Design and technology at key stages 1 and 2    (Year 3)

Design and technology: Units 5B 'Bread', 5D 'Biscuits'

Science: Units 4A 'Moving and growing', 5A 'Keeping healthy'

Information technology: Units 3C 'Introduction to databases', 4D 'Collecting and presenting information: questionnaires and pie charts', 5B 'Analysing data and asking questions: using complex searches'

Mathematics: Number (equivalent)

Literacy: Examine how text is organised and laid out in recipes eg highlight the use of imperatives and the importance of sequence, comparing them with other instructional texts. Link this to children's writing. Teach children to identify the key elements of their design and product in order to be able to evaluate their work

History: Unit 9 'What was it like for children in the Second World War?' (food rationing)

Content

• Explain to the children the difference between tasting and eating.
• Make a list of words to describe appearance, taste, smell and texture. This will help children when choosing words to express their opinions.
• Ask the children to make their comments on appearance and smell before the sandwiches are cut up. Provide cups of water for the children to rinse their mouths between tasting.
• Use discrimination tests as well as preference tests.
• If the children decide on unusual combinations, make sure they develop a prototype and test a small amount first on a piece of bread rather than wasting large quantities of food.
• The 'balanced plate' HEA (Health Education Authority) model is currently widely adopted to teach healthy eating messages. 'The Balance of Good Health' is a tilted plate with a knife and fork. It is split into the following five segments to represent five food groups:

  - bread, other cereals and potatoes (33%)
  - fruit and vegetables (33%)
  - milk and dairy foods (15%)
  - meat, fish and alternatives (12%)
  - foods containing fat/foods containing sugar (8%)

  The key message of this unit is the balance of foods which should be consumed to achieve a healthy diet. It is not necessary to achieve the balance shown at every meal, or even every day. The balance could be achieved perhaps over a week or two. A positive approach should be used.

  Encourage a wide variety of foods. No food is 'bad' unless it is contaminated. Encourage children to eat wholemeal, brown or high-fibre breads where possible. Try to avoid adding too much fat eg thickly spread butter.

When carrying out a risk assessment for this activity, teachers will need to consider the materials, tools and equipment being used.

In addition, the following points should be noted:

• parental permission should be sought before tasting sessions in order to identify any dietary or cultural requirements for consideration eg nut allergy
• hygiene practices should be observed eg surfaces cleaned down and wiped with antibacterial cleaner; a plastic table cover kept for food activities and used to cover wooden/old tables; aprons provided for food preparation; access to hand-washing and washing-up facilities and appropriate storage facilities for food
• children should be taught safe practices in relation to equipment eg the oven, knives

Schools could create links with local shops or supermarkets. Some shops might be prepared to exchange food products for evaluating purposes in return for displays of children's work.

Children could survey family preferences with regard to sandwich choice.