Clean Cooking Starts

Overview

Students begin Unit 1, Culinary Adventures: Savory & Sweet, by learning the core food safety and hygiene rules used in school kitchens and at home. They practise handwashing and identify how to prevent cross-contamination through safe storage and handling.

Learning intentions

• Students will understand why food hygiene matters and how germs spread in kitchens.
• Students will demonstrate proper handwashing steps and know when to wash hands.
• Students will describe safe food storage practices (temperature, covered food, labels).
• Students will apply cross-contamination prevention strategies using tools, surfaces, and separation.

Success criteria

• I can demonstrate the correct handwashing technique for cooking settings.
• I can explain key food safety principles: clean hands, clean surfaces, safe storage, and separation.
• I can identify at least two ways cross-contamination can happen and how to stop it.
• I can use correct hygiene routines during a simple classroom scenario.

Curriculum links

• Safe, responsible participation in practical learning activities (following hygiene and safety rules).
• Understanding and applying procedures for safe food handling to prevent harm.
• Developing communication and reasoning through explaining safety choices and routines.
• Working scientifically/technologically through observing, practising, and reflecting on safe processes.

Lesson structure (90 minutes)

1. 0–10 min | Welcome + unit hook Introduce the unit theme and explain that today is about the “rules that keep people safe.” Show a simple scenario: preparing snacks where hygiene is ignored, then discuss what could go wrong.

2. 10–25 min | Germs and hygiene mini-lesson Teach the basics of how germs spread via hands, surfaces, utensils, and food contact. Cover clear “when to wash” points: before touching food, after using the toilet, after coughing/sneezing, after handling rubbish, and after touching raw food.

3. 25–45 min | Handwashing practical (stations) Students move through a guided handwashing demonstration at a sink or with a role-play “sink station” if equipment is limited. Use a “watch and do” routine: rubbing palms, backs of hands, between fingers, thumbs, fingertips/nails, and a full rinse and dry. Quick check: students partner “coach” using a simple checklist poster.

4. 45–60 min | Food storage safety sorting Set up picture cards showing examples of safe vs unsafe storage: covered food, sealed containers, fridge use, keeping raw and cooked foods separate, and correct placement (not on shared open benches). Students sort and justify their choices in pairs.

5. 60–70 min | Cross-contamination role-play In small groups, run a short role-play with role cards (e.g., “touches raw chicken, then touches salad tools”). Students practise responding with a “stop, wash, change” approach: wash hands, switch utensils, clean surfaces, and separate foods.

6. 70–80 min | Safety rules “one-minute explain” Students choose one principle and prepare a one-minute explanation using sentence starters: “Food safety is important because…”, “Cross-contamination happens when…”, “We prevent this by…”. Teacher listens for accuracy and correct terminology.

7. 80–90 min | Exit ticket reflection + clean-up routine Students complete a short exit ticket: demonstrate (describe in steps) handwashing or explain two safety rules they will use. End with a supervised clean-up: bins, wiping benches, and correct handling of materials.

Resources

• Handwashing poster with step-by-step visuals
• Sink access or role-play “sink station” materials (soap, paper towels or visual substitutes)
• Picture cards for safe/unsafe food storage and separation
• Role-play scenario cards (raw vs cooked, tools touched, surface contact)
• Sanitising wipes or appropriate classroom cleaning supplies
• Personal protective equipment options (aprons, gloves if your school uses them)
• Simple checklist for peer coaching (handwashing steps)
• Exit tickets (printed or prepared on scrap paper)

Assessment

• Observation checklist during the handwashing practical (steps completed, thoroughness, correct routine).
• Exit ticket explanation assessing understanding of food safety principles and cross-contamination prevention.
• Informal teacher questioning during storage sorting and role-play (accuracy of safety reasons).

Differentiation

• Provide visuals throughout: handwashing steps, “safe vs unsafe” images, and separation cues.
• Offer structured roles in role-play (reader, demonstrator, safety checker) so every student participates.
• Support students with sentence starters for “one-minute explain” and role-play debriefs.
• For students needing extra support: practise handwashing in smaller groups with slower pacing and immediate feedback.
• For high-performing students: require more precise justification (e.g., “because germs transfer through direct contact and shared utensils/surfaces”).
• For EAL learners: use picture-based scenarios and allow oral responses before written exit tickets.
• For SEN: use a simplified checklist and reduce the number of storage categories to sort, then add complexity later.

Extension (optional)

• Students research a foodborne illness (assigned or chosen) and present findings next lesson using a simple template: cause (how it spreads), symptoms (in general terms), prevention, and one key “food safety rule” linked to Unit 1.
• Provide an optional “presentation choice” (poster, short speech, or comic strip) and a word bank for scaffolding.