Cooking in the Woods

Overview

A sensory, practical cooking session linked to “Into the Woods” to engage Year 4 SEN students (KS2) with mixed abilities. The lesson develops life skills, communication, and understanding of simple recipes inspired by woodland foods, adapted for SEN needs. This lesson closely follows the National Curriculum for England, focusing on Personal, Social, Health and Economic (PSHE) education, Science (materials and food hygiene), and important cross-curricular links to literacy and sensory exploration.

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National Curriculum Links

• PSHE Education:
  • Hygiene and safety – learning safe food handling (UK Curriculum Framework: Health and Wellbeing, KS2).
  • Practical skills to promote independence (KS2).
• Science (Year 4):
  • Understand and recognise the importance of healthy eating (Working scientifically – practical activities).
• English (Speaking & Listening):
  • Developing vocabulary related to cooking and the natural environment (linked to “Into the Woods” theme).
• Art & Design / Sensory Activities:
  • Tasting and engaging the senses.

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WALT (We Are Learning To)

• Follow a simple recipe safely, using kitchen tools correctly.
• Understand where some foods come from, relating to "Into the Woods".
• Work together collaboratively, sharing roles.
• Use descriptive language to talk about food textures, tastes, and smells.

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Learning Objectives

By the end of this 35-minute lesson, pupils will:

1. Demonstrate safe use of utensils and hygienic food preparation techniques.
2. Recognise and name basic woodland-themed ingredients (e.g., berries, nuts, bread).
3. Collaborate in small groups to complete a simple cooking task.
4. Use descriptive language to explore food sensory qualities.

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Success Criteria

• I can wash my hands and keep the workspace clean.
• I can use tools safely, with support if needed.
• I can name at least two ingredients from the woodland.
• I can describe how my food looks, smells, tastes, and feels.
• I can listen to instructions and work with my group.

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Resources

• Pre-prepared bowls of safe, simple ingredients linked to “Into the Woods” (e.g., berries, seeds, honey, crushed nuts, oat flakes, soft bread rolls).
• Plastic knives, mixing spoons, small bowls.
• Hand sanitiser and wipes.
• Picture recipe cards with dyslexia-friendly fonts, symbols, and simplified language.
• Visual timetable and task sequences.
• Sensory mats or textured placemats for tactile engagement.

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Differentiation & SEN Adaptations

• Visual supports with symbols and minimal text to guide each step.
• Provide one-to-one or peer buddy support for fine motor tasks.
• Use adaptive utensils with easy grips for students with motor difficulties.
• Alternative activity station with sensory explorations of raw ingredients for students who cannot handle food prep.
• Break tasks into small steps; allow extra processing time.
• Offer verbal encouragement and praise frequently.
• Use sensory storytelling relating to "Into the Woods" setting to contextualise ingredients before cooking.
• For dyslexic learners: Use dyslexia-friendly recipe cards and provide verbal instructions.

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Lesson Structure

Introduction (5 minutes)

• Greet the class and briefly recap the story “Into the Woods” focusing on plants and foods found in the woods (berries, nuts, honey).
• Explain WALT and success criteria using visual display.
• Demonstrate washing hands and safe handling practices.

Activity 1: Exploring Ingredients (8 minutes)

• Sensory exploration of ingredients: students touch, smell, and describe berries, oats, nuts, and bread. Use descriptive questions: “Is this soft or hard?”, “What does it smell like?”
• Encourage use of new vocabulary (e.g., sweet, crunchy, squishy).
• Adapt for SEN by having tactile mats and allowing students to wear gloves if preferred.

Activity 2: Simple Recipe Making (15 minutes)

• Groups of 3 or pairs make a simple “woodland berry oat snack” mixing berries, oats, honey, and crushed nuts into small cups or on bread slices.
• Step-by-step visual recipe cards guide the process; a teacher/assistant circulates to support as needed.
• Encourage turn-taking and communication.

Plenary and Tasting (7 minutes)

• Sit together and share the snacks.
• Use a "traffic light" system (green = liked it, yellow = unsure, red = didn’t like it) for taste response. Adapt for communication needs.
• Recap what we learned about hygiene, teamwork, and the woodland ingredients.

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Assessment

• Observation checklist for safe handling and hygiene practices.
• Anecdotal notes on language use and engagement with sensory descriptions.
• Peer/shared feedback on group cooperation and communication.

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Extension Activities for Advanced Learners

• Create simple leaf and nut-based patterns or edible “forest floor” art using extra ingredients.
• Write a short descriptive sentence about their snack linked to the story with appropriate support.
• Explore origin and nutritional benefits of each ingredient.

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Reflection & Next Steps

• Reflect on how stories can connect to real-life skills.
• Follow-up session ideas: planting seeds, making nature-inspired art, or a visit to a local woodland to find natural ingredients.

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This lesson provides a rich, multi-sensory experience rooted in the National Curriculum’s emphasis on life skills, health and wellbeing, scientific enquiry, and communication — ensuring all SEN pupils feel included, confident, and inspired.