Baking a cake using ingredients bought during a grocery shopping activity

Organisation piloting the Good Practice

JU Srednja poslovno-komercijalna i trgovačka škola, Sarajevo / Secondary School of Business, Commerce, and Trade.

Country

Bosna i Hercegovina

Description of the good practice

This activity involved guiding students with developmental difficulties and various impairments through the process of baking a cake using ingredients they purchased during a prior grocery shopping activity. Students learned how to follow a recipe, measure ingredients, and complete the baking process with assistance. The practice was designed to integrate practical life skills, reinforce the outcomes of the grocery shopping experience, and foster creativity and teamwork.

Background

The practice was implemented to teach students how to combine budgeting and planning with practical kitchen skills. Many students needed hands-on experience to build confidence in preparing simple meals or snacks. The activity aimed to enhance their ability to follow instructions, work collaboratively, and complete a tangible outcome (a baked cake) while reinforcing the concepts learned during the grocery shopping activity.

Steps to take if you want to implement the good practice from planning to execution and evaluation if included

1. Planning

Choose a simple cake recipe with clear instructions and minimal ingredients. (Deconstructed cheesecake).
Review the purchased ingredients from the grocery shopping activity to ensure they meet the recipe requirements.
Prepare the kitchen area for accessibility, including adaptive tools if necessary (e.g., easy-grip utensils).
Discuss kitchen safety rules with the students before starting the activity.

2. Execution

Guide the students step by step through the recipe, demonstrating and explaining each action (e.g., measuring, mixing, and pouring).
Allow students to take turns completing tasks, such as cracking eggs, mixing batter, or preheating the oven, based on their abilities.
Supervise the baking process, ensuring safety while the cake is in the oven.
Once baked, involve the students in decorating the cake if applicable.

3. Evaluation

Celebrate the completion of the activity by sharing the cake with the group and discussing the experience.
Reflect with the students on what they learned, such as following a sequence, using measurements, and teamwork.
Gather feedback from parents/guardians or other stakeholders on the perceived impact of the activity.

Target group/s of the practice

Students with developmental difficulties and various impairments.

Number of students involved

10-15 students with developmental difficulties and some sort of impairment.

Benefits, impact on the students and learning outcomes

Benefits

Reinforced practical life skills through cooking and baking.
Improved ability to follow multi-step instructions.
Enhanced teamwork and collaboration by working together to achieve a common goal.

Impact

Students developed a greater sense of independence and accomplishment.
The activity promoted creativity and problem-solving in the kitchen.
Increased engagement and enjoyment through hands-on, sensory learning.

Learning outcomes

Understanding the importance of accurate measurements in cooking.
Familiarity with basic kitchen tools and safety practices.
Improved ability to sequence steps in a task from start to finish

Suggestions for future users of this good practice

Choose a recipe that matches the students’ abilities and requires minimal preparation to ensure engagement.
Emphasize teamwork by assigning specific tasks to each student based on their skill level.
Use visual aids or printed recipe cards with pictures to make the instructions more accessible.
Practice kitchen safety, such as demonstrating how to use the oven and handle hot items, before beginning the activity.
Incorporate creativity by letting students decorate the cake with toppings or designs

Other languages

Albania – Bosnia and Herzegovina – Kosovo – Montenegro