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.
Plan
1.
2.
3.
4.
5.
6.
7.
8.
9.
Introduction Week 1
11.00 am. Introduction of staff and young people.
11.05 am. Fire procedure, Toilets
11.10 am. Ice breaker: fruit salad
11.20 am. Caroline to demonstrate making smoothies and
explain the 5 a day principle, yp make smoothies.
12.30 pm. Health and hygiene, food hygiene.
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,
1.00pm. Favourite starter, main course and pudding
(homework- internet or books)
1.20pm. Registration forms – give out and explain that
they need completing by a parent or guardian
1.25pm Evaluation on flip chart.
Food we would like to make
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Pizza
Pasta
Chinese chicken
Cookies – Chocolate chip
Buns
Mexican – Fajitas
Kebabs
Week 2
Venue 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 2
Criteria-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
5..00
5.05
5.10
5.15
5.25
5.35 –
6pm
6 -7
staff
C
B
C
B
C
C
activity
Intro of staff and young people
Ice Breaker – name game
Fire Procedure and toilets
Discussion re ground rules
Health and safety in the kitchen
Demonstration of three varieties of baked product by Caroline
CBV
7pm
7.15
7.30
B
C
Three groups simultaneously cooking and washing up in kitchen
area.
Eating products and reflection of learning
Tidying up duties
YP leave
How to make Smoothies Week 3
Smoothies
Carrots, pineapple, melon and apple juice
Apple, kiwi, banana, grapes and orange juice
Kiwi, banana, grapes and orange juice
Carrots, kiwi, banana and orange juice
= 33
= 47
= 45
= 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 4
Venue: - 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 teenagers
Calorie 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)
Exercise
Calorie expenditure
Typical calorie expenditure
Running (calories per hour at 8minute mile pace)
Swimming (calories per hour for
continuous laps)
Uphill walking at a 10% gradient
(calories per hour )
Rowing (calories per hour at a
moderate pace)
Cycling (calories per hour at 1214mph pace )
Jogging (calories per hour at 12minute mile pace)
Walking (calories per hour at 15minute mile pace)
9 - stone
(57kg) woman
720
11 - stone
(70kg) man
913
630
730
590
694
540
611
500
584
440
511
252
365
Fresh Pasta
Week 5
Venue: 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 Bread
Session
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 6
Aims 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 !
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Beans-: Peas and lentils known as pulses are one of the most ancient foods.
They are powerhouses packed full of vitamins and minerals and healthpromoting 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 Oil
From 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 Oil
Benefits-:
 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 Project
Work Based Project
The Project
(What do you intend to carry out?)
Project Aims and Objectives
(What do you hope to achieve and how will you
achieve it?)
Project Plan
(Give a step-by-step outline of how you will carry
out your project)
A Come Dine With Me style cookery course with young people.
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.
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 Weaknesses
Identify 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.
Inclusion
Equal 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.