Meal Preparation Options - at the Black Gully Campus

 

Option One - Split your class into groups before you come on camp and have each group totally responsible for a number of meals. This might involve them in conducting surveys, planning the menu, working with other groups to insure a balanced diet, calculating quantities, purchasing ingredients etc.


Option Two - ​Use our Food Purchasing Service. A menu, the recipes, the ingredients and quantities are provided. It is very easy to have groups of students rostered on to prepare meals.


Lesson Purpose:

  1. Read and follow a menu
  2. Prepare, cook and serve the food in an orderly manner
  3. Wash up the pots and pans and operate the dishwasher
  4. Put away the remaining food 
  5. Leave the kitchen area clean and tidy
  6. Work cooperatively to prepare a meal for the class 

Year Levels:

Yr 5 ​upwards

Instructor:

Timetable an adult onto each meal so that they can monitor progress and safety concerns.

General Comments:

The preparation, cooking and serving of meals while camping here at the centre is the responsibility of visiting staff, students and parents.

One of the objectives of a visit to this Centre is to have pupils working cooperatively to complete every day chores that might normally fall to mum and dad. A visit to this centre, although a fun experience, should not be considered a holiday for pupils.
Visiting parents always need to feel they are an important asset to the camp and sometimes tend to want to take over the major role in the kitchen. Certainly, a part of their role could be of major organiser, assistant and overseer of the food preparation and cooking activities.
 
As a final note, we know it is far easier and less time consuming to have parents/staff organising and completing the cooking, but we firmly believe that this aspect of the camp can represent an important learning and socialising experience for all pupils. A great way of giving your class some responsibility.

Australian Curriculum:

During the course of this activity it may be possible to target a number of the "Content Descriptions" across year levels five upwards. Teachers need to inform TEEC staff of the primary purpose of this activity and the area on which they wish to focus.




Year 5/6

Health and Physical Education​
Perso​nal, social and community health
Being healthy, safe and active
Plan and practise strategies to promote health, safety and wellbeing. 
Communicating and interacting for health and wellbeing
Practise skills to establish and manage relationships. 
Examine the influence of emotional responses on behaviour and relationships.
Contributing to healthy and active communities
Investigate the role of preventative health in promoting and maintaining, safety and wellbeing for individuals and their communities.  
Movement and physical activity
Moving our body

Practise specialised movement skills and apply them in a variety of movement sequences and situations. 
Learning through movement 
Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities. ​

Year 7/8
Health and Physical Education​​
Personal, social and community health
Being healthy, safe and active

Investigate and select strategies to promote health, safety and wellbeing. ​
Communicating and interacting for health and wellbeing
Investigate the benefits of relationships and examine their impact on their own and others' health and wellbeing. 

Analyse factors that influence emotions, and develop strategies to demonstrate empathy and sensitivity.​

Evaluate health information and communicate their own and others' health concerns.
Contributing to healthy and active communities

Plan and use health practices, behaviours and resources to enhance the health, safety and wellbeing of their communities.
Movement and physical activity
Moving our body

Use feedback to improve body control and coordination when performing specialised movement skills in a variety of situations.

Learning through movement 

Practise and apply personal and social skills when undertaking a range of roles in physical activities. 

​Evaluate and justify reasons for decisions and choices of action when solving movement challenges.

 
Year 9/10

Health and Physical Education​​​
Personal, social and community health
Being healthy, safe and active

Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices. 
Communicating and interacting for health and wellbeing
Investigate how empathy and ethical decision making contribute to respectful relationships. 

Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses.

Critically analyse and apply health information from a range of sources to health decisions and situations.
Movement and physical activity
Learning through movement 
Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams.

​​