Special Savoury Scones
RECIPE LESSON PLAN
Age group: 8-9 years
ENGLISH
Suggested text: King Alfred and the Cakes but if you don’t have a copy you can work from an online text
– e.g. www.talesofwisdom.com/2008/12/king-alfred-and-the-cakes,
http://www.mainlesson.com/display.php?author=baldwin&book=fifty&story=cakes.
Alternatively you will be able to apply the activity ideas to a text of your choice.
Reading – Comprehension
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ENGLAND
WALES
Develop positive attitudes to reading and
understanding of what they read by increasing their
familiarity with a wide range of books, including...
myths and legends.
Recognise and understand the characteristics of
different genres in terms of language, structure and
presentation; consider how texts change when they
are adapted for different media and audiences.
SCOTLAND
NORTHERN IRELAND
Identify and consider the purpose and main
ideas of a text.
Read, explore, understand and make use of a wide
range of traditional... texts; begin to be aware of how
different media present information, ideas and events
in different ways.
Read the story of King Alfred burning the cakes (widely available on the internet).
Talk about the genres of myths and legend.
Look at different versions of the same story. What is the same in the two stories? What things are different?
Encourage the children in groups to research online or in books:
• this story’s origins
• King Alfred
• other stories and rhymes that originate from royalty or dignitaries – e.g. The Grand Old
Duke of York
• scones as compared with cakes.
After a period of time ask each group to share their findings.
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Reading – Word Reading
ENGLAND
WALES
Apply their growing knowledge of root words, prefixes
and suffixes (etymology ad morphology) as listed in
English Appendix 1, both to read aloud and to
understand the meaning of new words they meet
Read further exception words, noting the unusual
correspondences between spelling and sound, and
where these occur in the word.
Develop and use a variety of strategies to enable
them to spell correctly.
SCOTLAND
NORTHERN IRELAND
Spell the most commonly-used words, using their
knowledge of letter patterns and spelling rules and use
resources to help them spell tricky or unfamiliar words.
Use a variety of skills to spell words correctly.
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Play ‘Which is the Right Spelling?’
• Write these words based on the recipe on the board: pour, pore, poor; stur, stir, steer; bacon,
baking, baiking; weigh, way, whay; bowl, bole, boal; dough, doe, dow; grease, greece, greese;
great, grate, grait.
• Ask the children to select the correct spelling of the word in the context of the recipe. If necessary
read out the sentence from the recipe to reinforce the context.
• Reinforce the importance of correct spelling in writing. Explain that although words may sound
the same, they may have different spellings and meanings.
Using dictionaries to check the meaning of words that they have read
• As an extension to the previous activity, ask the children to look up some of the words in a dictionary to find
out which are real and which invented.
Writing – Transcription, Composition + Vocabulary,
Grammar and Punctuation
ENGLAND
WALES
Draft and write by composing and rehearsing sentences
orally (including dialogue).
Read aloud their own writing, to a group or the whole
class.
Sentence level: fronted adverbials .
May also involve: Plan their writing; Evaluate and edit;
Proof read for spelling and punctuation errors;
Increasing the legibility, consistency and quality of their
handwriting.
Use the characteristic features of literary and nonliterary texts in their own writing; use the standard
forms of English: nouns, pronouns, adjectives,
adverbs, prepositions, connectives and verb tenses.
SCOTLAND
NORTHERN IRELAND
Write independently, use appropriate punctuation
and order and link their sentences in a way that
makes sense.
Write for a variety of purposes and audiences, selecting,
planning and using appropriate style and form; develop
increasing competence in the use of grammar and
punctuation to create clarity of meaning.
Revisit the story of King Alfred and ask the children to retell it, replacing ‘cakes’ with ‘scones’ to change the
story slightly.
• Keep the basic story the same: a king on the run, needing to rest, asked to watch some scones baking,
gets carried away with his thoughts, gets into trouble for letting them burn.
• Take each of the short phrases used above and write five expanded sentences, using a fronted adverbial
and correct punctuation for each one. For example:
• Having escaped from his enemies, the king was on the run.
• Feeling totally exhausted, he needed to find somewhere to rest.
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• Later that day, he was asked by a woman to keep watch while some scones were baking.
• Totally carried away by his thoughts, he forgot to watch the scones and they burned.
• Finally, on discovering the burnt scones, the woman scolded the king for his lack of care.
Expand these five sentences into a longer story, making good use of nouns and adjectives and also
thinking about possible alternative endings to the story – e.g. Did the woman forgive him? Did she get
very cross? Did she find something else for them to eat? Maybe a neighbour helped out, or the woman’s
children baked some more scones for them all.
Ask the children to draft their new ideas as a plan, then write their new ending to the story.
Ask selected children to read their stories aloud to celebrate the correct use of grammar as well as the
different and new content ideas.
MATHS
Number
ENGLAND
WALES
Number and place value – Count in multiples of 25
and 1000.
Solve number and practical problems... with
increasingly large positive numbers
Understand place value in relation to the position of
digits; multiply and divide numbers by 10 and 100.
SCOTLAND
NORTHERN IRELAND
Students can investigate how whole numbers are
constructed, can understand the importance of zero within
the system and can use their knowledge to explain the link
between a digit, its place and its value.
Pupils should be enabled to develop an understanding of
place value up to two decimal places; use this to multiply
and divide numbers by 10 and 100.
Measurement
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ENGLAND
WALES
Convert between different units of measure.
Understand the relationships between units, and
convert one metric unit to another.
SCOTLAND
NORTHERN IRELAND
Students can use the common units of measure, convert
between related units of the metric system and carry out
calculations when solving problems.
Pupils should be enabled to understand the relationship
between units and convert one metric unit to another;
use the four operations to solve problems.
The quantities in this recipe, Special Savoury Scones, lend themselves to counting in multiples of 25 and
1000, so they make a good basis for reinforcing children’s knowledge.
Use the numbers they are meeting in the recipe as the basis for a mental maths game, using individual
whiteboards.
Start by drawing the children’s attention to the milk measurement of 125ml. Ask them such questions
such as these:
• If I have one tablespoon which holds 25ml, how many do I need to have the right amount
of milk? [5]. Count in 25s to work it out.
• Consider measurement– e.g. 1 litre is 1000 ml.
How many ml is 2 litres [2000ml] etc.
How many is 10 litres? [20,000ml].
Introduce the word ‘mille’ (Latin for 1000). Talk about millilitres and millimetres, both representing
1000th of the whole (litre and metre).
Slightly confusingly, the word kilo also means 1000 – this is from the Greek – so a kilogram is 1000 grams.
How many 25g in 250g of flour? [10]
How many 25g in 75g cheese? [3] How many in 750g? [30]
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Fractions
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ENGLAND
WALES
Recognise and show, using diagrams, families of
common equivalents in fractions.
Add and subtract fractions with the same denominator
Recognise and write decimal equivalents of any number
of tenths or hundredths.
Use fractions and percentages to estimate, describe
and compare proportions of a whole; calculate
fractions and percentages of quantities.
SCOTLAND
NORTHERN IRELAND
Students can show the equivalent forms of simple
fractions, decimal fractions and percentages and can
choose the preferred form when solving a problem,
explaining their choice of method.
Pupils should be enabled to understand and use
vulgar fractions, decimal fractions and percentages
and explore the relationships between them.
The mixture in the recipe makes eight to ten scones.
Ask the children questions about the quantities in the recipe to reinforce learning about fractions.
For example:
• If I make 8 scones and keep one myself, how can we write that down as a fraction? [1/8]
• If I keep 2 scones, how do we write that as a fraction? [2/8] Now teach that this may
be written as ¼.
• Write down all the fractions up to 8/8 (1 whole – all of it).
• Then work out number problems based on the scones – e.g. if I eat 2 scones and you eat 2
scones, how many of the whole batch will we have eaten? [half, 4/8]
• Play around with the numbers, using pictures of individual scones or play scones.
As reinforcement to the teaching of decimals, challenge the children to write out the
measurements as decimals, 75g being 0.075kg and 125ml being 0.125 litres.
SCIENCE
Working Scientifically
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ENGLAND
WALES
Asking relevant questions and using different types of
scientific enquiry to answer them.
Using all their senses; they should be encouraged to
enjoy learning by exploration, enquiry, experimentation,
asking questions and trying to find answers.
SCOTLAND
NORTHERN IRELAND
Through experimenting and carrying out practical scientific
investigations and other research, children: ask questions,
carry out experiments, observe, collect, measure and
record evidence, present and report on findings.
Asking questions about why things happen
Selecting most appropriate method for a task
Using a range of methods for collating, recording
and representing information.
Ask the children to think back to the story of Alfred burning the cakes.
Ask them to think about how they would plan a practical enquiry into the burning of the cakes – stress the
importance of varying only one constant at a time.
• What might happen if we change the cooking time, keeping everything else the same? First
think about making it longer; then about making it shorter.
• What might happen if we vary the temperature but keep everything else the same? What if we
make it hotter? What if we make it cooler?
Ask them to predict the results and discuss.
If it is possible to carry out such tests in groups, do so. Encourage close observation, note taking and
recording of results in order to draw conclusions.
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States of matter
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ENGLAND
WALES
Compare and group materials together, according to
whether they are solids, liquids or gases.
Observe that some materials change state when they
are heated or cooled.
The properties of solids, liquids and gases and how the
particle model can be used to explain these properties
and percentages of quantities.
SCOTLAND
NORTHERN IRELAND
Make and test predictions about solids dissolving
in water.
identify similarities and differences between living
things, places, objects and materials.
Play a game with the four ingredients for Special Savoury Scones (flour, butter, cheese, milk) in a large
space such as the school hall or outside. If space is a problem you could select groups to do the running
while others judge if they have run to the correct base.
Make three bases in the space – one each for gas, liquid and solid.
• Call out the ingredients in turn and get the children to run to the appropriate base. Play several
times, adding other ingredients from previous recipes if appropriate.
• Then play the game again, saying that this time that you are putting the ingredients in the
freezer first.
• Play the game a third time, saying you have applied heat to each of the ingredients. Encourage
the children to predict what they think might happen.
• If possible demonstrate these different states to the children and see if they were right. Explain
and prove that with the butter or margarine the state is reversible – it goes from solid to liquid
when heat is applied, then back to solid again once it is cool. The milk is also reversible – it goes
solid when frozen, but becomes liquid again once thawed.
HISTORY
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ENGLAND
WALES
The Viking and Anglo-Saxon struggle for the Kingdom
of England to the time of Edward the Confessor.
Begin to understand past events, people and places.
Begin to identify differences between ways of life at
different times.
SCOTLAND
NORTHERN IRELAND
broaden their understanding of the world by
learning about human activites and achievements in
the past and present.
Movements of people in the past, for example, Romans,
Celts, Vikings.
Voyages of exploration in the past, present and future.
This could be the basis for several weeks’ work, depending on the level at which you want to link this
recipe with project work.
King Alfred (849–899AD) was the only English king to be known as ‘the Great’, yet the thing he is best
remembered for is not something very great – burning some cakes! Using a range of sources, including books
and the internet, ask the children to find out more about this historical figure and see if they can decide
whether or not he deserves the title ‘the Great’. www.bbc.co.uk/schools/primaryhistory/anglo_saxons and
www.bbc.co.uk/history_figures/alfred_the_great are both excellent resources for a fuller account of the history
of this period, the first site also containing lots of good ideas for teachers and pupils.
tesco.com/eathappyproject
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