ONS SS E L

F A IN LO

Lessons in Loaf Contents

Introduction...... 3 The Real Bread Campaign...... 3 Keep in touch...... 3 What is Real Bread?...... 3 Using Lessons in Loaf ...... 4 Funding...... 4

Practical sessions ...... 5 Bakers...... 5 Responsibilities to be agreed between the school and baker...... 5 Criminal Records Bureau checks ...... 6 Working space ...... 6 Timings ...... 6 Example lesson plans ...... 7 Ingredients ...... 9 Equipment ...... 10 Examples of good practice for school-based cooking projects...... 11

The lessons ...... 12 Suggested core lessons ...... 12

Core Lessons ...... 13 Lesson 1: What is Real Bread? (basic) ...... 13 Lesson 2: The essential ingredients of Real Bread (Basic) ...... 15 Lessons 1 & 2: What is Real Bread? & The essential ingredients of Real Bread (more detailed).. 17 Lesson 3: Health and safety in the kitchen...... 20 Lesson 4: Making Real Bread...... 22 Lesson 5: What did we learn?...... 24

Further Lessons in Loaf...... 25 Lesson 6: How are different loaves made? ...... 25 Lesson 7: More about flour ...... 28 Lesson 8: Bread and health...... 33 Lesson 9: Real Breads of Britain ...... 37 Lesson 10: Special Real Breads from around the world...... 40

Experiments ...... 42 Gluten washing experiment...... 42 Yeast balloons ...... 44 Indoor wheat growing ...... 45 Yeast farming...... 47

1 Further suggestions for curriculum links...... 50 Breakdown by subject ...... 50 Breakdown by topic ...... 55

Appendix1: more Real Bread recipes ...... 60 Basic Real Bread (white)...... 62 Real Bread rolls ...... 63 Basic Real Bread (wholemeal) ...... 64 Real Bread – sponge and dough method ...... 65 Real Bread – sponge and dough method using rye starter ...... 66 Roman flat bread ...... 67 Staffordshire oatcakes...... 68 Steamed ginger buns ...... 69 Real Bread in a bread machine ...... 70 No knead Real Bread...... 71 Three recipes for barley flatbread...... 72

Appendix 2: forms ...... 74 Photograph Consent Form ...... 75 Agreement between baker and school...... 76 Feedback form ...... 77

Appendix 3: worksheets...... 78

Useful books and links...... 79

Credits ...... 79

Copyright notice ...... 79

2 Introduction

Lessons in Loaf is the Real Bread Campaign’s scheme to encourage people who can bake bread to share this valuable life skill with children in schools.

This handbook contains information and ideas to help you run practical bread making classes and create lessons that explore the place of bread in life, past and present. Our intention is to get children asking questions and thinking more about the food they eat, where it comes from and how it is made, engaging them right along the journey from seed to sandwich.

The suggested introductory lessons and follow on studies are designed for children aged between eight and eleven years, tying in with Key Stage 2 of the National Curriculum.

If you’d like to take children on the whole journey from seed to sandwich, you can use Lessons in Loaf in conjunction with Bake Your Lawn, our guide on how to grow it, mill it, bake it and eat it on your own doorstep. You can download the Bake Your Lawn handbook from www.realbreadcampaign.org

The Real Bread Campaign

Part of the charity Sustain: the alliance for better food and farming, the Real Bread Campaign’s key aim is to help bring Real Bread back into the hearts of our local communities.

Membership of the Campaign is open to everyone who cares about the state of bread in Britain. Some join as individuals, others on behalf of Real Bread bakeries, independent mills, schools and other community groups.

The Campaign is funded by the Big Lottery Fund's Local Food programme, which supports local food projects in England. The Campaign also receives funding from the Sheepdrove Trust and in the form of subscription fees from Campaign members.

For more information on the Campaign, including details of how to become a member, please visit our website.

Keep in touch

In return for this free handbook, once you have run your Lessons in Loaf, we ask that you please complete the very short feedback form at the end of the pack and return it to us. We also value any other comments you have on any aspect of the handbook or scheme. This will enable us to keep our funders informed with the progress of the scheme and help us with future refinements. Our email address is [email protected]

You can also follow @RealBread on Twitter and at facebook.com/realbreadcampaign

What is Real Bread?

By the Campaign’s basic definition, Real Bread is made with:

 Flour  Water  Yeast (cultured or naturally occurring) though certain flat breads don’t require yeast.  Salt (optional)

Additional ingredients are great as long as they are natural (e.g. seeds, nuts, cheese, herbs, oils, fats and dried fruits) and contain no artificial additives.

3 Importantly, making Real Bread does not involve the use of dough conditioners, flour ‘improvers’, processing aids, chemical leavening or any other artificial additives.

As a starting point, this is Real Bread that is accessible to all. Beyond this, the Campaign finds ways to make all loaves better for us, better for our communities and better for the planet.

Using Lessons in Loaf

Ultimately, it is up to you how you run your Lessons in Loaf. This handbook has been created as a pick and mix, allowing you to choose the bits you use and in what order. We hope that you find the information and suggestions they contain helpful.

These notes encompass information and suggestions to help you plan and present a variety of Real Bread related topics and activities. Some of the information might be too advanced for younger children, and making allowances for the varying learning abilities of your own pupils can only be done by you.

Funding

For information on potential sources of funding for your bread making sessions and related activities (training, equipment, materials, field trips, ingredients etc.) please visit the School Food Trust website: http://www.schoolfoodtrust.org.uk/funding.asp?ContentId=782

If you are working with a local Real Bread bakery, you might be able to come to an agreement regarding ingredients and equipment. If you have a flour mill in your area, perhaps they might supply you with flour at a discounted rate? Someone from the mill might also be available to give a talk or even give the class a tour.

We’re sorry, but the Real Bread Campaign has no funds to pass on to participating schools or bakers. The Campaign’s grant from the Big Lottery’s Local Food programme has allowed the creation of this guide, and the ongoing process of promoting the scheme to ensure bread making skills are passed on in at least 100 schools in England, which are not currently in receipt of Big Lottery funding.

4 Practical sessions

Bakers

Where we have found a professional Real Bread baker willing to teach a bread making class, we will contact schools that are local to his or her bakery to pass on this offer.

If neither the Campaign or you are able to find a professional baker to pass on skills in your school, perhaps one of the following might be an option for you:

 A cook/trainer from your catering provider or local authority.  You or another member of the school’s teaching staff.  Someone else from the school’s network (parents, governors, past pupils and so on), or wider local community, who is confident in being able to teach the children to bake a loaf.

Responsibilities to be agreed between the school and baker

If it is not the class teacher who is running the bread making session, we strongly recommend that the teacher has at least one meeting with the baker to discuss how the session will run and agree who will be responsible for what. Ideally, the baker should visit the school and be given a tour of the facilities that will be available.

You can find an agreement form that covers some of the most important points later in this guide. In addition, we suggest that the teacher and baker discuss and agree the following:

 Date of the bread making session.  Timings for the session(s) to fit in with the school day.  How much set-up and clean down time is needed.  How many pupils will be participating in the bread making.  Where (and when) the Real Bread will be baked.  Equipment and facilities needed.  Who will be responsible for providing each facility/item of equipment.  Ingredients needed for the Real Bread being made.  Who will be providing the ingredients.  Who will be paying for the ingredients.  If the school will be covering any of the baker’s expenses, e.g. travel to/from the session.  Who will print off recipe sheets.

Other considerations

 Car parking  Will pupils eat the bread at school or take it home and if so, in what?  Has the class done (or will be doing) any work tied in with the bread making session?  It is a good idea to exchange contact details (ideally mobile phone numbers) in case of any problems on the day  If any of the children in your group has an individual learning assistant make sure they will be present during the session  Are there any parent helpers who could join in with the bread making? As well as proving extra support for sticky hands, they could find it an enjoyable learning experience themselves.

5

Criminal Records Bureau checks

The Lessons in Loaf we suggest do not involve a baker making frequent or intensive visits to a school, and we advise that the baker will be supervised by a member of school staff at all times. As such, we have been advised that a CRB Disclosure is not mandatory. Should your school policy require that such visitors have a CRB check this is something that the school will need to arrange.

Working space

Unless you have a dedicated food technology space or access to the school kitchen, mixing can be carried out in the classroom or school hall. Classroom tables are fine to use as work surfaces as long as first they are cleaned thoroughly. You can do this with detergent and water and then (to prevent soapy loaves) wipe them down with a clean, damp cloth.

We understand that facilities and situations vary between schools and some of the following might not be viable options for you but here are some possibilities for baking your Real Bread either at the school or nearby:

 The school canteen kitchen.  The bakery of the visiting baker.  The canteen of local business or organisation.  A bread machine.  Pupils take the dough home to bake.  Flat breads using a griddle/pan on a portable stove.  Build an outdoor oven in the school grounds.  Borrow/rent a portable oven, of the type used for exhibitions and other events catering.  Borrow/rent a portable wood-fired pizza/bread oven.

If you are considering either of the last two options, there is a small chance that a professional baker might have such an oven. Otherwise, we suggest that you ask parents and the wider school community network, or you can search on the Internet.

Timings

Here are some ideas of how practical Real Bread making can fit into the school day. As with everything in this pack, some suggestions simply are not options in your particular situation:

Out to lunch

If you are able to use the school ovens, you will need to come to an agreement with the caterers about when you will have access. It is likely that this will be in the afternoon, after they have cleared up following lunch.

Here’s one I made earlier

Dough is brought to the lesson, the baker demonstrates shaping and the children shape their own. While these loaves are proving, the children make a second batch of dough from scratch. The first batch is baked at school (and perhaps eaten on site, maybe for lunch), and the second batch is either baked later in the day or given to the children to take home to bake.

We’ll be back after this break

Make the dough in the last lesson of the morning and leave it to prove over the lunch break. You then shape and leave it for the second proof. This might tie in well with the schedule of the school canteen. 6

Certain recipes work at rates that require breaks of an hour or more between stages. This allows you to have other lessons and break times in between stages.

Daily bread

Perhaps you can dedicate a whole day to bread. The different hands-on stages can be interspersed with experiments and regular lessons in which you use bread as the topic for each subject – maths, history, geography etc.

You could extend this over a period of time, either consecutive days or one day per week. Either would allow related class visit(s) to a bakery, farm or mill. A regular bread making session would really help to consolidate skills and confidence.

Take away

Instead of baking at the school, children take their dough home, along with baking instructions. This is made easier if you have silicone-lined card bread ‘tins.’ You can find suppliers of these by doing an Internet search. Alternatively, dough can be taken home in sealed plastic containers, where children reshape it and leave it to prove again before baking. Plastic bags can be used but it can be tricky to get all of the dough out.

Night working

Longer fermentation doughs can be started during the last lesson of the day and left to prove overnight. The children then shape the dough next morning and the loaves are baked when proved.

Flat out

Typically, flat breads will have shorter proving and cooking times than risen breads.

Example lesson plans

There are many ways in which you can fit Real Bread into your day; here are just three:

1: A morning of Real Bread

From Andrew Wilson of Different Breid in Glasgow

My class involves two batches of dough – one I take with me and one the pupils make. p = number of pupils

0800: I make the first batch of dough at the bakery allowing 500g flour (and 15g yeast per kg flour) per pupil plus one portion for me 0815: first batch of dough divided into p+1 batches for first rise 0830: Drive to school 0900: Each pupil gets a bread making kit; 500g flour, 350g water, 10g yeast and 10g salt (plus spatula, dough cutter, apron, bowl and tea towel all in a big handled paper bag: good for transporting still warm loaves at end) 0915: We all make the second batch of dough together and put into bowls 0925ish we shape loaves from first batch of dough 0940ish Have a bit of a clean up and everyone goes for their first break 1015: Use batch two dough to make a fougasse 1030: Batch one loaves and batch two fougasse ready for baking 1040: Have a good clean up and a cup of tea

7 1110ish - loaves out of the oven and left to cool down 1200: Bread ready for eating at lunchtime or taking home. Spare dough from fougasse stage can be bagged up and taken home or frozen for pizza class etc.

Everyone gets a copy of recipes and methods. There is plenty of time during and between stages for questions and showing pupils bubbly/smelly sourdough cultures pupils tend to really enjoy a break from more academic stuff and are very attentive/well behaved...which is a bonus.

2: Real Bread in a day of cooking

Jane Mason of Virtuous Bread says: ‘The most important thing is to fill the gaps while the bread is rising and baking. These gaps are LONG if you are 10 or under.’ She runs weekly sessions and the children write their experiences in a ‘book of bread’. The lesson plan that she has used in her local school includes making other recipes during the time the Real Bread is proving and is as follows:

9.00-9.30: Introductions and a short discussion about bread, baking, what kind of bread they like, what it’s made of etc. 9.30-9.45: Weigh out the ingredients for soda bread* and put it in the oven (it bakes until 10.30). 9.45-10.15: Weigh out and knead ingredients for the Real Bread. Leave it to rise (until 11.30 or so) 10.15-10.30: Break time and take the soda bread out of the oven. 10.30-11.00: Make soup from scratch and put it on to cook. 11.00-11.30: Clear up. 11.30-12.00: Shape the Real Bread and leave it to rise (until 13.00 or so and then bake until 13.45 or so) 12.00-13.00: Have lunch. 13.00-13.30: Clear up. 13.30-13.45: Make pancake batter. 13.45-14.00: Take the Real Bread out of the oven and let it cool. 14.00-14.30: Fry and eat pancakes (and fill in the book of bread one by one). 14.30-15.00: Clear up. 15.00-15.15: Review the day, talking about what they learned and what they enjoyed.

Jane goes on to say: “An alternative to making pancake batter is to make jam so they can all take home a little pot of jam. Or they can make cookies or anything else quick. We do a lot of clearing up. It is a good opportunity to get them to work in teams and a great opportunity to praise and thank. Everybody has to wash up his or her own bowls and spoons and pans and they take turns sweeping the floor and cleaning the counter tops.”

[* Soda bread falls outside the Campaign’s definition of Real Bread.]

3: From flour to loaf in a week

The yeast farming experiment (see p.45) and sourdough Real Bread.

 Monday a.m. - theory lesson and pupils begin the starter  Tuesday and Wednesday a.m. – pupils feed the starter  Thursday a.m. – pupils feed the starter  Thursday p.m. – teacher and pupils mix the dough  Friday a.m. – bake the bread

You could work with this in several ways e.g.

 The baker visits on Monday to give the theory, then again for the dough mixing and finally for the baking  The baker visiting only on the mixing or baking sessions 8  The baker visits on the baking day to begin a different, short-process bread from scratch, which will get baked later that day for the children to take home.

Ingredients

Don’t forget to have enough for whoever is demonstrating. It’s a good idea to allow extra, in case someone drops their dough on the floor. If you’re not working with a professional baker, here are some notes that you might find useful.

Flour

For most of the types of bread that are generally considered to be traditionally British, you will need wheat flour that is labelled either ‘strong’ or ‘bread’. Some types of bread that are traditional in other countries will call for different types of flour.

The Real Bread Campaign encourages the use of stone ground flours, preferably produced from organic grain that has been grown and milled locally. For reasons why, please see the FAQs page at www.realbreadcampaign.org Always check the ingredients list to make sure the mill has not added any ‘improvers’ or other artificial additives. This even applies to organic flours.

Is there a mill in your area? If so, would they be willing to offer the school a discount on (or even some free) flour? Bakeries buy their flour in bulk, so would the visiting baker be able to help keep your costs down?

Yeast

The Real Bread Campaign recommends that you use naturally-occurring yeasts (i.e. a sourdough starter), fresh bakers’ yeast or dried active yeast. Almost every brand of instant (AKA fast acting, easy blend, quick, or easy bake) dried yeast contains artificial additives. Please avoid these. A visiting baker might be able to help with fresh yeast.

Water

Tap water is fine.

Salt

Table salt is fine, though many brands contain an anti-caking agent. Such an artificial additive would put your loaves outside the Campaign’s definition of Real Bread. You may prefer to use rock or sea salt.

Measurements

For absolute accuracy, we use grams in recipes and recommend using electronic scales to weigh all ingredients including liquids.

If you don’t have access to electronic scales, then accurate conventional scales, measuring jug and measuring spoons (i.e. not just the ones you use to eat with) will help you to get the best results.

That said, don’t panic! Unlike professional baking, the homemade loaf is a pretty forgiving thing.

Here are some conversions that you might find useful.

9 Liquids 1ml = 1g

Salt (fine) 5ml = 6g (approx)

Dried yeast 5ml = 4.4g (approx)

The following yeast conversions are taken from wildyeastblog.com

 1tsp instant = 3.1g  1tsp active dry = 2.9g  1g instant = 1.25g active dry = 2.5g fresh  1tsp instant = 1.3tsp active dry  1g active dry = 0.8g instant = 2g fresh  1tsp active dry = 0.75tsp instant  1g fresh = 0.5g active dry = 0.4g instant

Equipment

Some notes on key pieces of bread making equipment, with thanks to Gaye Whitwam of Sticky Mitts: www.stickymitts.co.uk

Aprons To prevent ruining uniforms. Dough is a right pain to get out of clothing.

Baking parchment/greaseproof paper Handy for helping to identify identical loaves and rolls. Write the pupils name in pencil on the underside of a slip and place, writing-side down, under the loaf.

Baking tray If your tray is not non-stick, then don’t forget to grease the tray or sprinkle it liberally with flour. The thicker the tray the better as thin trays buckle in the high heat of the oven.

Cooling rack Always cool your loaf on a rack otherwise the bottom will ‘sweat’ and go soggy. If you don’t have a cooling rack, use something else that will allow air to circulate under the loaf, like the rack from a grill pan or the shelf from the oven.

Dough scraper Not essential but a very useful utensil in bread-making. Use the scraper to mix and cut the dough, lift it out of the bowl or off a work surface, and to scrape any scraps or dried bits off bowls, hands and work surfaces when cleaning up. Not easy to find, even in good kitchen shops, so you might have more luck online. See the companions page at www.realbreadcampaign.org for some suppliers of bread making equipment.

Large plastic bag (e.g. a carrier bag) Used to keep the dough from drying out and forming a skin whilst proving. Put your bowl of dough inside the bag, making a tent so that the top of the bag doesn’t stick to the dough. Turn the bag inside out when you have finished to dry out. You can then fold up and use again and again.

If you hate the very existence of plastic bags, even used ones (and many would not blame you) you can use a clean, damp tea towel over the bowl.

10 Loaf tin A deep walled good quality metal tin will give excellent results and a traditionally shaped loaf. Always use hard butter/margarine to grease the tin. If you use oil it will sink to the bottom and fry the base of your loaf.

If your loaf doesn’t easily come out of the tin after baking, leave it a few minutes and then try again. If it still sticks, then use the straight edge of a dough scraper to release the edges. This is normally where the sticking occurs. Don’t be tempted to use a knife as you could puncture your loaf and scratch the non-stick coating of the tin.

Mixing bowl Any bowl will do but it needs to be large enough for the dough to double in size and it’s advisable to use one that won’t break if (when) it gets dropped. A 3 litre bowl is a good size for up to 1kg of dough. Alternatively, you can mix the dough on a work surface by making a well in the dry ingredients, pouring in the liquid and then incorporating the flour etc. in from the outside edge.

Oven The recipes given here are all suitable for gas or electric domestic ovens. If you have access to a bakery oven, you will get even better results. Catering ovens (e.g. in a school canteen) can also give very good results.

If you do not have access to an oven, perhaps you could use a portable stove to make flat or steamed breads. We have given examples in the recipes section of this handbook.

Even if the school/bakery insurance and health and safety policies permit children into cooking areas, we strongly recommend that pupils are not allowed to load loaves into or out of the oven.

Oven gloves To stop getting hands burned. Ensure they are clean and dry.

Oven thermometer Again, not essential but as the thermostats on domestic ovens tend to be inaccurate, a thermometer is useful to ensure your oven is at the temperature it says it is.

Thermometer Useful but not essential for testing the temperature of the water and also the finished dough which, ideally, should be around 27-28C.

Don’t forget equipment for whoever is demonstrating.

Examples of good practice for school-based cooking projects

1. Education on the value of whole foods and where food comes from, in addition to nutrition, food preparation and food safety. 2. Include new foods introduced in the cooking sessions in the school lunches. 3. Ensure that recipes are suitable and children have access to the ingredients and equipment needed to prepare the recipes at home. 4. Involve parents – newsletters, meetings, as potential cooking instructors or facilitators. 5. Smaller groups for cooking sessions to enable all children to actively participate. 6. Using school kitchens and lunchrooms for cooking sessions and involving cooking personnel. 7. Opportunity for children to sit down together (with staff) and eat the meal they prepared.

Taken from a Rapid Systematic Literature Review by Seeley A, Wu M and Caraher M, ACA Chefs Adopt a School: an evaluation, Centre for Food Policy, City University, London 9 June 2009

11

The lessons

The lessons chapter contains suggestions for activities and questions to ask in each topic with what the Campaign believes are the best answers. Which questions you ask and how you phrase both the questions and answers for the children is up to you.

We’ve also included background information and additional suggestions that might be of interest to you. This appears as boxed text.

We welcome any suggestions you have to help make Lessons in Loaf as useful and enjoyable as possible for children and teachers alike.

Key:

 Q and A - questions that you could put to pupils, along with guidance for the answers  >> - information that you might like to use as answers during a lesson or as a reference when preparing one  Text in italics are prompts to show the accompanying PowerPoint slides or begin a demonstration etc.  Boxed text is additional information for more advanced pupils and your own reference

Suggested core lessons

Which of the lessons you use and in what order is up to you but before your hands-on Real Bread making session (hopefully, the first of many), we suggest that you spend at least one lesson looking at what Real Bread is and how it is made. This will allow the time you have with the baker to be spent doing practical work.

Ideally, you will be able to follow all of the following core Lessons in Loaf and perhaps then continue with further Real Bread related topics.

 Lesson 1: What is Real Bread?  Lesson 2: The essential ingredients of Real Bread.  Lesson 3: Health and safety in the kitchen.  Lesson 4: Making Real Bread (practical).  Lesson 5: What we have learned.

We have given two versions of some of the core lessons, one basic and one that goes into more detail. Again, the choice of which information to use is yours.

12 Core Lessons

Lesson 1: What is Real Bread? (basic)

This can be done as a whole class activity which can be recorded on the interactive white board/flipchart or done as a paired/group activity using Worksheet 1.

Learning objectives

 To discover what children already know about bread.  To teach children the four essential ingredients of Real Bread.

Questions

 What do we know about bread?  What bread words do you know?  What are the only essential ingredients of bread?

Record this discussion and any questions that arise about bread so that you can return to it when your baker visits and as part of the evaluation in Lesson 5.

Materials

 A selection of three to five loaves. This should include a mixture of Real Bread and factory loaves. Always check with the baker to see if the loaves you use are additive-free as appearances can be deceptive – for example, a crusty baguette from a supermarket may well have been made using artificial additives.  Worksheet 3

Activity 1

Prepare a selection of three to five different loaves for each group to examine and taste. Help children to critically evaluate each different bread by looking for similarities and differences. Try to include appearance, taste, smell and texture. Worksheet 2 is provided to help the children record this.

Due to the current state of labelling law, you can’t always rely on the label for the whole truth about an industrial loaf. For example, the manufacturer could declare certain added enzymes to be ‘processing aids’ and legally they would not even have to mention that they have been used. As outlined in the Campaign’s report, Are Supermarket Bloomers Pants? in-store bakery loaves may contain additives and have been baked twice but legally advertised as fresh. If in doubt, ask the baker or retailer from which you buy the loaves.

Activity 2

Return to the last question in the introduction: What are the four essential ingredients of Real Bread? Pass around flashcards of different ingredients (cut out from Worksheet 3) and get children to select just four to put on the board. Vote on the different combinations. Once there has been some discussion reveal to the children the essential ingredients to be flour, salt, water and yeast. It would be helpful to have these ingredients in the classroom under cover to be revealed at the critical moment.

13 Plenary

Review the key learning objectives. Tell the class that they will be having a look in depth at the four essential ingredients in the next lesson and challenge them to find out what they can about either flour or yeast before then.

14 Lesson 2: The essential ingredients of Real Bread (Basic)

Learning objective

To find out about the properties of flour and yeast.

Materials

 10g dried active yeast (or 15g fresh)  200g warm water  15g caster sugar (dissolves more easily than table sugar)  balloon  small funnel  stopwatch or clock  small (500ml – 1l) empty plastic bottle  Worksheet 4  PowerPoint presentation 1 on ingredients

Introduction

Explain to the class that today they will be learning more about two of the four essential ingredients of Real Bread. By the end of the lesson you expect them to be able to write down three new key facts about them.

Explain to the children what yeast is (see definition in box below).

Yeasts are microscopic, single-celled fungi. Yeast cells occur naturally and are all around us in the air and on other living things, like cereal grains. Like humans, yeast cells use carbohydrates for energy to live. In bread making, this comes from the flour.

As they grow, yeast cells give off carbon dioxide, a bit like we do when we breathe out, as well as alcohol. Carbon dioxide is the gas that makes the bubbles in Real Bread. The process of yeast turning carbohydrates into energy, carbon dioxide and alcohol is called fermentation.

Originally, bread would have been made with naturally occurring yeasts but now most bread is made using yeast that has been grown in a laboratory or factory.

Q: Who can name other types of fungi? A: Mushrooms, toadstools

Activity 1

Seeing that yeast cells produce carbon dioxide.

This can be demonstrated by the teacher at the front of the class or carried out as a group activity by the children.

Method

 Stretch the balloon to relax it by blowing it up and then letting the air out two or three times.

15  Using the funnel, add the yeast, sugar and water (add the water last or the other things will stick to the funnel) to the bottle.  Screw the lid onto the bottle tightly and shake.  Remove the lid and attach the balloon to the mouth of the bottle, getting it right over the lip all the way around.  Start the stopwatch.  Make notes of the appearance of the liquid in the bottle and the balloon and do the same again every ten minutes for the rest of the lesson.

While you are waiting for the balloon(s) to inflate, run through the PowerPoint presentation 1 on ingredients.

Observations

Q: What did you see? A: Bubbles began to appear in the liquid and the balloon got bigger.

Q: Why did this happen? A: The yeast started to feed on the sugar and give off carbon dioxide. The balloon acted like the gluten in dough, trapping the gas and swelling up.

For older children, you could carry out three versions of this experiment: one as above, one the same but putting the bottle near a radiator and one using cold water and putting the bottle in the fridge or somewhere considerably cooler. Ask the children to compare the results and come up with the reason i.e. that yeast cells grow, multiply and therefore produce carbon dioxide faster in warmer conditions.

Plenary

 Discuss the yeast and balloon demonstration.  Review lesson objectives.  Complete Worksheet 4

16

Lessons 1 & 2: What is Real Bread? & The essential ingredients of Real Bread (more detailed)

Learning objectives

 Knowing the four essential ingredients of Real Bread.  Looking in more details at each ingredient and the purpose of each.  To learn how these ingredients are turned into bread.

Materials/ingredients

 Samples of wholemeal, brown and white wheat flours.  Small block of fresh yeast, tin of dried yeast and packet of instant yeast.  PowerPoint presentation 1 – ingredients.  PowerPoint presentation 2 – how to make Real Bread.

Introduction

Q: Who knows what ingredients you need to make bread? A: Flour, water, yeast and a little salt.

Other common but non-essential ingredients include:  Butter/oil/fat – used for flavour, to make bread richer and, in smaller quantities, the lubricating effect on gluten strands can help the bread to rise  Sugar/honey/syrup – adds sweetness and provides extra food for the yeast  Eggs – added for enrichment (e.g. brioche) and can help increase the volume of breads made with lower gluten (or gluten-free) flours

Q: What is flour? A: The powder that is produced by crushing the seed grains of types of grasses known as cereals. If nothing is taken away, the flour is called wholemeal. If all of the darker, outer layers of the grain are removed, you end up with white flour. In between is brown flour, where some of the outer layers have been left.

Wholemeal flour should be 100% of the grain. In the UK, modern white wheat flour is around 70-72% of the wheat and brown flour is about 80-85% of the wheat. These percentages are also called the extraction rate, as they tell us the amount that has been extracted from the grain to make flour.

In Britain, almost all white and brown flour has to have some vitamins and minerals added because the modern milling process removes or destroys large percentages of most nutrients found in wheat. Larger amounts remain in wholemeal flour, especially stone ground. Since 1941 it has been a legal requirement for millers to add calcium carbonate (chalk), to most flour except wholemeal. Since 1956, iron and synthetic vitamin B1 (thiamine) and B12 (nicotinamide of nicotinic acid) also has to be added to all but wholemeal flour. None of these has to appear on the label of flour or bread.

Activity 1

Show the flour samples so that pupils can see the difference in appearance. You can use PowerPoint presentation 1 on ingredients to help illustrate this activity.

Q: Who can name the type of grain usually used to make flour? A: The most common flour used for bread making in Britain is wheat.

17

Q: Can you think of any other cereals used to make flour? A: Flour made from rye, oats and barley used to be common in Britain but now these are hardly used in British bread making.

 Rye is still very popular for bread making in Scandinavia, Russia and eastern Europe.  Barley was used for bread, especially in Scotland and northern England, but is now more commonly used for feeding animals and making beer.  Oats are now better known for porridge and types of traditional oatcakes that are still produced in Scotland, Wales and parts of central and northern England.

Other answers you get might include:  Maize – also known as sweetcorn. It is native to central America and used for a whole range of cornbreads in Southern states of the USA and through central and south America (e.g. Mexican corn tortillas). It is also used in India (makki ki roti).  Corn – another name for maize but also an old English word for any grain – e.g. peppercorn or large granules of salt – hence corned beef. Farmers will sometimes refer to other cereal grains as ‘corn’.  Spelt and durum are different types of wheat, with durum wheat being used for pasta.  Kamut is a brand name for another type of wheat (khorasan) from Egypt.  Teff is used for injera or enjera, a traditional flat bread of Ethiopia and Eritrea.  Rice, sorghum, millet, fonio, buckwheat, quinoa. These are all used in various parts of the world to make bread, usually flatbreads.  Sugar Puffs, cornflakes etc. – this is going to be a long day, isn’t it?

Q: What do the ingredients do in bread?

A: White flour comes from the middle part of the grain and is mostly carbohydrate (starch) and protein (gluten). If we looked under a powerful microscope, we’d see that gluten is made up of coiled up strands that look like mini springs. When water and energy (in the form of kneading) are added, the gluten strands begin to uncoil and start to form links to other strands close by, joining together to form what looks like a net.

As this microscopic mesh develops, forming more and more links, it becomes like bubblegum, able to trap gas. This stretchy network of gluten strands is the main building material of the walls of the holes we see in bread.

The starch in flour provides food for the yeast, as well as acting as more ‘building blocks’ for the bread.

The darker, outer parts of the grain – the brown bits – in wholemeal and brown flour add to the flavour and nutritional quality of bread.

A: Yeasts are microscopic, single-celled fungi. Yeast cells occur naturally and are all around us in the air and on other living things, like cereal grains. Like humans, yeast cells use carbohydrates for energy to live. In bread making, this comes from the starch in the flour.

Enzymes produced by the yeast and in the flour itself turn some of the starch into sugars.

Yeast cells give off carbon dioxide, a bit like we do when we breathe out. In bread, this is the gas that fills the bubbles made by the gluten and starch. The process of yeast turning carbohydrates into energy, carbon dioxide and alcohol is called fermentation.

The amount of alcohol produced during bread making is very small and it evaporates during baking.

18

Originally, bread would have been made with naturally occurring yeasts but now most bread is made using yeast that has been grown in a laboratory or factory.

There are lots of different types of yeast but the scientific name for the type of yeast usually used in bread making is Saccharomyces cerevisiae, which means beer/brewer’s sugar fungus. It is enzymes produced by the yeast and found in the flour itself that convert some of the starch to sugars.

A: As with all living organisms, yeast requires water to live. Water is also needed to get the starch and gluten in the flour working.

A: In small amounts, salt helps the flavour of the bread.

Salt also has a slight preservative effect, helps with browning and also makes the gluten network stronger.

Activity 2

Q: How is Real Bread made?

Run through PowerPoint presentation 2 “how to make Real Bread” with your class.

Plenary

Review the learning objectives.

19

Lesson 3: Health and safety in the kitchen

Introduction

The National Curriculum outlines that pupils should be taught:

 about hazards, risks and risk control.  to recognise hazards, assess consequent risks and take steps to control the risks to themselves and others.  to use information to assess the immediate and cumulative risks.  to manage their environment to ensure the health and safety of themselves and others to explain the steps they take to control risks.

Learning objectives

 To recognise hazards, assess consequent risks and take steps to control the risks to themselves and others.  To prepare for future practical cookery lessons.

Materials

Worksheet 5 – health and safety.

Activity 1

Before the hands-on cooking session begins, ask the children to help compose a list of rules that everyone will agree to follow. This can be done as a group writing activity with the teacher as scribe, or in groups.

Q: What should we always do before starting to cook and why?

The following are points that need to be raised with the children:

 Wash our hands with warm, soapy water, especially after using the toilet – to stop germs spreading. (NB a useful definition of germs is microscopic organisms – bacteria, fungi and viruses - that can make us ill.)  Cover any cuts with a plaster – to stop germs spreading.  Tie back hair – to stop it falling into food and to keep it out of eyes.  Remove jewellery - to stop it falling into food, prevent germs from spreading, keep the jewellery clean.  Put on an apron – to keep clothes clean .  Make sure any pets stay away from where we are making food - to stop germs spreading.  Wipe down work surfaces to make sure that they are clean - to stop germs spreading.

Q: What other things do we need to do while we are cooking and why?

The following are points that need to be raised with the children:

 Clean up any things that we drop or spill – to prevent anyone slipping over.  Don’t run – to prevent tripping and/or knocking sharp or hot objects.  Get an adult to help us when using the oven or sharp knife – to reduce risk of burns and cuts.  Wear oven gloves when putting things into or taking them out of the oven – to prevent burns.

20  Ensure oven gloves are dry before use – heat turns water into steam that can scald through the gloves.  Wash hands again if you pick something up from the floor, touch something dirty (like the bin) or leave the room, especially after using the toilet - to stop germs spreading.

The best answers to the above questions should be recorded. As the discussion progresses the rules will need to be edited and rearranged. Once you are happy with the list ask all the children to write their name at the bottom to show that they agree to stick to the rules when they make bread in the next session. These rules can then be referred to at the start of any cookery sessions.

Plenary

Give out Worksheet 5 and challenge the children to find ten health and safety risks in the picture in a set time.

Worksheet 5 answers

 Dirty fingernails – can harbour harmful bacteria, viruses and fungi.  No apron – dirty clothes.  Licking fingers – can spread harmful bacteria, viruses and fungi from the mouth.  Hair not tied back – can fall in food or cover eyes, causing an accident.  Wearing a ring and other jewellery - can harbour harmful bacteria, viruses and fungi or fall in food.  Bleeding cut - can spread harmful bacteria and viruses.  No oven gloves – risk of burns.  Running – risk of tripping and injuring yourself or someone else in kitchen.  Spill on floor – someone could slip, and spills left for a long time can allow bacteria and fungi to grow.  Animal in kitchen - can spread harmful bacteria, viruses and fungi, as well as shedding hair in food.

21 Lesson 4: Making Real Bread

Introduction

The hands-on bread making can be done as a group activity with one adult to 8-10 children, though to allow each child to receive more individual support, having an extra teaching/classroom assistant or two would be ideal. Perhaps you might like to ask parents along to lend a hand and maybe enjoy learning some Real Bread skills themselves.

Lesson objective

To teach the children how to make Real Bread.

Materials

See recipe below.

Preparing for the practical lesson

You can either pre-weigh the ingredients for each child or use the weighing as part of the learning exercise. See also notes on working space in the introductory section of this manual.

A Real Bread recipe

Here is a basic Real Bread recipe and we have included a section of more Real Bread recipes later in this handbook. You and/or a visiting baker might choose to use a different recipe. Please see the earlier section on ingredients for why we give measurements for liquids in grams and what to do if you don’t have electronic scales.

Makes four small rolls

Ingredients 125g stone ground white bread flour 125g stone ground wholemeal bread flour 175g hand warm (about 20°C) water 5g fresh yeast (or 2.5g active dried yeast*) 3g salt plus a little butter or margarine for greasing the baking tray

* This is different from the sachets labelled ‘instant’, ‘fast acting’ or ‘easy bake yeast’, almost all of which contain artificial additives.

Equipment

Electronic scales Large mixing bowl per child An old but clean plastic bag (e.g. a carrier bag) per bowl or tea towel Baking trays Oven Oven gloves Wire cooling/cake rack(s) Clean tea towels Dough scrapers or blunt knives Greaseproof paper and pencils

A container or bag for each child to take his/her rolls home

22

Method

Before you start, wipe down all work surfaces and everyone should wash their hands. It is a good idea to have a quick refresher of the main points from the health and safety lesson.

 Dissolve the yeast in the water.  Mix the yeasty water with the other ingredients in the bowl until you have a shaggy dough.  Pick up all of the dough and knead (stretch and fold again and again) until it is smooth and glossy. This will take about 10 or 15 minutes. Don’t worry if it’s sticky – it will get less so as you go. Please don’t add extra flour as this will end up making the dough too stiff. Once you have finished kneading, you can scrape dough off your hands using a dough scraper or blunt knife.  Roll the dough into a ball and place in the bowl. To stop the dough from drying out and forming a ‘skin’, cover the bowl with a damp towel or plastic bag (making sure that it can’t touch the dough) and leave for about an hour to prove. This doesn’t need to be anywhere particularly warm, though if the room is very cold, the dough will take longer to rise.  Knock the dough back (press to even out any large bubbles) then divide into four equal sized pieces and mould into ball shapes.  Put the balls on the baking tray with even spaces of about three or four centimetres between each.  Slide the tray into the plastic bag, making sure that there’s plenty of space between the dough and the bag and leave to rise again for half an hour or forty minutes.  About twenty minutes before the rolls are ready to bake, turn the oven on to heat up to 220°C / gas mark 7.  Uncover the rolls carefully, making sure the plastic doesn’t touch the dough (because it will stick, which could lead to the dough collapsing) and slide the tray into the oven.  Bake the rolls for fifteen minutes and have a quick look. If they are not quite golden brown, leave them for another five minutes.  Wearing oven gloves, remove your Real Bread from the oven, turn it out onto a wire rack and leave to cool before eating or putting into a bag/container.

23 Lesson 5: What did we learn?

Learning objectives

 To consolidate what has been learned in Lessons 1-4.  To learn how to write a letter.

Activity 1

Speaking and listening task – can we retell exactly how we made our bread during our last session?

This can be done as a circle-time style activity with each child contributing one sentence. You can cut Worksheet 6 into flashcards to use as prompts.

Alternatively, the children could write (and perhaps illustrate) step-by-step instructions for Real Bread making, including ingredients (though not quantities) and method. Again, the flashcards from Worksheets 3 and 6 can be used.

Activity 2

Re-visit the discussion the class had in Lesson 1. Invite the children to add to their original comments based on subsequent lessons and their recent Real Bread making experience.

Activity 4

If a visitor taught the bread making, each child writes a thank you letter. These should follow the standard format of address, date, salutation, body text and sign-off.

This can either be used as an exercise in handwriting or computer writing skills. An extra task could be to add drawings, either of the Real Bread making session or of the finished loaves.

24 Further Lessons in Loaf

Lesson 6: How are different loaves made?

Not all loaves are created equal. Around 80% of the loaves we buy in the UK are produced by just seven industrial bakers at a handful highly automated factories. Many of these are made by the Chorleywood Bread Process, a high-speed system that does not allow the dough to ripen in its own good time, involves a cocktail of artificial additives, larger quantities of yeast than many historic recipes and perhaps a dose of processing aids (often added enzymes) that do not have to be declared on the label.

A further 15-17% are come from supermarket in-store bakeries. Though production may involve more input from bakers with some traditional craft baking skills, the loaves may still contain artificial additives. Some loaves may have been part-baked elsewhere, then re-baked in the supermarket and quite legally labelled as fresh. You can read about all of these issues at www.realbreadcampaign.org

The Real Bread Campaign supports an increase in Real Bread being baked by highly skilled craft bakers within our local communities with nothing but natural ingredients, time and care.

Learning objectives

 To look at the differences between different methods of manufacture  To get the children to ask questions about the food they eat.

Materials A white, wrapped and sliced factory loaf (for this exercise, the longer the list of ingredients and additives, the better)

Introduction

Q: Many local bakeries still make bread by the same traditional method that we used. Who can remember what that is? A:

 Mixing together flour, water, yeast and a little salt to form what we call dough.  The dough is then stretched and folded over and over again, either by hand or by machine. This is called working or kneading.  The dough is then left to rise. During this time, the yeast ferments. The word bakers often use is ‘prove’ - the dough rising proves that the yeast is alive.  Once the dough has risen, it is kneaded again, made into whatever loaf shape is wanted, often by hand, and left to rise again. The longer it is left to rise, the more chance the flavour of the bread has to develop.  The dough is then cooked. In Britain, most of the bread we eat is baked in an oven.

Some supermarkets with in-store bakeries make bread this way but many of their loaves can still contain additives. Other supermarkets bring in frozen or part-baked dough and merely ‘bake off’ the loaves in store. You might also want to talk about other methods of bread making, such as flatbreads cooked on a hotplate or bagels, which are boiled before baking.

>>Now let’s look at a wrapped, sliced loaf. This was made in a very large factory where all of the baking is done by machines that are controlled by computers. The loaves are made very, very quickly and although each factory makes thousands of loaves everyday, bakers never touch any of them.

25 Q: What are the only ingredients you actually need to make Real Bread? A: Flour, water, yeast and salt.

Activity 1

Pass round the factory loaf and ask each of the children to read one thing from the ingredients list

Q: How many things are in this loaf? A: ? (depending on the loaf you have chosen, it could be a dozen or more). Most of the loaves that we buy in this country are made using artificial additives.

Q: Does anyone know what any of these additives do? A: Depending on the additives in the loaf, answers might include to help the loaves rise more quickly, stay soft longer and to stop mould growing so quickly.

The production of factory loaves can also involve legally undeclared enzymes and much larger amounts of yeast than traditional bread making. For more information on the additives and enzymes that can be used in bread production, please visit www.realbreadcampaign.org

Q: Do you think that using artificial additives is good or bad? A: This is subjective

Though the Real Bread Campaign is against the use of artificial additives in bread production, this should be an open discussion. You might like to set this question as homework so that pupils have to look at the evidence and collect some of the arguments for and against the use of different artificial additives.

Activity 2

Ask one of the children to open the bag and pass the loaf around for each student to take one slice. Then instruct them to roll it into a ball.

Q: What does this remind you of? A: You could get all sorts of answers, like clay, Plasticine etc.

Tell the children to smell their hands.

Q: How does that smell? A: This is subjective and also depends on the bread you have chosen.

As the balls that have been made are no longer really fit to eat and the RSPB advises against feeding white loaves to birds, compost is possibly the best use for them.

Q: How can you make bread last longer without additives? A:  Freeze it - bread keeps very well if put in a plastic bag or container and kept in the freezer. (It is better to defrost slowly, rather than somewhere warm or in a microwave, which can dry it out. Slicing it before freezing allows it to be used one piece at a time.)  Use a sourdough starter - genuine sourdough, made slowly using a starter like the one demonstrated in Lessons in Loaf generates its own natural preservatives.

26

Putting bread in the fridge is not recommended as it accelerates staling. Although the low temperature might slow down the growth of mould, if there is too much of a difference between the temperatures of the loaf and the fridge, it can cause condensation to form inside the loaf bag that might actually encourage the growth of mould.

27 Lesson 7: More about flour

Learning objectives

 To teach children the cereal most commonly used for bread making in Britain.  To teach children about the three main parts of flour.

Materials

PowerPoint presentation 3: More about flour.

Introduction

Q: Who can remember what we said flour is? A: It is a powder made by crushing and grinding cereal grains. Flour can also be made from other starchy things like roots and tubers (potatoes, yam, cassava etc.) or nuts and seeds (e.g. sweet chestnuts).

Q: What is the most commonly used cereal for making bread in Britain? A: Wheat.

Show diagram of wheat structure.

Wheat consists of three main parts:  Endosperm.  Germ.  Bran.

>> The endosperm (from the Greek for ‘inside the seed’) is the starchy main part (it accounts for about 85% by weight) of the wheat berry. It contains carbohydrate and protein, which together provide most of what the wheat plant needs in the early stages of growth.

The germ is the embryo from which a new wheat plant would grow. Although small (about 2% by weight) it is a very nutritious part of the grain, containing vitamin E, some protein, oil and minerals.

The bran is the tough, multi-layered outer casing that protects the wheat berry. As well as being where most of the fibre is concentrated, it also is rich in minerals.

Between the endosperm and bran and attached to both of them is the aleurone layer. This also contains important vitamins, fat and minerals.

In most white flour, all that is left of the wheat after milling is the endosperm. The browner the flour, the more of the fibrous and most nutritious outer parts of the grain have been kept, with wholemeal containing all of the grain.

Traditional milling

Q: Who knows what we call the process of turning grain into flour? A: Milling. The oldest form of milling was done by pounding cereal grains between a pair of hard objects, such as stones. Later, the stones became flat, round wheels that were turned by wind or water power.

28

An outline of the development of traditional milling

Mortar and pestle Over time, the lower of the two stones became bowl-shaped and the upper gained a handle, forming what we now call a mortar and pestle. The earliest known pestle and mortar, which was found in southern France, has been dated to 10,000 BC.

Querns Later, people began crushing and grinding grain between a curved stone and a stone rolling pin that was pushed backwards and forwards over it. This was called a saddle quern.

This idea was developed independently by civilisations around the world, with examples found in the Americas, Africa and around Europe. Paintings of saddle stones can be seen in Egyptian tombs.

Rotary querns The next major development was changing the backwards and forwards movement to a continuous rotation. In this more efficient quern, the lower stone is conical or dome-shaped. The upper stone, hollowed out to fit the lower one closely, has a hole in the top through which the grain is poured and one or two handles to turn it.

Over time, querns got larger until they were too big to be operated by hand and were turned by people (often slaves) or animals pushing long wooden beams. Working examples of querns can still be found around the world.

Watermills The history of using water power for milling goes back so far that nobody can be certain where it first began. It is possible that the technology was invented in the Middle East and over time spread west by traders and invaders until eventually, it reached Britain. Another possibility is that similar ideas happened independently, as had happened with querns.

The oldest remains of a water mill to have been found in Britain was of one built by Roman settlers at Ickham in Kent and though to date to around 150AD.

Windmills Like watermills, nobody is absolutely sure when or where the first windmills were built. The oldest references to windmills in Britain that we have date to the 1180s but there might have been windmills here before then.

Q: Does anyone know how wind and water mills make flour? A: In both water and wind mills, grain is ground by two large, circular mill stones, made from very hard rock. These lie horizontally a very small distance apart, with the lower or bedstone fixed in place and the upper or runner stone turning above.

Grain is dropped down through a hole in the middle of the runner stone and channels carved into the stones carry the grain out to the edges, grinding it as it travels. The coarsely ground flour emerges at the edge of the stones. If finer flour is required, it might be passed through a different pair of stones that are set closer together.

To produce whiter flour, it is sieved (this is known as bolting) to remove the larger particles of bran and germ. Some of the finer particles of these very nutritious parts will always remain in stone ground flour as they fall through even the finest sieve.

29 There are records of bolting going back as far as ancient Egypt, when they used sieves made of papyrus leaves. The Normans introduced to Britain temes, fine sieves made of hair, which allowed more of the bran to be sifted out. It wasn’t until the mid 1700s that very fine sieves made of silk began to be used, making the production of even whiter flour more widely available. Today, sieves are usually made of steel or nylon.

Show diagram of stone mill mechanism.

Water power >>Water from a stream or a river is diverted through a narrow channel called a mill race. The pressure of this fast-flowing water on the paddles of the mill wheel makes it turn. The wheel is attached to a series of cogs and shafts that make the runner stone go around.

Show diagram of a water mill.

Wind power

>>Windmills operate in a very similar way to watermills. The main difference is that instead of the millstone being powered by water pushing against the paddles of a wheel, it is driven by air (wind) pushing against sails. These sails are attached to a cap at the top of the mill which turns so that the sails face into the wind.

(In the same way that a weather vane operates, a fantail behind and at right angles to the sails keeps them pointing into the wind.)

Show diagram of a windmill.

Q: What are the advantages of wind and water power? A: Energy coming directly from wind or water is free, does not need transporting, will never run out and does not cause pollution.

Q: What are the disadvantages? A: The miller cannot control nature and if for a while the wind stops blowing (or buildings are put up, blocking the wind) or the water stops flowing (e.g. if the stream dries up in summer, freezes in winter or someone upstream blocks the flow with something like an irrigation system or dam) he/she is unable to grind flour. There used to be thousands of mills around the country which, together, were able to produce enough flour for everybody. Over time, most of the mills were closed and the ones that are left can only produce a small amount of the flour we need.

Suggested exercise: make a working model wind or water mill. A worksheet is not included in Lessons in Loaf materials: would this be useful? If there is a working wind or watermill near to the school that allows visitors, we suggest that you arrange a class visit. You can find a list of working traditional wind and water flour mills at www.tcmg.org

Modern milling

Q: How is most flour milled now? A: Most flour is milled by high-speed steel rollers that are powered by electricity. The steel roller mill was invented in Hungary in the 1820s and perfected in Switzerland in 1834. The first roller mill in Britain opened in Glasgow in 1872.

Q: Who was the king or queen of England in 1872? A: Victoria.

30 How roller mills work

Show diagram of a modern roller mill

>>Steel rollers cut open the grain, remove the germ and bran and then grind the endosperm to a fine powder. In between each set of rollers are sieves to separate the different parts either to be kept or sent through the next set of rollers. At the end of milling, the different parts that have been collected will be blended back together in different ways to create the exact type of flour required.

Stages of roller milling

 Cleaning is where dirt, stones and other types of grain are removed.  Conditioning is where moisture levels in the grain are evened out. This makes separating the endosperm easier and helps to stop the bran breaking up.  Gristing, is the process n which different batches of grain, chosen for their taste, colour, protein content and other baking qualities, are mixed together.  Breaking the grain passes it through up to four sets of ridged break rollers. These break open the grain and split off the bran, endosperm and germ. Sieves after each pair of rollers separate the different parts.  Reducing the endosperm happens when it is passed through up to twelve sets of smooth rollers, each pair set closer together than the last to make finer and finer particles. Sieves after each pair of rollers separate out any remaining bran and channel larger particles of endosperm to the next set of rollers.  Blending different parts of the grain creates different types of flour. For brown flours, some of the bran and germ will be added back, too. Wholemeal flour should have all of the fractions added back together, though in some cases the germ might be left out.  Bagging the flour, germ and bran is done separately.

Comparing different milling methods

Q: What does making flour using a mortar and pestle, querns, watermills and windmills have in common? A: They all use stones to crush the grain to make wholemeal flour. To make white or brown flour, the bran and germ has to be sieved (or bolted) out.

Q: How is this different from modern roller milling? A: Modern mills use steel rollers to separate the different parts of the grain and grind each part separately. Unlike stone ground flours, which are sifted to make them whiter, all roller milled flour starts off white. To make brown or wholemeal flour, the bran and germ has to be added back in.

Q: What are the advantages of stone milling? A: Stone milling grinds the grain at a much lower speed, the stones do not heat up as much as steel rollers and so much lower amounts of nutrients are lost. Also, because the whole grain is crushed together, even when the flour is sifted to make white or brown flours, it will contain lots of tiny particles of the wheatgerm and fibrous outer layers of the grain.

Q: What are the disadvantages of stone milling? A: The amount of flour each pair of stones can produce in a day is much, much less than a roller mill can. Although nutritious, when the oil in the wheat germ is exposed to air, it spoils quickly. Although stone ground flour will still keep for quite a few months, as it contains some of the germ, it won’t keep as long as roller milled flour. Millstones wear down more quickly than steel rollers and have to be redressed (the channels re-cut) regularly.

31 Q: What are the advantages of roller milling? A: Roller mills are able to produce enormous quantities of flour every hour, much more than any wind or water mill. This helps to ensure that there is enough flour for everyone and keeps prices lower.

Q: What are the disadvantages of roller milling? A: More of the nutrients in wheat are either removed or destroyed by roller milling than by stone milling.

Q: What happens to the parts of the wheat that are removed from white and brown flour? A: A lot of the bran will be sold to make animal feed. The wheatgerm is a good source of vitamin E and can be sold for use in face creams, hair conditioner and vitamin supplements.

>> During the Second World War, when grain was in short supply, it became illegal to produce white flour.

Q: Why do you think millers were prevented from making white flour? A: To make white flour, up to 30% of the wheat is removed and back in the 1940s, most of what was taken away would have been used to feed animals. The government wanted to make sure that as much of the limited amount of wheat we had went to feed people, not animals. Also, brown and wholemeal flours contain more nutrients and fibre than white flour, so were healthier than white flour.

Q: If white flour contains 72% of the grain, how much could be made from the following amounts of wheat:  1.5Kg wheat = 1080g white flour  600g = 432g white flour  200g = 144g white flour  850g = 612g white flour

32 Lesson 8: Bread and health

Learning objectives

 To teach children the part that Real Bread plays in a healthy diet.  To look at the place of bread on the Eatwell plate, and other foods in the same section.  To create a tasty and balanced meal with Real Bread as a key element.  To learn about food allergies and intolerances.

Key Stage 2 tie-in

 Citizenship (why laws are made, what makes a healthy lifestyle, including the benefits of exercise and healthy eating, what affects mental health, read and make use of the main information on food labels to help make a choice.)  Mathematics.

Relevant food competences

This lesson supports the following Food Standards Agency food competences:

 make food choices based on the understanding that a healthy diet is made up from a variety and balance of different food and drinks.  be aware of the importance of a healthy and balanced diet, good oral health and being physically active for health and wellbeing.  know that a variety of food is needed in the diet because different foods provide different substances for our health, namely nutrients, water and fibre.  be aware that food needs change and that some people eat or avoid certain foods, e.g. allergy or religious belief.

For more information, visit www.food.gov.uk/healthiereating/nutritionschools/competencies/#h_3

The following is taken from the Eatwell website:

All about bread Bread, especially wholemeal, granary, brown and seedy bread, is a healthy choice as part of a balanced diet.

Bread is a starchy food, like pasta, potatoes and rice, and these foods should make up about a third of our diet.

Wholegrain, wholemeal and brown bread give us energy and contain B vitamins, vitamin E, fibre and a wide range of minerals. White bread also contains a range of vitamins and minerals, but it has less fibre than wholegrain, wholemeal or brown bread.

Bread has been a staple food in the UK for centuries. These days, more than 200 varieties of bread are available in this country, with origins from all around the world. These range from ciabatta, pumpernickel, baguette and soda bread, to bagels, flour tortillas and pitta.

Some people avoid bread because they think they're allergic to wheat, or because they think bread is fattening. But it's very important to talk to your GP before cutting out any type of food.

This is because you could be missing out on a whole range of nutrients that we need to stay healthy. www.eatwell.gov.uk/healthydiet/nutritionessentials/starchfoods/

33 Materials

The Eatwell plate, which you can download from www.eatwell.gov.uk/healthydiet/eatwellplate/

Introduction

Q: When we first talked about Real Bread, we looked at the main nutrients in flour. What are these? A: Carbohydrate (starch) and protein (gluten).

Show diagram of the Eatwell plate.

Q: In which section of the Eatwell plate can we find bread? A: Starchy foods. Starch is a type of carbohydrate.

Q: What percentage of the food we eat should be starchy foods? A: About a third.

Activity 1

Get the children to write down (and/or draw) as many other starchy foods as they can think of.

Answers could include rice, potatoes, pasta, plantain, yam, sweet potato, dasheen, coco yam, kenkey, squash, breadfruit, cassava, breakfast cereals, beans, lentils, peas (and other pulses), couscous, bulgar wheat, maize and cornmeal.

Q: What does the body use carbohydrates for? A: For energy.

Q: What other nutrients do we find in bread? A: Whole wheat contains many vitamins and minerals (including iron, calcium and vitamins E, B1, B2, B6 and B12.) A lot of these are removed or destroyed during modern milling but some are added back in to most bread flour, so bread is a good source of calcium, iron and some B vitamins.

Q: Bread also contains fibre. In what way is this good for us? A: The type of fibre found in bread, especially wholemeal, can help to keep the digestive system healthy. It helps to keep food moving through the gut making us less likely to get constipation. This sort of fibre also helps to make us feel full, which makes us less likely to eat too much food.

Q: What else should we be looking out for when might we read labels on factory loaves? A: High levels of fat. Some loaves also have high levels of salt. The government (The Food Standards Agency) recommends that bread shouldn’t contain more than 1% salt.

Q: Remember the bread that we made? How much salt did it have in it? A: Our loaves weighed (e.g. 300g) each and contained (e.g. 3g) salt.

Q: So what percentage was that? Was the amount of salt in our bread less, more or same as the government’s target? A:? (if you used a Lessons in Loaf recipe or followed our advice, then it will be 1% or lower)

>>This doesn’t mean that we should only ever eat wholemeal bread but it is better to eat less white bread and more bread that is higher in fibre but lower in salt and fat.

34 As an extra exercise, you could get the students to look at the nutrition labels on a range of loaves - either physically or online at supermarket, price comparison or bakers’ websites). They could check the levels of salt against Food Standards Agency guidelines, as well as comparing levels of fat, sugars and fibre between different products.

Activity 2

Creating a balanced meal using bread.

Depending on the facilities you have available, the pupils can do this by actually making a meal from a range of ingredients. Alternatively, you could create flash cards, or they could draw pictures of their meals.

Pupils should create a meal and say which food groups are represented.

Examples:

 Toast, grilled tomatoes, poached egg = starchy foods, vegetables and non-dairy protein.  Burger with salad = starchy foods, vegetables and non-dairy protein.  Grilled haloumi or vegetables in wholemeal pitta with salad = starchy foods, dairy foods and vegetables.  Grilled chicken (e.g. tikka) in flatbread (e.g. naan) with yoghurt dressing and salad = starchy foods, non-dairy protein, dairy foods and vegetables.  Fatoush (a salad with grilled bread) = starchy foods and vegetables.  Vegetable pizza = starchy foods, dairy foods and vegetables.

Q: Is there anything in any of these meals that we need to make sure we don’t each too much of and why? A: ? (Answers might include fried foods and others high in fat, especially saturated; foods that are high in salt; foods that are high in sugars. For example, haloumi, cheese on the pizza and red meat in the burger should be in small portions and appear in moderation during daily and weekly meal plans.)

Q: Could we make any of these meals more healthy and if so, how? A: ? (Wholemeal/brown bread instead of white, grilled or boiled instead of fried foods, extra salad/vegetable items; smaller portions of any fatty, sugary or salty items.)

Q: Why might some people not be able to eat some types of bread? A: Because they have an allergy, intolerance or auto-immune disease.

Q: What is a food allergy and what is a food intolerance? A: The body is protected by the immune system. This detects things that are harmful to us, like germs, and helps to get rid of them. If someone has a food allergy, their immune system has a fault and thinks that an ingredient or part of an ingredient is harmful. Instead of just trying to defend itself, the body starts to attack itself as well. This is called an allergic reaction. Allergic reactions can range from mild – a stomach-ache, itchiness or a rash; to severe - extreme breathing difficulties, high blood pressure or change in heart rhythm. In relation to bread, people might be allergic to wheat, gluten or yeast.

If a person is intolerant to a food, his or her body has problem digesting it. This can cause severe stomach-ache, vomiting or diarrhoea.

Q: What is coeliac disease? A: Coeliac disease (pronounced sealy-ak) is not a food allergy or an intolerance, it is an autoimmune disease. This means that the immune system, which is what protects our bodies

35 from illness and infection, starts to attack parts of the body instead of germs. In coeliac disease, eating gluten causes the lining of the small intestine to become damaged. Other parts of the body may be affected.

For more information on coeliac disease, food allergies and intolerances visit: www.coeliac.org.uk or www.allergyalliance.org

Q: What should people do if they think they might have one of these conditions? A: Visit the doctor to arrange a visit to a specialist for tests. Even when family members have similar symptoms, it is important that each person is tested as each could have a slightly different condition that requires different treatment or precautions.

Q: What should someone do if they are diagnosed with a food intolerance or allergy? A: This varies from person to person. Some people can just eat less of whatever is causing the problem but others have to stop eating it altogether. Different people who have had problems with wheat or gluten might be told by the specialist that they can still eat bread made with much less yeast; bread made without any artificial additives; bread made with other types of flour; or bread that is made using a long sourdough fermentation.

This last possibility is a very interesting one to the Real Bread Campaign. Studies have shown that dough fermentation of four hours or more, especially using a sourdough culture can have an effect on gluten that reduces its toxic effect to those who are intolerant. More research is needed.

36 Lesson 9: Real Breads of Britain

Learning objectives

 To learn about traditional breads from your part of Britain.  To compare and contrast these with traditional breads from other parts of Britain.

Activity 1

Get pupils to name and/or draw traditional breads from your area and to compare and contrast these with traditional breads from different parts of Britain.

This could be off the top of their heads or better still, a research project.

Some Real Breads of Britain

To help inspire you, the following are just a few examples of traditional breads of Britain – there are many more. All are (or were at one point) Real Breads made with yeast, though more modern recipes for some might use baking powder. Some are still hard to find outside their traditional home, though many are made or available nationwide.

Names can be confusing. Around the country, there are many things called cakes that are in fact types of bread and then there are gingerbread men and Scottish oatcakes, both of which are biscuits. What some people call pikelets others know as crumpets and there are those who disagree which bread is a crumpet and which is a muffin.

If you compare recipes for these breads, you will notice that many of them are enriched and flavoured with similar combinations of eggs, sugar, butter (or lard) and spices. You will also find that recipes for each type of bread have many variations.

We’d love to hear from you more regional Real Breads to add to any future versions of Lessons in Loaf and recipes to add the Real Bread Campaign website.

Scotland

Bannock This is perhaps the oldest (5th Century) recorded British word for a bread. Originally, bannocks were heavy, flat, unleavened breads, often made from barley, oats or rye and cooked on a griddle. Though it is likely that they were at one time leavened with barm or natural starter, modern bannocks are often made using baking powder. Black bun This is bread stuffed with a deep filling of spiced, dried fruits that are often soaked in whisky. Rowies These are flaky, buttery, savoury breads from Aberdeen, similar to croissants but not as light. Selkirk bannock Very different from a regular bannock, this fruited bread is more similar to English lardy cakes and welsh bara brith (see below).

Wales

Bara The Welsh word for bread. Bara brith The name means speckled bread and it is sweet, dense, spiced and fruited. Crempog Welsh griddle cakes. The word is related to krampoch in Lower Brittany and the English crumpet. Pikelets (bara pyglyd) Similar to thin crumpets, they are soft, holey griddle cakes.

37 Northern Ireland

Aràn pràtaì The name means potato bread, and is oven baked bread made with wheat flour and potatoes. Barm brack This is sweet, fruited bread, flavoured with caraway, which was originally leavened with barm, the yeasty sediment left by brewing beer. Boxty Griddle bread made with a mixture of wheat flour and potatoes. Farl This round, flatish bread, made to be broken into quarters (farl means fourth part), was traditionally cooked on a griddle, though is now often baked. It can be made with any combination of white or wholemeal flour, oats and potatoes. Before chemical leavening was discovered in the 19th century, farls would have been yeasted, though now they are almost always made using baking powder or bicarbonate of soda and soured buttermilk. Fadge This is another type of flat potato bread.

England - south west

Bath buns They are enriched with butter, sugar and usually eggs, and sometimes flavoured with candied citrus peel, saffron or caraway seeds. Chudleigh A smaller version of the Devonshire split (see below). Saffron bread Also known as saffron cake, this yellow-tinged Cornish bread is enriched with sugar, butter and flavoured with saffron and other spices. Sally Lunns An egg, sugar and butter or cream enriched bun from Bath. They perhaps take their name from a girl who lived in the city over 300 years ago or perhaps a corruption of soleil- lune, French for sun and moon. Some recipes are very similar to those for Bath buns. Splits Often used in Devon and Cornwall instead of scones for cream teas, these are small, round, butter and sugar enriched white buns.

England - south east

Chelsea buns Glazed and currant-filled sweet bread whirls, first baked by the Bun House in Chelsea, London. Floaters Also known as swimmers, these are small lumps of bread dough, boiled in Norfolk as dumplings in a soup or stew. Huffkins Kentish flat, oval buns, with a deep indent in the middle. Oast cakes Fried barm dumplings made by Kentish hop pickers.

England – the midlands

Banbury cake Sweet bread from the Oxfordshire market town, traditionally flavoured with rose water, cloves, mace and caraway.

England - north east

Stottie Like a large muffin (see below under Nationwide) but baked on both sides on the bottom of the oven, so also known as a bottom cake. The name comes from a dialect word meaning ‘to bounce.’

England - north west

Eccles cakes flaky, enriched sweet bread filled with spiced dried fruit.

Nationwide

Crumpet a small but thick, chewy pancake, with many deep holes. The name may come from the Welsh word crempog. Hot cross buns These are usually the same as teacakes but with a cross on top. They are part of the traditional celebrations after the fasting of Lent, though now they are often available long before Easter.

38 Lardy cake A flaky yeasted bread, enriched with lard, sugar and dried fruit. Malt loaf A heavy, sticky, fruited bread, sweetened with malt extract, dark sugar (or treacle). Milk bread Made with milk instead of some or all of the water. It was especially popular during the Victorian period. Muffin Flat, round bun, cooked on both sides on a griddle. The name is thought to come from the old French word moufflet, meaning soft. Americans call it an English muffin, as they use the word muffin for a big cupcake. Oatcakes In Derbyshire, Staffordshire and Wales, they tend to be large, thin, soft pancakes, whilst in Yorkshire, they are dried until crisp. Plum bread (or cake) Sweet, spiced bread. Most (or perhaps all) recipes use dried fruit such as currants, rather than plums. Teacakes Sweet, fruited, spiced buns.

Traditional shapes

The following names are more identified with a shape than a particular recipe.

Bloomer A hand-shaped loaf with rounded ends and several diagonal slashes on the top. Coburg A round, hand-shaped loaf with a deep cross slashed in the top. Cottage loaf A round, hand-shaped loaf with a smaller round on top that has a deep dent in the middle. Rumpy A hand-shaped loaf with a chequerboard pattern of slashes on top. Split tin A tin loaf with a deep slash along the top.

Activity 2

Bake a Real Bread that is traditional to your area.

We have not included recipes in Lessons in Loaf but perhaps your baker could supply one. If you have a recipe that you’d like to add to the database on the Real Bread Campaign website, please email us.

39

Lesson 10: Special Real Breads from around the world

Learning objectives  To teach children that the recipes for many of the breads that we can buy in Britain originated in different countries.  To look at how different types of bread had or have religious significance.

This is a good opportunity for children, or perhaps even members of their families, to bring in and talk about festive breads from their own family heritage. Ideally, you would have another bread making session using a recipe for one of these. This could link to the run up to the religious festival that is traditionally associated with the bread in question.

Materials

Worksheet 7 – breads of the world wordsearch (optional).

Introduction

>>As well as being an every day food, bread of one type or another features in celebrations of many religions, countries and cultures.

Bread may be made special by adding extra ingredients that either are, or were at one time, expensive or hard to obtain, such as spices, eggs and butter.

Another way of using bread to mark a special occasion or event is by forming it into a particular shape or design, such as a harvest sheaf.

A third way in which breads might be made for religious use is by making them as simple as possible, like the communion wafer.

Activity 1

Get the children to list and/or draw as many special breads as they can. See the list below if they need prompting.

Special Real Breads from around the world

By place of origin  Bolo rei (Portugal, Epiphany) The name means kings’ bread and is a reminder of when the three kings arrived in Bethlehem with gifts for the newborn Jesus. It is made with many spices, and dried and candied fruits.  Christstollen (Germany, Christmas) A very rich bread, packed with fruit, nuts and spices.  Fougasse (France, Christmas) Branch shaped flat loaf from Provence, flavoured with olive oil and sometimes with other ingredients such as bacon or anchovies. Now eaten year-round.  Harvest loaf (Britain, harvest time) Often baked in the shape of a sheaf of wheat and not meant to be eaten, this celebrates a successful harvest. This is the continuation of an ancient tradition, when the year’s first wheat harvested was celebrated by baking Lammas (loaf mass) bread with flour made from it.  Hot cross buns (Britain, Easter) Now the symbol of Christ, marking bread with a cross was once ‘to let the devil out.’ These sugar, spice and butter enriched buns are eaten to mark the end of fasting for Lent.

40  Pan de muerto (Mexico, el dia de los muertos – day of the dead) This ‘bread of the dead’ is eaten on All Souls Day (2nd November) to commemorate and celebrate the lives of dead relatives and ancestors. Although enriched, being made from wheat flour was a luxury in itself as historically maize was Mexico’s staple grain and wheat flour was (and in some places still is) hard to obtain.  Pannettone (Italy, Christmas) A light, golden bread, often given as a gift.  Pulla (Finland, Christmas) Enriched with eggs, sugar, butter and flavoured with cardamom and perhaps saffron. It is now eaten all year, often as buns to go with coffee.  Simnel cake (Britain, Easter but originally baked for Mothering Sunday) Originally a yeasted bread, which took its name from a Roman flour called simila.

By religion  Cholla(h) or challa(h) (Judaism, Sabbath and Rosh Hashanah) Enriched with butter, sugar (and/or honey) and eggs. On the Sabbath, it is usually plaited (the strands mean truth, peace and justice), whilst at Rosh Hashanah (New Year) it is made into a coil with no beginning and no end to signify continuity. The name is Hebrew for ‘offering’.  Communion wafers (Christianity, Holy Communion) In Christianity, bread signifies the body of Christ. It is eaten, alongside a sip of wine to represent his blood, as a reminder of the belief that Jesus sacrificed himself for mankind. Today, this has become stylised into a small, very thin, unleavened disk.  Matzo (Judaism, Passover) This unleavened bread commemorates that when the Israelites were forced to flee Egypt, they had to leave their leaven behind.  Pide (Islam, Ramadan) Although eaten all year round, this low-risen, circular bread is traditionally associated with Ramadan, when Muslims only eat once a day after sunset.

You may well know of others and we welcome your suggestions to add to our list.

Activity 2

Get the children to find in the grid the listed Real Breads and name the countries in which they originate.

41 Experiments

The following are experiments that can be carried out in the classroom. They can be slotted into your programme of Lessons in Loaf as and when you feel appropriate.

Gluten washing experiment

Learning objective

To isolate and study gluten, the wheat protein that makes risen bread possible.

Ingredients 150g white bread flour 90g water (these can be pre-measured)

Equipment Small mixing bowl Source of water Electronic scales

Activity 1

 Make a dough with the flour and water.  Knead until smooth and elastic.  Wash the dough in a bowl of cold tap water, squeezing the dough all the time to remove the starch.

Observations

Q: What changes do you see? A: The water has turned milky white.

Q: What do you think has caused this change? A: Starch.

 Once the water is milky white, empty down the sink and refill.  Repeat the washing and water changing until the water stays clear.  Squeeze the gluten ball with your fingers to get rid of as much water as possible and then lay it on the worktop for 10 minutes to let more water settle out.

Q: What do you think is left? A: Gluten.

Calculating the respective percentages of gluten and starch in the flour is too advanced for KS2. What remains is in fact a mixture of gluten and water and what has been lost was a mixture of starch and water.

Activity 2 (optional)

 Put the gluten ball on a greased/floured baking tray and bake in a hot (220°C gas mark 7) oven for about 20 minutes until it is puffed up and golden brown.  Allow to cool a little before tearing it open.

42  Note observations.

Q: Describe what you see A: A shiny shell with a network of air pockets.

Q: Do you think the change is reversible or irreversible? A: Irreversible.

43

Yeast balloons

This can be demonstrated by the teacher at the front of the class or carried out as a group activity by the children.

Equipment and ingredients

 10g dried active yeast (or 1 sachet instant or 15g fresh)  200g warm water  15g caster sugar (dissolves more easily than table sugar)  balloon  small funnel  stopwatch or clock  small (500ml – 1l) empty plastic bottle

Method

 Stretch the balloon to relax it by blowing it up and then letting the air out two or three times.  Using the funnel, add the yeast, sugar and water (add the water last or the other things will stick to the funnel) to the bottle.  Screw the lid onto the bottle tightly and shake.  Remove the lid and attach the balloon to the mouth of the bottle, getting it right over the lip all the way around.  Start the stopwatch.  Make notes of the appearance of the liquid in the bottle and the balloon and do the same again every ten minutes for the rest of the lesson.

Observations

Q: What did you see? A: Bubbles began to appear in the liquid and the balloon got bigger.

Q: Why did this happen? A: The yeast started to feed on the sugar and give off carbon dioxide. The balloon acted like the gluten in dough, trapping the gas and swelling up.

For older children, you could carry out three versions of this experiment: one as above, one the same but putting the bottle near a radiator and one using cold water and putting the bottle in the fridge or somewhere considerably cooler. Ask the children to compare the results and come up with the reason i.e. that yeast cells grow, multiply and therefore produce carbon dioxide faster in warmer conditions.

44 Indoor wheat growing

This experiment is adapted from notes for teachers on wheat growing produced by the Brockwell Bake Association. You can find the original and more detailed version at: www.brockwell-bake.org.uk/plant_wheat_teachers.pdf

If you have access to outdoor space (either at the school or nearby, such as an allotment or that a local farmer or landowner will let you use) you might be interested in Bake Your Law, the Real bread Campaign’s scheme that will help you to lead children on the whole Real Bread journey from seed to sandwich.

Learning objective

To observe the development of the wheat plant, both above and below ground.

When sown outdoors in Britain, wheat takes at least six months to reach maturity. The warmth of the classroom will speed this process a little but the children should be prepared for not seeing instant results. This experiment is best done with a modern wheat variety, as when fully grown there will be less chance of the bottle and wheat toppling over.

Equipment (per child or group)

 Transparent, straight-sided, 2 litre plastic bottle  Plastic tray per bottle (or something similar in which to stand it)  A few handfuls of soil and/or compost  A large handful of coarse gravel  10 grains (approx) of seed wheat*

* For advice on finding seed wheat, see the Bake Your Lawn page on the Real Bread Campaign website.

Preparing the bottles

Depending on the age and ability of the children, you might want to do the first step yourself.

 Remove the label, cut the top off just below where it begins to taper, make five or six drainage holes in the bottom.  Add gravel to a depth of about 5cm.  Fill the bottles to 5cm from the top with soil/compost.

Sowing

 Evenly space around ten wheat grains on top of the soil in each bottle.  Cover the wheat with a 2cm layer of soil.  Place each bottle in a tray in a sunny position in the classroom, where it won’t get disturbed.  Add about a mugful of water to each bottle.  Water again once or twice a week as needed to keep the soil moist but not wet.

Wheat diaries

Once the first signs of shoots appear, get the children to record the progress of the wheat plants every day for the first week or two. After that you might prefer to switch to weekly observations.

45

 Measure the height of all of the plants in each bottle.  Draw and write notes on the appearance of the plants.

Optional additional observations

 Calculate the average height of plants in each bottle or across all bottles.  Compare the average change in height of plants since the last measurement.

If you have enough bottles, you could do the following at three-weekly intervals:

 Carefully remove the wheat plants from one bottle (perhaps by cutting open the bottle)  Gently clean the soil away from the roots.  Weigh the plant.  Measure the roots.  Draw the root structure.

Variations

After about a month you could place one or more bottles in each of these different growing conditions so the children can record and compare them to the control plants in the classroom:

 Move the bottle to a dark cupboard.  Stop watering the bottle.  Take the bottle outside.

46 Yeast farming

Learning objective

To see that yeast cells are present in flour and are living organisms that can be cultivated.

Ideally, you should run this over five days, starting with the theory on Monday morning and baking a loaf on Friday.

Timetable Monday a.m. - theory lesson and begin the starter. Tuesday and Wednesday a.m. – feed the starter (five minutes’ work each day). Thursday a.m – feed the starter. Thursday p.m. - mix the dough. Friday a.m. – bake the bread.

Materials  A block of fresh yeast.  A packet/tin of dried yeast.  A packet of instant yeast.

These are all for demonstration only and so are optional.

Ingredients 100g wholemeal rye flour (preferably organic and grown and stone ground as locally as possible) 200g water

Equipment Electronic scales (or accurate measuring jug and spoons) Large, clean, resealable plastic container Old but clean plastic bag (large enough for the container) A spoon A thermometer Kettle

A plastic container with a lid, placed in a bag, is convenient for storage. If your starter is very active, the lid will simply pop off but the bag means you won’t get a mess. A glass jar with a screwtop or metal clip seal could crack or shatter.

Activity 1

Looking at cultured yeast.

>>Most modern bread is made using yeast that has been grown in a laboratory or factory.

If you have them, use different types of yeast as a visual aid and talk through them.

>>Fresh yeast is sold in blocks that look a bit like fudge. Active dried yeast has had all of the water removed so that it keeps longer and is sold as small pellets. Instant or fast acting yeast is similar to dried but made into a fine powder and usually has additives to make it work more quickly.

The process to culture yeast was developed in the 19th century. The cells are grown in a nutrient solution – often molasses – which is then rinsed away. The yeast cells are separated from the liquid by centrifugal force and made into blocks or dried as granules.

47

Q: What did we say happened before the modern way of growing yeast was invented? A: Bakers either used yeast that was left over from brewing beer or they grew it themselves. Some bakers still grow their own yeast and we’re going to see how they do it. First we need some yeast cells to use like seeds. One place that bread making yeast cells live is on the outside of cereal grains.

Q: Do you remember which type of flour is made from all of the grain, including the outside layers? A: Wholemeal. We are going to use wholemeal rye flour as it usually has more yeast cells in it than wheat flour.

Organic rye is less likely to have had fungicide sprayed on it whilst growing, which would have killed many of the yeast cells.

Q: And who can remember what yeast needs for energy? A: Carbohydrate (in the form of sugars)

Q: And in bread, where does this come from? A: The starch in the flour. That means that this rye flour contains both our yeast ‘seeds’ and the food it needs to grow.

>>The other ingredient we need is water to get the whole process going.

Activity 2

Making a rye sourdough starter.

Day one

Someone in the class mixes together 25g rye flour and 50g water (at about 40°c) in the pot and passes it around the class.

Q: How does it look? How does it smell? A: ? (This is subjective).

Get students to write their observations. Seal the pot, place it in the bag and leave somewhere warm for about 24 hours. If you leave it somewhere cooler, it will take a lot (perhaps days) longer for the yeast to multiply but don’t leave it anywhere too hot (e.g. directly on a radiator) as you will kill the micro organisms.

>>We’ll feed this every day until it is ready to help us make Real Bread.

Days two to four

First thing in the mornings of days two, three and four, mix in another 25g of flour and 50g of water (at 40°C).

Before adding the flour and water each day, ask the students to note their observations of any changes.

48 For the first few days, the mixture might seem lifeless and could even smell unpleasant. Don’t worry about this. By day four, it should be bubbling away and the smell will become yeasty, slightly acidic, or maybe even floral. If it isn’t bubbling by day four, repeat the feeding daily until it is. As you are dealing with living organisms, they might not always work to your timetable. If you have a baking session scheduled for a particular day, in good Blue Peter tradition, it might be an idea to have a starter you prepared earlier waiting in the wings…

Day four (p.m.)

Q: Who can tell me the name of the gas in the bubbles? A: Carbon dioxide.

Q: What is the name of the process that is causing these bubbles? A: Fermentation.

You can now use some of the starter to make bread straight away – see lesson 4. If you are not using it, keep it in the fridge until needed. It won’t need feeding every day unless you use some of it – see notes below.

Caring for your starter

 Give it a name. For many sourdough fans, their starter is like a pet.  Each time you use some of the starter, add more flour and water back into the pot at the same ratio – one part rye flour to two parts water.  Unless you are using it every single day, keep it in a fridge (If you are keeping your starter in the fridge, use cold water when feeding it).  Unlike real pets, a starter will be very forgiving of neglect. Though it will be happy to help you bake bread once a week or even daily, it can be left untouched at the back for the fridge for weeks or even months.  To revive a starter that has been left for more than a few days, simply add flour and water and leave in a warm place for 24 hours. If necessary, repeat this once or twice more at daily intervals until it’s bubbling again.

49 Further suggestions for curriculum links

Some suggestions for using Real Bread as a topic in curriculum subjects at KS2

Breakdown by subject

Notes in square brackets are other possible links. Even if not noted, English, ICT and PHSE skills can be used for virtually every task.

Art and design

Draw, paint or otherwise represent:  Wheatfield.  Harvesting.  Wind/watermill.  Still life with bread as key subject.

Give examples of these being used as subjects in existing artworks

Create an artwork using flour, grain or straw as a medium (e.g. corn dolly making, salt dough sculpture, collage of flattened-out straw, bake a wheatsheaf loaf)

Make digital images of the above subjects and manipulate them to create a piece of art; create an animation of the grain chain story [ICT]

Research different types of bread and create a digital gallery of images (either taken yourself or collected from other sources) of them [religion, history, geography, citizenship, ICT]

Make a loaf in a traditional shape (of any cultural or geographic heritage) [religion, history, geography, citizenship]

Citizenship

Discuss the benefits that a high street bakery offers to a local community [geography]

Compare and contrast the role bread plays in a variety of cultures and religions e.g.  Challah.  Chapati.  Communion wafer.  Matzo. [religion]

How Real Bread fits into a healthy and nutritious diet [PHSE]

Health and safety in the:  Kitchen.  Bakery.  Farm.  Mill (inc respiratory conditions assoc with added enzymes). [PHSE]

Consider the environmental effects at each stage of the grain chain and how these could be reduced. Compare different systems used in the UK and overseas.

50 Growing  Ploughing.  Fertilisers and pesticides/herbicides.  Irrigation.  Energy used in ploughing, sowing, harvesting and any of the above.  Uses of straw (animal bedding, insulation boards, fuel, thatching).  Stubble (plough in, burn or oversow).

Milling  Amount and type (i.e. source) of energy used.  By-products.

Baking  Amount and type (i.e. source) of energy used in baking.  Cooling.  Wrapping.

Transport between the above points  Consider the relative impact of transporting home grown grain and that from overseas.  Compare the pros and cons of centralised vs. localised processing and distribution of grain, flour and bread. [geography]

Yeast and sourdough bacteria  Looking at the uses of micro-organisms in the production of different foods around the world – bread, yoghurt, cheese, charcuterie, alcoholic drinks.  Comparing micro-organisms that we use (as above) with those that we try to avoid and eliminate. [PHSE, science]

History of  Cereal crop breeding.  Cereal farming.  Milling.  Baking. [history]

Design and technology

Design the following for a new local bakery  Promotional leaflet.  Logo.  Webpages.  In-store promotion materials (posters, shelf-talkers, blackboards etc.).  Interior design. [geography, art and design, ICT]

Look at shapes of different breads and discuss why they might be those shapes – is the choice simply aesthetic or are there other factors involved? Consider:  The type of grain being used (remember the role of gluten).  Whether yeast or other leavening has been available traditionally.  Available oven technology (e.g. bakestone, tava, griddle, tandoor).  Religion (hot cross buns, seven strands in challah). [religion, science, history]

51 English

Vocabulary of baking [design and technology, history]

Examples of ‘bread words’ as metaphor and simile  Bread and honey, bread (money).  Dough (money).  Loaf (rhyming slang? = head).  Bread and butter (main income).  Breadbasket (stomach).  Breadhead (interested in money).  Earning a crust (making a living).  Breadwinner (main income earner in a household). [history]

Quotes from literature including bread words. [history]

Common sayings  Man cannot live by bread alone.  Staff of life.  Daily bread.  Use your loaf.  Separating the wheat from the chaff. [history, geography, religion]

Words originally related to bread:  Lord – from the Old English hlafweard or hlāford, meaning loaf ward i.e. the guardian of the bread.  Lady – from the Old English hlǣfdīġe, meaning bread kneader.

Geography

Grain and the landscape  Effect of increasing demand and change in farming methods (e.g. larger fields, removed hedgerows). [history, design and technology]

Climate and grain  Different grain from different areas (rice in tropical countries, barley and oats in wetter, cooler areas, wheat in warmer, drier ones).

What influence do the above have on the types and amounts of bread people eat?

 Look at differences in harvest in UK regions.  The history of grain and bread-related place names (e.g. Lammas fields, mills, Bread Street, Baker Street, Baltic Mills, Windmill Hill). [English, history]

Use a local case study to consider the effect on a local community of the closure of a:  Flour mill.  Bakery. [history, citizenship, PHSE]

52 Field trip to a:  Farm.  Mill.  Bakery. [history, citizenship, PHSE, design and technology, art]

Compare bread production and distribution in:  your own area with another place in the UK with a different set up (e.g. local bakery vs. supermarket selling industrial loaves).  the UK with another country. [citizenship, PHSE]

History

UK  Romans – bakers of Rome.  Corn laws.  Assizes.  Bakers dozen.  Historic bread types (maslin, use of rye, oats and barley, griddle/flat breads)  Bread and flour regulations.  Rationing and National Flour.  Chorleywood Bread Process.

(KS2 eras - the Romans, Anglo-Saxons and Vikings; Britain and the wider world in Tudor times; and either Victorian Britain or Britain since 1930)

Compare histories of bread/bread traditions in England, Ireland, Scotland and Wales – how/why did they develop differently? What similarities are there and why?

Overseas  Egyptians.  French revolution (let them eat cake).  Sliced bread invented in the US (and banned during WWII for being wasteful).

Local  A study investigating how an aspect in the local area has changed over a long period of time, or how the locality was affected by a significant national or local event or development or by the work of a significant individual.

Maths

Weights and measures  Converting between metric, imperial, liquid (ml) and solid (g).  Bakers percentages.  Scaling up and down.  Percentages by weight of different parts of wheat grains. [science]

Modern foreign languages

Collect examples in other languages of:  Bread songs.  Bread words.

53 Compare and contrast with each other and English. [PHSE, citizenship]

For example, loaf is related to:

 Leipä (Finnish)  Leib (Estonian)  Khleb (Russian)  Chleb (Polish)

Bread is related to:

 Brot (German)  Brood (Dutch)  Bröd (Swedish)  Brød (Danish)

54 Science

 Discuss the importance of having a control sample in scientific experiments.  Study the effect of temperature on bread rising.  Compare staling in bread at room temperature vs in the fridge.

Growing grain In pots under different conditions. Look at effects of:  Different types/amounts of fertiliser.  Light.  Water.  Variety.

Or in an outdoor plot

Breakdown by topic

Grain

Growing in pots under different conditions. Look at effects of:  Different types/amounts of fertiliser.  Light.  Water.  Variety.

Growing in an outdoor plot.

Discuss the importance of having a control sample in scientific experiments.

Harvesting, threshing, winnowing, cleaning grain (from own plot or on/from local farm).

[all of the above = science]

Create an artwork using flour, grain or straw as a medium (e.g. corn dolly making, salt dough sculpture, collage of flattened-out straw, bake a wheatsheaf loaf). [art, D&T]

 History of grain cultivation.  Growing year.  Different grain – UK and overseas (amaranth, barley, buckwheat, fonio, maize, millet, oats, quinoa, rice, rye, sorghum, spelt, teff, triticale etc.).  Other uses for grain (including biofuels).  Structure of wheat grain - endosperm, bran and germ.  UK wheat production by area.  How does UK wheat get used?  Where else do we get breadmaking wheat? Advantages and disadvantages.  Pros and cons of artificial fertilisers.  Pros and cons of pesticides and herbicides.  How does traditional crop rotation work?  Comparison of organic with high input farming systems.  Risks (diseases, pests, flood, drought).  Effect of increasing demand and change in farming methods (e.g. larger fields, removed hedgerows).

55 Consider the environmental effects of growing and how these could be reduced. Compare different systems used in the UK and overseas.  Ploughing.  Fertilisers and pesticides/herbicides.  Irrigation.  Energy used in ploughing, sowing, harvesting and any of the above.  Uses of straw (animal bedding, insulation boards, fuel, thatching).  Stubble (plough in, burn or oversow).

[geography, history, design and technology]

Different grain from different areas (rice in tropical countries, barley and oats in wetter, cooler areas, wheat in warmer, drier ones).

What influence do the above have on the types and amounts of bread people eat?

Grain chain place names (Lammas fields, mills, Bread Street, Baker St, Baltic Mills) [English, history]

Give examples of wheat fields/mills/bread being used as subjects in existing artworks.

Consider the environmental effects at each stage of the grain chain and how these could be reduced. Compare different systems used in the UK and overseas.

Flour and milling

Milling and bolting/sifting flour (in class or at a mill).

Make digital images of a mill(s) (or any other stage of the grain chain) and manipulate them to create a piece of art; create an animation of the grain chain story [ICT]

Statutory fortification. Nutritional difference between wholemeal and white, stone ground and roller milled. Pros and cons of removing wheatgerm from roller milled flour. Extraction rates. What happens to the wheatgerm and bran that is not put back into flour.

Consider the environmental effects of milling and how these could be reduced. Compare different systems used in the UK and overseas.  Amount and type (i.e. source) of energy used.  By-products.

Dough(s)

 Comparing relative water absorption by white and wholemeal flour.  Generating a sourdough starter (5-6 days) from just rye flour and water.

Recipes

Different recipes will work for different schools/teachers. Some will favour longer fermentation that can fit round the school day, others will need something shorter.

There are also options with different cultural/geographic heritage:

 Straight yeasted dough.  Overnight yeasted sponge and dough.  Sourdough ferment and dough.

56  bannocks, chollah, injera, naan, pitta, Staffordshire oatcakes, tortilla etc.

Make a loaf in a traditional shape (of any cultural or geographic heritage) [religion, history, geography, citizenship]

 Look at the different doughs used for types of bread.  What else goes into industrial bread manufacture.  Discussion around chemically leavened breads (e.g. soda bread).

Weights and measures  Converting between metric, imperial, liquid (ml) and solid (g)  Bakers percentages.  Scaling up and down.  Percentages by weight of different parts of wheat grains. [maths, science]

Baking

There are alternatives for schools without access to an oven on site – e.g. stovetop baking, outdoor clay/brick oven (built on site or portable), bread machines, taking dough home to bake.

 Basic wholemeal/high extraction loaves or buns.  Flatbread – e.g. pizza, naan.  Build an outdoor oven.

Design the following for a new local bakery  Promotional leaflet.  Logo.  Webpages.  In-store promotion materials (posters, shelf-talkers, blackboards etc.)  Interior design. [D&T, geography, art and design, ICT]

History of  Oven types (brick, cob/clay, iron, contemporary craft and high volume) and alternatives (bakestone, griddle, tava, etc.).  Fuel types and energy consumption.  Changes (irreversible) that occur - oven spring, setting, browning.  Comparison of traditional and Chorleywood composition and methods.  Bake off.

Vocabulary of baking. [English, design and technology, history]

Discuss the benefits that a high street bakery offers to a local community [citizenship, geography]

Consider the environmental effects of baking and how these could be reduced. Compare different systems used in the UK and overseas.  Amount and type (i.e. source) of energy used in baking.  Cooling.  Wrapping.

57 Bread

Examples of ‘bread words’ as metaphor and simile  Bread and honey, bread (money).  Dough (money).  Loaf (rhyming slang = head).  Bread and butter (main income).  Breadbasket (stomach).  Breadhead (interested in money). [English, history]

Quotes from literature [history]

Loaf  Loaf was originally the word for bread itself. Over time, it came to mean a piece of bread.

Common sayings  Man cannot live by bread alone.  Staff of life.  Daily bread.  Use your loaf.  Separating the wheat from the chaff. [history, geography, religion]

Collect examples in other languages of:  Bread songs.  Bread words.

Compare and contrast with each other and English [English, PHSE, citizenship]

Look at shapes of different breads and discuss why they might be those shapes – is the choice simply aesthetic or are there other factors involved? Consider:  The type of grain being used (remember the role of gluten).  Whether yeast or other leavening has been available traditionally.  Available oven technology (e.g. bake stone, tava, griddle, tandoor).  Religion (hot cross buns, seven strands in challah). [D&T, religion, science, history]

Compare and contrast the role bread plays in a variety of cultures and religions e.g.  Challah.  Chapatti.  Communion wafer.  Matzo. [religion]

Food waste  Compare staling in bread at room temperature and in fridge.  Uses for leftover bread.

Draw, paint or otherwise represent:  Wheatfield.  Harvesting.  Wind/watermill.  Still life with bread as key subject.

58

Research different types of bread and create a digital gallery of images (either taken yourself or collected from other sources) of them [art, religion, history, geography, citizenship, ICT]

Distribution

 Sell bread at a producers/farmers’ market at school.  Visit a bakery.  Pros and cons of traditional high street bakeries vs extended (e.g. supermarket) chains.  Other models – farmers markets, box schemes, community supported baking.

Compare bread production and distribution in:  your own area with another place in the UK with a different set up (e.g. local bakery vs. supermarket selling industrial loaves).  the UK with another country. [citizenship, PHSE]

Consider the environmental effects of bread distribution and how these could be reduced. Compare different systems used in the UK and overseas.  Relative impact of transporting home grown grain and that from overseas.  Compare pros and cons of centralised vs. localised processing and distribution of grain, flour and bread. [citizenship, geography]

59 Appendix1: more Real Bread recipes

The following pages contain a selection of recipes from a number of Real Bread bakers. As per the copyright notice, you may copy these sheets and distribute to pupils in Britain for use in the classroom or for homework as part of the Real Bread Campaign’s Lessons in Loaf scheme.

A few things to consider when choosing alternative recipes of your own:

 Almost every brand of instant (AKA fast acting or easy bake) dried yeast contains artificial additives. Please avoid these.  Some recipes call for the addition of ascorbic acid (perhaps in the form of a vitamin C tablet. Again, this will speed fermentation but is not necessary. A loaf made using ascorbic acid would fall outside the Campaign’s definition of Real Bread.  Recipes made using chemical leavening (e.g. baking powder) would fall outside the Campaign’s definition of Real Bread.  Sugar will make the yeast work faster but is not necessary, unless it is part of the character of a sweet bread.  The standard for bread on school canteens is that it can be eaten without added fat – e.g. butter or oil. Oddly, there is no restriction to the amount of fat in the bread itself or what additives and/or processing aids may be used. We ask that oil or fat is only used when necessary for the flavour or character of a particular type of bread – e.g. butter in brioche or olive oil in focaccia.  The Food Standards Agency target for salt in bread is a maximum of 1%. We ask that you keep salt under 1% of the dough weight.

If you have a Real Bread recipe that works in the school environment that you’d like to share with others, please let us know.

Historic authenticity

It could be argued that the only way to create truly authentic versions of historic Real Breads would be with a time machine. This would be the only way that you could use exactly the same ingredients and equipment.

As you don’t have a working Tardis (if you do, please get in touch) you will have to make compromises; how many and to what extent will depend upon the time available, and how close to replicating all details you feel is appropriate.

Some thoughts:

 Until the Romans invaded, bringing spelt with them, there was no wheat of any kind in Britain.  Rye was introduced by invading Saxons and Danes from around 500AD.  Many parts of Britain still didn’t grow wheat at all and people made flat breads, often using a griddle or other stove-top method, from rye, oats or barley.  Where wheat was grown, it was usually in a mixed crop with other cereals, such as rye, oats or barley. This was all harvested and milled together and used to make bread known as maslin or monks’ corn.  The use of brewers yeast began in the late 1600s.  Wheat only began to replace rye and barley as main bread-making grains in the mid 1700s.  Historically, the wheat varieties grown in Britain tended to have a low protein content, producing softer flour which would have been suitable for lower rising breads (crumpets, muffins, foccacia, ciabatta and baguettes are made with softer flours) rather than high- rising tin loaves.  Baking powder was only introduced between the 1830s and 1850s.

60  Imported strong wheat suitable for high-risen tin loaves only became widely available after the repeal of the corn laws in 1846.  Roller milled flour was not made anywhere until 1834, was first produced in Britain from 1872 and took many years to become widely available.  The production of compressed (AKA fresh) yeast was not perfected until the mid-19th Century and not widely available until much later.  Instant yeast was not introduced until the early 1970s and not widely available until the 1980s.  Petrochemical fertilisers, pesticides and herbicides were virtually non-existent before the second world war.  Domestic ovens were not common until well into the 20th century.

These are just some reasons that you might feel that stone ground organic flours, barms (from real ale production) or naturally occurring (e.g. sourdough) yeasts are more appropriate for many historic recipes.

61 Basic Real Bread (white)

Makes two small loaves or sixteen small rolls

Ingredients 600g white strong (bread) flour 15g fresh yeast 360g warm water 9g salt plus a little butter or margarine for greasing the tins or baking tray

Equipment

Electronic scales Large mixing bowl An old but clean plastic bag (e.g. a carrier bag) or a tea towel 2 small loaf tins or a baking tray Oven Oven gloves Wire cooling rack

Method

 Wash your hands.  Mix all of the ingredients together in the bowl until you have a shaggy dough – you might find it easier if you dissolve the salt and yeast in the water before mixing with the flour.  Pick up all of the dough and knead (stretch and fold again and again) until it is smooth and glossy. This will take about 10 or 15 minutes.  Place the dough in the bowl, cover the bowl with a damp tea towel or plastic bag (making sure it can’t touch the dough) and leave for 45 minutes to an hour to prove.  Knock the dough back (press to even out any large bubbles)  Divide the dough – in half for small loaves, or into sixteen 60g portions for rolls  Mould into ball shapes.  Leave dough balls to rest for 10 minutes.  For small loaves, flatten the dough balls, roll into sausage shapes and place with the seam at the bottom into greased tins. For rolls, remould the balls.  Cover the dough with a plastic bag or damp tea towel (make sure there is space above the dough so that it does not touch the bag or towel) to stop it forming a dry ‘skin’ and leave to prove for 45-60 minutes until doubled in size.  Bake at 220ºC/gas mark 7 until golden brown. This should take around 15 minutes for rolls and 25-30 minutes for small loaves.  Wearing oven gloves, remove your Real Bread from the oven, turn it out onto a wire rack and leave to cool before cutting.

© 2010 Paul Barker of Cinnamon Square, Rickmansworth / the Real Bread Campaign

62 Real Bread rolls

Makes eight rolls

Ingredients 250g stone ground white bread flour 250g stone ground wholemeal bread flour 350g hand warm (about 20°C) water 10g fresh yeast (or 5g dried yeast or 3.5g instant*) 5g salt plus a little butter or margarine for greasing the tins or baking tray

* Almost every brand of instant (AKA fast acting) dried yeast contains artificial additives, so you will need to find one that doesn’t.

Equipment

Electronic scales Large mixing bowl An old but clean plastic bag (e.g. a carrier bag) or damp tea towel Baking tray Oven Oven gloves A wire cooling/cake rack Clean tea towel

Method

 Wash your hands.  Mix all of the ingredients together in the bowl until you have a shaggy dough. You might find it easier if you dissolve the salt and yeast in the water before mixing with the flour - if using dried yeast you would need to do this anyway. Instant yeast should just be added to the flour.  Pick up all of the dough and knead (stretch and fold again and again) until it is smooth and glossy. This will take about 10 or 15 minutes.  Place the dough in the bowl, cover the bowl with a damp tea towel or plastic bag (making sure it can’t touch the dough) and leave for 45 minutes to an hour to prove.  Knock the dough back (press to even out any large bubbles).  Divide the dough into eight equal sized pieces and mould into ball shapes.  Put the balls on the baking tray with even spaces of about three or four centimetres between each.  Slide the tray into the plastic bag, making sure that there’s plenty of space between the dough and the bag and leave to rise again for half an hour or forty minutes.  About twenty minutes before the rolls are ready to bake, turn the oven on to heat up to 220°C / gas mark 7.  Uncover the rolls carefully, making sure the plastic doesn’t touch the dough and slide the tray into the oven.  Bake the rolls for fifteen minutes and have a quick look. If they are not quite golden brown, leave them for another five minutes.  Wearing oven gloves, remove your Real Bread from the oven, turn it out onto a wire rack and leave to cool before eating.

© 2010 the Real Bread Campaign

63 Basic Real Bread (wholemeal)

Makes two small loaves or sixteen small rolls

Ingredients 600g wholemeal bread flour 8g fresh yeast (or 4g dried yeast) 400g warm water 5g sea salt plus a little butter or margarine for greasing the tins or baking tray

Equipment

Electronic scales Large mixing bowl 2 small loaf tins or a baking tray An old but clean plastic bag (e.g. a carrier bag) or damp tea towel Oven Oven gloves Wire cooling rack

Method

 Wash your hands.  Dissolve the yeast in some of the water and mix this with the flour, adding most of the rest of the water to form a soft dough. It will be sticky to start with but don’t add more flour. If anything, wet your hands with water as you knead the dough to develop the stretchy gluten. The bran in the wholemeal flour takes a while to absorb all the water, so keep kneading (any way is fine so long as you work the dough vigorously) for a good 10-15 minutes.  When it feels smooth and stretchy (it may still be a bit sticky), put it in a bowl, cover it with the bag or tea towel and leave it to rise for an hour or two. Total rising time will depend on the temperature of the dough and the room - yeast works faster the warmer it is.  Divide the dough into pieces if you are making more than one loaf and shape by pressing the dough into a rectangle and then rolling this up tightly like a Swiss roll. Place the loaf in a greased tin, cover loosely with a plastic bag (making sure it can’t touch the dough) and put it in a reasonably warm place out of draughts.  When the dough has risen a fair bit up the tin and springs back slightly when you press it gently (this could take from one to three hours or more depending on temperature), put the tin in an oven pre-heated to about 210-220°C (420-440°F). Bake for about 10 minutes, reduce the heat by 20°C (40°F) and bake for another 20-30 minutes until the loaf is nicely brown and looks done all over. Tip it out of its tin and cool it on a wire rack.

© 2010 Andrew Whitley of Bread Matters / the Real Bread Campaign

64 Real Bread – sponge and dough method

Makes one small/large loaf

Ingredients

24 hour sponge Final dough 51/128g bread flour 180/470g bread flour 0.5/1.3g fresh yeast 72/188g 24 hour sponge (from above) 26/64g cold water 4.5/12g fresh yeast 0.75/1.8g salt 105/271g warm water 2.7/7g salt plus a little butter or margarine for greasing the tins or baking tray

Equipment

Electronic scales Oven Large mixing bowl Oven gloves 1 large or small loaf tin Wire cooling rack

Method

24 hour sponge

 Wash your hands  Combine together all of the ingredients for the sponge in the bowl until mixed evenly and no dry bits remain  Cover the bowl with a plastic bag or damp tea towel and leave in a cool, dry place for 18- 24 hours

Final dough

 Wash your hands  Mix the sponge and all of the other ingredients together in the bowl until you have a shaggy dough – you might find it easier if you dissolve the salt and yeast in the water before mixing with the flour  Pick up all of the dough and knead (stretch and fold again and again) until it is smooth and glossy. This will take about 10 or 15 minutes.  Place the dough in the bowl, cover the bowl with a damp tea towel or plastic bag (making sure it can’t touch the dough) and leave for 15 minutes to prove  Knock the dough back (press to even out any large bubbles)  Flatten the dough ball, roll into a sausage shape and place with the seam at the bottom into a greased tin.  Cover the dough with a plastic bag or damp tea towel (making sure it can’t touch the dough) and leave to prove for around 45 minutes until doubled in size  Bake at 220ºC/gas mark 7 until golden brown. This should take around 20-25 minutes for a small loaf or 45-50 minutes for a large one  Wearing oven gloves, remove your Real Bread from the oven, turn it out onto a wire rack and leave to cool before cutting

Note – If you leave the sponge for less than 18 hours, the final dough will need to be left for longer to compensate.

© 2010 Paul Barker of Cinnamon Square, Rickmansworth / the Real Bread Campaign

65 Real Bread – sponge and dough method using rye starter

Makes 20 small loaves

Ingredients

24 hour sponge Final dough (per loaf) 1100g rye flour 180g bread flour 385g rye starter* 100g 24 hour sponge (from above) 605g cold water 100g warm water 4g salt *e.g the starter you created in the yeast farming experiment. If the starter has been left for a while, plus a little butter or margarine for greasing the tins then you will need to refresh it at least? two days or baking tray before using it in the sponge and then again the day before you use it

Equipment

Electronic scales Oven Large mixing bowl Oven gloves 1 large or small loaf tin Wire cooling rack

Method

24 hour sponge

 Wash your hands  Combine together all of the ingredients for the sponge in the bowl until mixed evenly and no dry bits remain  Cover the bowl with a plastic bag or damp tea towel (making sure it can’t touch the dough) and leave in a cool, dry place for 18-24 hours

Final dough

 Wash your hands  Mix all of the ingredients together in the bowl until you have a shaggy dough – you might find it easier if you dissolve the salt and yeast in the water before mixing with the flour  Pick up all of the dough and knead (stretch and fold again and again) until it is smooth and glossy. This will take about 10 or 15 minutes.  Place the dough in the bowl, cover the bowl with a damp tea towel or plastic bag and leave for 15 minutes to prove  Knock the dough back (press to even out any large bubbles)  Flatten the dough ball, roll into a sausage shape and place with the seam at the bottom into a greased tin.  Cover the dough with a plastic bag or damp tea towel (making sure it can’t touch the dough) and leave to prove for around 5 hours until doubled in size  Bake at 220ºC/gas mark 7 until golden brown. This should take around 20-25 minutes  Wearing oven gloves, remove your Real Bread from the oven, turn it out onto a wire rack and leave to cool before cutting

Note – If you leave the sponge for less than 18 hours, the final dough will need to be left for longer to compensate.

© 2010 Paul Barker of Cinnamon Square, Rickmansworth / the Real Bread Campaign

66 Roman flat bread

Makes six flat breads

Ingredients 120g bread flour 120g wholemeal spelt flour 220g rye starter* 120ml warm water 20g olive oil 5g sea salt Some sesame or black onion (nigella or kalonji) seeds (optional)

*e.g the starter you created in the yeast farming experiment. If the starter has been left for a while, then you will need to refresh it at least? two days before using it in the sponge and then again the day before you use it.

Equipment

Electronic scales Large mixing bowl Oven Oven gloves Oven tray or baking stone Wire cooling rack

Method

 Wash your hands  Mix the flour, sourdough, salt and olive oil in a bowl  Add most of the water and work until you have a soft dough. If it’s hard to work, keep adding a little water at a time until the dough is soft.  Cut the dough into six pieces, cover with a plastic bag or damp tea towel (making sure it can’t touch the dough) and leave to prove fifteen minutes  Flatten the dough to about 4mm with a rolling pin, brush with oil on both sides and sprinkle sesame or onion seeds (if using) on top  Bake on a heavy tray or baking stone (e.g. a pizza stone) for 8 minutes at 230ºC (450F/gas 8)  Wearing oven gloves, remove your Real Bread from the oven, turn it out onto a wire rack and leave to cool slightly before eating

© 2010 Tom Herbert of Hobbs House Bakery, Chipping Sodbury / the Real Bread Campaign

67 Staffordshire oatcakes

Makes about 5 x 23cm diameter oatcakes

Ingredients 100g porridge oats (not instant porridge or jumbo oats) 100g wholemeal wheat flour 50g rye starter* 150g water 200g milk (or 200g more water) 2g salt plus a little oil to grease the griddle or pan

* e.g the starter you created in the yeast farming experiment. If the starter has been left for a while, then you will need to refresh it two days prior to using it in the sponge and then again the day before you use it.

Equipment

Electronic scales Large mixing bowl Large plastic bag Griddle or heavy-bottomed frying pan, ideally about 25-30cm in diameter Hob (gas or electric) Fish slice Wire cooling rack and clean tea towel

Method

 Wash your hands  Put the oats, flour, starter and water in a bowl and stir together.  Cover the bowl and put in the fridge (or somewhere very cool) overnight.*  The next morning*, the batter should have bubbles at the surface and smell slightly vinegary. Stir in the salt and most of the milk. The batter should be loose enough to ladle but not as thin as cream. If it is too thick, add the rest of the milk.  Lightly oil the griddle or pan and place over a medium heat. Ladle in the batter and swirl around to form a disk about 3mm thick.  Cook until the batter sets and bubbles pop through the surface.  Flip the oatcake over with a spatula or fish slice and cook for about a minute more.  If you want to keep your oatcakes for later, put them on a wire rack covered with a clean tea towel until they are cool.

To serve

Use them as you’d use a pancake, tortilla, chapatti or other flatbread - flat, rolled or folded with the filling of your choice. They’re best hot but can be eaten cold.

Oatcakes can be stored in an airtight container in the fridge for a day or two. To freeze, layer them between sheets of greaseproof paper, seal in a bag or container and freeze flat.

* Alternatively, you can do this step during the first lesson of the day, leave the batter at room temperature and make the oatcakes during the last lesson.

© 2010 the Real Bread Campaign

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Steamed ginger buns

Makes twelve buns

Ingredients

2 cloves of garlic 125g cornflour 250g warm water 4g salt 30g sesame oil (not toasted) 10g vegetable oil 60g fresh root ginger 125g root ginger, peeled and chopped finely 8g dried active yeast (1-2mm dice) 15g caster sugar 125g spring onions, finely sliced or chopped 425g plain flour plus a little butter or oil to grease the baking parchment

Equipment

Electronic scales Clean plastic bag or damp tea towel Cheese grater A pan and metal or bamboo steamer Blender or mortar and pestle Stove/hotplate (or an electric steamer instead Tea strainer of stove and steamer) Sieve Greaseproof paper or baking parchment Large mixing bowl Wire cooling rack

Method

 Wash your hands  Grate the ginger and press out the juice – a tea strainer works well for this  Place garlic, water, oil and ginger juice in a blender and whiz (or bash in a mortar and pestle) until smooth  Sift the flour and cornflour together into the bowl to mix evenly – your dough will be lumpy if you don’t  Add in the liquid from the blender, yeast, sugar and salt and mix until you have a shaggy dough  Pick up all of the dough and knead (stretch and fold again and again) until it is smooth and glossy. Leave covered until needed  Heat the oil in a frying pan and gently fry the 125g ginger and spring onions until they are soft  Add to the dough and mix in  Roll the dough into a long sausage shape, divide into twelve equal-sized pieces and shape into balls  Cover the dough balls with a plastic bag or tea towel (making sure it can’t touch the dough) and leave in a warm place to prove for around 30 minutes  Bring a little water to the boil in the pan, place the buns on the greased paper in the steamer, replace the lid and steam for 12 – 15 minutes. How many buns you can steam at a time depends on the size of your steamer. Keep an eye on the pan to make sure that it doesn’t boil dry.

Allow to cool for a while before eating but eat while still just warm.

© 2010 Idris Caldora, Chefs Adopt a School / the Real Bread Campaign

69 Real Bread in a bread machine

With a breadmaker you are in control of what goes into your bread, so choose ingredients that will give you the kind of loaf you want to eat.

Breadmaker mixes often contain additives and, loaf for loaf, might work out more expensive than choosing your own flour, seeds, nuts, fruits, spices etc.

Ingredients

Bread machine pan sizes vary. This recipe is for a medium-sized pan.

500g flour (wholemeal or a mix of white and wholemeal) 5g salt 350g water 10g fresh yeast (or 5g dried active yeast) 15g butter or olive oil (optional – it makes bread slightly softer)

NB There are many makes of bread machine on the market so use this recipe in conjunction with the instructions that came with your model. Take care to add the ingredients in the order recommended by the bread machine manufacturer.

Equipment

Electronic scales Bread machine Wire cooling rack

Method  Wash your hands and then, unless your machine’s instructions say otherwise:  Remove the pan from the machine.  Pour the water into the loaf pan and add the salt.  If you are using fresh yeast, crumble it into the water.  Add the flour on top of the water.  If you are using dried yeast and/or butter or oil, place them - not touching each other - on top of the flour.  Secure the pan in the machine, close the lid, select the appropriate programme and press the start button.

Follow any other instructions and prompts that may be required by your machine’s instruction manual.

When your loaf is baked, remove the pan from the machine, remove the loaf from the pan and leave it on a wire rack to cool completely.

© 2010 Andrew Whitley, Bread Matters / the Real Bread Campaign

70 No knead Real Bread

Ingredients

500g wholemeal flour 400g warm water 50g rye starter* 5g salt plus a little oil and flour to stop the dough from sticking

* e.g the starter you created in the yeast farming experiment. If the starter has been left for a while, then you will need to refresh it two days prior to using it in the sponge and then again the day before you use it

Equipment

Electronic scales Old but clean plastic bag (e.g. carrier bag) or Large mixing bowl damp tea towel Large, heavy, oven-proof pot – Oven e.g. cast iron casserole or Dutch pot Fish slice A bowl a little smaller than the pot Oven gloves Wire cooling rack

Method

Warning: the pot gets VERY hot and should only be handled by an adult wearing oven gloves

 Wash your hands.  Dissolve the salt in the water and stir all ingredients together until they form a sloppy dough.  Cover the bowl with a plastic bag or damp tea towel (making sure it can’t touch the dough) and leave the dough to prove**. The dough is ready once it has puffed up in the bowl and bubbles appear on the surface.  Oil the second bowl and dust with plenty of flour.  Get your hands wet to stop the dough sticking to them and scrape around the inside of the bowl to release the dough. Grab the dough from underneath at both sides, stretch out slightly until you have flaps long enough to push into the centre. Repeat from top and bottom. Lift out the dough and dump upside down into the bowl.  Cover and leave to prove again for about an hour. About half an hour into this second proof, place the cooking pot (and lid) into the oven and turn it up to full.  Using oven gloves, slide the pot out of the oven and quickly but carefully remove the lid, scatter evenly with a good handful of flour, remove the cover from the dough bowl, turn it upside down to let the dough fall into the pot, replace the pot’s lid and slide back into the oven.  After twenty minutes, remove the pot lid, turn the oven down to about 220°C (gas mark 7) and bake for another 25-30 minutes.  Remove the loaf from the pot using the fish slice and place your Real Bread onto a wire rack to cool before cutting.

**The time it takes will vary, mainly due to room temperature and how active the starter is. The following are guidelines:

In a warm room (24°C) – 5-8 hours On a cold day (18°C) – 10-12 hours In the fridge (3°C) – 14 hours e.g. overnight. In this case, use cold water

© 2010 the Real Bread Campaign

71 Three recipes for barley flatbread

Unleavened breads made with barley have been found in excavations of Viking settlements. The Barley bannocks still made in Scotland are virtually the same, though most recipes use baking powder, which was first introduced in the mid- 19th Century.

In between, it is possible that bannocks were made with naturally occurring yeast (e.g. sourdough starter or barm) and later using cultured yeast.

One source of stone ground barley flour (called bere meal) is a mill on Birsay in the Orkney islands.

Ingredients

1) Viking flatbread 100g barley flour 80g warm water ½g salt

2) Natural leaven barley bannocks 100g barley flour 65g warm water 30g rye starter* ½ g salt

3) Yeasted barley bannocks 100g barley flour 80g warm water 2g fresh yeast ½ salt plus a little oil to grease the griddle/pan

* e.g the starter you created in the yeast farming experiment. If the starter has been left for a while, then you will need to refresh it two days prior to using it in the sponge and then again the day before you use it

Equipment

Electronic scales Large mixing bowl Large plastic bag Griddle (girdle) or heavy-bottomed frying pan Hob (gas or electric) Fish slice Wire cooling rack and clean tea towel

Method

 Wash your hands  For each recipe, combine all of the ingredients in the bowl until mixed evenly and no dry bits remain. The gluten in barley will not become stretchy like wheat flour, so there is no need to knead  Leave the dough for the following times: a) Unleavened – 5 to 10 minutes to absorb the water fully b) Yeasted – 45 minutes to 1 hour, knocking back half way through c) Natural leaven – overnight.

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 Dust your hands with flour, divide each of the doughs into four or five balls and flatten them with your hands into cakes about 3mm thick and 10cm in diameter, keeping them well dusted  Place the griddle or pan over a medium heat  Cook each cake for about five minutes, checking underneath towards the end to make sure it’s not burning  Flip the cake over with a fish slice and cook for about five minutes more. It should have small toasty patches on both sides  If you want to keep your cakes for later, put them on a wire rack covered with a clean tea towel until they are cool.

To serve

Spread with a little butter and/or drizzle with honey.

Notes

Ideally you should make all three recipes together to compare the bannocks to each other. Start the natural leaven cakes in the last lesson one day, the yeast leavened cakes in the first lesson the next morning and then the unleavened bannocks while the others are proving.

© 2010 the Real Bread Campaign

73 Appendix 2: forms

74 Photograph Consent Form

Whenever taking pictures of anyone under the age of 18 taking part in Lessons in Loaf, please ensure that you obtain written consent for each child pictured using this form.

 You should keep one copy of the form yourself and give another to the parent/guardian of child photographed.  We suggest that you obtain the necessary consent prior to taking the photograph.  If you forward any of your photos to the Real Bread Campaign, please attach a copy of the completed and signed consent form(s) for each child pictured.

Although it’s not vital, it’s a good idea to use this form to obtain the consent of any adults to take photographs of, as well. If you are sending photos to the Real Bread Campaign, we would need this consent.

Name of school and town ………………………………………………………………………………………….

Name of class teacher……………………………………………………………….

Teacher’s signature…………………………. …..Date…………………………....

Name of person in photograph………………………………………………………

I hereby grant the Real Bread Campaign the right to use the photograph(s) of the above named person and any reproductions or adaptations of the photograph(s) for promoting the Real Bread Campaign’s work. This includes, without limitation, the right to use them in any publicity materials (on or offline), books, newspaper and magazine articles produced by the Real Bread Campaign or third parties at the Real Bread Campaign’s discretion.

Name of signatory*…………………………………………………………………… Address……………………………………………………………………………...…………………… …………………………………………………………………….....

Signature………………………………………….. Date……………………………

*If person to be photographed is less than 18 years of age, then the signatory must be his/her parent or legal guardian.

For more information please visit www.realbreadcampaign.org

75 Agreement between baker and school

This is just an example and you might have your own list of points that you need to agree.

Name and address of school ………………………………………………………………………………………….

Name of baker………………….…………………………………….

Date of Real Bread making session………………………..…………………………....

The school will:

 Secure any necessary parental consent necessary for each child to participate in a bread making session.  Notify the baker of any food allergy suffered by a child prior to the session.  Explain to children appropriate behaviour during the baker’s visit.  Ensure that a member of school staff will be present at all times during the baker’s visit.  Have arranged appropriate and adequate insurance for the session and, in the event of an accident, exempt the baker from all liability.

The baker will:

 Arrive at the agreed time.  Bring any equipment and ingredients you have agreed to.  Teach the Real Bread making skills as per prior discussion with the school.

Signed:

The baker

Signature………………………………………………date………………………….

Print name…………………………………………………….

On behalf of the school

Signature………………………………………………date………………………….

Print name…………………………………………………….

The school and baker should each keep a copy of this form. There is not need to send a copy to the Real Bread Campaign.

For more information please visit www.realbreadcampaign.org

76 Feedback form

Thank you again for taking part. As we need to keep our funders informed of the progress of the scheme, once you have run your Lessons in Loaf, we ask that you please answer this short list of questions. Please rturn your answers back either by email to: [email protected] or by post to: The Real Bread Campaign, 94 White Lion Street, London N1 9PF.

Questions for the teacher

How many children were taught to make Real Bread?

What ages were they?

Was the pack pitched at about the right level, too low or too high for them?

What in the pack did you find particularly useful and why?

How did you feel the practical session with the baker went?

What was the reaction of the children?

If there was something in the pack or about the scheme that you feel needs improvement, what is it and what suggestions do you have as to changes we could make?

Questions for the baker

How did you feel the practical lesson went?

What did you get out of the experience?

Were there any obstacles (e.g. equipment available, school regulations…) and if so, how did you overcome them?

Did the school use the background notes themselves or did they ask you/you decide to talk about bread, as well as teaching the practical skills?

If there was something in the pack or about the scheme that you feel needs improvement, what is it and what suggestions do you have as to changes we could make?

We also value any other comments you have on any aspect of the handbook or scheme. If you would like to give more detailed feedback than allowed by the spaces above, please feel free to do so.

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Appendix 3: worksheets

As per the copyright notice, you may copy and distribute the following sheets to pupils in Britain for use in the classroom or for homework as part of the Real Bread Campaign’s Lessons in Loaf scheme.

78 ONS SS E Worksheet 1 L

What I know about bread F A IN LO

What do I know What do I know about bread? about bread?

What do I know What do I know about bread? about bread? ONS SS E Worksheet 2 L

Comparing different breads F A IN LO

Name of Describe Picture of bread bread the taste ONS SS E Worksheet 3 L

Ingredients F A IN LO Onions Flour Sugar Potatoes Milk Eggs Yeast Garlic Butter Cream Salt Water ONS SS E Worksheet 4 L

Facts about flour and yeast F A IN LO

Today I learned these facts about flour and yeast:

Yeast Worksheet 5: Health and safety ONS SS E L

F A IN LO ONS SS E Worksheet 6 L

How to make Real Bread F A IN LO

Put the flour Mix the yeast and salt into a with the water bowl and add the water

Knead the Mix all of the dough until it ingredients is smooth and together glossy

Shape the dough Cover the dough and leave to and leave to rise rise again

Bake the bread, Place dough in remove from oven preheated oven and leave to cool ONS SS E Worksheet 7 L

Breads of the world wordsearch F A IN LO

A V R E F T E I R E B D W S N O L T R D F H G J L E W C N S Q Z J I K E F C D L B Y B E S G K J Y A A P F W E F L T O C G W A B A G E L O S D F K C D U J L W H Z R Z Z I R L B L S U K W L A N W E L L R G O F A G B T R M F G O D E T Q R I E E P I D E T L S D S F S D E H U T S V B K B W V E W K F K L H S J G T F E I O I A G P H C E D W Q K W J S K L W B L P F E K W W I Q S K J V E H W P I I W P O X K A E Q A P W V A Z S P L O T W L S E B E L K K B O G T N A S E S I O R C J D D V L X Z A K B S V D W K L P R Q Z J S D A I A E T J J A I K V L K W Z P J D E B W T E L T H L K N J W F B B D S I G N K E R K O A W A J L N L G S Q C T W Z E W S O Q P G S H B D H O B W S H I K E Z A J T S H D E K S W W L C Q A L N R E V A Y H H J L L D W J S W S K J E W L Q T I R R W E S F E L O E L W P O B W K S E W

Bread Country

CROISSANT ……………………………………………………… TORTILLA ……………………………………………………… BAGEL ……………………………………………………… BANNOCK ……………………………………………………… PIDE ……………………………………………………… NAAN ……………………………………………………… MUFFIN ……………………………………………………… PIZZA ……………………………………………………… ROTI ……………………………………………………… ENJERA ……………………………………………………… LAVASH ……………………………………………………… CIABATTA ……………………………………………………… PITTA ……………………………………………………… LEFSE ……………………………………………………… CHLEB ……………………………………………………… ONS SS E Worksheet 8 L

Breads of the world wordsearch answers F A IN LO

E N N I J F C B A G E L F H R U A L A M T E P I D E T B I C P I H I A A S T L B T N A S S S I O R C L A B V R I T A P T T L N I R A N C Z O O H Z T C L A K E E S F E L B

Bread Country

CROISSANT France TORTILLA Mexico BAGEL Poland or Austria (exact origin debated) BANNOCK Scotland PIDE Turkey NAAN India and Pakistan MUFFIN England PIZZA Italy ROTI India and Pakistan (adopted by Caribbean islands) ENJERA Ethiopia and Eritrea LAVASH Lebanon CIABATTA Italy PITTA Greece LEFSE Norway CHLEB Poland Useful books and links

You can find a long list of titles and links on the Companions page at: www.realbreadcampaign.org

Credits

Lessons in Loaf was written by Real Bread Campaign project officer Chris Young and Jackie Schneider of the Children’s Food Campaign.

The wheat growing experiment was adapted from notes for schools on wheat growing written by Andy Forbes of The Brockwell Bake Association. Recipes in this handbook were created by Paul Barker of Cinnamon Square, Idris Caldora of Chefs Adopt a School, Tom Herbert of Hobbs House Bakery, Andrew Whitley of Bread Matters and Chris Young.

Thanks also to Jane Mason of Virtuous Bread, Gaye Whitwam of Sticky Mitts and Andrew Wilson of Different Breid for their input.

Copyright notice

Unless otherwise stated, all text and images are © The Real Bread Campaign. They have been created for teaching children in primary schools in England. You may cut, paste and adapt the materials as you see fit for use in this context, provided you do not distribute the original or adapted material to others.

All other rights reserved.

Other image credits for the PowerPoint presentations can be found in the notes for the relevant slide.

We want to see Lessons in Loaf being taught as widely as possible but need to know where it’s being used. To seek permission to copy, reproduce or redistribute any part of these materials or use for any other purpose or in any other context, or to use any part on your school’s website or intranet, please email [email protected]

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