Teacher notes and answers

This guide contains answers. Open the lesson slideshow for the pupil view. Use fictional examples and accept speech, pointing, drawing or adult scribing.

The Lundy Loop appears at arrival and exit. Make the response options real, check the pupil’s meaning, then agree one next step or adjustment to support. No personal response needs to be stored.

Week 1 · 40 minutes

Food Groups

Open lesson slideshow

Objective

Recognise the main food groups and identify the ingredients in a simple combination food.

I can sort familiar ingredients into food groups.
I can name two groups in a combination food.
I can help plan a snack within a pretend budget.

Preparation

Print a five-group mat and eight ingredient cards per pair. Cards may stay uncut if cutting would add load.
Read the pretend wrap and shop examples. Decide whether pupils need a two-choice group prompt, counters or adult scribing.
Use paper resources throughout. If showing packaging, use clean photographs or images; any real-food extension needs a separate teacher check against school procedures and care plans.

Materials

Pupil task sheet and group/card resource
Pencils or highlighters
Ten 10p counters per pair or calculator
Five labelled spaces on a table; no food or cooking tools required

40-minute plan

Time	Activity
3 min	Settle, choose a response method and recognise an ingredient.
6 min	Teach group names and model the potato/carrot distinction.
8 min	Pairs sort eight ingredients and swap jobs.
7 min	Model and complete the combination-wrap task.
8 min	Plan a two-item snack with 100p and explain the check.
5 min	Review examples and complete the exit check.
3 min	Return cards and reset the workspace.

Vocabulary

ingredient: One of the foods used to make a dish.
food group: A way of putting similar foods together in the Eatwell Guide.
combination food: A dish made from ingredients from different groups.
budget: The amount of money available to spend.

Model the task

Place potato with starchy foods and say “I am checking the ingredient, not its colour.” Then unpack the pretend wrap ingredient by ingredient. Model 50p + 40p using counters and physically leave 10p aside.

Support

Start with bread and apple and two named group areas. Read ingredient cards aloud. Accept pointing, placing, drawing, signing or an exact scribed explanation. Offer one step at a time and a quiet observation role.

Stretch

Add potato to the sort and justify its placement. Make two different snack pairs under 100p and calculate the difference between their totals. Do not add personal food questions.

Fallback

Use the worksheet without scissors, counters or a screen. The adult reads each item and pupils point to a printed group name. Model prices as tens on paper.

Safety and sensitive discussion

Keep examples fictional and prices invented. Avoid comments about pupils’ food, body, household resources or eating. There is no required tasting or food handling. Pass, observe and quiet participation are valid choices; discuss any disclosed concern privately through school procedures.

What to check

Observe one unaided or prompted ingredient match, recognition of two groups in the wrap and one check of the pretend budget. Record the actual response and assistance, for example “placed milk with dairy after two choices”. This is a classroom observation, not an accredited award decision.

Common misconceptions

Potato is placed with starchy foods in this grouping, even though it grows as a vegetable.
A combination food does not need one single group label; identify its ingredients.
A food group is not a guarantee that a product is suitable for someone. Allergens and individual needs still require adult checks.
These group cards do not set exact amounts or require every snack to include all groups.

Slide notes and answers

Slide 1: Food Groups

A calm arrival task, not a test of personal food choices. The upload provides snack, group-identification and process-log context; this lesson rebuilds that context as a preparation lesson.

Model answer: Accept any correctly identified ingredient; read each word aloud if needed.

Slide 2: Five group names

Read the five complete group examples from the resource. These are grouping tools, with variety considered across a day or week. Do not use colour to rank foods or ask pupils to describe what they eat.

Model answer: Starchy foods. Water is a drink; do not force it into one of these five groups.

Slide 3: Watch me sort

Model reading, checking and placing. Do not sort by a food’s colour, packaging or where it grows.

Model answer: Fruit and vegetables. Potato is placed in starchy foods in this guide.

Slide 4: Your turn: sort eight cards

Worksheet task 1 supplies all eight items and all five group names. Offer two group choices at a time. A card placement is sufficient evidence.

Model answer: Lentils and egg. Bread/rice: starchy; apple/carrot: fruit and vegetables; milk: dairy; sunflower oil: oils and spreads.

Slide 5: A wrap contains several ingredients

This is a paper example, not a recipe or permission to handle ingredients. Adaptation removes the uploaded health-colour shortcut and replaces it with ingredient evidence.

Model answer: Yoghurt. Bread wrap: starchy; chickpeas: protein; lettuce: fruit and vegetables.

Slide 6: Unpack the wrap

Worksheet task 2. Credit ingredient-to-group explanations, including scribed responses. There is no tasting task.

Model answer: No. Its separate ingredients can belong to different groups.

Slide 7: A pretend snack shop

All prices are invented for this exercise. A calculator, 10p counters or adult scribing is appropriate. No pupil is asked about household spending.

Model answer: Yes: 50p + 40p = 90p, leaving 10p. They come from two different groups.

Slide 8: Show the thinking

Review worksheet task 3. Food groups describe ingredients; they do not grade a person or prove a dish is suitable for someone with an allergy.

Model answer: 30p + 40p = 70p. Fruit and vegetables plus dairy and alternatives. 30p remains.

Slide 9: One food, one group

Allow a private point-to-answer check. Record the support used. Reset is included in the lesson timing; no portfolio or accredited achievement is automatic.

Model answer: Dairy and alternatives. Yes: for example bread and cheese come from different groups.

Booklet answers

1. Sort the ingredients

Bread and rice: starchy. Apple and carrot: fruit and vegetables. Lentils and egg: protein. Milk: dairy and alternatives. Sunflower oil: oils and spreads.

2. What is inside the wrap?

Bread wrap: starchy. Chickpeas: protein. Lettuce: fruit and vegetables. Yoghurt: dairy and alternatives. Accept any two of these correct groups.

3. Work with a 100p budget

Roll + apple = 80p, 20p left; roll + yoghurt = 90p, 10p left; apple + yoghurt = 70p, 30p left. Each pair gives two groups. Credit checking the addition, budget or group match.

Exit check

Dairy and alternatives. Yes: its ingredients may come from different groups.

Resource answers

Five-group mat and ingredient cards

Bread and rice → starchy foods.
Apple and carrot → fruit and vegetables.
Lentils and egg → protein foods.
Milk → dairy and alternatives.
Sunflower oil → oils and spreads.
Water sits beside the five food groups.

Pretend wrap and snack-shop cards

Wrap: starchy, protein, fruit and vegetables, dairy and alternatives.
Roll + apple: 80p, 20p remains.
Roll + yoghurt: 90p, 10p remains.
Apple + yoghurt: 70p, 30p remains.

Uploaded source material

DT_Aut1_W2_FoodWise_Healthy_Snack_and_Drink.pptx
DT_Aut1_W2_Log_I_Made_This.docx

Week 2 · 40 minutes

A Balanced Plate

Open lesson slideshow

Objective

Use food groups to plan a simple meal, recognising variety across a day or week rather than requiring every group on every plate.

I can identify groups in a mixed dish.
I can plan a meal from a set of ingredient cards.
I can explain a budget or teamwork choice.

Preparation

Print the café cards and task sheet. Keep the prices visible while modelling addition.
Plan flexible pair roles; an adult can be the partner where collaboration would increase distress.
Read the fictional-day example in advance. Its purpose is group identification; it is not a quantified meal plan and must not become a pupil food diary.

Materials

Pupil café planning sheet
Group reference and café cards
Pencils, counters or calculator
Paper for drawing a meal; no food or cooking equipment needed

40-minute plan

Time	Activity
3 min	Settle and retrieve the rice food group.
5 min	Explain variety across a day/week and model the rice bowl.
7 min	Identify groups in three named dishes.
5 min	Model the café brief, prices and worked total.
10 min	Plan a café meal and swap planner/checker jobs.
5 min	Sort the fictional-day ingredients and discuss the single-plate misconception.
3 min	Exit explanation and specific feedback.
2 min	Return resources and reset.

Vocabulary

variety: A range of different choices.
plan: Decide what to do before starting.
combine: Put ingredients together.
balance: Looking at the range of food groups across a day or week.

Model the task

Put rice, beans and tomato cards together. Name each group, then count 40p + 40p + 30p = 110p and show 10p remaining from 120p. Say “This meets our café design brief.” Explicitly distinguish the exercise brief from a rule about every meal.

Support

Use just rice, beans and one vegetable card first. Provide a 120p counter mat and remove each cost in turn. Pupils may point, arrange, draw, sign or dictate. Read the fictional menu aloud and offer one group choice at a time.

Stretch

Create both the rice and roll versions and compare their totals. Explain how one dish contains more than one group, and identify the group represented once in the fictional-day example.

Fallback

Deliver from the paper sheet only. An adult draws three ingredient boxes and reads out the prices. Pupils can choose with eye gaze, pointing or speech; scribe the actual answer.

Safety and sensitive discussion

Avoid personal meal logs, public discussions of household budgets, food rankings and body-related explanations. Respect cultural choices, sensory preferences and pass/observe participation. Real cooking would require teacher-approved ingredients, allergen controls and individual care plans; this lesson has no required food contact or tasting.

What to check

Check a mixed-dish group match, a plan meeting the fictional brief, and one reason grounded in cost or group evidence. Record the planner/checker action observed and assistance given. Invite a choice of card size or role for next time and acknowledge how it will be used.

Common misconceptions

A single meal does not have to show all five groups; the wider day or week matters.
Food colour cannot establish its group or suitability. Read the named ingredient.
Spending exactly the full budget is allowed, but spending less also meets the brief.
A paper plan records planning. It must not be recorded as an observed cooking or safe-tool achievement.

Slide notes and answers

Slide 1: A Balanced Plate

The route title is retained from the existing sequence. The uploaded snack lesson informs group identification, assembly order and process reflection; this lesson is a planning rehearsal and does not claim a practical was completed.

Model answer: Starchy foods.

Slide 2: Look across a day or week

Use the NHS Eatwell Guide principle in neutral planning language. Do not ask pupils to record or evaluate their own meals; the fictional café plan provides the context.

Model answer: No. Consider the pattern across a day or week.

Slide 3: Watch me unpack a meal

Model three labelled ingredient cards. Beans are placed with protein foods for this activity. The bowl is an example, not a prescribed portion or a requirement for everyone to eat.

Model answer: Beans.

Slide 4: Three dishes, several groups

Worksheet task 1. Read the listed ingredients exactly. Do not infer ingredients from an unprovided recipe or picture.

Model answer: Porridge includes milk; the sandwich includes cheese. Both are valid answers.

Slide 5: Plan the café special

All ingredient prices are illustrative portion costs, not real shop offers. The three-group task is a design brief for this exercise, not a rule for every plate. School tap water costs are not being calculated.

Model answer: Rice costs 10p less.

Slide 6: Choose, add and check

Worksheet task 2 contains every price and option. Use counters or a calculator. Credit any offered combination that meets the brief, including a roll meal at exactly 120p.

Model answer: Yes: 40p + 40p + 30p = 110p, with 10p left.

Slide 7: Give everyone a useful job

Rehearse a respectful request. Work can be individual with an adult as partner. No pupil must handle or taste food, and no physical guidance is imposed.

Model answer: “Let us add the prices again” or “Can we use the counters?”

Slide 8: One plan, different possibilities

Worksheet task 3 uses this complete fictional menu. It explores ingredient variety only: the list does not specify sufficient amounts, individual suitability or a full meal recommendation.

Model answer: The rapeseed oil in the soup.

Slide 9: Show one decision

Accept a short reason supported by the pupil’s plan. Record what the pupil actually did, not an automatic evidence-bank statement.

Model answer: No. Rice is starchy and beans are protein foods; variety is considered across a day or week.

Booklet answers

1. Name the groups inside each dish

Porridge: starchy plus dairy. Jacket potato: starchy plus protein. Sandwich: starchy, dairy, fruit and vegetables.

2. Design a pretend café meal

Rice + beans + either vegetable costs 110p, leaving 10p. Roll + beans + either vegetable costs 120p, leaving 0p. Water does not change the exercise total. Credit correctly matched groups and a clear role action.

3. Find variety across an example day

Starchy: oats, rice, potato. Dairy: milk. Protein: beans, lentils. Fruit and vegetables: tomatoes, carrots. Oils and spreads: rapeseed oil. No: think across a day or week, not only one plate.

Exit check

Accept a correct group, cost, preference in the fictional brief or teamwork reason. No: consider variety across a day or week.

Resource answers

Café planning cards

Either rice version: 110p; 10p remains.
Either roll version: 120p; no money remains.
All four offered meals meet this exercise’s three-group brief.

Group reference and fictional-day menu

Oats, rice and potato: starchy foods.
Milk: dairy and alternatives.
Beans and lentils: protein foods.
Tomatoes and carrots: fruit and vegetables.
Rapeseed oil: oils and spreads.
All five groups appear across this fictional example; they do not all appear in every dish.

Uploaded source material

DT_Aut1_W2_FoodWise_Healthy_Snack_and_Drink.pptx
DT_Aut1_W2_Log_I_Made_This.docx

Week 3 · 40 minutes

Reading Labels

Open lesson slideshow

Objective

Find important label information and compare the same measure on two fictional labels, asking an adult when suitability is uncertain.

I can find ingredients, dates and storage instructions.
I can explain a use-by warning and an allergen-check action.
I can compare the same measure on two labels.

Preparation

Print fictional labels A/B large enough to read; MILK and CELERY are emphasised with capitals in this teaching format.
Use the stated October 2026 scenario dates. Display “Pretend today…” on each case so the activity does not depend on the real lesson date.
Read the dated-food and allergen teaching notes. Keep all tasks paper based; pupil label skills never replace staff ingredient approval, allergen controls or individual care plans.

Materials

Two full fictional label extracts per pupil/pair
Three date/storage case cards
Pupil worksheet, pencil or highlighter
Calculator or 10p/20p counters for price comparison; no edible samples

40-minute plan

Time	Activity
3 min	Settle and locate an ingredients-list example.
6 min	Model ingredients, highlighted allergen and storage checks.
5 min	Explain use-by versus best before using one dated case.
7 min	Complete Label A information hunt.
7 min	Read and decide the three date/storage cases.
7 min	Compare the two per-100g values and equal-size prices.
3 min	Exit safety action and corrective feedback.
2 min	Return labels and reset.

Vocabulary

allergen: Something that can cause an allergic reaction in a person who is allergic to it.
use-by: A date used for food safety.
best before: A date used for food quality.
per 100g: The amount in 100 grams, used for a like-for-like comparison.
storage: How and where a product must be kept.

Model the task

Trace the Label A ingredients with a finger to MILK. Trace the date words before reading the date. Read the storage and after-opening statements in full. Then align the two per-100g lines: 0.60g and 0.30g. Explain only what those numbers establish, and separately identify Label B’s CELERY warning.

Support

Offer one enlarged label at a time and read the exact wording aloud. Use separate prompts: ingredients, date, storage. Accept pointing, signing, circling or scribing. For the comparison, use 0.60/0.30 as 60/30 hundredths only if decimals are accessible; otherwise let the adult identify the values and ask the pupil to choose the matching smaller-value card.

Stretch

Explain why A’s 200g and B’s 300g portion lines cannot be compared as equal portions. Calculate the 0.30g difference in salt per 100g and the 20p price difference, then state one safety question these figures cannot answer.

Fallback

Read the labels from the printed resource. Pupils point to a date, ingredient or storage line. Use the date cases orally and record their exact decision. No internet, photographs, packaging or food is required.

Safety and sensitive discussion

Use fictional allergy scenarios without inviting disclosure. Follow existing school care plans and food procedures for any real products. Keep food-contact and tasting optional and outside this paper lesson. Do not rank pupils’ choices or ask about personal eating, bodies or household shopping. Refer a real uncertainty to the responsible adult.

What to check

Record whether the pupil located an ingredient warning, date and storage line; distinguished one safety-date case from the quality-date case; and compared matching units. Correct “smells fine means safe” before closing. Note actual support and avoid recording paper rehearsal as successful food preparation or formal accreditation.

Common misconceptions

A tomato picture does not mean a soup contains only tomatoes; the ingredient list here includes milk.
The 14 regulated allergens are not the only possible allergies. Absence of highlighted words or a “may contain” warning does not prove suitability.
Use-by is about safety and best before about quality. For these never-cooked/never-frozen cases, do not eat after use-by even if smell or appearance seems normal.
Poor storage can create a problem before the date. A date on its own does not prove a product is safe.
A smaller per-100g salt value or price is a numerical fact, not a judgement about the entire food or a person’s needs.

Slide notes and answers

Slide 1: Reading Labels

Re-authored from existing FW_W3_Reading_Labels.html. Retains locating information and comparing labels; replaces food ranking, colour shortcuts and automatic accredited-evidence language. No uploaded file is claimed as a W3 source.

Model answer: The ingredients list.

Slide 2: Three checks before using food

Use the full fictional label resource. Label reading is one safety step; it cannot verify actual storage, personal suitability or cross-contact controls.

Model answer: No. Find the written ingredients, date and storage instructions too.

Slide 3: Spot the ingredient warning

For relevant prepacked food, any of the 14 regulated allergens used as ingredients must be emphasised; capitals are the teaching format here. Other foods can cause allergies. No emphasised allergen, or no “may contain”, does not prove suitability.

Model answer: No. The ingredients include milk. Stop and ask the responsible adult.

Slide 4: Two dates, different jobs

Use the dated paper scenario, not today’s actual date. Timely cooking/freezing can create different rules, but pupils are not making those decisions; the cases explicitly exclude this. See the dated-food resource.

Model answer: Do not eat it. Tell the adult; normal smell does not change the use-by warning.

Slide 5: Find it on Label A

Worksheet task 1 repeats the full teaching extract. Dates alone do not establish safety if the product was stored incorrectly. No food is opened in this lesson.

Model answer: Use within 24 hours and before the end of the use-by date. Follow whichever deadline comes first.

Slide 6: Date and storage detectives

Read all three full case cards, including their fictional dates and storage history. Case 2 is a quality-date discussion; pupils do not taste to test or declare it suitable.

Model answer: Case 3. The storage instructions were not followed. Stop and tell the adult.

Slide 7: Compare the same measure

Keep comparison factual. Do not describe a whole product as better for a person. Values and prices are invented. The different per-portion values are an optional same-unit challenge.

Model answer: B: 0.30g per 100g is less than A: 0.60g per 100g. B is also 20p cheaper for the same pack mass.

Slide 8: Read, compare, ask

Worksheet task 3. Credit identifying the limitation of the comparison. Do not treat missing emphasised ingredients as an allergy clearance.

Model answer: No. It says “May contain CELERY”. Stop and ask the responsible adult; do not select it for that person.

Slide 9: One label decision

Teacher reviews the distinction between date types, then resets the resources. No pupil needs to disclose an allergy, handle packaging or taste food.

Model answer: Stop and tell an adult. It is past its use-by date; normal appearance or smell cannot establish safety.

Booklet answers

1. Find the information

MILK; 8 October 2026; refrigerated at 5°C or below; within 24 hours after opening and before the end of the use-by date. The earlier deadline applies.

2. Choose the next action

1: safety date; do not eat and tell the adult. Smell does not change the use-by warning. 2: quality date; ask an adult to check storage, packaging and suitability, without pupil tasting. 3: storage; stop and tell the adult, even though the use-by date has not passed.

3. Make a fair comparison

B shows less salt per 100g: 0.30g versus 0.60g. B costs 20p less for 400g. Portions are different sizes, so use per 100g for a direct comparison. B has a celery warning: do not select it for that customer; ask the responsible adult. These figures cannot determine personal suitability.

Exit check

Do not eat it. Stop and tell the adult; normal smell does not override a use-by date.

Resource answers

Fictional labels A and B

A contains MILK as an ingredient. B warns “May contain CELERY”.
Both require refrigeration at 5°C or below. After opening, follow 24 hours and the use-by date, whichever ends first.
B has 0.30g salt per 100g; A has 0.60g per 100g. B’s figure is smaller.
Both packs are 400g; B is 20p cheaper. This is no evidence of allergy suitability.

Date and storage case cards

Case 1: do not eat; tell the adult. It is after use-by and was never cooked or frozen.
Case 2: best before concerns quality; an adult checks the product, storage, packaging and suitability. Pupils do not taste-test it.
Case 3: stop and tell the adult. The storage instruction was not followed, so the future use-by date does not resolve the concern.

Teacher reference: allergen and date checks

Expected pupil action when information or suitability is uncertain: stop and ask the responsible adult.
Do not infer overall safety from date, packaging pictures, colour, price or a single numerical comparison.

Uploaded source material

Week 4 · 40 minutes

Kitchen hygiene and safety

Open lesson slideshow

Objective

Follow a hygiene routine, recognise hazards and practise an agreed tool skill safely.

I can show the handwashing and ready-to-work routine.
I can stop and ask before an unsafe action.
I can explain how one rule protects the team.

Preparation

Check actual ingredient labels, use-by dates, storage instructions and individual plans; agree any substitution before the session.
Prepare handwashing, clean worktops, separate clean utensils and waste area; adult manages cleaning chemicals according to the product label.
Keep chilled ingredients at 0–5°C until needed; check the fridge thermometer. Return unused chilled ingredients promptly and follow pack opening instructions.
Set up only the tools approved for this class. Have banana pieces or a non-food model ready; no heat, grater or peeler is required.

Materials

Soap, water, disposable towels, aprons and adult-managed cleaning supplies.
Stable boards, approved table knife, banana or safe practice model, printed routine and hazard cards.

40-minute plan

Time	Activity
3 min	Settle, choose role and recall safety.
7 min	Demonstrate routine and tool stop/placement.
7 min	Read and sort hazard situations.
12 min	Supervised circuit and observation.
5 min	Record and explain the process.
4 min	Adult checks tools are accounted for and manages washing sharp items separately; pupils wash safe utensils, clear waste, clean the workspace as directed and wash hands.
2 min	Individual exit check.

Vocabulary

hygiene: Actions that help keep food and equipment clean.
hazard: Something that could cause harm.
cross-contact: An allergen moving from one food or surface to another.
supervision: An adult checking and supporting the activity.

Model the task

Think aloud while washing, checking the board and parking the table knife. Deliberately narrate a stop when information is missing; never stage a real unsafe action.

Support

BUILD core: one instruction at a time, two hazard choices and an agreed observer or practical role. Adults prepare food pieces and maintain direct tool supervision. Accept pointing, sequencing, demonstration and scribing.

Stretch

Explain two ways a used spoon could contaminate ready-to-eat food and describe separate prevention steps.

Fallback

Complete the written hazard sort and rehearse the routine without ingredients. Model safe tool placement using a printed tool card; label this as simulation.

Safety and sensitive discussion

Check the school risk assessment, pupil food/allergy and swallowing plans privately, and actual ingredient labels before the lesson. Use the school response plan if anyone becomes unwell. An adult approves substitutions and supervises tool work. No tasting or food contact is required: observer, reader or recorder roles count. Never force physical guidance; agree support and use demonstration, adapted tools or adult preparation. Do not record identifiable pupil details in website files.

What to check

Observe the hygiene sequence, response to stop cue and safe tool placement. Record independent, prompted or not yet shown. A correct spoken safety explanation can be credited separately from an observed practical skill.

Common misconceptions

An apron alone does not make food work hygienic.
A visible clean surface does not prove an allergen is absent.
Completing today’s check does not qualify a pupil to use tools unsupervised.

Slide notes and answers

Slide 1: Kitchen hygiene and safety

Adapted from uploaded W1 hygiene/tools and process log. Replaces a “kitchen licence” with observation of today’s skills. No award claim. Enriches existing BUILD module lesson 4 using uploaded FoodWise week 1.

Model answer: A clear plan, clean hands/equipment and adult approval.

Slide 2: A clean-looking table?

Use the written situation; no missing hazard photograph is needed.

Model answer: No. Tell the adult, clear and clean the food surface correctly, then wash hands.

Slide 3: Our ready routine

Adult demonstrates all stages. Adult manages cleaning products and contact times; do not spray near exposed food.

Model answer: Pause, wash and dry hands before food work resumes.

Slide 4: A tool has a safe place

Corrects uploaded carry-point-down advice. This pack does not teach pupil knife transport.

Model answer: Stop, set it flat safely and ask the adult.

Slide 5: Watch: slice, pause, park

Use the school-approved bridge/claw demonstration appropriate to the tool and pupil. Do not prescribe sharp knives. Observation or pre-cut ingredients are equal access routes.

Model answer: A safe hold, small cut, pause and safe placement are valid responses.

Slide 6: Ready, pause or ask?

Use the six situation cards for additional practice. Allergens cannot be checked by smell or appearance.

Model answer: A: ready if approved. B: stop and ask for checked food/clean tools. C: pause, keep others clear and tell the adult.

Slide 7: Safety circuit

Two short rotations or seated stations. No hand-over-hand requirement; adult supervision continues throughout.

Model answer: For example: “You parked the knife before asking a question.”

Slide 8: Record the process

Keep records factual. A previous successful task does not remove the need for supervision.

Model answer: For example: wash after touching hair; keep equipment separate; stop and ask.

Slide 9: Stop is a useful skill

Check each pupil individually by pointing, speaking, drawing or scribing.

Model answer: Keep hands out, stop and tell the adult.

Booklet answers

1. My ready routine

All three are needed before food work; record support accurately.

2. Fix a hazard

Wash and dry hands; keep hands out and tell adult; stop and ask adult for separately prepared food and clean equipment.

3. Explain a rule

Washing reduces contamination; unfamiliar food may not match a person’s agreed allergy plan. Accept accurate simple explanations.

Exit check

No. Check cleaning and allergen cross-contact with the adult.

Resource answers

Kitchen routine | Read, show, check

Look for the action, prompt given and safe response. Praise stopping and asking for help. No pupil should receive unsupervised tool access because a previous task was completed.

Six kitchen situation cards

A: Ready if the individual plan and actual ingredients are approved.
B: Pause; wash and dry hands before touching food. Replace food or utensils already contaminated as directed.
C: Stop; keep hands out and tell the adult so they can retrieve it safely.
D: Stop; do not use it. Ask the adult for separately prepared food and clean equipment under the agreed plan.
E: Pause; keep people away and alert the adult so the spill can be cleared safely.
F: Do not use it. Smell cannot establish safety after a use-by date.

Uploaded source material

DT_Aut1_W1_FoodWise_Hygiene_Safety_and_Tools.pptx
DT_Aut1_W1_Log_My_Kitchen_Licence.docx

Week 5 · 40 minutes

Prepare a snack and drink

Open lesson slideshow

Objective

Use a complete cold recipe to wash, measure, assemble and reset safely.

I can follow the agreed preparation routine.
I can measure an ingredient or drink and assemble a portion.
I can name a skill and check it against the recipe.

Preparation

Check actual ingredient labels, use-by dates, storage instructions and individual plans; agree any substitution before the session.
Prepare handwashing, clean worktops, separate clean utensils and waste area; adult manages cleaning chemicals according to the product label.
Keep chilled ingredients at 0–5°C until needed; check the fridge thermometer. Return unused chilled ingredients promptly and follow pack opening instructions.
Use the full fruit-pot recipe. Adult opens/drains mandarin tins and portions items if needed; confirm any swallowing texture adjustments.
Print recipe and task sheet; make ingredient amounts visible at each station.

Materials

Per pupil practice portion: about 50 g peeled banana, 50 g drained mandarin, 50 g yoghurt, 1 oatcake, 150 ml drinking water.
Board, approved table knife or pre-cut banana, scales, dish, clean spoons, jug, cup, labels and covered containers.

40-minute plan

Time	Activity
3 min	Roles, readiness and recall.
5 min	Ingredients, label scenario and amounts.
7 min	Model routine and measuring.
14 min	Supported practical using the full recipe.
4 min	Observe, record and explain one skill.
5 min	Adult checks tools are accounted for and manages washing sharp items separately; pupils wash safe utensils, clear waste, clean the workspace as directed and wash hands.
2 min	Exit check.

Vocabulary

assemble: Put prepared parts together.
portion: An amount served for one person or task.
measure: Find an amount using a tool and unit.
ingredient: A food used in a recipe.

Model the task

Model zeroing scales with the dish already on, adding 50 g, then zeroing for the next ingredient. Show a jug on a level surface and reading at eye level.

Support

BUILD core: adult-prepared fruit and pre-portioned bowls if needed, one large method card at a time, a choice of two amounts and reader/maker/checker roles. Accept directing a partner; keep practical observation distinct from simulation.

Stretch

Calculate the fruit and yoghurt amounts for two equal practice pots; explain how the checker can prevent an error without taking over.

Fallback

Use labelled paper ingredient cards to assemble a planned portion, then practise measuring 150 ml water. Record simulated steps honestly; the full lesson is offline.

Safety and sensitive discussion

What to check

Record a hygiene action, accurate measure with unit and tool, useful communication, and reset. Credit explanation or observer work separately from direct food handling.

Common misconceptions

A substitute labelled plant-based is not automatically suitable for an allergy.
Food colour does not prove safety, suitability or overall nutritional quality.
The number on scales includes the bowl unless zeroed.

Slide notes and answers

Slide 1: Prepare a snack and drink

Adapted from uploaded W2 and log. Replaces colour/food moralising and a missing blender recipe with a full cold method. Enriches existing BUILD module lesson 5 with uploaded week 2 preparation and week 3 read–do–check sequencing.

Model answer: Adult checks the actual labels and agreed plans; team completes the hygiene routine.

Slide 2: Know what is in it

Use food-group terms neutrally; avoid comparison of pupils’ eating or family food.

Model answer: No. Check ingredients, storage and the agreed plan.

Slide 3: Read before you swap

MILK and SOYA are examples of allergens; a substitution is not automatically suitable.

Model answer: Stop; the adult checks the full new label and the person’s agreed plan.

Slide 4: Our amounts for one

Adult opens and drains tins in advance. Amounts are for a practice portion, not personal intake advice.

Model answer: Millilitres, written ml.

Slide 5: Watch the measuring

Demonstrate one correct and one misread jug position without asking pupils to lift a jug to face height.

Model answer: So we measure the ingredient, not the dish.

Slide 6: Read, make, check

Allow 14 minutes with pre-drained fruit. No shared tasting spoons, skewers or blender.

Model answer: “The recipe says 50 g. Let’s check the display before moving on.”

Slide 7: Look at the evidence

Never make eating, trying a new food or describing personal preferences a success condition.

Model answer: Measure more accurately, keep oatcake separate, check steps or arrange the portion securely.

Slide 8: Record and reset

Protect reset time even when practical work is incomplete.

Model answer: For example: reading the amount helped the maker weigh the correct ingredient.

Slide 9: One amount, one check

Accept pointing to the jug/scales and ingredient card.

Model answer: Stop and ask the adult; do not guess or taste to check.

Booklet answers

1. My make

Accept an accurate labelled record without a photo; no tasting evidence needed.

2. Measure and check

Yoghurt 50 g/scales; water 150 ml/measuring jug for this recipe; zero/tare.

3. Read, do, check

Routine; fruit; yoghurt/oatcake; water. Accept an accurate description of reader, maker, checker or recorder.

Exit check

No. Safe preparation, measuring, communication and reviewing the process are assessed.

Resource answers

Recipe | Fruit pot, oatcake and water

Food groups in this example: banana/mandarin = fruit and vegetables; oatcake = starchy foods; yoghurt = dairy and alternatives. Water is a drink, not one of the five food groups.
Observe wash, measure, prepare/assemble and reset; assess the process even if a pupil does not eat or handle the ingredients.

Kitchen routine | Read, show, check

Look for the action, prompt given and safe response. Praise stopping and asking for help. No pupil should receive unsupervised tool access because a previous task was completed.

Uploaded source material

DT_Aut1_W2_FoodWise_Healthy_Snack_and_Drink.pptx
DT_Aut1_W2_Log_I_Made_This.docx
DT_Aut1_W3_FoodWise_Following_a_Recipe.pptx
DT_Aut1_W3_Log_My_Recipe_Record.docx

Week 6 · 40 minutes

Plan a meal to a brief

Open lesson slideshow

Objective

Plan a fictional meal using food groups, a budget and safe preparation checks, then evaluate the plan.

I can choose components that fit the fictional brief.
I can add the given costs and identify preparation checks.
I can explain one change using evidence.

Preparation

Print complete wrap recipe, illustrative cost cards and fictional brief.
Prepare component word cards or drawing boxes; use empty clean packaging or printed examples, not real food, for this planning lesson.
Explain that all prices are invented and no real shopping or making is required today.

Materials

Full wrap recipe, illustrative price cards, paper, pencils, scissors for adult-cut cards, optional calculator.

40-minute plan

Time	Activity
3 min	Recall food groups and introduce fictional club.
6 min	Read brief and choose components.
7 min	Model 125p cost and alternative.
12 min	Create a component, cost and safe-order plan.
6 min	Evaluate against the brief and improve one point.
4 min	Return cards, clear desks and organise plans.
2 min	Individual exit check.

Vocabulary

plan: Decide steps and resources before making.
budget: The money limit for a task.
component: One part of the meal.
evaluate: Check a plan or product against its brief.

Model the task

Build a fictional plan aloud, total 70p + 30p + 25p, compare with 150p and circle the missing real label check. Show that a correct sum cannot answer an allergy question.

Support

BUILD: use three component cards, preprinted amounts, 10p/5p counters or a calculator, and two verdict choices before introducing need evidence. Allow pointing, drawing, oral response and scribing.

Stretch

Compare the £1.25 plan with the £1.40 alternative, explain what evidence each needs, then calculate two lunch sets. Derive wrap costs from whole packs if appropriate.

Fallback

All materials are printed and the core lesson is already a non-food offline task. Adult can read and scribe while the pupil selects component cards.

Safety and sensitive discussion

What to check

Check an accurate fictional plan, correct supported calculation, sensible sequence, a distinct adult approval check and one evidence-based improvement. Do not score personal food preferences or infer practical competence from planning.

Common misconceptions

A menu is a plan, not evidence of food handling.
Meeting the cost limit does not establish safety.
The supplied £1.25 is an invented ingredient-used cost, not a current shopping bill.

Slide notes and answers

Slide 1: Plan a meal to a brief

Enriches existing BUILD FoodWise module lesson 6 with uploaded W3 recipe reading and W4 evaluation. This is a menu task, not a judgement of pupils’ meals.

Model answer: Clear components, amounts, steps, costs and safety checks.

Slide 2: The club’s brief

The brief is fictional; individual food plans and portions are not prescribed.

Model answer: No more than £1.50 for the supplied ingredients used.

Slide 3: Choose and name components

Food groups identify ingredients; no moral ranking or requirement to disclose personal food.

Model answer: Tortilla: starchy foods. Chickpeas: protein foods. Cucumber: fruit and vegetables. Soft cheese: dairy and alternatives.

Slide 4: Add the given costs

Do not confuse a proportionate ingredient cost with buying whole packets. All prices are fictional.

Model answer: No: 140p + 30p + 25p = 195p = £1.95.

Slide 5: Check the changed plan

Teaches that meeting the budget does not establish ingredient suitability.

Model answer: The new total is 140p, within budget. Ingredient suitability still needs adult evidence before making.

Slide 6: Make a workable order

Refer to the complete wrap recipe for full ingredient amounts, tools and seven steps.

Model answer: B, A, C.

Slide 7: Build the lunch plan

No actual lunch is made in this lesson; planning can direct a later authorised practical.

Model answer: They should be able to locate components, quantities, costs, sequence and adult checks.

Slide 8: Evaluate and improve

Use fictional plans if learners prefer; comparisons are about the work, not personal choices.

Model answer: Neither. Use the sum, labels and preparation plan as evidence.

Slide 9: A plan you can test

Accept a clear short answer using a card or adult scribe; no personal disclosure needed.

Model answer: The adult checks current labels, individual plans, storage, equipment and the school risk assessment.

Booklet answers

1. Plan one fictional lunch set

Accept accurate plan. Starchy foods, protein foods, fruit and vegetables, dairy and alternatives are represented.

2. Check the budget

125p/£1.25; 25p remains; alternative total 140p. All costs are invented ingredients-used data.

3. Evaluate the plan

Components, stated cost and order met. Actual ingredient approval needs evidence; pause until adult checks the label and agreed plan.

Exit check

No. Ingredients, allergy plans, hygiene, equipment and storage still need checks.

Resource answers

Recipe | Chickpea and cucumber wrap

Two wraps need 2 tortillas, 80 g chickpeas, 60 g cucumber and 30 g soft cheese.
The measurable process is read, do, check and tick. The adult records demonstrated food skills separately from simulated planning.

Cost cards | Illustrative classroom data

Tortilla: 150p ÷ 6 = 25p. Chickpeas: 120p ÷ 6 = 20p. Cucumber: 100p ÷ 10 = 10p. Soft cheese: 200p × 15 ÷ 200 = 15p.
One wrap: 25p + 20p + 10p + 15p = 70p. Two wraps: £1.40. Whole four packs: £1.50 + £1.20 + £1.00 + £2.00 = £5.70; unused ingredients remain.
Wrap, apple and yoghurt: 70p + 30p + 25p = £1.25. Two such fictional lunch sets cost £2.50 in ingredients used.

Uploaded source material

DT_Aut1_W3_FoodWise_Following_a_Recipe.pptx
DT_Aut1_W3_Log_My_Recipe_Record.docx
DT_Aut1_W4_FoodWise_Evaluate_Against_a_Brief.pptx
DT_Aut1_W4_Log_My_Evaluation.docx

Reference sources

Uploaded FoodWise PowerPoints and process logs, W1–W4 — User-supplied source sequence: safety/tools; snack/drink; recipe; evaluation. W5 onwards in this D&T upload moves to textiles. New resources and recipes are original adaptations; no formal ASDAN or AQA attainment claim.
FSA: Why is cleaning important — Verified 7 September 2026. Supports hand, surface, utensil and produce-cleaning routines; adult follows cleaning-product instructions.
FSA: How to chill, freeze and defrost food safely — Verified 7 September 2026. Fridge 0–5°C; minimise time out of fridge; follow actual storage and date instructions.
FSA: Food allergy and intolerance advice for consumers — Verified 7 September 2026. Actual ingredients, emphasised allergens, precautionary labels and cross-contact need checking; a plant-based substitute is not automatically suitable.
FSA: Best before and use-by dates — Verified 7 September 2026. Use-by concerns safety; best before concerns quality. Smell cannot establish safety after a use-by date.
NHS: The Eatwell Guide — Verified 7 September 2026. Food-group and combination-food references; variety and balance considered across a day or week, without personal dietary assessment.
Existing BUILD FoodWise module — Six original topics retained at repository snapshot 0e0cd7431974dc45f139aef0b3e428465db4e557. New source upload numbering is recorded separately from existing module lesson numbers.