Seasonal Food Tasting

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Overview

A two-day engaging, sensory exploration of seasonal and international foods aimed at KS2 students (Year 3/4), meeting the National Curriculum requirements for Design and Technology and linking with Geography and Science. This plan integrates tasting sessions, cultural appreciation, and scientific understanding of seasonality in food production.

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National Curriculum Links

• Design and Technology (Years 3 & 4):
  Understand and apply the principles of a healthy and varied diet
  Prepare and cook a variety of predominantly savoury dishes
  Understand seasonality and know where and how a variety of ingredients are grown, reared, caught and processed

• Science (Year 3):
  Identify that animals, including humans, need the right types and amount of nutrition
  Understand the importance of a balanced diet

• Geography (Year 3 & 4):
  Understand geographical similarities and differences through the study of human and physical geography of a region or country

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Day 1: Exploring Seasonal Foods From the UK

WALT:

• Understand what 'seasonal food' means and why it matters.
• Identify fruits and vegetables that are in season in the UK.
• Taste seasonal foods and describe their flavours and textures.

Resources:

• Seasonal UK fruits and vegetables (e.g. apples, carrots, broccoli, potatoes)
• Tasting bowls and napkins
• Seasonal food fact sheets (normal and simplified / EAL & lower ability versions)
• Dyslexia-friendly recipe cards with images
• Worksheets (differentiated for lower ability/EAL and higher ability)

Success Criteria:

• I can explain what seasonal food is.
• I can name at least three seasonal foods grown in the UK today.
• I can describe the taste and texture of the food I taste.
• I can say why eating seasonal food is good for health and the environment.

Activities:

1. Starter (10 mins):

   • Show pictures of foods. Ask children to guess what ‘seasonal’ means.
   • Discuss briefly, with teacher clarifying: seasonal foods grow and taste their best at certain times of the year.

2. Main activity (25 mins):

   • Set up tasting stations with different seasonal UK foods.
   • Children rotate in small groups, taste samples, and complete a simple "taste card" worksheet (with photos/icons for EAL and those with reading difficulties).
   • Teacher prompts reflective discussion: How do they taste? How might they grow? Talk about UK seasons.

3. Plenary (10 mins):

   • Share favourite foods tasted and explain why eating seasonal foods is better (nutritional value, fresher, helps local farmers).
   • Use visual mind maps to summarise.

Differentiation:

• Lower ability/EAL: Simplified worksheets with pictures and sentence starters. Use clear visuals, speak slowly and check understanding.
• Higher ability: Write a short explanation of why seasonal foods might be more environmentally friendly.
• Dyslexia-friendly: Use coloured overlays, dyslexia-friendly font on worksheets, provide oral options to record their feedback.

Extension Activity:

• Create a seasonal food calendar poster in groups for one season (with drawing and basic labelling).

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Day 2: Global Seasonal Foods and Cultures

WALT:

• Explore seasonal foods from different countries.
• Recognise that seasons differ around the world.
• Taste international seasonal foods and make cultural connections.

Resources:

• Seasonal foods from various countries (e.g. mango from India, pineapple from Costa Rica, pumpkin from USA)
• Maps/globes to locate countries
• Sound clips of traditional music from countries (optional sensory immersion)
• Worksheets with country and food matching activities (differentiated)
• Sensory vocabulary cards (sweet, sour, juicy, crunchy)

Success Criteria:

• I can name at least three seasonal foods from different countries.
• I can explain that seasons and food availability differ worldwide.
• I can describe at least one food I tasted using sensory words.
• I can locate on the map where some seasonal foods come from.

Activities:

1. Starter (10 mins):

   • Intro with globe/map showing different hemispheres. Discuss how seasons differ.
   • Discuss cultural diversity and how people eat different seasonal foods worldwide.

2. Main activity (25 mins):

   • Tasting session: sample international seasonal foods.
   • Complete a ‘global food passport’ worksheet, matching foods with countries and describing taste.
   • Teacher facilitates discussion about differences in climate and agriculture.

3. Plenary (10 mins):

   • Group discussion: Why is it important to know about seasonal food in other countries?
   • Children share their tasting notes using sensory vocabulary cards.

Differentiation:

• Lower ability/EAL: Matching activity with pictures and words. Use peer support.
• Higher ability: Research and present one country’s seasonal foods to class in next lesson.
• Dyslexia-friendly: Larger fonts, use audio recording option for describing foods.

Extension Activity:

• Design a seasonal meal plan using both UK and international seasonal foods for a day.

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Assessment

• Formative: Ongoing observation during tasting activities (engagement, use of vocabulary). Worksheets checked for understanding.
• Summative: Completed tasting worksheets and food passports judged against success criteria.
• Self-assessment: Use simple thumbs up/down to indicate if they met WALT.
• Peer assessment: Partner share of favourite food and findings.

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Additional Notes for Teachers

• Always check allergies before arranging food tasting.
• Encourage cultural sensitivity and respect during discussions.
• Use visual timetables and clear instructions to support all learners.
• Offer quiet spaces if sensory-rich tasting is overwhelming for some children.

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This two-day plan supports cross-curricular learning, develops literacy, sensory vocabulary, geography awareness, scientific understanding of nutrition, and appreciation for cultural diversity through a hands-on engaging approach attuned to varied learner needs.