•Prepare a range of ingredients, •e.g. peeling, slicingDiet and nutrition•Wise food shopping•

Links with FSA competences• Selectfortheirowndiet,inlinewith

current healthy eating principles• Knowthatfoodprovidesenergyandnutrients

in different amounts; that they have important functions in the body; and that people require different amounts during their life

• Understandtheimplicationsofdietaryexcessordeficiency

• Knowthatpeopleeatoravoidcertainfoodsaccording to religion, culture, ethical belief or personal principles

• Withguidance,modifyrecipesandcookdishes that promote current healthy eating messages

• Understandandapplygoodfoodhygieneandsafety practices

• Useequipmentsafely,beingawareofothers’safety• Planandcarryoutfoodpreparationandcooking

safely and hygienically

See case study on page 16

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all-in-one cake mixture, roux sauce. Show how your knowledge of healthy eating can be used to develop healthier alternatives, e.g. fruit filled choux buns, wholemeal carrot and date cake.

SaturatesThe FSA who work on saturated fat and energy says “Current population average intakes of saturated fat exceed public health recommendations and the rising levels of obesity indicate that energy intakes currently exceed energy requirements. Both these conditions raise serious health concerns, particularly in relation to cardiovascular disease, some cancers and type 2 diabetes.”

With this in mind, develop a range of healthier options of snacks and main meals, particularly focusing on saturated fat and total energy levels. In addition, explore the impact of different portion sizes on total energy and saturate levels. The focus of this work should be on foods which often come pre-packed, e.g. snacks, ready-meals.

Miracle mineralsTeenagers in the UK are generally deficient in micronutrient intakes. Focusing on either iron or calcium, look at realistic, attractive and tasty dishes which could form parts of healthy school lunch options that provide 30% of a teenager’s RNI. In addition, look at ways in which other nutrients can play a role in helping absorption.

• To receive a Platinum Food Award, pupils must attain a pass (P) for all 6 criteria.

• A Platinum ‘merit’ is awarded to pupils attaining a merit (M) for at least 4 criteria.

Platinum Challenges (14 - 16 years old)

Pupils must complete one of the following:

Salt and health Develop a dish that is lower in salt than traditional counterparts; promotes vegetable consumption; is aimed at children aged 7-10 years and supports the recommendations made by the Government’s Scientific Advisory Committee on Nutrition (SACN).

5 A DAY Develop and make a main meal recipe which takes its inspiration from ‘food around the world’ and increasing fruit and vegetable consumption. In addition, it should cost no more than £2.50, weigh a maximum of 450g, provide less that 3% fat and incorporate at least 1 portion of fruit and / or vegetable (80g).

Skills for all Demonstrate your skill in making a range of dishes using a basic recipe, e.g. choux pastry, basic bread dough,

Healthy eating

Marking criteria

Interprets and applies the latest nutrition recommendations for different groups.

Plans effectively to undertake practical work, including organisational details.

Applies rigorous personal and working hygiene practices during planning, preparing, cooking and serving.

Assesses work throughout with regard to practical outcomes, sensory qualities, objective testing, nutritional analysis, cost and meeting needs.

Makes use of their ingredient knowledge from different cultures and countries to help modify and develop creative meals / products.

Demonstrates an extended range of skills and techniques showing competence at an advanced level.

Planning

Being safe

Evaluation

Food knowledge

Cooking

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Ideas for running this activity in your schoolAsk pupils to interview a family member or •friend about food in their culture – what types of ingredients are used, flavours and cooking methods. Use the findings to develop and make a main meal recipe taking its influence from ‘Food around the world’. Invite family members to come into school to try the foodsStart a ‘Cook and eat’ club where pupils can make •and taste new recipesInvite parents to classes to taste what pupils have •been making for their AwardCombine the Platinum Award with GCSE coursework•

Main areas of learning

Food skills and techniquesPreparing a range of dishes using a basic recipe •– pastry, bread dough, all-in-one cake mixture, saucesShow how dishes meet nutritional guidelines•Adapting recipes to meet healthy eating •guidelines, nutritional needs

Links with Licence to CookPrepare a range of meals – becoming more •confident cooksLearn how to make a range of sauces / bases•Demonstrate the safe use of a knife•Handle raw meat and fish safely (high risk foods)•Have a greater awareness of time planning•Prepare a range of ingredients, e.g. peeling, slicing•Use the grill, hob and oven – often simultaneously•Lining a cake tin•Using the oven for baking•Diet and nutrition•Wise food shopping•

Links with FSA competencesSelect for their own diet, in line with current healthy •eating principlesKnow that food provides energy and nutrients •in different amounts; that they have important functions in the body; and that people require different amounts during their lifeUnderstand the implications of dietary excess or •deficiencyKnow that people eat or avoid certain foods •according to religion, culture, ethical belief or personal principlesKnow how to use a broader range of preparation •techniques and cooking methods, e.g. stir-frying, simmering, blendingWith guidance, modify recipes and cook dishes •that promote current healthy eating messagesUnderstand and apply good food hygiene and •safety practicesUse equipment safely, being aware of others’ safety•Plan and carry out food preparation and cooking •safely and hygienically

Recipes to try:Spicy apple whirls (made from rich bread dough)

Ingredients (24 slices)250g strong plain flour1 x 5ml spoon mixed spicePinch of salt25g butter or margarine7g (1sachet) easy blend yeast75g currants & 25g mixed candied peel or 100g mixed dried fruit25g caster sugar75ml warm milk and 75ml warm water, mixed together1 egg, beatenFilling: 50g melted butter, 1 large Bramley apple, 1 x 15ml demerara sugar, 1 x 5ml spoon cinnamon, 1 x 5ml spoon mixed spice

EquipmentMixing bowl, weighing scales, measuring spoons, wooden spoon, measuring jug, fork, chopping board, palette knife, cooling rack, rolling pin, pastry brush, knife, small bowl, baking sheet.

Method1. Preheat the oven to 200

oC or gas mark 6.

2. In a mixing bowl, rub the butter or margarine into the strong flour using the fingertips, to make fine breadcrumbs.3. Stir in the salt, mixed spice and the easy blend yeast, currants, peel and the sugar.4. Beat together the egg, milk and water. Then pour into the flour mixture. Use a wooden spoon to mix to a soft dough.5. Turn out the dough onto a floured surface. Knead for five minutes, until a smooth, elastic dough is formed.6. If time allows, let the dough rise: put the dough into the mixing bowl, cover the top of the bowl with cling film and leave in a warm place to rise until double in size.7. On a floured board lightly knead the dough. Roll out to an oblong, 3mm thick and brush lightly with melted butter leaving an edge at the top.

8. Core and chop a large Bramley cooking apple, and put into a bowl and mix with the mixed spice, cinnamon and demerara sugar.

Sprinkle the mixture over the melted butter.9. Roll up the dough, starting with the dry wide

edge to make a sausage shape. Divide into 24 slices. Place onto a baking sheet, cut sides up.

Allow to prove in a warm place. Bake for 15 - 20 minutes until golden brown.

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Tea-time treatAt Baldragon Academy, Dundee, the whole of S1 (Year 7) took part in the Bronze Award of Active Kids Get Cooking during their Home Economics lessons.The big challenge was for the pupils to use ingredients from each section of the eatwell plate and follow the Top Tips for healthy eating to make a batch of luxury savoury scones for a family. A protein food, a vegetable and a herb or spice had to be included in the scone ingredients.Their recipe ideas were very creative - adding exciting new combinations such as grated carrots and mustard powder, sweetcorn with Cheddar cheese, red pepper and chilli powder. They explained why they had chosen particular ingredients, showing that they really understood about healthy choices, appearance, aroma, taste and texture.Sean Hanton made ham, onion and curry flavoured scones. He chose these because "the ham would go crispy and golden, onion because it would be juicy and crunchy and curry powder because it would add a bit of spiciness to the scone.”Rebeka Percival chose ham and sweetcorn scones because "most people would like ham and it would give the scones a savoury taste. The sweetcorn because it would give a good colour and compliment the taste of the ham.” Once made, the scones were evaluated and comments included:"The scones tasted great!" "They looked good because the shape was neat." "Next time I make the scones I would cut down on the amount of ham and sweetcorn in them because the ingredients were a bit overpowering. I would have liked the colour to be stronger. It was good getting to plan something with my own ingredients in it.”Overall 78 pupils in S1 (Year 7) gained the Bronze Award and a further 13 gained the Merit Bronze Award, an outstanding 90% pass rate.

Case Study

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Case Study

Design a dish...Design a dish suitable for lunch Year 8 mixed ability group

Elms Bank Special School worked with their School Cook on a project to prepare them for the Silver Award. After a tour around the school kitchen to see the facilities, they had to prepare food and the School Cook talked about popular foods and how they had made them

healthier.

Pupils looked on the internet and printed pictures of lunch dishes and vegetables from other cultures. They made them into a mood board to trigger ideas for making dishes by fusing dishes with ingredients from

different cultures.The results of a questionnaire showed that the 3 favourite dishes in the

class were: pasta and a sauce, pizza and filled wraps. Use of physical materials: I bought a variety of different vegetables - sweet potatoes, butternut squash, bean sprouts, red onions, garlic, coloured peppers and

chillies etc for the pupils to taste and use in their designs.The class worked in small groups with a mixture of abilities: a group used

a mixture of vegetables in a stir-fry for a wrap, another a chilli flavoured

tomato sauce and the other a pizza using a base of grated sweet potatoes and butternut squash (similar to a rosti) topped with tomato

sauce, cheese and salami/chorizo. The pupils enjoyed tasting and evaluating their dishes combining different

healthy ingredients and each group reported back how their dish had been

developed and the ingredients used and why they were healthy. The rest

of the class stated if they thought the dish would be popular at lunch

time. Digital photographs were used to record their work.

Tea-time treatAt Baldragon Academy, Dundee, the whole of S1 (Year 7) took part in the Bronze Award of Active Kids Get Cooking during their Home Economics lessons.The big challenge was for the pupils to use ingredients from each section of the eatwell plate and follow the Top Tips for healthy eating to make a batch of luxury savoury scones for a family. A protein food, a vegetable and a herb or spice had to be included in the scone ingredients.Their recipe ideas were very creative - adding exciting new combinations such as grated carrots and mustard powder, sweetcorn with Cheddar cheese, red pepper and chilli powder. They explained why they had chosen particular ingredients, showing that they really understood about healthy choices, appearance, aroma, taste and texture.Sean Hanton made ham, onion and curry flavoured scones. He chose these because "the ham would go crispy and golden, onion because it would be juicy and crunchy and curry powder because it would add a bit of spiciness to the scone.”Rebeka Percival chose ham and sweetcorn scones because "most people would like ham and it would give the scones a savoury taste. The sweetcorn because it would give a good colour and compliment the taste of the ham.” Once made, the scones were evaluated and comments included:"The scones tasted great!" "They looked good because the shape was neat." "Next time I make the scones I would cut down on the amount of ham and sweetcorn in them because the ingredients were a bit overpowering. I would have liked the colour to be stronger. It was good getting to plan something with my own ingredients in it.”Overall 78 pupils in S1 (Year 7) gained the Bronze Award and a further 13 gained the Merit Bronze Award, an outstanding 90% pass rate.

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Case

Study Working your way to gold Connah’s Quay High School in North Wales runs the Active Kids Get Cooking Awards scheme for all their pupils.

One of their most successful pupils has been Luke, who achieved the Bronze Award when he was in Year 7 for his delicious soups, cheesy mash, crumbles, scones and pizzas. This was followed in Year 8 by achieving the Silver Award with merit, where his ‘design and make’ activity included bread products, rice and pasta salads, bolognese sauces, stir-fry and biscuits. Now in Year 9, Luke is involved in the Gold Award where practical tasks include muffins, pastry products, pasta and snacks bars.

In Year 8, Luke entered the Active Kids Get Cooking Special Challenge competition with his recipe for Italian chicken stew using couscous as an accompaniment. He wanted to serve a healthier choice for school lunch.

His idea was a big hit with friends and teachers! He then explored making fresh pasta to serve with the stew and experimenting with different flavourings. He also modif ied his recipe for school by substituting stock for the red wine. This idea eventually won f irst place for the Welsh school. Luke won a prize for his school, got his dish made by chefs from Sainsbury’s and even met Jamie Oliver at the presentation!

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The Active Kids Get Cooking Special Challenge is an annual cooking competition for primary, middle, special and secondary school pupils across the UK. It is also open to British schools abroad.

Each year the challenge requires pupils to create a healthy, innovative dish. The challenge always takes on a new focus and in the past has included:

The new challenge is released in September and can be found on the Active Kids Get Cooking website www.activekidsgetcooking.org.uk and will be emailed to you. The competition closes towards the end of the following May, which allows plenty of time for teachers to plan when and how they can carry out the challenge with their pupils. The entry is quite simple and it does not create a lot of extra work for you. Each teacher chooses the entry to be submitted from their school, but every entry receives a special certificate claimed in the usual way. Why not make it exciting and have a local judging panel that includes your headteacher, the school cook or local chef?

There are prizes of £100 for the regional winners in England, Northern Ireland, Scotland and Wales. The winners are invited to collect their cheque at a special celebration event in London. At this event they find out if they have become overall UK winner.

We try to make it a day to remember for you and your pupils, so make sure you enter next year! Overall UK winners receive a prize of £500!

Local and regional food•Best of British with a twist•Tea-time snacks and meals•Dishes that promote the use of •wholegrain and / or oily fish

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Case study

Karen Revill of Beaumont Hill

Special School, Technology and

Vocational College

Our school is a special school with

pupils aged from 2-19 years and I

have been using the Food Awards

scheme for 7 years. We award the

primary certificates, Bronze and sometimes Silver Awards.

We like the scheme because it focuses on practical skills, there is no

pressure, the admin is manageable and this is GREAT!!! Certificates are

high quality and prized by pupils.They can be rewarded throughout the

academic year therefore enhancing motivation, especially for those with

challenging behaviour. We adapt the challenges sometimes by omitting

the planning criteria if pupils can gain an award on other criteria.

Our SEN pupils enjoy the project briefs, find the activities interesting

and motivating - and love getting the certificates. Pupils can be rewarded

throughout the academic year with presentations in assembly, at

celebration assemblies and toasted in newsletters to parents.This

enhances motivation and helps a wide range of pupils make progress

because the scheme is suitable for SLD, ASD, MLD and BESD pupils.

My favourite challenge to teach is ‘Fruit and Vegetables’ as it's very

tactile and sensory. It has been easy to plan the awards into my

scheme of work as they are very flexible and link to nationally

recognised schemes of work, such as QCA.

Go for it and enjoy! It will enhance what you are already doing, is not at

all burdensome in terms of admin, the certificates are great and pupils

and parents really value them.

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The award scheme can be used with pupils of all abilities and those with special education needs.

As the work is set and marked by the teacher, you can:Choose an award aimed at a younger or older age group that matches the ability of a child•Use your discretion in supporting the child to achieve an award and leave out marking criteria that are •not appropriate because of learning difficulties

Case study

Janet Wilson of Elms Bank Specialist Arts College

An 11-19 Special School for pupils with PMLD, SLD, MLD, and Autism has run

the Food Awards scheme for about 6 years.

I have run it with different groups - last year I entered the special

challenge national competition for the first time with Year 8. In

previous years we have run the scheme with a range of groups - one

year I ran the scheme as part of Arts Week - another year as part of

Healthy Schools Week.

The scheme can be adapted and there are different levels of certificates

to use across the range of abilities. I use primary level as well as the

secondary level scheme depending on the nature of the SEN group. The

children receive a certificate - often awarded in assembly - they really

like this. I usually teach simple nutrition at the same time.

The pupils enjoy investigating the brief - internet

research, sourcing local food, carrying out a

simple questionnaire, but most of all cooking

dishes, testing and evaluating the final dishes.

They like the idea of entering a competition.

It's really useful at Key Stage 3 - before pupils

start accredited or exam courses. The Primary

Bread Challenge fits with my scheme in Year 8,

the Biscuit Challenge can be done with different

groups. The 2 course meal special challenge

2008 fitted well with the plan I had for my Year

10 pupils - nutrition can be taught alongside the

practical work.

Case study

Karen Revill of Beaumont Hill

Special School, Technology and

Vocational College

Our school is a special school with

pupils aged from 2-19 years and I

have been using the Food Awards

scheme for 7 years. We award the

primary certificates, Bronze and sometimes Silver Awards.

We like the scheme because it focuses on practical skills, there is no

pressure, the admin is manageable and this is GREAT!!! Certificates are

high quality and prized by pupils.They can be rewarded throughout the

academic year therefore enhancing motivation, especially for those with

challenging behaviour. We adapt the challenges sometimes by omitting

the planning criteria if pupils can gain an award on other criteria.

Our SEN pupils enjoy the project briefs, find the activities interesting

and motivating - and love getting the certificates. Pupils can be rewarded

throughout the academic year with presentations in assembly, at

celebration assemblies and toasted in newsletters to parents.This

enhances motivation and helps a wide range of pupils make progress

because the scheme is suitable for SLD, ASD, MLD and BESD pupils.

My favourite challenge to teach is ‘Fruit and Vegetables’ as it's very

tactile and sensory. It has been easy to plan the awards into my

scheme of work as they are very flexible and link to nationally

recognised schemes of work, such as QCA.

Go for it and enjoy! It will enhance what you are already doing, is not at

all burdensome in terms of admin, the certificates are great and pupils

and parents really value them.

20

Healthy schools initiativesPromoting a whole school approach to food and nutrition - key drivers influencing what pupils are

taught about food, the type of food they eat and requiring schools to develop a food policy.

See regional initiatives at www.healthyschools.gov.uk, www.healthpromotingschools.co.uk,

www.healtheschool.org.uk, www.healthpromotionagency.org.uk

School based initiativesSupporting curriculum change, initiatives such as Active Kids Get Cooking

(www.activekidsgetcooking.org.uk), the Year of Food and Farming

(www.yearoffoodandfarming.org.uk) and the FSA Cooking Bus

(www.food.gov.uk) are helping to promote better food education.

Curricular reviews and changesSeveral reviews have taken place to enhance the position, content and delivery of food in the

curriculum. For the latest news, see regional guidelines at curriculum.qca.org.uk, www.curriculumforexcellencescotland.gov.uk, www.nicurriculum.org.uk and www.wales.gov.uk

Examination route and specification changes

More vocational routes are now available, as well as specifications changing to accommodate increases

in practical cooking, healthy eating and understanding of where food comes from. See local awarding

body for the latest courses and specifications.

Increased cookingPupils are getting the opportunity for increased practical cooking through the curriculum and after school. This is supported by resources and training events. For example, see Food in Schools (www.foodinschools.org), Licence to Cook (www.licencetocook.org.uk), Cooking Clubs (www.letsgetcooking.org.uk)

Cook

During the last few years, food in schools has hit the headlines – from what is served at lunchtime to whether children learn about food and cooking. But what does this mean in the classroom and what are the key drivers? This simple chart aims to highlight some of the key influencing initiatives.

More healthy eating

Through increased focus on what pupils are taught, there is more emphasis on teaching

appropriate healthy eating messages to pupils to help them make informed choices.

See www.eatwell.gov.uk, www.nutrition.org.uk

FSA Core food competencesThese help define a minimum set of food competences that all pupils

throughout the UK should know and be able to apply by the time they leave school. To download and use the competences, see www.food.gov.uk

Nutritional standardsFood and nutrient based standards to help transform school lunches for the better. Pupils are now exposed to healthier foods, promoting learning about different foods and the standards. See regional guidelines at www.schoolfoodtrust.org.uk, www.scotland.gov.uk, www.deni.gov.uk, www.wales.gov.uk

Better foodImprovements in school catering

are allowing pupils to make healthier

choices at lunchtimes and throughout

the day. In some cases, this is leading

to pupils being more adventurous

and wanting to learn more about the

food they eat. See School Food Trust

(www.schoolfoodtrust.org.uk), Hungry

for Success (www.scotland.gov.uk),

Appetite for Life (www.wales.gov.uk) and

School meals (www.deni.gov.uk)

Learn Eat

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The eatwell plate is the healthy eating model for the UK•It is made up of 5 different food groups and shows the balance and variety of foods we should have in our diet•Most people can use it as a guide, although pregnant women and young children have other requirements too•The majority of the food in our diet should come from the fruit and vegetables food group and the bread, other •cereals and potatoes food groupEat at least 5 portions of fruit and vegetables each day, and have 2 portions of fish a week, 1 of which should be •oily

The eatwell plate is based on the Government’s ‘8 Guidelines for a Healthy Diet’, which are:

1. Base your meals on starchy foods 2. Eat lots of fruit and vegetables 3. Eat more fish – including a portion of oily fish each week 4. Cut down on saturated fat and sugar 5. Try to eat less salt – no more than 6g a day for adults 6. Get active and try to be a healthy weight 7. Drink plenty of water 8. Don’t skip breakfast

The eatwell plate

Use the eatwell plate to help you get the balance right. It shows how much of what you eat should come from each food group.

Fruit and vegetables

Bread, rice, potatoes, pasta

and other starchy foods

Meat, fish,eggs, beans

and other non-dairy sources of protein

Milk anddairy foods

Foods and drinkshigh in fat and/or sugar

food.gov.uk

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Active Kids Get Cooking is also supported by a dedicated website. On this site you can:

Download support resources to make your teaching easier, such as recipes and worksheets – •all of which support the different food activitiesOrder certificates for your pupils•Review case studies of food work in other schools•Find out up-to-date information on healthy eating•Ask questions and send us queries by email•

To access all this and more, go to: www.activekidsgetcooking.org.uk

Every half term we will send you an email newsletter with links to all the new resources on the website and the latest news. We send you reminders about the entry date for the special challenge each year.

Sources of further information

Active Kids Get Cookingwww.activekidsgetcooking.org.ukBritish Nutrition Foundationwww.nutrition.org.uk/teachercentre British Potato Councilwww.potatoesforschools.org.ukChefs Adopt a Schoolwww.academyofculinaryarts.org.uk/chefs-adopt-a-school.htmlDesign and Technology Associationwww.data.org.ukFarming and Countryside Educationwww.face-online.org.uk Food - a fact of lifewww.foodafactoflife.org.uk Flour and Grain Education Programmewww.flourandgrain.comFoodlinkwww.foodlink.org.ukFood Standards Agencywww.food.gov.ukFoodforumwww.foodforum.org.ukGrowing Schoolswww.teachernet.gov.uk/growingschoolsJoin the Activaterswww.jointheactivaters.org.ukMeat and Educationwww.meatandeducation.com School Milkwww.schoolmilk.co.ukSeafishwww.thesuperhumans.com

Name Criteria Pass or Merit?

Healthy Eating Food Knowledge

Planning Cooking Being Safe Evaluation

E.g. Nimi Nirdosh Pass

E.g. Jamie Kyte Merit

Bronze Silver Gold Platinum Special Challenge

Activity Completed Class................. Date.............

Teacher’s Name.........................

Total number of certificates to be ordered.........

To claim your free school certificates, go to www.activekidsgetcooking.org.uk