Kitchen Programme · Cooking Handover

The teacher frame — what is provided, what is yours, and the rules that do not bend

Who this is for. This is the teacher frame for the kitchen year — what it is for, which units each block evidences, what paperwork exists, and what is yours to build. It deliberately contains no recipes, no menus, no dishes and no ingredient lists. Those are yours: you know the kitchen, the budget and the pupils. What is provided is everything that has to line up with the qualification, so that whatever you cook lands on a criterion.

The kitchen year in one page

One mixed class, one kitchen, a full 38-week year, running the ASDAN Personal Effectiveness Qualifications at three levels at once — the cohort at Entry 3, a small group at Level 1, a directed few at Level 2. Everyone cooks in the same session; what differs is the demand placed on each pupil and the level their evidence banks at. An Entry 3 pupil states and lists; a Level 1 pupil outlines and describes; a Level 2 pupil compares, assesses and evaluates. Same bench, same task, three standards.

The qualification is not about food. It is about six personal skills — communication, decision making, learning, team working, thinking, and wellbeing in learning — and the kitchen is simply the vehicle that generates honest evidence of them. That is why this pack can hand you the criteria without handing you a menu: what you cook is yours; what it has to prove is fixed.

The five rules that do not bend.

Supervised bench, always. A trained adult at the bench for any knife or heat work, ratios per the school's own policy. The kitchen risk assessment is the school's document — this programme runs inside it and nothing here replaces it. Allergen and dietary-requirement checks are the school's standing process and happen before any cooking is planned.
No diet, calorie, weight or body framing. Anywhere, on any surface a pupil sees. The food content of this programme is cooking skill, budget, teamwork and enjoyment. This is not a style preference; it is a safeguarding rule for this cohort.
Pupil names never enter the repository. Named registers, photos with faces, and anything identifying stay on the school network. Repository copies use Pupil A–D.
Evidence is signed and dated by both assessor and learner (spec §10 p17), with the IQA box completed where the piece is sampled. An unsigned sheet is not evidence.
Every surface says “working towards”. A pupil has not achieved a unit until it is assessed, internally quality-assured and EQA-sampled. Nothing you write may promise a certificate.

Two safeguarding boxes on the staff guide are read aloud to pupils before the activity runs, in pupil-appropriate words — one when the decision plans open (W9), one when the wellbeing plans open (W27). They are on the page verbatim; they are not optional.

Which block evidences what

Block	Weeks	Skill in focus	Unit banked, per lane
Aut1	W1–8	Team working	Entry 3 TmWkSkE3 · Level 1 TmWkSk1 · Level 2 TmWkSk2
Aut2	W9–15	Decision making	Entry 3 DecMkSkE3 · Level 1 DecMkSk1 · Level 2 DecMkSk2
Spr1	W16–21	Learning	Entry 3 LSkE3 · Level 1 LSk1 · Level 2 LSk2
Spr2	W22–27	Communication	Entry 3 ComSkE3 · Level 1 ComSk1 · Level 2 ComSk2
Sum1	W28–33	Thinking / Critical thinking	Entry 3 ThSkE3 · Level 1 ThSk1 · Level 2 CrThSk2
Sum2	W34–38	Wellbeing in learning	Entry 3 WellbLeE3 · Level 1 WellbLe1 · Level 2 WellbLe2

The full week-by-week ledger is on the year map; every individual criterion is on the coverage matrix, and the same mapping inverted week-by-week is on what each week must produce.

What is already provided — you should not rebuild any of this

Sheet	What it does
Week shells	One printable page per week, pre-filled with the block, the units and the exact criteria due that week, the plan and review-point events, and the artefacts to collect — with a blank box for what you are cooking.
Criteria by week	The coverage matrix inverted: for any week, what each lane must produce.
Completion checklist	A weekly tick sheet — evidence collected, sheets signed, plan hours logged.
Plan templates	Six skills × three levels, level-correct (Entry 3 plans carry no review point; L1 and L2 do).
Evidence sheets	Per unit per level, with assessor / learner / date and the IQA sample box.
Assessor checklists	Tick-per-criterion, with the lane's own minima printed on the sheet.
Plan-hours grid	The five 10-hour windows, per lane.
Staff guide	Progression ladder, budget bands, kit list, safety and safeguarding.

What is yours to produce

Everything about the food, and nothing about the qualification:

What is cooked each week — dishes, recipes, menus, ingredient and shopping lists, quantities, substitutions.
The practical demonstrations and how techniques are modelled and sequenced.
Ordering and the budget within the band the office sets each term.
Which pupils work at which bench, and the pairings that work in your room.

The one thing to hold on to when you plan a week: pick the food first if that is how you think — then open that week's shell and check the criteria it has to carry. If a criterion has no natural home in what you have chosen, change the task slightly rather than the criterion. The criteria are fixed by the awarding body; the food is not.

The hours — measured from the school's own timetable

The owner supplied the real 2026-27 timetable, so nothing here is inferred any more. Every figure below cites a workbook cell in _passpq/TIMETABLE_2026-27.md. The period unit is 40 minutes.

room	ASDAN-labelled slots	+ carryable	h/wk	GLH/yr
Build	0	8	5.3333	202.67
Grow	2	8	5.3333	202.67
Launch	4	8	5.3333	202.67

The whole school timetables 1 cooking-labelled slot: Build Wednesday P5, 12:50-13:30, 'PfA / cooking', Science Teacher. At 38 weeks that is 25.33 GLH. On its own it carries NO qualification at any level - the smallest, the Level 2 Award, needs 32 unit-GLH and would take it most of the year, and no Certificate is within reach of it at all. That is why the kitchen is run as a context across the carryable practical cluster rather than as a single booked room.

Your slots, named

These are the sessions the kitchen year runs in. The kitchen is a context, not a room booking — it runs across each lane's carryable practical cluster, which is why more than one session per lane carries it.

lane	day	period	time	as timetabled	teacher role	source cell
Build	Wed	P5	12:50-13:30	PfA / cooking	Science Teacher	`[Build Timetable]!D11`
Build	Fri	P3	11:00-11:40	Vocational / practical	Science Teacher	`[Build Timetable]!F8`
Grow	Tue	P5	12:50-13:30	Vocational / practical	Maths Teacher	`[Grow Timetable]!C11`
Grow	Thu	P5	12:50-13:30	Vocational / practical	Maths Teacher	`[Grow Timetable]!E11`
Launch	Mon	P4	11:40-12:20	Vocational / ASDAN option	Science Teacher	`[Launch Timetable]!B9`
Launch	Tue	P5	12:50-13:30	PfA / ASDAN	Science Teacher	`[Launch Timetable]!C11`
Launch	Thu	P4	11:40-12:20	PfA / ASDAN	English Teacher	`[Launch Timetable]!E9`
Launch	Wed	P6	13:30-14:10	Vocational / ASDAN option	English Teacher	`[Launch Timetable]!D12`

Who teaches the cooking slot is not settled, and is not assumed here. The timetable assigns Build Wednesday P5 to the Science Teacher. The owner has said a colleague will teach and resource cooking. Those may be the same decision or two different ones — this pack does not guess. Outstanding: confirm who teaches the cooking slot(s) in September. Every sheet in this pack is slot-explicit so whoever picks it up can, without needing the history.

What the hours reach. With carryable slots counted, every room reaches every qualification at every level with headroom. On ASDAN-labelled slots alone, Build reaches nothing (it has none), Grow reaches the Award, and Launch reaches the Award and Extended Award but not the Certificate. The year map carries the full table.

A note on the weeks themselves. Autumn is evidenced at 15 teaching weeks and the block labels match it. Spring and summer term dates are not in the repository at all — the timetable workbooks are weekly, not annual — so those block lengths remain declared assumptions, tagged as such on the year map. It changes nothing you teach.

Where to ask

Anything about criteria wording, levels, minima, plans or evidence — the coverage matrix first, then the course coordinator. Anything about registration, unit entry or claims — the coordinator; those are settled centre-side and are not decisions you need to make. Anything about kitchen safety, allergens or the risk assessment — the school's own policy and the Head of School.

Accreditation facts for staff (spec v1.2). Entry 3 sizes (the primary route for this cohort): Award 4 credits (all at level) · Extended Award 9 (min 6 at level) · Certificate 14 (min 11 at level). All six E3 units = exactly 14 credits, every one at level, so a full year homes an E3 Certificate outright with no adjacent-credit accounting at all. Level 1 sizes (the stretch route, for the 2–4 pupils working above Entry 3): Award 4 · Extended Award 9 · Certificate 14 (max 3 adjacent-level credits — in practice only one adjacent unit can ever count); all six L1 units = 15 credits. SMART is introduced but NOT assessed at Entry 3 team working — the SMART minimum sits only at TmWkSk1, so no task may gate the E3 unit on producing SMART targets. Partial achievement still certificates at unit level. The 10-hour plan-use window applies to every skill except Communication. RPL reaches back three years and can include ASDAN Short Course achievement. Assessment records need assessor and learner signatures; IQA before EQA; the first-year EQA sampling visit must be booked during this first delivery year (coordinator action). Unit and level attribution is the centre coordinator’s decision — nothing is promised to a learner.

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