Licence to Cook and the revised KS3

curriculum
This chart provides an overview of how the pertinent food aspects
of the revised KS3 curriculum fit within Licence to Cook. It serves to
demonstrate, that Design and Technology: Food is uniquely
positioned to help deliver the entitlement.

D&T: Food Science PSHE (personal

wellbeing)
Basic cooking 3a) a broad range of
skills practical skills,
techniques,
equipment and
standard recipes,
and how to use them
to develop, plan and
cook meals and
single or multiple
products
3i) the
characteristics of a
broad range of
ingredients,
including their
nutritional, functional
and sensory
properties.
Wise food 3h) ... the factors 1.2a) Recognising
shopping affecting food choice that healthy
and how to take lifestyles, and the
these into account wellbeing of self and
when planning, others, depend on
preparing and information and
cooking meals and making responsible
products choices. 2.2a) use
knowledge and
understanding to
make informed
choices about safety,
health and wellbeing
2.2b) find
information and
support from a
variety of sources
Diet and nutrition 3h) healthy eating 3.3c) conception, 3f) how a balanced
models relating to a growth, diet and making
balanced diet, the development, choices for being
nutritional needs of behaviour and health healthy contribute to
different groups in can be affected personal wellbeing,
society... by diet, drugs and and the importance
3i) the disease of balance between
characteristics of a work, leisure and
broad range of exercise
ingredients,
including their
nutritional, functional
and sensory
properties.
Safety and 3 g) how to plan and
hygiene carry out a broad
range of practical
cooking tasks safely
and hygienically

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AuditThe following is a mini-audit of food skills and knowledge
which are covered through the Licence to Cook. Rate how
confident and competent you feel to teach these skills and
knowledge to secondary students.
1=low confidence/competence 5=high confidence/competence

Confidence and competence 1 2 3 4 5

Knife skills (Bridge hold/Claw grip) (slicing,
dicing peeling)
Use of basic equipment
Using the grill , oven (baking) and the hob
(leading to the melting method, boiling,
simmering, stir-frying)
Following recipes
Weighing and measuring dry and liquid
ingredients
Combining and mixing ingredients (all-in-one
method)
Blending
Rubbing-in, forming a dough, shaping and
cutting.
Rolling out dough, sealing a casing, glazing
Ingredient preparation, including meat, fish or
alternative
Making a roux sauce
Combining (creaming method)
Lining a cake tin
Making a tomato based sauce (ragu)
Cooking potato, pasta or rice
Diet and nutrition
Eatwell plate (groups, food, composite dishes,
link to nutrients, application of theory in
planning)
Needs – linked to menu planning/product
development
Wise food shopping
Planning, shopping list, budgets and money
Value/Choice, comparisons (money, nutrition,
time, pack size)
Where to shop? (markets, shops,
supermarkets, growing at home)
Your own skills, equipment and kitchen
Food labels, e.g. use of information
Where food comes from, Seasonal/local
Environmental issues, e.g. food miles,
packaging
Advertising/marketing (offers)
Storage (where, shelf-life and date marks)
Left-overs (storage) and waste
Hygiene and safety
Personal hygiene (getting ready to cook)
Date marks and safe storage of food
Cooking food – making sure things are
cooked, e.g. chicken, minced meat
Avoiding cross-contamination
Chilling, heating and reheating (in practice)
Foods not suitable for groups, e.g. raw eggs,
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unpasteurised milk/cheese, meat/chicken, fish
(upper limits) – due to a bacterial reason,
rather than nutrients
Food poisoning bacteria - types/conditions for
growth

Depending on how you score, you might require support and

training in a number of areas or precise support with just one
aspect.

The Licence to Cook Course Licence to Cook is

delivered through 4 learning areas. These support good practice in
food education, as well as mirroring the Food Standard Agency's
core food competences (see page 11).The learning areas of the
Licence to Cook are:
basic cooking skills;
diet and nutrition;
wise food shopping;
hygiene and safety.
OverviewThe Licence to Cook is about students learning to cook
and understanding more about food. The minimum entitlement for
all students is to:
experience 16 hours of basic cooking - the course provides
16 structured units, which can be delivered through 3
progressive modules, outlining cooking activities,
supported by teacher guidance, recipes, photographs,
writing frames and PowerPoint presentations;
have 3 hours of learning about diet and nutrition, wise
food shopping and hygiene and safety – supported by
face-to-face lesson suggestions;
be allowed 5 hours to undertake 9 exciting on-line
differentiated interactive tutorials based on the 4 learning
areas, or the equivalent*.

* If you do not have access to ICT, or students cannot use ICT due
to their special needs, then alternative provision can be made. For
example, the on-line differentiated tutorials and multiple choice
questions are available to download. In addition, you may wish
cover the content of the tutorials in a different way (e.g. using your
own resources) – this is fine.

Learning What happens?

area
Basic cooking 16 x 1 hour hands-on cooking sessions,
skills delivered through 3 progressive modules
3 teacher observations of students’
practical work

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 3 on-line tutorials
Diet and 1 x 1 hour face-to- face session
nutrition 2 on-line tutorials (or equivalent)
Wise food 1 x 1 hour face-to- face session
shopping 2 on-line tutorials (or equivalent)
Hygiene and 1 x 1 hour face-to- face session
safety 2 on-line tutorials (or equivalent)

Licence to Cook CertificateTo be awarded with a

personalised Licence to Cook certificate, students need to
experience the entire course. To be eligible, students need to
complete the 9 on-line tutorials or equivalent (from the 4 learning
areas) and be observed by you while cooking on three occasions.
The observation of their practical work is an important aspect of the
course (see page 18). This ensures that students have cooked, as
well as learnt about healthy eating, shopping and hygiene.
Basic cooking skillsOverview
This aspect of the Licence to Cook is based on students
experiencing a minimum of 16 hours of practical cooking. For ease,
the resources provided have been developed into 16 x 1 hour
cooking sessions. To aid progression and flexibility, these have
been divided into 3
modules.Modules should be taught
in sequence, but the cooking
sessions within each module can be
taught in any order. The sessions
and recipe suggestions are a
minimum. They have been created
in response to teacher and student
feedback, and accommodate current
‘custom and practice’, while also
showcasing ideas with student appeal. Within each session you will
find comprehensive guidance, suggestions and jumping-off points
for extending activities.For each session, 2-3 recipes and
accompanying lesson plans are suggested. These are provided as
they help you to teach particular skills and techniques, e.g. using
the hob safely. However, if you have established lesson plans
and/or recipes, which support the aims and objectives of these
sessions, feel free to use them instead. Look at the support
materials provided within this session as they may well be useful in
your own lessons, e.g. worksheets, PowerPoint presentations.
Sessions can act as a stand-alone lesson or can be integrated into a
series of lessons. Ideas are provided in each session.There is also
lots of room for students to be creative through the recipes
suggested. You could get your students to use a recipe writing
frame to develop their own ideas. The students’ own recipe
creations could then be prepared.

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Resources to supportEach of the 16 cooking sessions has the
following support provided:
extensive teacher guidance;
suggested recipes, although you are free to use your own;
recipe writing frames;
worksheets;
PowerPoint presentations of the recipes being made.

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Modules
Module 1: Sessions 1 to 5During these initial sessions, students
will:
become familiar with (and more confident in) the cooking
area;
learn (recap) the safe use of a knife;
use basic kitchen equipment;
use the oven safely (grill, hob, oven);
prepare a range of fresh ingredients, e.g. peeling, grating;
weigh and measure ingredients.
Sessi What will students learn? Suggested recipes
on
1 Knife skills (Bridge hold/Claw grip), Basic equipment, FruitFruit fusion
and vegetable preparation, e.g. peeling Dippy divers
2 Knife skills, Grater, Wider ingredient preparation, Using Pizza toast
the grill Croque-monsieur
3 Weighing and measuring (flour, sugar, syrup), Using the Flapjacks
hob (leading to the melting method), Combining and Granola bars
mixing, Using the oven (baking)
4 Weighing and measuring (vegetables / liquid), Knife skills Vegetable chowder
(slicing, dicing), Vegetable preparation, e.g. potato, leek, Minestrone
Using the hob (boiling, simmering), Blending (optional) Spicy tomato soup
5 Weighing and measuring, Combining (all-in-one method), Courgette and
Preparation of fillings, e.g. grating, slicing, crushing, cheese muffins
Dividing evenly between cases, Using the oven (baking) Fruity muffins
Mini-carrot cakes
Module 2: Sessions 6 to 10During these sessions, students will:
use the grill, hob and oven – often simultaneously;
weigh and measure ingredients accurately;
combine and mix ingredients together carefully (forming
dough);
learn about the rubbing-in method;
make a savoury white sauce;
divide mixtures, cut and shape dough;
prepare a range of fresh ingredients, e.g. grating,
spreading;
use electrical equipment, e.g. hand-held whisk, food
processor;
prepare equipment for cooking.
Sessi What will students learn? Suggested recipes
on
6 Weighing and measuring, Rubbing-in, Preparation of Apple and sultana
fillings, e.g. peeling, slicing, Layering ingredients, Using crumble
the oven (baking) Courgette, red
pepper and cheese
crumble
7 Weighing and measuring, Preparation of fillings, e.g. Cheesy scones
cutting, grating, Rubbing-in, Forming a dough, Shaping Rock cakes
and cutting, Using the oven (baking) Scone based pizza
8 Weighing and measuring, Knife skillsIngredient Cous cous salad
preparation, including meat, fish or alternatives, Use of Layered pasta salad
the hob (cooking pasta, potato, rice), Make a simple
dressing (optional), Combining, layering, presenting
9 Weighing and measuring, Use of the hob (boiling, Macaroni cheese
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 simmering), Preparation of other ingredients, e.g. Tuna and broccoli
grating, Making a roux sauce, Cooking pasta (and pasta
draining), Combining sauce and pasta, Gratiné (use of
grill or oven)
10 Weighing and measuring, prepare a range of ingredientsKoftas
for fillings, e.g. peeling; handle ingredients safely, e.g.Spicy bean burgers
meat and fish preparation; combine ingredients uniformlyFish & veg stack
to the correct consistency; use a food processor to
prepare ingredients; shape and form ingredients; use the
oven or grill safely;

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Module 3: Sessions 11 to 16During these sessions, students will:
prepare a range of meals – becoming more confident
cooks;
learn how to make a range of sauces/bases;
demonstrate their safe use of a knife and other small tools
and equipment;
handle raw meat safely (high risk foods);
develop a greater awareness of time planning;
prepare a range of fresh ingredients, e.g. peeling, slicing.

Sessi What will students learn? Recipes

on
11 Weighing and measuring, Knife skills, Making a Classic tomato ragu
tomato based sauce (ragu), Use of hob (boiling, Ratatouille
simmering)
12 Weighing and measuring, Knife skills, Spinach, potato and
Preparation of ingredients, including meat, fish chickpea curry
or alternatives, Use of the hob (simmering) Thai green chicken curry;
Lamb korma
13 Weighing and measuring, Combining (creaming Dutch apple cake
method), Fruit preparation, Lining a cake tin, Marble pear tray bake
Using the oven (baking)
14 Weighing and measuring Knife skills, Preparation Mushroom risotto
of a range of ingredients, Cooking rice, Use of Savoury rice
the hob (simmering)
15 Weighing and measuring, Knife, Ingredient Sizzling stir-fry
preparation, Using a hob (stir-frying) Fajitis
16 Weighing and measuring, Knife skills, Shepherd’s pie
Preparation of meat or alternatives, Making a Quick ‘V’ lasagne
meat or alternative base, Cooking potato, pasta Spaghetti bolgnese
or rice, Use of the hob (simmering) and /or use of
the oven (baking)

Through experiencing these 16 sessions, students should be

confident and competent in preparing and cooking a range of
different dishes, plus have the skills and knowledge to adapt these
for the future.

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ObservationsFor each of the three modules, students’
practical capability should be assessed in preparing and cooking a
range of dishes, using different pieces of equipment. This
observation should be carried either throughout the module or at
the end.To help, an observation sheet for each of the three
modules is provided. Each of these sheets is based on the aims and
objectives of the sessions within a module.

The observation is based around 5 key criteria:

Organisation;
Hygiene and safety;
Food preparation skills;
Cooking;
Final dish.

There is no need to grade each of the 5 criteria - simply indicate

that the student has met each criterion. For students with special
educational needs, you will need to judge that they have
experienced aspects of the 5 criteria. Your professional judgement
is final.
The observation sheets can be used in lots of different ways. Some
teachers have asked students to use it to record their own
progress, while others have used it for peer-reviewed work.

When you have completed your observation, you will need to log-in
to the Licence to Cook website and click the ‘check box’ for each
student, indicating that they have been successful.
Note: If the cooking work is being completed at another venue,
they will need to be given the observation form in advance to
complete. Once finished, the form should be returned to you for
you to enter details on the Licence to Cook website.

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On-line tutorials I
There is one on-line tutorial to be completed by students for each
cooking Module. These should be taken during or at the end of the
module. These tutorials should be completed in Module order, i.e.
1, 2 and finally 3. See page 22 for further details about on-line
tutorials, including differentiation.These tutorials are based on
generic leaning objectives and cooking experiences, rather than
specific recipes. They review the underpinning knowledge and
understanding.

Diet and nutrition, wise food shopping

and hygiene and safetyOverviewThe other 3
learning areas, diet and nutrition, wise food shopping and hygiene
and safety, are the theory content of the programme. These can be
taught at anytime through face-to-face teaching sessions and on-
line tutorials. You may wish to teach these before, during or after
the cooking sessions - the choice is yours. The learning areas can
be taught in any order. They have been designed to be flexible and
allow you to decide on the best approach to use. These areas are
also referenced in each cooking session, to ensure that messages
are understood and implemented in practice.For each learning
areas there are:
1 face-to-face teaching session, which comprises a lesson
ideas, PowerPoint presentations and student worksheets;
2 on-line differentiated tutorials - which are taken by the
students in sequential order (or equivalent).

The minimum time allocated to cover this aspect of the course is 8

hours. This can be delivered by allocating:
3 hours for running 3 x 1 hour face-to-face sessions (see
page 19);
5 hours for students to undertake the online tutorials, from
all 4 learning areas (see page 20).

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Learning content
Learning area Content
Diet and Eatwell plate model (groups, food, composite
nutrition dishes, link to nutrients, application of theory in
planning)
8 tips for a healthy diet
Needs – linked to menu planning/product
development
Wise food Before you shop:
shopping Planning, shopping list
Where to shop? (markets, shops,
supermarkets, growing at home)Budgets
and money
Your own skills, equipment and kitchen
Where food comes from
While you shop:
Food labels, e.g. use of information
Seasonal/local
Environmental issues, e.g. food miles,
packaging
Advertising/marketing
Comparisons (money, nutrition, time, pack
size)
Value/Choice (informed)

After you shop:

Time
Storage (where, shelf-life and date marks)
Left-overs (storage) and waste
Preparation and cooking (using staples,
grating)
Hygiene and Personal hygiene (getting ready to cook)
safety Date marks and safe storage of food
Cooking food – making sure things are cooked,
e.g. chicken (juices running clear), minced meat
(not red)
Avoiding cross-contamination
Chilling, heating and reheating (in practice)
Foods not suitable for groups, e.g. raw eggs,
unpasteurised milk/cheese, meat/chicken, fish
(upper limits) – due to a bacterial reason, rather
than nutrients
Advanced: food poisoning bacteria -
types/conditions for growth

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Face-to-face teaching sessionsThese sessions
have been devised to enable you to deliver three different theory
lessons related to the Licence to Cook programme. These have
been developed to ensure accuracy and consistency throughout the
programme, as well as to reduce the time you need to spend
creating new teaching materials. The lesson, and its materials, can
be used as devised, or elements may be selected to embed into
your current plans. The choice is yours. It is suggested that a
minimum of 1 hour should be spent on each learning area, i.e. 3
hours in total. This will provide a foundation for future work in these
learning areas.Face-to-face content
Learning area Materials
Diet and nutrition Lesson ideas
The eatwell plate
The 8 tips
Healthy eating in action
Eatwell Plate Model PowerPoint
Worksheets
Wise food Lesson ideas
shopping Going shopping
Money matters
Influences
Shopping wisely PowerPoint
Worksheets
Hygiene and Lesson ideas
safety Personal hygiene
Storing food
Cooking safely
Personal hygiene PowerPoint
Food safety PowerPoint
Worksheets

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On-line tutorials II
Each of the 4 learning areas has a number of on-line tutorials for
students to complete. These have been developed to provide an
up-to-date way of delivering the different learning areas in a
consistent way. There are 9 tutorials for students to complete.
These comprise:
3 basic cooking skills tutorials (1 per module);
2 diet and nutrition tutorials;
2 wise food shopping tutorials;
2 hygiene and safety tutorials.

The basic cooking skills tutorials should be completed at the end of

each cooking module. These tutorials support the learning
objectives of the practical cooking work. The diet and nutrition,
wise food shopping and hygiene and safety tutorials can be
completed in any order and at any time. However, the tutorials
within each learning area should be completed in sequential order,
i.e. tutorial 1 completed before tackling tutorial 2. Differentiated
tutorials for each learning area are available to meet the needs of
different students. This supports students’ personal learning. When
you create a student record in the Licence to Cook web-site you will
need to set the capability level that best suits their requirements.
You can change this at any time, for example, you may wish to
provide something more challenging for some of your students.

The differentiated tutorials are provided at the following

capabilities:
Licence to Cook Tutorial overview
capability
1 SEN (P1-3) Images only.
2 SEN (P4-8) Keywords only, supported with
images.
3 Entry level. Key facts, with images.
4 Standard Sentences, paragraphs and images.
5 Intermediate Extended information.
6 G&T/ Detailed concepts, with additional
Advanced information.

Each tutorial comprises:

screens containing factual information and images;
a number of interactive activities;
multiple choice questions, based on the factual
information presented.

Students can log-in and play any tutorial at any time. However,
they will not be able to undertake the multiple choice questions,
unless you allow them. This function has been created to prevent
students completing all the multiple choice questions, for all
tutorials, in other lessons or at home.Ideally, tutorials should be
taken under teacher (adult) supervision. You may need to pre-book
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your school’s ICT facilities if you wish to complete the tutorials as a
class. Alternatively, if you have ICT access in your teaching
classroom, students could undertake the tutorials in rotation, while
others complete complementary activities. Another option is to
download the tutorials and use these in your normal teaching. You
will need to decide how best this works in your school. For those
students that need one-to-one support, the multiple choice
questions can be taken orally. All students need to log-in using their
unique username and password to access the tutorials.

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Multiple choice questionsDepending on the differentiated
tutorial a student is taking, a number of multiple choice questions
will be presented.Each question has a similar format:
a question, sometimes accompanied with an image;
4 possible answers.

To pass the tutorial, the student must answer all questions

correctly. If they answer any questions incorrectly, they will be
prompted to answer these questions again. If they answer any of
these questions incorrectly, they will need to start the tutorial from
the beginning and repeat the questions. When they pass the
tutorial, they will be notified and their progress bar will be updated.
Your teacher records will also indicate that they have been
successful.

Non-ICT route
If you do not have access to ICT, or students cannot use ICT due to
their special needs, then alternative provision can be made for
them to undertake the tutorials.

For example you could use:

the differentiated tutorials and multiple choice questions
based on the on-line tutorials can be downloaded and
photocopied for use in the classroom;
your own teaching materials, ensuring that you are covering
the underpinning knowledge for the four learning areas.

National Curriculum Assessment

As Licence to Cook is an entitlement programme, and therefore
could be delivered outside of the formal curriculum, specific links to
National Curriculum (NC) attainment targets have not been made.

However, we recognise that a majority of schools will be

implementing Licence to Cook through Key Stage 3 Design and
Technology: food. Therefore, the following chart provides guidance
on how Licence to Cook capability (which can be set for student’s
online tutorials and final ‘mark’) can link to NC attainment targets.
It should be stressed that NC attainment targets needs to take into
account the whole of a students experience in Design and
Technology, not just what they receive through the Licence to Cook
programme.

NC Licence to Comments
Attainment Cook
target capability
P levels 1 SEN Images only.
P levels / 1 2 SEN Keywords only, supported with
images.
2-3 3 Entry level. Key facts, with images.
4 4 Standard Sentences, paragraphs and
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 images.
5-6 5 Intermediat Extended information.
e
7+ 6 G&T/ Detailed concepts, with
Advanced additional information.

You will need to use your professional judgement to decide how

you link the assessment opportunities provided in Licence to Cook
to your Scheme of Work. These include focusing on practical
cooking skills (through observation) and the application of theory
through differentiated tutorials.

Further guidance will be published and your local Lead Practitioner

will be able to provide additional support.

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Sources of further informationBritish Nutrition
Foundation www.nutrition.org.ukCurriculum online
www.curriculumonline.gov.uk
Design and Technology Association
www.data.org.ukDCFS
www.dcfs.gov.ukFood - a fact of life
www.foodafactoflife.org.ukFood in schools
www.foodinschools.orgFSA
www.food.gov.uk
www.eatwell.gov.uk

Growing schools
www.teachernet.gov.uk/growingschools
Healthy Schools
www.healthyschools.gov.uk
Let’s Get Cooking www.letsgetcooking.org.uk

Licence to Cook www.licencetocook.org.uk

Specialist Schools and Academies Trust
www.specialistschools.org.uk

Acknowledgements This guidance has been

developed by the British Nutrition Foundation, the Design and
Technology Association and the Specialist Schools and Academies
Trust on behalf of the Department for Children, Schools and
Family.© Crown copyright 2008

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