Overview

This is a detailed six-lesson series designed for WJEC Entry Pathways Cooking, Preparing and Serving qualification, aimed at 16+ learners in a specialist SEND setting. This plan aligns with the Curriculum for Wales framework, specifically meeting the Personal Development and Well-being Area of Learning and Experience (AoLE), focusing on employing practical life skills and encouraging independence, as well as the Cross-Curricular Skill of Literacy through structured communication of instructions and vocabulary.

Each lesson runs for 60 minutes with 6 learners, including those with ASD, ADHD, and one with poor fine motor skills. The approach is highly practical, sensory-friendly, and paced with clear structure, visuals, and multi-sensory supports.

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Curriculum for Wales Alignment

• Area of Learning and Experience: Health & Well-being (personal care and independence)
• Framework reference:
  • Personal wellbeing – develop essential skills for everyday living, including cooking, hygiene, safety and nutrition.
  • Communication and Literacy – follow instructions, use food-related vocabulary.
• Skill development: Practical and fine motor skills, sequencing, safety awareness, confidence in independence.

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Lesson 1: Food Safety Basics

WALT

We Are Learning To understand and apply basic food safety and hygiene rules.

Success Criteria

• I can list three important food safety rules.
• I can demonstrate correct handwashing techniques.
• I can identify safe and unsafe food handling behaviours.

Activities

1. Introduction & Discussion (10 mins)

   • Use clear visual cards showing hygiene steps, including handwashing, use of gloves, and cleaning surfaces.
   • Group discussion on why food safety is important.

2. Demonstration and Practice (20 mins)

   • Teacher models proper handwashing technique step-by-step (with video or large poster).
   • Learners practise handwashing using a handwashing song for rhythm and recall.

3. Matching Activity (15 mins)

   • Food safety rule cards - match correct/incorrect behaviours pictures.

4. Wrap-Up with Sensory Game (10 mins)

   • Glitter ‘germ’ game: use glitter on hands to simulate bacteria, wash off properly.

Differentiation

• ASD: Visual schedules and step-by-step picture sequences.
• ADHD: Regular movement breaks, sensory fidget tools during matching task.
• Poor fine motor: Hand-over-hand support for handwashing steps, verbal prompts rather than written instructions.

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Lesson 2: Using Kitchen Equipment Safely

WALT

We Are Learning To identify and use basic kitchen equipment safely.

Success Criteria

• I can name five kitchen tools.
• I can explain how to use one piece of equipment safely.
• I can practise safe use of a tool with support.

Activities

1. Equipment Show & Tell (15 mins)

   • Present simple kitchen tools (peeler, grater, knife).
   • Use real tools with safety covers, handling demonstrations.

2. Safety Discussion (10 mins)

   • Talk about sharp edges, grip, and what to avoid.

3. Guided Practical (25 mins)

   • Learners practice peeling or cutting soft fruit with support (one to one if needed).
   • Use tactile timers and visual instructions.

4. Reflection & Quiz (10 mins)

   • Use picture-based multiple choice quiz on tool safety.

Differentiation

• ASD: Use social stories depicting safe/unsafe behaviours.
• ADHD: Provide fidget breaks and mini-stretch breaks.
• Poor fine motor: Use adapted utensils (e.g., knives with large handles), offer aprons with pockets to reduce distractions.

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Lesson 3: Preparing Ingredients - Washing and Measuring

WALT

We Are Learning To wash and measure ingredients accurately.

Success Criteria

• I can wash fruit and vegetables carefully.
• I can recognise and use measuring cups and spoons.
• I can follow simple measuring instructions.

Activities

1. Demonstration (10 mins)

   • Teacher models washing strawberries and measures flour using measuring cups.

2. Guided Practice (35 mins)

   • Learners wash their own fruit (e.g., grapes).
   • Practice measuring flour or sugar for a simple recipe (scale and volume).
   • Use visual measuring charts and pre-labelled containers.

3. Sensory Learning (10 mins)

   • Feel and explore different measurement tools.

4. Group Review (5 mins)

   • Share what was easy and what was tricky.

Differentiation

• ASD: Repetitive and consistent steps with clear visual timers.
• ADHD: Use of coloured measuring cups for engagement.
• Poor fine motor: Use ‘easy-pour’ jugs; have learners handle lightweight items only.

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Lesson 4: Simple Cooking Techniques – Mixing and Stirring

WALT

We Are Learning To mix and stir ingredients safely and effectively.

Success Criteria

• I can hold a mixing bowl steady.
• I can stir ingredients using a spoon or whisk.
• I can describe what happens to ingredients when mixed.

Activities

1. Interactive Explanation (10 mins)

   • Show videos or live demos of mixing techniques.
   • Discuss different mixing methods (folding, stirring).

2. Paired Practice (40 mins)

   • Prepare a simple batter or salad dressing.
   • One learner mixes; the other assists or observes.

3. Sensory Feedback (5 mins)

   • Learners describe texture, consistency changes.

4. Clean-Up Reminder (5 mins)

   • Practice washing mixing bowls and utensils.

Differentiation

• ASD: Clear verbal instructions with sequence cards.
• ADHD: Alternate roles (mixer/assistant) every 5 minutes to maintain focus.
• Poor fine motor: Use large-handled spoons and bowls with non-slip mats.

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Lesson 5: Cooking – Using the Oven or Hob Safely

WALT

We Are Learning To cook food safely using the oven or hob.

Success Criteria

• I can explain oven/hob safety rules.
• I can place items into the oven or onto the hob safely (with support).
• I can recognise when food is cooked.

Activities

1. Safety Briefing and Visual Guide (15 mins)

   • Detailed look at oven/hob parts and safety signage.
   • Use a simplified social story about safety.

2. Cooking Activity (40 mins)

   • Under supervision, learners bake muffins or cook a simple stovetop recipe (e.g., scrambled eggs in microwave if hob unsafe).
   • Use timers and visual prompts.

3. Group Review (5 mins)

   • Share experiences, what was easy/hard.

Differentiation

• ASD: Social story with pictures prior to activity.
• ADHD: Use calm down corners and sensory breaks.
• Poor fine motor: Assistance inserting and removing trays with oven mitts designed for grip.

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Lesson 6: Serving and Clearing Away

WALT

We Are Learning To serve food politely and clear away afterwards.

Success Criteria

• I can place food on plates appropriately.
• I can say ‘please’ and ‘thank you’ during serving.
• I can clear materials safely and clean the workspace.

Activities

1. Role Play Practice (15 mins)

   • Practice polite serving phrases and gestures.
   • Use visual cue cards.

2. Serving Practical (25 mins)

   • Serve the food prepared in Lesson 5 to classmates.
   • Encourage communication skills: asking preferences, offering help.

3. Cleaning Routine (15 mins)

   • Clear tables, wash simple utensils, wipe surfaces.

4. Reflection and Praise (5 mins)

   • Positive reinforcement and certificates for teamwork.

Differentiation

• ASD: Clearly structured turn-taking rules and scripts for social interaction.
• ADHD: Frequent praise, brief individual check-ins.
• Poor fine motor: Use adapted cleaning tools and sponges with handles.

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General Additional Strategies

• Use visual timetables to reduce anxiety and increase predictability.
• Incorporate sensory elements: textures, smells, sounds to support engagement.
• Provide physical breaks and use calm-down areas for self-regulation.
• Use tablets or voice recorders for learners with writing difficulties to record reflections.
• Consistent positive reinforcement to build confidence and motivation.

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This 6-lesson practical series integrates life skills, independence, safety, and social communication, designed specifically for SEND learners in Wales and closely adheres to the Curriculum for Wales’s emphasis on well-being and personal development.