Kitchen Safety Check

Year Level

Year 7 – Technology (Design and Technologies)

Unit

Culinary Skills Development – Lesson 2 of 19

Duration

60 minutes

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Learning Area Context

This lesson aligns with the Western Australian Curriculum for Technologies, particularly Design and Technologies for Years 7 and 8. It supports students to select, justify and use suitable materials, components, tools, equipment, skills, and processes to safely make designed solutions, emphasising workplace safety and responsible practices in food preparation settings.

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Lesson Title

Kitchen Safety Assessment

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Learning Objectives:

WALT (We Are Learning To):

• Review and assess effective kitchen safety practices in a domestic kitchen environment.
• Identify hazards and safe procedures particularly relating to stove and toaster usage.
• Reflect on and apply personal and peer feedback on safety understanding.
• Create a visual safety reminder for use in kitchens.

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Curriculum Links

• Content Descriptor: AC9TDE8P03: Select, justify and use suitable materials, components, tools, equipment, skills and processes to safely make designed solutions, including safe work practices.
• Cross-curriculum priorities: Incorporate First Nations perspectives on safe food preparation where applicable to connect cultural understanding.
• General capabilities: Literacy (reading assessment questions and composing a poster), ICT Capability (using MS Forms), Critical and Creative Thinking (developing safety poster).

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Resources Required

• Internet-enabled devices (laptops or tablets) for students to complete the MS Forms assessment
• MS Forms digital quiz prepared by teacher focusing on stove and toaster safety
• Art supplies for poster making: plain paper, markers, coloured pencils, rulers
• Sample safety posters or images as exemplars
• Projector/whiteboard for initial instruction and group discussion
• Dyslexia-friendly reading materials summarising kitchen safety tips (e.g., clear font, bullet points, visuals)

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Lesson Sequence

1. Introduction & Recap (10 minutes)

• Brief whole-class discussion revisiting kitchen safety importance, focusing on risks associated with stoves and toasters.
• Show real-life images/scenarios of good and unsafe practices.
• WALT shared with students.
• Dyslexia-friendly handout summarising key safety points handed out.

2. Digital Kitchen Safety Assessment (25 minutes)

• Students complete a carefully designed MS Forms quiz that includes multiple choice, true/false, and short answer questions on stove and toaster safety.
• Peer support encouraged: pair students to discuss tricky questions together, enabling collaborative learning and differentiation support.
• Teacher circulates to support and scaffold answers for students who need help.

3. Discussion and Reflection (10 minutes)

• Review key questions from the assessment on the whiteboard.
• Highlight common misunderstandings and explain safety best practices.
• Invite students to share one new thing they learned.

4. Extension Task: Safety Poster Creation (15 minutes)

• Students independently or in pairs begin designing a kitchen safety poster focusing on stove and toaster safety.
• Posters should be clear, visually engaging, and include at least three critical safety tips.
• Encourage creativity: use colours, icons, and simple language suited for kitchen display.
• Advanced learners can include digital design elements or safety slogans in rhyme or alliteration.

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Differentiation Strategies

• Peer support during assessment for learners requiring assistance.
• Dyslexia-friendly reading options with clear fonts, simple language and pictorial support.
• Allow oral discussion or verbal explanations as part of assessment for students with written expression difficulties.
• Extension task allows more able students to be challenged creatively.
• Visual and verbal instructions provided.

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Assessment

• Formative assessment through MS Forms quiz evaluating individual understanding of kitchen safety protocols.
• Observation of peer collaboration and safety knowledge during discussion.
• Evaluation of complexity and clarity in poster creation as an extension to demonstrate application and synthesis of learning.

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Classroom Management Tips

• Arrange seating for pairs during the MS Forms quiz for effective peer support.
• Use a timer to keep assessment and the poster activity within time limits.
• Encourage respectful sharing of ideas during the discussion.

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Teacher Reflection Prompts

• Were students able to demonstrate knowledge of stove and toaster safety accurately?
• How effective was peer support in helping less confident students?
• Did the poster activity foster creative engagement with safe kitchen practices?
• How might this lesson prepare students for subsequent, more hands-on culinary skills?

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This lesson plan fosters a supportive, inclusive environment where Year 7 students deepen their understanding of kitchen safety according to the Western Australian Design and Technologies curriculum, utilising digital tools and creative expression to engage diverse learners effectively.