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Stay 3E culinary course

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    ‘Stay 3E-healthy cooking and eating’ course

    Content:

    1. Course description.....................................................................................................3
    2. Course objectives.......................................................................................................3
    3. The methodology of the course....................................................................................4
    4. Course content:.........................................................................................................5
      • Chapter 1: Nutrition: Trend or a necessity?.............................................................5
      • Chapter 2: Stay 3E diets’ reports...........................................................................5
      • Chapter 3: Ecological products in Stay 3E regions....................................................5
      • Chapter 4: Healthy eating rules.............................................................................6
      • Chapter 5: Stay 3E culinary classses.......................................................................6
      • Chapter 6: Stay 3E regional recipes.......................................................................6
      • Chapter 7: Culinary course evaluation....................................................................6
    5. Expected outcomes.....................................................................................................7
    6. Course evaluation
    7.  Appendices:
    1. Lessons plans on balanced nutrition developed at ‘Stay 3E in ecology stage’.
    2. A collection of ‘Stay 3E diets’ reports.

    3.1. ‘Stay 3E eco-products’ posters.

    3.2. ‘Stay 3E eco-products’ basket.

    4.1. Healthy eating rules.

    4.2. Good nutrition in practice.

    5. Lesson plans 'Maths in the culinary classroom'.

    6. Stay 3E cookbook.

    7. Course evaluation tools.

    I. COURSE DESCRIPTION

    ‘Stay 3E healthy cooking &eating’ course is dedicated to pupils aged 6-13. It is a joint product of the project  realized from 2016 to 2018 ‘Stay 3E- stay eco-friendly, entrepreneurial, European’ by a group of teachers within the European partnership:

    The course covers a set of theoretical and practical lessons, during which pupils apply acquired knowledge in various school subjects, e.g. Maths, Science, English, Art to practice in compliance with hygiene and savoir-vivre rules.

    The course is planned to be realized either on the curriculum or/ and in extra classes. It is optimally planned for 4 45-lesson-units monthly. It encompasses 7 chapters that constitue the framework guidlines and resource pack and can be found useful for the teachers/ schools  willing to introduce culinary  course into the curriculum at the primary school. It can be easily adapted to pupils aged from 6 to 15 due to two age and language levels lesson plans and other materials.

    II. THE OBJECTIVES OF THE SYLLABUS:

    Teachers will:

    • Create the meaningful and real-life context for applying interdisciplinary theoretical knowledge to practice by pupils
    • Provide the effect of synergy by organising interdisciplinary classes (CLIL elements)
    • Stimulate pupils to live a healthy lifestyle
    • Develop pupils’ interests in healthy cooking and acquiring life skills

    Pupils will:

    • Analyze factors that influence nutrition and wellness across the life span- Stay 3C‘conscious purchasing food products, conscious cooking, conscious eating
    • Develop life skills
    • Make dishes that meet quality standards
    • Know and follow lab rules
    • Raise awareness of culinary differences across European cultures
    • Demonstrate food safety and sanitation procedures

    III. The methodology of the course

    The course is geared towards enforcement of child’s learning process via using various methodologies. It is assumed that the child should possess life skills such as working in groups, making choices, undertaking responsibilities, making right choices as for healthy lifestyle and healthy culinary practice provided all the objectives are met and relevant pupils and teachers’ roles performed.

    The roles of the teacher:

    • an initiator
    • a coordinator
    • a facilitator

    promoting foremost a child’s creativity and engagement.

    The role of the child:

    • an active participant
    • a co-author of the course initiatives
    • a receiver
    • an observer

    The methodologies to be used:

    • students-centered approach
    • hands-on practice
    • brainstorm
    • discussion
    • selecting/catagorising/collecting the data
    • problem solving
    • group/pair work
    • high-tech approach

    IV. Course content

    1.’Nutrition-trend or a necessity?’ –the chapter provides a series of lesson plans dedicated to the topic of contemporary trends in diets across the Stay 3E countries and stresses the importance of good nutrition.

    At ‘Stay 3E in ecology’ stage Stay 3E teachers taught a series of lessons to pupils about healthy eating, they learnt about contemporary eating habits. The schools held workshops on healthy diet to increase pupils’ nutritional awareness and its impact on human well being.

    Resource pack:

    2.’Stay 3E diets’reports’-the chapter contains the sample results of one of the tasks completed by Stay 3E pupils at ‘Stay 3E in ecology’ stage: ‘ Stay 3E diet report’. While doing the task pupils made a record of their daily diet and compared it with the food pyramid. The task’s evaluation was carried out by the means of multimedia presentations.

    Resource pack:

    • A collection of ‘Stay 3E diets’ reports. Source: App. 2
    • Sample web-based resources: 'A food pyramid' video

    3.’Ecological products in Stay 3E regions’- the chapter includes the products of ‘Stay 3E in entrepreneurship’ stage. The collection of the materials can be used as context for introducing the following topics: ‘Healthy eating in relation to regional products’, ‘Conscious shopping’, ‘European regions as the source of good nutrition’, the introduction of  entrepreneurship to pupils at a primary level. The research across Stay 3E countries provides concrete source of evidence to elaborate on with the pupils.

    Resource pack:

    • ‘Stay 3E eco-products’ posters in which Stay 3E pupils present ecolgical products typical for their region. Source: App. 3.1
    • ‘Stay 3E eco- pruducts' basket’-a collection of Stay 3E multimedia presentations in which pupils present the results of their research on local products’ prices. Source: App. 3.2

    4.’Healthy eating rules’

    Resource pack:

    5.‘Stay 3E culinary classes’-the chapter provides the lesson plans for culinary classes that were taught to Stay 3E pupils throughout the realisation of ‘Stay 3E’ project. In the attachement to the lesson plans one can find multimedia presentations, photos, worksheets, as the materials and the results of the classes.

    Resource pack:

    • Lesson plans for culinary classes: 'Maths in the culinary classroom'. Source: App. 5

    6.Stay 3E recipes-the chapter contains a cookbook with a compilation of the recipes from all the partner countries.

    Source: App. 6

    7.Culinary course evaluation- the chapter provides the tools that can be used to evaluate the course. Source: App. 7

    V. Expected outcomes

    After the course completion the pupil can:

    • apply knowledge to practice across different subjects on the curriculum: Maths, English/Science/Art
    • make and serve dishes that meet quality standards in compliance with hygiene and savoir-vivre etiquette
    • share acquired knowledge with other participants
    • differentiate the sources and the quality of food products
    • determine nutrient needs with regard to the age and sex
    • to differentiate the cusines of Stay 3E countries

    VI. Evaluation

    The evaluation aims at collecting feedback on:

    • the content of the course (the rate of the increse of the knowledge)
    •  the efficacy of the applied methodologies

    The course and the pupils’ progress will be evaluated via: surveys, quizes, interviews, culinary events-fairs, school celebrations.

    App. 1

    Balanced nutrition lesson plans

    App. 2

    Stay 3E diets' reports - compilation

    App. 3.1

    Stay 3E local organic products

    App. 3.2

    Stay 3E baskets of local organic products

    App. 4.1

    Healthy eating rules

    App. 4.2

    Good nutrition in practice

    App. 5.

    Maths in the culinary classroom

    App.6

    Stay 3E cookbook 

    App. 7

    Culinary classes - evaluation survey