Cooking Basics Intro

Overview

Duration: 90 minutes
Class size: 2 students
Unit: Culinary Creations: Pizza to Pasta (Lesson 1 of 6)
Age group: Year 8 (ages 12-13)

National Curriculum Link

This lesson directly supports the following elements from the Technology - Design and Technology (Food Preparation and Nutrition) programme of study, KS3 (Ages 11-14):

• Cooking and Nutrition:
  • Understand and apply the principles of nutrition and health.
  • Develop knowledge and skills to prepare and cook using a range of techniques and equipment safely.
  • Understand how to use appropriate equipment and adhere to hygiene and safety protocols.
• Practical skills:
  • Prepare and cook a variety of predominantly savoury dishes safely and hygienically, including the selection and use of ingredients.
  • Use a range of cooking techniques and equipment correctly and safely.

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Learning Objectives

By the end of this lesson, students will:

• Identify common kitchen tools and equipment used in cooking.
• Demonstrate correct and safe use of basic kitchen tools (e.g., knives, peelers, measuring spoons).
• Explain key kitchen safety and hygiene protocols to prevent accidents and contamination.
• Recognise the importance of personal hygiene and cleanliness in food preparation.

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Success Criteria

Students will be able to:

• Confidently name and demonstrate the safe use of at least 3 different kitchen tools.
• Verbally explain three key safety and hygiene rules for working in the kitchen.
• Follow step-by-step visual instructions to correctly use kitchen equipment.

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Resources Needed

• Visual aids (charts/posters with images of kitchen tools and safety signs)
• Real kitchen tools for demonstration (paring knives, mixing bowls, measuring spoons, chopping boards, peelers)
• Hygiene-related props (aprons, hand wash station access)
• Printed step-by-step guides (with dyslexia-friendly fonts and layout)
• Whiteboard and markers
• Safety protocol checklist handouts
• Extension research sheets

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Lesson Structure

Starter (10 mins) — Engage & Assess Prior Knowledge

• Begin with a short, interactive discussion: “What kitchen tools do you know? Why is safety important when cooking?”
• Show images of kitchen tools and ask students to name any they recognise.
• Highlight why knowing how to use these tools safely matters (relate to a recent news example or anecdote if possible).

Main Activity 1 (30 mins) — Kitchen Tools Introduction and Demonstration

• Present a variety of basic kitchen tools using real examples and clear labelled images.
• Use a step-by-step, dyslexia-friendly visual guide projected or printed for each tool.
• Demonstrate correct handling and usage of:
  • Paring knife (for peeling/chopping)
  • Peeler
  • Measuring spoons and cups
  • Mixing bowl and spoon
  • Chopping board
• Invite each student to practice using each tool safely with supervision.
• Emphasise knife safety: ‘claw grip’, cutting away from the body, proper storage.

Main Activity 2 (25 mins) — Kitchen Safety and Hygiene Protocols

• Introduce core kitchen safety and hygiene rules through a visual poster:
  • Wash hands before handling food
  • Keep work surface clean
  • Use separate chopping boards for raw meat and vegetables
  • Always wear an apron
  • Store knives safely
  • Responding to spills immediately
• Role-play common scenarios: students decide what to do (e.g., “You spill water on the floor — what now?”)
• Students complete a simple checklist to record 3 key safety rules they will follow when cooking.

Plenary (15 mins) — Recap and Success Criteria Review

• Review the success criteria together, asking students to demonstrate a kitchen tool and explain a safety rule out loud.
• Use mini-whiteboards or verbal responses for quick formative assessment.
• Highlight how these skills will prepare them for the rest of the unit cooking with pizza and pasta.

Extension Activity (Homework/Optional)

• Students choose one kitchen tool from today’s lesson to research in more depth (history, professional uses, or safety tips).
• Prepare a short presentation (poster or oral) for next lesson.
• Provide a simple research template with headings for dyslexia-friendly support.

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Differentiation Strategies

Learner need	Strategy	Outcome
Visual learners	Use labelled images and videos	Better retention of kitchen tools and safety rules
Hands-on learners	Practice actual tool handling	Develop practical confidence
Learners with Dyslexia	Clear, simple language; step-by-step guides; dyslexia-friendly font and colour contrast	Improved comprehension and participation
Advanced learners	Extension research task	Deepen understanding and presentation skills

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Assessment & Feedback

• Informal observation during hands-on activities to check safe tool use.
• Question and answer during plenary to assess knowledge of safety protocols.
• Review completed checklist of safety rules.
• Feedback given immediately with positive reinforcement and clear next steps.

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Teacher Notes & Tips

• Keep the tone positive and supportive, allowing plenty of time for hands-on exploration.
• Encourage students to vocalise their thinking to build confidence in verbal explanations.
• Reinforce safety repeatedly using memorable catchphrases (e.g., “Claw grip saves your fingers!”).
• Use real-life kitchen examples or anecdotes to connect learning to everyday life.
• For the small class size, tailor feedback and tasks individually to maximise engagement.

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By grounding practical skills and safety knowledge firmly within the KS3 Design and Technology Food Preparation and Nutrition curriculum, this lesson ensures students gain a strong foundation enabling safe, confident participation in future cooking challenges throughout the unit.