Key Fact 1

Teachers' Guide

This is the main guide for Cooking and food skills for children aged 5-8 years.

Key Fact 1

There is a variety of ingredients that can be used for cooking.

Key Fact 2

There are lots of different pieces of equipment used in cooking, some of which have special jobs.

Key Fact 3

There are a number of basic food skills which enable us to cook a variety of dishes.

Key Fact 4

It is important to store, prepare and cook food safely and hygienically.

Key Fact 5

When planning to cook, we need to consider the time of day, person and occasion.

Videos: Peel, chop and grate

See how to prepare fruit and vegetables safely.

Video downloads - Peel, chop and grate

See how to prepare fruit and vegetables safely.

Cool creations

Non-cook recipes for the primary school classroom.

Videos: Cool creations

See how to make some recipes that do not need any cooking!

Video downloads - Cool creations

See how to make some recipes that do not need any cooking!

Hot and happening

Recipes that involve the use of the grill or hob.

Videos: Hot and happening

See how to cook delicious hot meals.

Video downloads - Hot and happening

See how to cook delicious hot meals.

Brilliant baking

Baking recipes for the primary classroom.

Videos: Brilliant baking

See how to bake a range of recipes.

Video downloads - Brilliant baking

See how to bake a range of recipes.
Key Fact 1a

Key Fact 1: There is variety of ingredients that can be used for cooking.

a) To be able to recognise a range of basic ingredients.

Show children the Eatwell plate Poster 200.
Explain that we need to eat different foods from these groups to be healthy.   Ask the children to name each food group and some of the foods they can see. 

Show children the Food Cards 200 one at a time, keeping the food name covered.  You could use the Food PowerPoint 200 to make it easier for the whole class to see the foods.  
Ask them what each one is called and then ask some of the following questions for each food: 

  • Have you tried this food before?
  • What does it taste like?
  • What can you eat it with?
  • Which food group does this belong to?

Module link: Healthy eating module 5-7 Key Fact 4.  This module provides lesson notes and resources to teach children about the eatwell plate.

Organise the children into pairs and give each pair a Food bingo board Cards 201.
Explain that you will take a Food Card and call out the food on that card.  If the children have this food on their board, they can cover it with a counter.  The first pair to cover all their foods will be the winner. The boards can be swapped and the activity repeated.

b) To know that ingredients are available from different shops, markets, or can be grown at home.

Encourage the children to think about where the different foods in the meals they eat come from.  Introduce the term ‘ingredients’ for the different foods which make up meals.  Start by asking 2-3 children the following questions:

  • What did you eat for your evening meal last night?
  • What ingredients did it contain?
  • Who made your meal?
  • Where did that person get the ingredients from? E.g. supermarket, local market, fish mongers, butchers, the garden, an allotment.

Ask the whole class to help you note down other places, not already mentioned, where ingredients can be found. 

  • Where do their parents/carers and wider family, get ingredients from? E.g. Grandad in Norfolk or Auntie in Pakistan. 

Establish that ingredients are available in different shops, markets and grown at home.

Show the Ingredients PowerPoint 201 to reinforce this idea.

Based on what has been discussed and the PowerPoint, ask children to complete the Where do ingredients come from? Worksheet 200. Display the Food Cards 200 and/or Food bingo boards Cards 201 to help the children with ideas.

c) To know that a lot of the food we eat is produced in the UK and be able to talk about a place in the UK where this happens, e.g. apples in Warwickshire.

Look at the UK food PowerPoint 202.  This shows some of the food produced in the UK.
Talk about the slides and question the children on the produce shown in the PowerPoint:

  • What can you see?

Question the children to see if they know any other foods produced in the UK.

  • Grown - wheat, apples, strawberries, plums, potatoes, peas, spring onions, asparagus, carrots, herbs
  • Reared – cows, sheep, chickens
  • Caught – trout, salmon.

Buy a selection of foods* which have been produced in different places in the UK. Show children each of the items and question them:

  • What is it called?
  • Have you ever eaten it?
  • What dish or meal does it go in or with?
  • What does it taste like? 

Ask one of the children to look at the label and say where the item was produced, then mark this place on a large UK map. Repeat this with all the foods.

Give each of the children a copy of the Where in the UK? Worksheet 201. Depending on the age and ability of the children, you may wish to mark the places where the food comes from on the worksheet before you copy it.  Older or more able children will be able to use the large UK map you marked earlier to find the places on their own maps.  Re-cap where each of the foods you discussed were produced and explain that they need to draw 4 of the foods, one in each box.  They then need to draw a line from each food to where it comes from on their map.

Extension: use the internet to find out what other ingredients are produced in the UK. Find out what is produced in the local area.

*Teacher note: When you select these foods, consider the following:

  • Do these foods represent a variety of areas in the UK? Will they be well spaced around the UK map?
  • Will the children recognise some of these places?  Perhaps one of the foods could be from the local area and some could be from places children have come across in other curriculum subjects.
  • Depending on the age and ability of your class, you may wish to mark and label the places where the foods come from on the Where in the UK? Worksheet before you copy it for the class.  This will make it easier for the children to find and indicated where the foods were produced.

d) To know that some ingredients need to be prepared before they can be eaten.

Talk about what has to happen before some food/ingredients can be eaten.   Show some foods, or the Ingredients Cards 202 if you prefer: grapes, carrots, pepper, courgette, potatoes, pasta, meat, eggs, cheese.
If you have a school garden, this is a great opportunity to take the children out to look at or pick some of the foods available.  

Question children about each food:

  • What is this called?
  • Have you eaten it before?
  • How is it prepared before you eat it? (washed, cut, grated, shaped, cooked)

Talk about what must be done with some foods and what can be optional, e.g. fruit and vegetables generally have to be washed or peeled, eggs must be cooked, carrots can be eaten raw or cooked, but do need to be washed first.

Look at some of the recipe videos and talk with children about how the ingredients are prepared in order to make the different dishes:
Coleslaw – cut – grate – combine.
Vegetable Kebabs – cut – arrange –grill.

Show children the Bread Video.  Draw attention to the ingredients which go into the bread, the process and the cooking.

  • Weighing;
  • Sieving;
  • Mixing;
  • Kneeding;
  • Proving;
  • Shaping;
  • Baking.

Display the foods or Ingredients Cards 202 from earlier.  Show the Making a meal of it! Worksheet 202. Explain to the children that they need to draw and ingredient in the first box, draw how it is prepared in the next box and then draw it in a meal in the last box, e.g. a carrot – a carrot being peeled – carrot in a coleslaw.

Extension: organise for the children to make some bread.  Highlight the processes involved.  See Bread Recipe.


Revise the names of different basic ingredients with the children.  This could be done by:

  • showing children the Food Cards 200 and asking them to name the foods;
  • choosing a card, keeping it hidden and getting the children to ask yes/no answer questions to try and establish what food is on the card;
  • display the cards or foods, cover them, remove one, uncover, and ask children to say what has been taken.

List the places where ingredients can be acquired, e.g. butcher, baker, allotment. Ask the children to say what ingredients can be found in each place,

Question children to see if they can give examples of places in the UK where food is produced.

Show the ingredient cards and ask the children to explain how the foods need to be prepared before they can be eaten and what dishes they can be made in to.

Further activities

Arrange a visit local supermarket, find foods from given pictures and record information about them.  Talk to a shop manager and encourage the children to ask questions, e.g. where does the food come from.  Give children a Food treasure hunt Worksheet 203 to record their findings. If possible, ask a farmer, parent, friend of the school who grows food to come and talk to the children about what they grow, what it involves, planting and harvesting times.  Perhaps they can bring in some examples of foods they have grown, e.g. herbs, tomatoes, carrots, runner beans.

Downloadable resources