Overview

A three-lesson sequence for Year 3 students developing knowledge of Welsh food culture through researching, comparing, and hands-on making of Welsh cakes. Lessons are designed to meet the Curriculum for Wales framework, focusing on developing cross-curricular skills including historical understanding, communication, and healthy living.

---

Curriculum for Wales Alignment

Area of Learning and Experience (AoLE):

• Health & Well-being (HWB) – understanding healthy eating, food origins, and preparation skills
• Humanities – exploring Welsh cultural heritage and food history
• Languages, Literacy, and Communication (LC): writing clear instructions, oral presentation skills
• Science & Technology (S&T): understanding food sources and farming practices

Key Cross-Curricular Skills:

• Oracy and literacy – researching, creating procedural texts
• Digital competency – safe internet research
• Numeracy – measuring ingredients (Lesson 3)
• Creative skills – making Welsh cakes, poster/leaflet design

---

Lesson 1: Researching Welsh Cakes

Duration

30 minutes

Learning Objectives

• HWB3-21: Understand the significance of Welsh cakes and basic ingredients used in traditional foods.
• LC3-02a: Use digital tools and technology responsibly to gather information from appropriate sources.
• Develop teamwork and communication skills through collaborative research activities.

Success Criteria

• I can explain what Welsh cakes are and list their main ingredients.
• I can find and record a valid recipe for Welsh cakes using digital or paper sources.
• I can work and share ideas respectfully with my group.

Resources

• Tablets or computers with internet access
• Printed recipe cards/examples of Welsh cakes recipes
• Note-taking sheets or graphic organisers

Activities

1. Starter (5 mins): Introduction to Welsh cakes - show pictures and briefly discuss the significance of this Welsh traditional food. Ask if any child has tasted them or heard about them.

2. Main Activity (20 mins):

   • Students work in small groups (4-5).
   • Task: Research to find a traditional Welsh cake recipe. Use provided tablets/computers & printed resources.
   • Record: Ingredients list, preparation steps overview, and any interesting facts they discover about Welsh cakes.
   • Use a graphic organiser to capture information clearly.

3. Plenary (5 mins): Groups share one interesting fact or ingredient with the class. Teacher clarifies key points and presents the common recipe ingredients.

Differentiation

• Support: Some groups receive printed recipes with vocabulary glossaries; sentence starters for note-taking.
• Challenge: Advanced learners search for variations of Welsh cakes (e.g., regional differences) and note them.

Extension

• Extra research on the history of Welsh cakes and their cultural importance in Wales to present next lesson.

---

Lesson 2: Farming in Wales and the UK

Duration

30 minutes

Learning Objectives

• HWB3-19: Explore where food comes from, focusing on Welsh farming and farming across the UK.
• Hwb 3-11: Make connections between local food production and the environment.
• Develop observational and sorting skills by comparing farming products.

Success Criteria

• I understand what foods are farmed in Wales and how they compare with other UK regions.
• I can sort and categorise different farm products using a simple chart.
• I can explain why local farming is important for Welsh food culture.

Resources

• Large printed map of the UK with key farming products labelled
• Images (real photos or flashcards) of typical farmed produce in Wales and other parts of the UK (vegetables, livestock, dairy, cereals etc.)
• Sorting mats or charts (e.g., “Farmed in Wales”, “Farmed elsewhere in UK”, “Both”)

Activities

1. Starter (5 mins): Recap from Lesson 1 on Welsh cakes ingredients. Ask: “Where do these ingredients come from?” Introduction to farming.

2. Main Activity (20 mins):

   • Whole class looks at UK farming map and discuss key farm products.
   • Hand out picture cards of different farm produce.
   • Students work in pairs to place cards onto sorting mats according to where the product is farmed (Wales, UK other regions, or both).
   • Discuss results as a class, highlighting Welsh produce used in Welsh cakes (e.g., flour, eggs, butter).

3. Plenary (5 mins): Quick quiz or thumbs up/down: “Is this farm produce from Wales?” Using products related to Welsh cakes.

Differentiation

• Support: Some students get fewer, simpler cards or paired with a buddy for discussion.
• Challenge: Create a Venn diagram comparing Welsh farming to farming in England/Scotland/Northern Ireland.

Extension

• Research one Welsh farm or farmer and share a fun fact next lesson.

---

Lesson 3: Making Welsh Cakes & Creating Instructional Leaflet

Duration

30 minutes

Learning Objectives

• HWB3-22: Prepare simple dishes demonstrating an understanding of ingredients and processes.
• LC3-06: Use appropriate language to write clear instructional texts.
• S&T3-12: Understand relationships between food, farming practices, and local culture.

Success Criteria

• I can follow a recipe step-by-step to make Welsh cakes safely.
• I can use my knowledge of farmed ingredients to explain where each comes from.
• I can create a clear and engaging instructional poster or leaflet using pictures and writing.

Resources

• Ingredients and cooking equipment for Welsh cakes (pre-measured for safety/time)
• Large recipe poster for reference
• Paper, coloured pencils, markers for leaflet/poster design
• Photos or drawings of ingredients on farms (optional)

Activities

1. Starter (5 mins): Review key farmed ingredients from Lesson 2 linked to recipe. Discuss importance of local produce.

2. Main Activity (15 mins):

   • In small groups, students follow instructions with teacher/adult support to make Welsh cakes silently or with minimal talking to encourage listening and focus on steps.
   • While cooking, explain ingredient origins again.

3. Creating the Instructional Leaflet (10 mins):

   • After making the cakes, students design a step-by-step instructional poster or leaflet.
   • Include: title, ingredients with notes on provenance, numbered steps, pictures or diagrams.
   • Encourage neat handwriting, sequencing language (first, then, next), and simple explanations.

4. Plenary (5 mins): Groups share their leaflets/posters. Taste Welsh cakes if appropriate and discuss what they liked learning.

Differentiation

• Support: Provide templates and word banks; allow oral scribing for writing tasks.
• Challenge: Add a “Did you know?” section with facts about Welsh farms or cake history.

Extension

• Advanced learners create bilingual leaflets in English and Welsh, showcasing growing language skills.

---

Assessment Recommendations

• Formative: Observe group research, discussion contributions, sorting activity, participation in cooking, and leaflet creation.
• Summative: Collect leaflets/posters to assess clarity of written instructions and understanding of ingredients’ origins.
• Self-assessment checklists for success criteria after each lesson.

---

Additional Teacher Tips

• Use realia: If possible, bring in some Welsh cakes or local farming produce to support multisensory learning.
• Connect with local community farms or cultural centres for enrichment.
• Emphasise healthy eating and food safety throughout.
• Encourage digital literacy by demonstrating safe researching skills.

---

This three-lesson sequence provides an engaging, hands-on experience connecting Welsh cultural heritage with health, literacy, and knowledge of farming, aligned carefully to the Curriculum for Wales framework and suitable for Year 3 learners.