Farming STEMterprise

The Farming STEMterprise project will involve children completing a range of cross‑curricular tasks in order to grow their own ingredients, develop their own British food flag pizza products, set up a British pizzeria and practise using money in a real life context.

Learning Objectives:

To describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.

Stage Overview:

In this stage, the children are introduced to their challenge: setting up a British pizzeria business. The children will choose a name and design a logo for their business before learning where a range of food comes from and building a simple food chain to show this.

Materials Needed:

• Food chain masks
• Food chain paper chains
• Food chain template

Learning Objectives:

• To find out and describe the conditions that plants need to grow and stay healthy
• To grow ingredients from seeds

Stage Overview:

In this stage, the children learn the conditions plants need to grow. This is extended to learning where pizza ingredients come from, growing them and observing which plants grow the fastest during ‘the great ingredient race’ activity.

Giving the children the responsibility for caring for their own crops provides opportunities for them to experience the challenges of farmers and business owners in a very simple way. For example, if the crops do not grow, they will not have enough ingredients to make their products which will leave them with nothing to sell.

Materials Needed:

• Tomato, onion, rocket, basil and wheat seeds (contact us at [email protected] if you would like some wheat seeds from our members’ farms)
• Compost
• Plant pots

Learning Objectives:

• To design and conduct a survey
• To present data in a pictogram

Stage Overview:

In this stage, the children are introduced to the idea of market research as an engaging and meaningful context for Maths learning. Through this, they learn how to design a simple survey to understand their potential pizzeria customers’ preferences and construct a pictogram to display their findings.

Materials Needed:

• Tally chart template
• Squared paper

Learning Intentions:

• To design a healthy balanced meal
• To add together two two‑digit numbers

Stage Overview:

In this stage, the children think about eating healthily and the nutrients included in each food group. Using this learning, they are then challenged to use a range of seasonal ingredients to design a food flag pizza that they can sell in their British pizzeria businesses.

Materials Needed:

• British food flag template

Learning Intentions:

• To produce a food product
• To recognise, find, name and write simple fractions of a shape

Stage Overview:

In this stage, the children will make the food flag pizza that they have designed using the ingredients that they have been growing. This is an excellent opportunity to provide children with meaningful, real⁢life opportunities to apply their Maths learning. The ’Maths with meaning’ section provides ideas that could be used to teach or reinforce some of the Year 2 learning objectives in a practical way.

Materials Needed:

• Food flag pizza recipe
• Topping ingredients that the children have grown
• Additional topping ingredients that the children wish to add to their pizzas
• Weighing scales
• Measuring jugs
• Mixing bowls
• Vegetable knives
• Chopping boards
• Tablespoons
• Teaspoons
• Mixing spoons

Learning Intentions:

• To promote a pizzeria
• To design and make takeaway packaging

Stage Overview:

In this stage, the children use their Design & Technology skills to design and make takeaway packaging and promotional material for their British pizzerias. cross‑curricular English opportunities are built in when the children plan and perform their own television advertisements.

Materials Needed:

• Food advertisements from magazines
• Coloured paper and card
• Pencil crayons / felt tip pens

Learning Intentions:

• To combine amounts of money to make a particular value
• To find different combinations of coins that equal the same amounts of money
• To give change

Stage Overview:

In this stage, the children will set up their pizzerias and practise working with money and paying for items using different combinations of coins. To add more real‑life context, this stage could be completed as an after school event that parents could be invited to.

Materials Needed:

• Play coins

The Farming STEMterprise project will involve children completing a range of cross‑curricular tasks in order to grow their own ingredients, develop their own food and non⁢food products, set up a farm shop business and calculate with money in an engaging, real‑life context.

Learning Objectives:

To identify and describe the functions of different parts of flowering plants.

Stage Overview:

In this stage, the children revise their Year 2 Science learning with an active Vertical Relay starter (concept from Talk‑less teaching by Isabella Wallace and Leah Kirkman) and build on this to independently research the functions of the different parts of a flowering plant. Opportunities for practical learning and meaningful Maths are built in when the children grow their own broad bean plants and observe them at regular intervals to complete their bean diaries.

Materials Needed:

• Unlabelled flowering plant diagrams (one for each group)
• Expert stickers (to assign some children to be stem, root, leaf and flower experts)
• Plant information sheets
• Non‑fiction books on plants / access to the internet
• Broad bean seeds
• Water
• Measuring jugs
• Glass jars
• Kitchen roll
• Bean diary sheets

Learning Objectives:

• To grow herbs from seeds
• To write a descriptive poem

Stage Overview:

In this stage, the children revise their learning on what plants need to grow and plant their own herb seeds to use in a future stage to flavour their bread dough. Giving the children the responsibility for caring for their own crops provides opportunities for them to experience the challenges of farmers and business owners in a very simple way. For example, if the crops do not grow, they will not have enough ingredients to make their products which will leave them with nothing to sell. A cross‑curricular writing opportunity is planned in when the children use video clips to inspire them to write shape poetry from the perspective of a growing plant.

Materials Needed:

• Herb seeds - basil and parsley work well
• Compost
• Plant pots

Learning Objectives:

• To design and conduct a survey
• To present data in a pictogram

Stage Overview:

In this stage, the children are introduced to the idea of market research as an engaging and meaningful context for Maths learning. Through this, they learn how to design a simple survey to understand their potential customers’ preferences and construct a pictogram to display their findings. They then work as a group to come to a final decision about which flavour of bread / flatbread their business should make.

Materials Needed:

• Tally chart template
• Squared paper
• Recipe books / access to the internet
• Bar chart template for extension

Learning Intentions:

• To design a healthy balanced meal
• To write instructions

Stage Overview:

In this stage, the children think about eating healthily and the nutrients included in each food group. Using this learning, and inspiration from recipe books and the internet, they are then challenged to consider side dishes and sandwich fillings when designing a healthy balanced lunchtime meal that they could make using the food product they planned last lesson.

Materials Needed:

• Access to the internet
• Recipe books

Learning Intentions:

• To design and conduct a fair investigation
• To explore the requirements of plants for life and growth

Stage Overview:

In this stage, the children will design and carry out their own fair tests to understand first-hand what is required for their plants to grow. Using the extra bean plants that were grown earlier in the project, the children will work in groups to investigate and observe what happens to a plant when one element is removed from its environment. This will help them to draw conclusions about the function of different parts of the plants and the requirements they have for growth and life.

Materials Needed:

• 10 bean plants (grown in stage 1)
• Question cards
• Envelopes x5
• Investigation planning grid

Learning Intentions:

To explore the part that flowers play in the life cycle of flowering plants

Stage Overview:

In this stage, the children learn about the role that the flower plays in the life cycle of a plant and begin to explore the processes of pollination and fertilisation in flowering plants. After dissecting flowers and closely examining the key parts, the children are asked to build and label a flower sculpture using recycled materials and present their learning to their peers.

Materials Needed:

• 1 flower for each pair (lilies and alstroemerias work well)
• Magnifiers
• Large strips of paper
• A range of recycled materials
• Unlabelled flower diagrams

Learning Intentions:

To understand how water is transported in plants

Stage Overview:

In this stage, the children will understand the function of the stem and learn how water is transported in plants by making a non‑food product that they can sell in their farm shop alongside the food product they will make in the next stage. The children will set up a simple observation to explore what happens to their white carnations when they are placed in coloured water and then design a product that they could make using their pressed, coloured flowers.

Materials Needed:

• White carnations (one for each child)
• Food colouring in a range of colours
• Test tubes or small vases, jars or pots (one for each child)
• A stick of celery
• Magnifiers
• Kitchen towel

Learning objectives:

To produce a food product

Stage overview:

In this stage, the children will work in their business groups to use the herbs that they have been growing, along with additional ingredients, to follow their adapted bread recipes and make their flavoured bread product. This is an excellent opportunity to provide children with meaningful, real‑life opportunities to apply their Maths learning. The ’Maths with meaning’ section provides ideas that could be used to teach or reinforce many of the Year 3 learning objectives in a practical way.

Materials Needed:

• Herbs that the children have grown
• Basic bread recipes that have been adapted by the children
• Additional ingredients that the children wish to add to their bread dough
• Weighing scales
• Measuring jugs
• Mixing bowls
• Vegetable knives
• Tablespoons
• Teaspoons
• Mixing spoons

Learning objectives:

• To promote a food product
• To design and make packaging

Stage overview:

In this stage, the children use their Technology skills to design and make packaging and promotional material for their food products. cross‑curricular English opportunities are built in when the children plan and perform their own television advertisements.

Materials Needed:

• Food advertisements from magazines
• Coloured paper and card
• Pencil crayons / felt tip pens

Learning Intentions:

To calculate with money and give change

Stage Overview:

In this stage, the children will make a non‑food product using their pressed flowers and then be introduced to the idea of profit in a very simple way to enable them to choose a selling price for their farm shop products. In the context of a role‑play farm shop, the children will practise adding with pounds and pence (in order to calculate order totals) and subtracting (in order to calculate their customers’ change).

Materials Needed:

• Pressed flowers
• Card / paper
• Role‑play money
• Advertisements designed in stage 9
• Photographs of food and non‑food products made earlier in the project

The Farming STEMterprise project will involve children completing a range of cross‑curricular tasks in order to grow their own ingredients, develop their own food products, set up a farm shop business and calculate with money in an engaging, real‑life context.

Learning Objectives:

To identify the organs involved in the digestive system and their functions

Stage Overview:

In this stage, the children are introduced to the digestive system, its functions and how it works by building their own digestive system in the class room. The children then apply their learning during a cross‑curricular writing opportunity: writing a short story from the perspective of a piece of food travelling on a journey through the digestive system.

Materials Needed:

• Cracker
• Banana
• Plastic sealable sandwich bag
• Water
• Orange juice
• Half a pair of tights
• Tray
• 2 paper cups (one with a hole in the bottom)
• Body diagram sheets (one per child)
• Digestive system sheets (one per child)
• Marketing strategy sheet

Learning Objectives:

To identify the different types of teeth in humans and their simple functions

Stage Overview:

In this stage, the children learn the names and functions of the different types of teeth and apply this by making a map of their own teeth. They then learn how to look after their teeth and which foods will contribute to maintaining their tooth health. This learning will help them to develop their recipe for a calcium‑rich food product in the next stage.

Materials Needed:

• Unlabelled digestive system diagrams for vertical relay
• Mirrors
• Tooth map templates

Learning Objectives:

• To observe that some materials change state when they are heated and measure the temperature at which this happens in degrees Celsius (°C)
• To conduct a fair investigation

Stage Overview:

After learning about the role that dairy products play in a balanced diet in the last stage, at this stage, the children learn about states of matter and reversible and irreversible changes by conducting an investigation to compare the temperature at which two dairy products change state. Opportunities for working scientifically and meaningful Maths are built in throughout the lesson.

Materials for the warm up activity:

• Parachute or bed sheet
• A small amount of ball pool balls

Materials for each group for the investigation:

• 100ml block of ice cream (frozen) x2 different brands or flavours
• A thermometer
• 2 wide funnels
• 2 measuring cylinders
• Stop watch
• Time graph template

Learning Intention:

To design a healthy food product

Stage Overview:

In this stage, children think about seasonality, eating healthily and the nutrients included in each food group. Using this learning and inspiration from recipe books and the internet, they are then challenged to design their own tartlet or breakfast drink flavours. Teachers have the flexibility to develop either a breakfast drink or tartlet product at this stage so that the project can be adapted in line with the facilities and time that is available.

Materials Needed:

• Access to the internet
• Recipe books
• Basic tartlet / breakfast drink recipes

Learning Objectives:

• To design and conduct a survey
• To present data in a bar chart

Stage Overview:

In the stage, the children are introduced to the idea of market research as an engaging and meaningful context for Maths learning. Through this, they learn how to design a simple survey to understand their potential customers’ preferences and construct a bar chart to display their findings. They then work as a team to come to a final decision about which food product their business should make.

Materials Needed:

• Squared / graph paper or bar chart template
• Tally chart template

Learning Objectives:

• To work within a budget
• To solve multi-step problems

Stage Overview:

This lesson could be completed after or during a block of teaching on written addition and subtraction methods or calculating with money. It allows the children to apply their learning to solve real‑life problems and gives those who may be disenchanted by Maths an engaging purpose for learning.

The children could find out the cost of their ingredients using a supermarket website, or you could complete this lesson in a supermarket and give them the opportunity to pay for their items themselves.

Materials Needed:

• Access to the internet or a supermarket

Learning Objectives:

• To understand how dairy products are made
• To make a dairy product

Stage Overview:

In this stage, the children have the opportunity to learn about how dairy products are produced and make their own dairy ingredient that they will use in the recipes they have designed and budgeted for. If you have chosen to make a breakfast drink, you may wish to miss out making the butter and just teach the content to explain how the yoghurt you will use in your recipes in made.

Materials Needed:

• Plastic food container / jar with lid
• Double cream that has been out of the fridge for 30 minutes

Learning Objectives:

• To make a calcium‑rich food product
• To prepare vegetables safely

Stage Overview:

In this stage, the children will work in their business groups to use the butter that they made, along with additional ingredients they budgeted for, to follow their adapted food product recipes and make their calcium‑rich food product. This is an excellent opportunity to provide children with meaningful, real‑life opportunities to apply their Maths learning. The ’Maths with meaning’ section provides ideas that could be used to teach or reinforce many of the Year 4 learning objectives in a practical way.

Materials Needed:

• Butter (made by the children)
• Additional ingredients that the children wish to add to their tartlets
• Weighing scales
• Measuring jugs
• Mixing bowls
• Vegetable knives
• Tablespoons
• Teaspoons
• Mixing spoons
• Recipes that the children have adapted

Learning Objectives:

• To calculate profit
• To solve multi‑step problems

Stage Overview:

In this stage, the children are introduced to the concept of revenue and profit and are taking through each stage of deciding on their product price, calculating their total expected revenue and profit.

Materials Needed:

• Access to the internet or a supermarket
• Marketing strategy sheet

Stage Overview:

In this stage, the children use their Technology skills to design and make packaging and promotional material for their food products. cross‑curricular English opportunities are built in when the children plan and perform their own television advertisements.

Materials Needed:

• Food advertisements from magazines
• Coloured paper and card
• Pencil crayons / felt tip pens

The Farming STEMterprise project will involve children completing a range of cross‑curricular tasks in order to grow their own ingredients, develop their own food product and set up a farm shop business.

Learning Objectives:

• To understand seasonality
• To design a business logo
• To investigate the length of different plants’ lifecycles

Stage Overview:

In this session, the children are introduced to the idea of marketing in a very simple way and encouraged to think of examples in their everyday lives. Business groups are asked to think of a business name and design a memorable business logo. The children are then given the opportunity to think about where their food comes from and discuss the ingredients that they could grow themselves before thinking about the length of a plant’s life cycle and seasonality when exploring a range of seed packets to decide which vegetable ingredient their business should grow.

Materials Needed:

• A range of vegetable seed packets for the children to explore
• Seed exploration table
• Marketing strategy planning sheet

Learning Objectives:

To understand how flowering plants reproduce

Stage Overview:

In this stage, the children revise their Year 3 Science learning with an active Vertical Relay starter (concept from Talk-less teaching by Isabella Wallace and Leah Kirkman) and build on this to understand the processes involved in sexual reproduction in plants. After dissecting flowers and closely examining their key parts, the children are asked to write a description of the processes of pollination and fertilisation before narrating and producing a slow‑motion animation to demonstrate the process.

Materials Needed:

• Unlabelled flower diagrams to annotate in vertical relay x12
• 1 flower for each pair (lilies and alstroemerias work well)
• Magnifiers
• Large strips of paper
• Plasticine
• Stop‑motion animation app

Learning Objectives:

• To grow vegetables from seeds
• To plot a line graph

Stage Overview:

In this stage, the children revise their learning on the requirements of plants for life and growth and plant their own vegetable seeds. The remaining activities in this section are completed over a series of weeks to allow the plants time to grow. As the plants grow, Maths with meaning opportunities are planned in when the children measure the height of their plants at regular intervals and use the data to plot a line graph. Giving the children the responsibility for caring for their own crops provides opportunities for them to experience the challenges of farmers and business owners in a very simple way. For example, if the crops do not grow, they will not have enough ingredients to make their products which will leave them with nothing to sell.

Materials needed:

• Small plant pots / yoghurt pots / containers x30 (labelled for each child)
• Vegetable seeds e.g. tomato
• Compost
• Measuring cylinders
• Rulers
• Graph paper or line graph template

Learning Intention:

To explore ways in which plants reproduce without seeds

Stage Overview:

In this stage, the children learn about asexual reproduction in plants and have the opportunity to research different ways that this can be used artificially by growers. The children will then grow a second vegetable to use in their recipes using one of the methods that have been researched. This gives them an opportunity to consider the advantages and disadvantages of sexual and asexual reproduction in plants, drawing on their practical experience of growing plants using both methods.

Materials Needed:

• Strawberry plant with runners
• Spring onion root ends
• Compost
• Small plant pots / yoghurt pots / cups x30 (labelled for each child / pair)
• Access to the internet or library for research

Learning Objectives:

To design a healthy recipe

Stage Overview:

In this stage, children think about eating healthily and the nutrients included in each food group. Using this learning, and inspiration from recipe books and the internet, they are then challenged to design a selection of recipes that they could produce with the vegetables they are growing.

Materials Needed:

• Access to the internet
• Recipe books
• Basic recipe for flat breads and frittatas

Learning Objectives:

• To design and conduct a survey
• To draw a bar chart

Stage Overview:

In this stage, the children revise how to design a survey and construct a bar chart through the engaging context of market research. The children design and conduct a survey to find out about their potential customers’ preferences. They then use the results from their survey to inform their decision making when choosing a final product for their business to make.

Materials Needed:

• Squared / graph paper or bar chart template

Learning Objectives:

• To work within a budget
• To solve multi-step problems

Stage Overview:

The following two stages could be completed after or during a block of teaching on written addition and subtraction methods. They allow the children to apply their learning to solve real‑life problems and give those who may be disenchanted by Maths an engaging purpose for learning.

The children could find out the cost of their ingredients using a supermarket website, or you could complete this lesson in a supermarket and give them the opportunity to pay for their items themselves.

Materials Needed:

• Access to the internet or a supermarket
• Shopping list template

Learning Objectives:

• To calculate profit
• To solve multi‑step problems

Stage Overview:

This stage could be completed after or during a block of teaching on written addition and subtraction methods. It allows the children to apply their learning to solve real‑life problems and gives those who may be disenchanted by Maths an engaging purpose for learning.

Materials Needed:

• Internet access
• Marketing strategy sheet

Learning Objectives:

• To make a food product
• To prepare vegetables safely

Stage Overview:

In this stage, the children work in their business groups to use the vegetables that they have been growing, along with the additional ingredients they budgeted for, to follow their adapted recipes and make their food products. This is a great opportunity to provide children with meaningful, real‑life opportunities to apply their Maths learning. The ‘Adding a pinch of Maths with meaning’ section provides ideas that could be included to teach or reinforce many of the Year 5 learning objectives in a practical way.

Materials Needed:

• Vegetables that the children have grown
• Additional ingredients that the children bought with their shopping budgets
• Weighing scales
• Measuring jugs
• Mixing bowls
• Vegetable knives
• Vegetable peeler
• Tablespoons
• Teaspoons
• Mixing spoons
• Recipes that the children have adapted

Learning objectives:

• To design and conduct a fair investigation
• To investigate which material will keep food fresher for longer
• To design and make packaging
• To write and perform promotional material

Stage Overview:

In this stage, the children work scientifically by setting up an investigation to compare the effectiveness of different packaging materials. Following this, the children learn about the impact that plastic packaging is having on the environment and they are challenged to make an eco‑friendly alternative. The children then make their own beeswax wrap and use their Technology skills to design and make a packaging prototype with it.

The children then explore food advertisements and cross‑curricular English opportunities are built in when they write and perform their own print and television advertisements.

Materials Needed:

For the packaging investigation:

• Three A4 size materials to use for packaging e.g. aluminium foil, paper, fabric etc.
• Cling film
• 4 slices of bread for each group
• Stapler

For creating the beeswax wrap:

• Fabric crayons / pens
• Grated beeswax blocks or beeswax pellets
• A grater (if using beeswax in block form)
• Square pieces of white cotton fabric (one for each child)
• An iron
• Fabric scissors / pinking shears
• Greaseproof paper
• Newspaper

For the promotion activity:

• Food advertisements from magazines
• Coloured paper and card
• Pencil crayons / felt tip pens

The Farming STEMterprise project involves the children completing a series of activities to set up their own restaurant and design, develop, make and market a menu that features a British food as its star ingredient.

Learning Objective:

To set up a themed restaurant business

Stage Overview:

In this stage, the children are introduced to the idea of marketing and encouraged to think of examples in their everyday lives. Business groups are asked to think of a business name and design a memorable business logo. The children are then given the opportunity to think about where their food comes from and the importance of eating seasonal produce.

Materials Needed:

• Marketing strategy sheet

Learning Objectives:

• To identify and name the main parts of the human circulatory system
• To describe the functions of the heart, blood vessels and blood
• To investigate the effect of exercise on heart rate

Stage Overview:

In this stage, the children learn to identify the main parts of the circulatory system and their function. This is then linked to the lifestyle factors that can affect heart health. The children will work scientifically to design and carry out their own investigation to explore the question: “What effect does exercise have on our heart?”

Materials Needed:

• Tablets
• Plasticine
• Stop watches

Learning Intentions:

• To design and conduct a survey
• To draw a pie chart

Stage Overview:

In this stage, the children are introduced to the concept of market research as a business tool to find out about their restaurant customers’ preferences, help them decide which star ingredient they should theme their restaurant around and to start to guide their menu choices. The children will design a survey and learn how to construct a pie chart to display their results.

Materials needed:

• Protractors

Learning Intention:

• To design a healthy recipe
• To plan a balanced meal

Stage Overview:

In this stage, the children will revise their learning on healthy eating and the requirements of a nutritious, balanced diet. Using this learning, their research into keeping their hearts healthy from Stage 2 and inspiration from recipe books and the internet, they will then be challenged to design a range dishes celebrating their star ingredient. This extends the learning from the Year 5 STEMterprise project as it allows the children the freedom to create a full menu and follow their own tastes and interests when developing recipes.

Materials Needed:

• Access to the internet
• Recipe books

Learning Objectives:

• To work within a budget
• To analyse the nutritional content of food
• To solve multi‑step problems

Stage Overview:

In this stage, the children will be challenged to make their menu ideas fit within a budget. They will use written calculation methods in a real‑life context to adapt their ideas for one of their dishes until they are affordable. The children could find out the cost of their ingredients using a supermarket website, or you could complete this lesson in a supermarket and give them the opportunity to pay for their items themselves.

An additional problem that the children will need to consider is the nutritional content of their chosen dish and they will also adapt their recipe to fit the nutritional requirements of their target market.

Materials Needed:

• Access to the internet
• Shopping list template

Learning Intentions:

• To calculate profit
• To solve multi‑step problems

Stage Overview:

This stage gives the children an opportunity to revise and apply formal calculation methods in a real‑life context when deciding on a selling price for their restaurant dishes and calculating their breakeven point and expected profit.

Materials Needed:

• Internet access
• Marketing strategy sheet

Learning Objectives:

• To design a restaurant floor plan
• To solve problems involving area and perimeter

Stage Overview:

In this stage, the children will apply their Maths learning to design a floor plan of their restaurant seating area. They will then use online shopping websites to calculate the cost of their design and ensure it fits within their budget.

Materials Needed:

• Squared paper
• Access to the internet

Learning Objectives:

• To associate the brightness of a lamp with the number and voltage of cells used in the circuit
• To use recognised symbols when representing a simple circuit in a diagram
• To design and make a lighting circuit for a restaurant

Stage Overview:

In this stage, the children will revisit their learning about electricity and explore the relationship between the brightness of a lamp and the voltage of cells used in the circuit. They will then work in groups to build a 3D scaled model of their restaurant using their floor plan from the previous lesson and use their electricity learning to design and make a lighting circuit to set the desired mood in their restaurant.

Materials Needed:

• Shoe boxes, cardboard and other ‘junk modelling’ materials
• Electrical circuit sets

Learning Intentions:

• To prepare vegetables safely
• To produce a balanced meal
• To present food in an appealing way

Stage Overview:

In this stage, the children will plan and follow their chosen adapted recipe to make the balanced dish from their menu that they budgeted for and analysed in the Stage 5. This is a good opportunity for the children to revise and apply the food preparation techniques taught in previous STEMterprise projects to analyse how dishes are produced by professional chefs and recreate them for themselves.

The ‘Adding a pinch of Maths with meaning’ section provides ideas that could be included to revise many of the Key Stage 2 learning objectives in a practical way.

Materials Needed:

• Ingredients that the children bought with their shopping budgets
• Kitchen equipment (weighing scales, vegetable knives, peelers, chopping boards etc.)
• Recipes that the children have adapted

Learning objectives:

• To design and make packaging
• To write and perform promotional material

Stage Overview:

In this stage, the children will take inspiration from food and restaurant advisements and learn about different forms of promotion that businesses use to attract customers. They will use this learning to design an advertising campaign to promote their themed restaurant.

After that, the children will be challenged to prepare a short presentation to explain their business journey and exhibit their chosen themed restaurant dish and model.

Materials Needed:

• Food advertisements from magazines
• Coloured paper and card
• Pencil crayons / felt tip pens