I teach a very practical subject, am I setting the right work?

[pinkrocker]

I usually teach one subject, food tech & textiles once day a week to the whole school.

Two weeks ago I was determined to set just the one lesson a week to all of my classes, like I would normally teach, but got a bit carried away and gave each KS about 6 tasks.
The fab kids I've got have almost completed it all online, so they're eager to learn!

Because I've been planning for the next "set" of work and looking at it, there's enough for more than 5 weeks, is it enough? Have I set my expectations of them too high, am I pressurising them? As they'd usually have just one lesson with me!
I made the first "set" revision of what we'd done all year, quizzes, home tasks of preparing food for them to complete (if they had the ingredients obviously!) for both KS2 & KS3. They sent me photos of what they'd made, I was v proud!

As my subject is incredibly practical and demonstration based it's hard to know what to plan. Or teach a new topic without being "hands on".

I've planned some lessons for next term along the lines of food provenance, sustainability, red tractor scheme etc. They are "look at this PowerPoint and answer the questions" but it's so dry compared to what and how I teach! No videos allowed.
They really are eager, and so very willing. I just don't want parents to think I've doled out too much!
(Thanks for reading, would appreciate any advice as I'm in 2nd year of teaching)

I think you could separate it into things you must do and then an extra challenge. That way pupils who can't manage all the extra work can still experience success. But you have extension work for everyone who is enthusiastic or has time.

Thank you for replying!
Yes I kind of did that for the first "set". I called the extras "challenges."
I didn't expect them to do all the challenge tasks, but loads of them have.
I don't like the dryness of teaching by PowerPoint, although it's something I would have done in a theory lesson at some point anyway this year, but it would have been alongside a practical!
I'll keep thinking cap on, as I want them to keep baking and making but don't want them to make if they don't have/can't get the ingredients. They've suggested what they would have made which is brilliant.

What KS and what is your subject?

At KS 3/4 we set simple, very low-risk stuff the students can do at home with what are mostly cupboard staples and a few surveys, which can be done with family and friends via social media.

If you’re teaching food why not get them to cook something with their family, write up the recipe and get their family members to review it and then they can comment on if there’s any differences they would do next time? If it’s KS3 they’re not relying on knowledge from these lessons to get them through a GCSE so if it skews off from your sow then it’s okay.

Obviously for a GCSE group it’s more important that they say on track.

Similarly for textiles could you not set them a task to upcycle/customise a piece of clothing?

See, this is making me feel bad. I’m afraid while at home we have completely ignored the food tech and RE work because I simply can’t shoehorn it into a normal day- I’ve tried to focus on getting Maths, English, science, history, geography and a bit of languages. I was hoping this wouldn’t matter when school started again but now I’m feeling worried about expectations 🙁

Don’t get me wrong, it’s great that you’re enthusiastic but are schools really expecting ALL the subjects to be covered?

I’m a maths teacher and the responses I’ve had from parents are that children are just getting far too overwhelmed with the amount of work they are being set. Realistically in our 50 minute lessons the children only actually do about 20 mins of independent work with about 10 mins of explaining so don’t set more than they would usually do

Please be careful, even well resourced households are struggling to provide materials for lessons. One of mine has got a model to be made and yes we have recycling but no we don’t have the paint, no paint isn’t essential and no I can’t order it even if it was. This is causing him a lot of stress as a hardworking kid who is used to being able to complete homework. Add a keyworker parent or one on UC/no income and then even low priced ingredients or materials might become a flash point.

Thanks for trying to keep them doing interesting stuff though

Doesn't need to be fancy. A lot of Chemistry can be taught through water, salt, vinegar and bicarbonate, which most people have at home. You don't need masses of either - a teaspoon will do for a lot. Physics? A ball or two and a stop watch (phone, internet) - that's forces covered. Washing for particles. A ruler for sound, sunlight, water and a glass for light. Biology through outside stuff and a bit of sellotape, most of which can be done in a park/ garden. Kitchen scales are useful, but not essential. It takes some thinking around the equipment we're used to. I make it optional, but allow for the time by cutting down on written work.

Offering an expected task which is supplemented by optional extras seems like a sensible way forward but please ensure your students (and their parents!) understand that only the first task is required. I know a number of Y7s who are on their knees with the amount of research and project-based activities their teachers are setting. It's not even because too much is being set but because the pupils feel as though every teacher expects everyone to do everything. No amount of reassurance from parents is enough and they're whipping themselves up into a state of panic, aided and abetted by their similarly panicked peers via WhatsApp or HouseParty! Unlike more ordinary times, they're not exposed to enough of their peer group to hear that 23 of the class will only be doing task 1.

Perhaps a really clear PowerPoint slide at the beginning and end that spells out your expectation (and that it's truly fine not to do anything extra) would be enough.

Thank you everyone.
@ps1991 I did exactly that for the first set, received photos back with reviews, it was brilliant. Your idea for upcycling is great, will look into that.

@Alkaloise I teach food tech and textiles to KS2 and KS3. Only one lesson a week!

I think if I set my Google classroom out in weekly tasks it would look less overwhelming, and you're right, if I put one task as expected, plus one challenge task that would work, stressing that it's not essential to complete!

I'm aware that to my classes my subject is seen as a bit of a skive, but they do love a break from the more academic subjects and most look forward to my lessons.
I think my subject is important too, perhaps not as much as maths, English and science!
I think I'm trying too hard...that's what I'm finding tricky as I have huge expectations of myself & my classes. I'd hate to come out of this and be found inadequate by my HT and SLT, but it isn't about me, is it .

You could do a hypothectical ready,steady cook- give them 5 ingredients and ask them to come up with a dish. Or do a dream menu - might be a bit too simple, I'm a primary teacher!😁

If only there was a giant conglomerate that could supply paint and other things. Perhaps there is - I heard of one, Orinoco? Nile? Thames?

Got it Amazon.

Textiles - different care labels.... how many items can you wash without shrinking / changing the colour. Essay on the existence of the Clothes Fairy.

@Unescorted haha yeah that would be good. Discuss how dirty clothes miraculously reappear folded and ironed back in a drawer.
@longsigh I've come up with a 'describe the best meal you ever had" looking for adjectives and I'm going to laminate them and use as display when we get back! I will use yours next term though, thank you.