Come Dine with Me Course Introductory Outline

• Aims: To give an overview of the course and make fresh fruit smoothies. Learn the vitamin C in fruit. To comprehend health and safety in the kitchen and an overview of food hygiene.

• Objectives: Housekeeping : Fire door, toilets, • To make fresh fruit smoothies explaining

highest vit C content.

Introduction Week 1Plan

1. 11.00 am. Introduction of staff and young people. 2. 11.05 am. Fire procedure, Toilets 3. 11.10 am. Ice breaker: fruit salad 4. 11.20 am. Caroline to demonstrate making smoothies and

explain the 5 a day principle, yp make smoothies. 5. 12.30 pm. Health and hygiene, food hygiene. 6. 12.50 pm Round the World game who eats what. France,

Ireland, Germany, Italy, India, Spain, Algeria(North Africa), Scotland, Mexico, China, Pakistan, America, Australia, England,

7. 1.00pm. Favourite starter, main course and pudding (homework- internet or books)

8. 1.20pm. Registration forms – give out and explain that they need completing by a parent or guardian

9. 1.25pm Evaluation on flip chart.

Food we would like to make

Pizza Pasta Chinese chicken Cookies – Chocolate chip Buns Mexican – Fajitas Kebabs

Week 2Venue Little Lane Church Hall Staff Caroline, Beajaye and Vicky Aims of session

- To start to build relationships between participants and staff

- To develop ground rules for sessions encouraging equality

- To discuss health and safety rules for cooking sessions

- To watch a practical demonstration of three types of baked product and in groups make one variety.

- To eat baking - To develop expectations of behaviour with regard

to preparing, cooking, eating and cleaning up afterwards

Week 2Criteria-6.1- Identify the main health and safety risks in a domestic kitchen. 6.1- Indentify dangers in the kitchen. 6.2- Carry out tasks safely and hygienically. Outline of session Time staff activity 5..00 C Intro of staff and young people 5.05 B Ice Breaker – name game 5.10 C Fire Procedure and toilets 5.15 B Discussion re ground rules 5.25 C Health and safety in the kitchen 5.35 – 6pm

C Demonstration of three varieties of baked product by Caroline

6 -7 CBV Three groups simultaneously cooking and washing up in kitchen area.

7pm B Eating products and reflection of learning 7.15 C Tidying up duties 7.30 YP leave

How to make Smoothies Week 3Smoothies Carrots, pineapple, melon and apple juice = 33 Apple, kiwi, banana, grapes and orange juice = 47 Kiwi, banana, grapes and orange juice = 45 Carrots, kiwi, banana and orange juice = 46 Marks out of 50 Evaluation In today’s session we learnt how to make smoothies and did a flipchart of everything we learnt.

- How to chop and serve a pineapple - How to chop kiwi fruit, apples, oranges - How to use a carrot peeler and chop carrots - Which colour chopping board to use - Which knife to use and why - How to make different smoothies - To always wash fruit before using

Kitchen and personnel hygiene

Fruit Crumbles week 4Venue: - Little Lane Church Hall Staff: - Caroline and Beajaye Aims and Objectives. To warm up the yp with light exercise (tai-chi). To learn how to cook various fruit crumbles using fruit with highest vitamin C content using various combinations. To look at the calorific value of different foods and work out the daily intake of calories for the yp. To look at how many calories per day are necessary for yp, looking at the different requirements for boys and girls.

Calories for teenagersCalorie Needs for Teenagers (Girls) Age ...................... Calories per Day (Fat) (Protein)

11-14 Years ............ 1,845 calories (72g fat) (42g protein)

15-18 Years ............ 2,110 calories (82g fat) (45g protein)

Calorie Needs for Teenagers (Boys) Age ...................... Calories per Day (Fat) (Protein)

11-14 Years ............ 2,220 calories (86g fat) (42g protein)

15-18 Years ............ 2,755 calories (107g fat) (55g protein)

ExerciseCalorie expenditure

Typical calorie expenditure 9 - stone (57kg) woman

11 - stone (70kg) man

Running (calories per hour at 8-minute mile pace)

720 913

Swimming (calories per hour for continuous laps)

630 730

Uphill walking at a 10% gradient (calories per hour )

590 694

Rowing (calories per hour at a moderate pace)

540 611

Cycling (calories per hour at 12-14mph pace )

500 584

Jogging (calories per hour at 12-minute mile pace)

440 511

Walking (calories per hour at 15-minute mile pace)

252 365

Fresh Pasta Week 5Venue: Little Lane Church Staff : Caroline and Beajaye Aims and Objectives To prepare and cook various pasta dishes using different types of pasta and different sauces. To prepare and cook garlic bread. To look at the calorie table and work out how many calories the yp are consuming on a daily basis. To look at the pie chart with the 5 different food groups we use everyday.

Lasagne and Garlic BreadSession 5.30pm: Warm up game with yp 5.45pm: Make fresh pasta with yp 6.10pm: Make chicken bolognaise for lasagne and fresh tomato sauce 6.30pm: To prepare the lasagne and put it into the oven 6.45pm: Wash up. Prepare garlic bread and tagliatelle 7.00pm: Get lasagne and garlic bread out and eat 7.10pm: Wash up, do evaluation/play game.

Victoria Sponge Week 6Aims and Objectives To evaluate the course so far with the young people. To make Victoria sponge, buns and banana crumble. Session 5.30pm-: To fill in the portfolios 5.45pm-: Prepare the cakes, buns and crumble 6.30pm-: Cook the cakes and wash up 6.45pm-: To evaluate the course on flipchart 7.00pm-: Take out cakes and decorate buns 7.20pm-: Taste buns and take pictures.

Superheroes- 11 Foods to Eat Carrots-: Carrots contain powerful antioxidants which the body converts to

vitamin A. This makes us strong on the inside and protects our skin and eyes from the UV light of the sun.

Tomatoes-: Tomatoes are great power foods whether raw or cooked. Rich in vitamin C and full of antioxidant which help reduce certain cancers, particularly prostate cancer and lowers cholesterol levels. Nice with olive oil and garlic!

Walnuts-: And nuts are very good for your heart and also lower the risk of developing diabetes and certain cancers. They are full of OMEGA-3 fatty acids. They improve the blood flow.

Blueberries-: Blueberries contain more antioxidant power than any other fruit or vegetable. They help lower your risk of heart disease, prevent certain cancers, and help delay the sign of ageing.

Oats-: Loads of energy to keep you going all day! Excellent source of complex carbohydrates and also rich in protein and soluble fibre which makes you feel fuller for longer. Great for breakfast, especially if you do any sports.

You Are What You Eat ! Beans-: Peas and lentils known as pulses are one of the most ancient foods.

They are powerhouses packed full of vitamins and minerals and health-promoting properties. They have a very high protein content as well as vitamin Bs, iron, calcium, zinc, potassium and magnesium.

Oily Fish-: Salmon is one of the richest sources of OMEGA-3 fatty acids and it contains vitamin D and B. Omega-3 fatty acids are good for our heart, they reduce inflammation and help ease dry skin and eczema. They can boost our mood so we feel healthy and happy. Fish twice a week would be good for us.

Soy-: Soy is a great energy boosting food. It’s a high quality protein source containing all the essential amino acids the body needs, low in fat and no cholesterol. Very good for healthy bones and reduces the risk of some cancers.

Tea-: tea contains powerful antioxidants also found in berries. Both green and black tea offer health benefits, green tea is higher in flavonoids than black tea. Tea helps to lower cholesterol levels and may also stimulate metabolism.

Greens-: Dark-green leafy vegetables such as kale, spring greens, broccoli, bok choy and spinach are amazing superfoods. They contain more vitamin C than many fruits and they contain lots of vitamins and minerals, including vitamin E, B, calcium, iron, magnesium, manganese and zinc. Spinach is an excellent source of vitamin K and contains Co-enzyme Q10 important for energy production. Good for healthy eyes and heart with cancer fighting properties.

The History of Olive OilFrom what we know olive oil was native to Asia Minor and it spread from Iran to Syria, Palestine and Israel 6,000 years ago.

It was found in Crete (Greece) 3,000 years before Christ and it was found in Egyptian tombs 2,000 years before Christ.

1,400 years ago, the Prophet Mohammed advised his followers to use olive oil on their bodies and he used to use it on his head.

FACT-: You live longer when you eat olive oil.

Cook with Virgin Olive OilBenefits-:

It’s Natural! – Extra virgin olive oil is nothing but fruit juice extracted mechanically from olive fruit. There is no heat or chemicals used in the extraction process...

Nutritional Value –Vitamins E, K and A and hundreds more micronutrients make olive oil a healthy choice.

Oleic Acid – makes up 55-85% of the fatty acids in olive oil. This keeps our arteries supple and helps prevent cancer.

Heart Health and Cholesterol. Olive oil is high in polyphenols (a powerful antioxidant) and monounsaturated fat which contributes to lowering bad cholesterol.

Cancer – Olive oil helps prevent colon cancer, breast and skin cancers.

Blood pressure –Continued use of olive oil lowers blood pressure so medicines are not needed.

Come Dine With Me- The ProjectWork Based Project

The Project (What do you intend to carry out?)

A Come Dine With Me style cookery course with young people.

Project Aims and Objectives(What do you hope to achieve and how will you achieve it?)

To look at creative ways of making healthy eating options practical and fun. The students will learn about nutrition and food hygiene through practical “cook and eat” sessions. We will explore the role of diet and exercise in maintaining good health, cooking international foods and working together to prepare a “Come Dine With Me” style meal at the end of the programme. To make learning fun by making the sessions interactive and varied. To include all the young people and promote teamwork in all areas.

Project Plan(Give a step-by-step outline of how you will carry out your project)

Explain the importance of basic health and safety in a domestic kitchen. Prepare a variety of fresh smoothies made with fresh fruit and flapjacks. Recognise and use a variety of fresh ingredients and convenience foods. Make fresh pizzas. Identify simple nutritional requirements and plan and cost suitable meals. To prepare Mexican and Chinese dishes. Use a variety of basic cookery methods. Prepare organic fudge cake and chocolate chip cookies. Use a range of simple kitchen equipment and comprehend the care and maintenance of domestic kitchen equipment. Develop the confidence to progress to more advanced dishes.

What we did

Introduction to Work with Young People Assessment Criteria 1.1, 1.2, 3.3, 7.1, 7.2, 7.3

Project Description and Evaluation Describe how you carried out the project (give details about your role and what you did) For the CDWM course I firstly prepared a scheme of work listing my aims and objectives. I then wrote a session plan for all of the 10 weekly sessions leaving the last 3 sessions open for fine tuning at the time depending on what the young people wanted to cook. I recruited two staff members that were available for the course. One of the members of staff could sign language, which was necessary, as we had two hard of hearing young people already interested in doing the course. Beajaye prepared interactive games for the beginning, middle and end of each session, so as to motivate the young people and give them a break from the concentration needed in the kitchen. Each week we had various reactions to some of the games so we adapted them each week to suit the needs of the young people. The course was run on a Wednesday night starting at 5.30pm. The first week after meeting the young people we did a flip chart of the different foods they would like to learn to cook and I put these into the session plans for each session. Each week we then cooked a different dish from around the world and the young people tasted each others and gave marks out of ten. For the last week they all cooked their favourite dishes. We then did an evaluation of the entire course looking at what worked well and what didn’t.

Strengths and WeaknessesIdentify the strengths and weaknesses of the project (what worked well, what didn’t work well, how could you have improved things?) The strengths of the course were evident in that the young people thoroughly enjoyed learning all the different recipes from around the world and really enjoyed tasting them. The young people also enjoyed partaking in the various games every week and even suggested they would like more games if they were to do another course. They were enthusiastic about all parts of the course and were sad when it finished. The weaknesses of the project were less apparent as we tended to adapt the sessions every week depending on the staffs evaluation of each session. The hardest thing for us was to get all the young people to write down their evaluations so we changed this to do doing a flip chart every week in which we wrote them all together. Also I would put more breaks into the sessions as the young people tended to loose concentration after an hour on concentrating. The most difficult area was the behaviour of the two hard of hearing young people. They had a lot of difficulty focusing on what they were doing so we had to try to calm them down and engage them at the same time. If I were doing another cookery course I would try to get volunteers with experience of working with young people with special needs as I did feel out of my depth.

InclusionEqual Opportunities We made sure that every young person felt included in each activity regardless of their age or capabilities. We did a lot of team building games with all the young people so as to help them bond as a team and make them all feel equal. In the kitchen we involved all of the young people in all areas of the preparation so that nobody felt excluded and this also promoted equality between them Issues affecting Young People In a couple of sessions we had a few temper tantrums when they arrived. I feel they had issues before coming to the class, so we had to calm them down and have a one to one talk with the young people. This seemed to work very well and so I then continued the session as planned. Adaptability in each session seemed to be essential for the session to run smoothly. Participation and Empowerment Each young person on the course participated mostly in every area. When one of the young people wasn’t engaged in any part of the session, one of the staff members would join that young person to see what the problem was and try to get them involved again or just sit with them until they were ready. All the young people made their own food so as to give them personnel sense of empowerment when the finished product was on display. When doing the evaluations every week we asked each young person what they had learnt personally from the session and each one in turn gave their own opinion.