s3-eu-west-1.amazonaws.com · Web viewScheme of work: Year 9 . Introduction . This scheme of work has been developed as a foundation course to prepare Year 9. students for the new

Food Science :Year 9 SoW

Food Science Scheme of Work

Key Stage 4 Year 9 Food Preparation and Nutrition

Scheme of work: Year 9 Introduction This scheme of work has been developed as a foundation course to prepare Year 9students for the new GCSE Food Preparation and Nutrition. It is intended to be apractical and creative course which focuses on providing students with the necessarypractical skills and nutritional knowledge they will need before commencing GCSE study.It is designed to be flexible, covering 20 sessions which can be easily adapted to meetindividual schools’ curriculum requirements. The recipe suggestions are examples onlyand may be substituted to meet the individual needs of different schools and theirstudents. It is anticipated that schools with one hour lessons will need to adapt thecontent or extend over additional sessions.

The national curriculum programs of study for KS3 Cooking and nutrition are coveredand the course features an end of unit Food Preparation Task linked to the core topicsdelivered at GCSE:

1. Food, nutrition and health.

2. Food science.

3. Food safety.

4. Food choice.

5. Food provenance.

National curriculum requirements at KS3 Through a variety of creative and practical activities, pupils are taught the knowledge,understanding and skills needed to engage in an iterative process of designing andmaking. They should work in a range of domestic and local contexts, such as the home,health, leisure and culture, and where possible industrial contexts. Students will betaught to prepare and cook a range of nutritionally balanced dishes safely andhygienically.

The course aims to extend students' knowledge and understanding of food, diet andhealth, further developing their practical skills in food preparation and different cookingtechniques enabling them to make informed decisions about their own diet and foodchoices.

Teach alongside: NC KS3 Design and Technology, English (literacy), Mathematics(numeracy,) Science and PSHE.


Preparation for GCSE course By the end of the course pupils will be required to:

1. Understand and apply the principles of nutrition and health to cook a repertoire ofpredominantly savoury dishes so that they are able to feed themselves and others ahealthy and varied diet.

2. Become competent in a range of cooking techniques, for example, selecting andpreparing ingredients; using utensils and electrical equipment; applying heat indifferent ways; using awareness of taste, texture and smell to decide how to seasondishes and combine ingredients; adapting and using their own recipes.

3. Understand the source, seasonality and characteristics of a broad range ofingredients.

4. How to modify recipes and cook a range of dishes that promote current healthyeating messages.

5. How to use good food hygiene and safety practices when getting ready to store,prepare and cook food for safe consumption.

6. How to use a broader range of preparation techniques and practical skills whencooking.

7. How to adapt and use their own recipes to meet a range of dietary needs and lifestages.

8. How to use awareness of taste, texture and smell to decide how to season dishesand combine ingredients.

9. The principles of food safety, preventing cross-contamination, chilling, cooking foodthoroughly and reheating food until it is piping hot.

10. How to cook a range of high quality dishes with a good level of finish andpresentation, containing a variety of different colours, flavours and textures.

Prior knowledgePupils will build upon prior learning from both year 7 and 8 Design and Technology.They will enhance their knowledge and understanding of what constitutes a healthybalanced diet and good nutrition. This includes the eatwell plate, energy balance and therole of the nutrients in a balanced diet. They should already have a range of differentpractical skills to make a repertoire of predominantly savoury products which meetcurrent guidelines for healthy eating. The course is designed to be easily adapted to betailor made to meet the individual needs of different schools, curriculum time, teachersand students. Teachers can have the flexibility of specifying an individual recipe for awhole class to make or giving restricted choice from a selection of one or more of therecipes from the suggested range of practical outcomes listed. All the activities andlessons can be easily adapted to cater for different dietary needs, reduce costs andtimings. Practical work can also be carried out in pairs and in groups to reduce costs ofingredients.



Session plan

Session 1

Learningobjectives

Teaching and learning activity Differentiationand extension

Websites, resourcesand recipe ideas

To demonstrateknowledge andunderstanding ofThe eatwell plateguidelines andproportions.

Savoury light lunch for a teenager:soups, starters or lighter bites.

Signpost BritishNutritionFoundation

Food a fact of life

British NutritionFoundationStarter activity (BNF) resources.

Identification of the main foodgroups in The eatwell plate.Interactive card sort of differentfood photographs into the correctcategories. Identification of themain nutrients, (protein,carbohydrates, fats, vitamins A, Bgroup, C, D, calcium and iron),sources and why they are needed

All about foodDifferentiatedPowerPoints,note takingactivities andinteractivetutorials on Theeatwell plate,nutrients and thedietary needs ofdifferent lifestages.

Food StandardsAgencyTo identify the

main nutrientsrequired for ahealthy balanceddiet.

Meat and Education |Resources

My learning journeybooklet WordTo identify the

nutritional needs in the body and foods.of a teenager.

The eatwell plate PDF

Nutrients podcasts:Main activityTo identify the

Plan, prepare and cook a healthy Differentiation ofskills andoutcomes inrecipes.

Food a fact of life -Macronutrients

main factors thataffect dietaryneedsthroughoutdifferent lifestages.

light lunch that meets therecommended guidelines of Theeatwell plate. The dish must benutritionally balanced andappealing to teenagers.

Different dietaryneeds through lifepresentationsDifferentiated

research task onhealthy eatingand nutrition.

Food a fact of life – General resources

Teacher demonstration of one ofthe possible dishes below:homemade soupstuffed vegetableschicken Caesar salad/ pasta

salad

To select asuitable starteror savoury lightlunch dish tomake that meetsguidelines of Theeatwell plate,nutritionally

Soup and starterrecipes.

samosas/ spring rollsveggie stir fry/ chow mein.

balanced andappealing to ateenager.

Questioning for learning:

What are the nutritional needs ofa teenager?

How and why our dietary needschange through life?

Plenary: discussion

Teenage dietary needs.

Home learning and extensionactivity:


1. Bring in ingredients for practicalwork.

2. Differentiated researchhomework on healthy eatingguidelines, nutrients, dietaryreference values for teenagers.Explain why it is important thatteenagers make healthy choiceswhen choosing what to eat.


Session 2

Learningobjectives



To cook andserve a healthysavoury lunchproduct for ateenager.

Practical session 1 - Savoury lightlunch: soups, starters and lightbites.

LessonPowerPoint.

Guidelines andinstructions for settingup a practical lesson.

Individual recipecards foradaption.

Practical briefing Online Stopwatch -monitoring cookingand clearing up timeStudents lined up outside food

room. Allocation of 5 minutes class Work cards onset up time with online stop watch. adapting recipes Teachers to select a

To demonstratethe essentialskills of

to makehealthier.Photographicdisplay ofexemplar dishes.

soup or starter fromlist not previouslymade in Year 7 or 8.

preparing and Registration, go through thecooking a simple learning objectives and learningsoup, starter orlunch.

outcomes for the lesson. Gothrough assessment for learning ifappropriate to lesson.

Individual recipeslaminated onTo demonstrate

and apply theprinciples of foodsafety andhygiene whencooking.

AFL for practical workstations forlesson identifiedand used.

Starter activity student use and/orPowerPoint ofinstructions oninteractive.

Questioning for learning: recapWhat makes a successful practicallesson? Preparation for practicalwork on starter or light lunch.

Live Word wallto extend use oftechnicallanguage,literacy andnumeracy.

Lesson PowerPoint oninteractive whiteboardfor practical work.

To demonstratea good workingroutine in thefood room.

Main activity. Student will:

1. Prepare, cook and serve ahealthy soup, starter or lightlunch meal that will appeal toteenagers.

Recipes laminated ontables for student use.Safety and

hygiene cards toextend theapplication ofsafety and

To explain howthe ingredientsin their dish

Group work guidelinesand instructions forsetting up a practicallesson.

2. Follow a set of instructionscarefully with the awareness ofthe importance of workingsafely and hygienically at alltimes.

provide thenecessary energyand nutrients tomeet the dietaryreference values(DRVs) for

hygiene.Possible practicaloutcomes:

Differentiatedliteracy materialswith sentencestarters toaccompanyevaluation andanalysis of

3. Develop a good workshoproutine, working independentlywhilst adhering to tight timedeadlines and producing a goodquality lunch dish with a highlevel of finish.

homemade soup

stuffed vegetablesteenagers.

chicken Caesarsalad/ pasta salad

dishes made.deli kebabs

samosas/ springrolls/ stir fry/ chowmein.

4. Work effectively as a team toclear away work stations andequipment following theessential instructions tomaintain high standards ofcleanliness and good hygienethroughout.


5. Serve dish and present forassessment.

Plenary: celebration display andteacher or peer assessment of finalfood products.

Home learning and extensionactivity: sensory analysis andevaluation of how suitable dishmade was for a teenager. Completenutritional profile of dish.


Session 3

Learningobjectives



To become Mexican madness: spicy wraps and Signpost BNF Recipe sheets:

fajitasfamiliar withingredients andcuisine from

salsa. resources.

Tortilla wraps, fajitas, enchiladas,quesadillas or burritos.

DifferentiatedPowerPoints,note takingactivities andinteractivetutorials on theimportance ofteenagers

enchiladas

burritos.another country.

Starter video on energy or use ofdifferentiated PowerPoints fromresources list.

To recognizethat a variety offood is needed inour dietsbecause different get the energy balance correctfoods providedifferentnutrients forgood health anda balanced diet.

Food a fact of life – Exploring energy

Discussion: Why is it important to Food a fact of life – Energy resources

when making food choices as ateenager?

consuming anutritionallybalanced dietwith the correctenergy balancein life.

Food a fact of life – Energy (Extension)PPTMain activity: teacher

demonstration of fajitas,enchiladas, quesadillas or burritosrecipe.

Food a fact of lifeTo describe andexplain theimportance ofenergy balance,physical activityand theimplications ofdietary excess/deficiency, egmalnutrition,maintenance of ahealthy weight.

Differentiation ofskills andoutcomes inrecipes.

Questioning for learning and groupdiscussion: nutrients, food groupsin recipe, energy sources and howthe dish could be adapted forvegetarians and any special dietaryneeds.

Differentiationthrough effectivequestioningtechniquesthrough use ofBloom’s

Further questioning for learning:how to prepare, cook, serve andstore the dish safely andhygienically during the lesson.Explain differences between thedishes and suggest differentiatedoutcomes with salad and salsa.

taxonomy.To describe andexplain theimportance ofgood food safetyand hygienewhen preparingand cooking highrisk ingredientssuch as chicken.

Differentiatedhome learningtask on effects ofconsuming toomuch or too littleenergy.

Plenary: group activity anddiscussion. Where does our energycome from? Group discussion usingthe energy chart.


To identify themain healthissues related todiet.

1. Bring in all ingredients forfajitas, enchiladas or burritoswith filling of choice.

2. Find out the definitions of thefollowing nutritional terms:kilocalorie (kcal), kilojoule (kJ),


physical activity level (PAL),dietary reference values (DRV)and basal metabolic rate (BMR).

3. Using the BNF PowerPoint orFood a fact of life website,research what the possibleeffects of consuming a diet toohigh in energy are. What is thelong term effect on a teenager’shealth?


Session 4

Learningobjectives



To prepare, cook Practical session 2 – Mexican Signpost BNFresources.

Lesson PowerPoint oninteractive whiteboardfor practical work.

and serve a madness.healthy fajita ortortilla wrap thatcontains protein,carbohydrateand at least 2–3portions of your5 a day.

Tortilla wraps, fajitas, enchiladas,quesadillas or burritos.

Differentiation ofskills andoutcomes inrecipes.

Setting up instructionsfor a practical lesson.

Registration, learning objectivesand learning outcomes outlined forthe lesson.

Online Stopwatch -monitoring cookingDifferentiation

through effective and clearing up timeStarter activity questioningTo demonstrate

the essentialIndividual recipes

techniquesQuestioning for learning: laminated onthrough use of

workstations forBloom’sknife skills ofpreparing andcooking bothmeat andvegetables safelyand hygienically.

Essential criteria for anothersuccessful practical lesson. student use and/or

taxonomy. PowerPoint ofinstructions oninteractive.

Preparation for practical work onfajitas. Risk assessment discussionand hygiene and safety briefing forthe lesson. Cross contaminationrisk between raw and cooked meatsidentified and explained.

Recipes laminated ontables for student use.To demonstrate

an awareness oftaste, textureand smell todecide how toseason dishesand combineingredients.


Main activity. Students will:

1. Demonstrate safe and hygienicpreparation of vegetables andchicken using different knifeskills.

Possible practicaloutcomes:

2. Stir-fry the chicken andvegetables, adding sauces andseasonings as required.

To demonstratesafe and hygienicworkingpractices in thefood roomfollowing teacherinstructions andgiven recipes.

fajitas

enchiladas

burritos3. Apply effective control of timeand temperature to cook a highquality filling on the hob. quesadillas

salad and salsa4. Wrap the filling in the tortilla.

Adding any salsas, garnishes anddressings.

vegetarian optionusing mycoprotein,soya, halloumi ortofu.

To serve disheswith a high levelof finish. 5. Present and serve up fajitas,

enchiladas, burritos, andquesadillas for assessment.Serve with any suitable salad orsalsa.

6. Group work with different rolesto wash up, and clean thesurfaces and equipment under


timed conditions.

Plenary: celebration display ofpractical outcomes and teacher orpeer assessment of final foodproducts.

Discussion: top tips for safe cookingof high risk ingredients. Differentiated

home learningtask on specialdietary needsand food safety.


1. Recipe adaptation to make recipesuitable for different dietaryneeds.

2. Produce a 10 point food safetyguide when buying, storing,preparing and cooking meat.


Session 5

Learningobjectives



To use nutritioninformation andallergy advicepanels on foodlabels to helpmake informedfood choices.

Magic with mince: classic spaghetti Signpost BNF Lesson PowerPoint.bolognaise or chilli con carne. resources.

Recipe cards forspaghetti bolognaiseStarter activity Nutritional

profile of ready- or chilli.made spaghettiComparison and nutritional analysis

of buying a ready-made spaghettibolognaise/ chilli. Using informationon the packaging, carry out a

Nutritional profileworksheet of spaghetti

bolognaise.

Differentiation of bolognaise.To explain theimportance ofselecting dishesto cook, whichprovide thenecessary energyand nutrients tomeet teenager’sreference

nutritional analysis and evaluatethe nutritional value of spaghettibolognaise. Discussion of what

skills, quality ofDifferentiatedoutcomes, question starters

hygiene and based upon Bloom’staxonomy.

makes a good spaghetti bolognaise/ safety workshopchilli and the main advantages ofpreparing and cooking your ownspaghetti bolognaise. Identifypossible adaptations of recipe forvegetarians and special dietaryneeds.

routine.Meat and Education |Resources

BNF onlineresources onfood hygiene andsafety.

Food a fact of life – Sensory evaluationnutrient intakes

(RNI).Differentiationthrough effectivequestioningtechniques

Food a fact of life – Food hygiene andsafety

Main activityTo explain theimportance ofgood food safety bolognaise or chilli.practices whengetting ready tostore, prepareand cook food.

Demonstration of spaghetti

Recipe adaptationworksheet.

through use ofBloom’staxonomy.

Questioning for learning topics:ingredients, their functions, usesand nutritional value. Preparationof bolognaise or chilli ingredients,knife skills to prepare vegetables

Costings worksheet.

Differentiatedworksheets andhome learningresources tocalculate costs ofspaghetti

To modifyrecipes and cook and meat safely and hygienically.dishes thatpromote current safe cooking times andhealthy eatingmessages.

Temperature control on the hob,

temperatures. How to prepare,cook and serve up pasta or rice asa carbohydrate accompaniment todish. Effective techniques topresent the dish with a high level offinish and decoration.

bolognaise orchilli.To calculate the

cost of the dishand comparewith acommercialproduct.

Plenary: recipe adaptation to meetcurrent recommendations for ahealthy diet. Identify ways toreduce the saturated fat, kcal andsalt, but increase fibre content ofthe dish.

Home learning or extensionactivity:


1. Bring in ingredients, serving dishand container for spaghettibolognaise or chilli.

2. Work out the cost of ingredientsto make chosen dish andcompare to ready-meal tested.


Session 6

Learningobjectives



To prepare, cook Practical session 3 – Magic with LessonPowerPoint.

Guidelines andinstructions for settingup a practical lesson.

and serve aspaghetti

mince: classic spaghetti bolognaiseor chilli con carne.

Individual recipecards foradaption.

bolognaise orchilli. Containsprotein,carbohydrateand at least 2portions of your5 a day.

Starter activity Online Stopwatch -monitoring cookingand clearing up timeStudent briefing for practical,

lesson objectives and outcomes asbefore. Student preparationworkstation and ingredients. Recapmain points from previousdemonstration highlightingimportance of:

Work cards onadapting recipes Individual recipesto make themhealthier.

laminated onworkstations forstudent use and/ orPowerPoint ofinstructions oninteractive.

To demonstratethe essential

Photographicdisplay ofexemplars ofdishes made.

knife skills ofpreparing andcooking bothmeat andvegetables safelyand hygienically.

following instructions carefully

measuring accuratelyLesson PowerPoint oninteractive whiteboardfor practical work.

AFL for practicallesson identifiedand used.

using the hob safely to cook themeat and vegetables safely

Recipes laminated ontables for student use.

using knife skills to prepare arange of ingredients


To use a broaderrange ofpreparationtechniques andmethods whencooking.


being hygienic and safe whenpreparing food.

Main practical activity. Studentswill:

Sensory testingtechniques.


To demonstratea safe andhygienic workingroutine in thefood room

1. Demonstrate safe and hygienicpreparation of vegetables andmeat using knife skills withprecision and accuracy.

Differentiatedliteracy materialswith sentencestarters toaccompanyevaluation andanalysis of

spaghettibolognaise withminced beef, soya,Quorn or tofu2. Stir fry the meat and vegetables,

adding sauces and seasoningsas required.

following teacherinstructions andgiven recipes. chilli or vegetarian

chilli.3. Apply effective control of time

and temperature to cook a highquality bolognaise sauce on thehob.

To presentspaghettibolognaise orchilli with a highlevel of finish.

dishes made. Possible side dishes:

salad garnish

garlic bread.4. Cook and serve a suitable

carbohydrate accompaniment tosauce, eg pasta or rice.

To evaluatespaghetti or chilliuse differentsensory testingtechniques.

5. Presentation and serving up ofdishes for assessment.

6. Work effectively as a group:


work with different roles towash up, and clean the surfacesand equipment under timedconditions.

Plenary: celebration display ofpractical outcomes. Sensory testingof dish and peer assessment ofspaghetti bolognaise or chilli.

Home learning or extensionactivity: evaluation and sensorytesting of dish on family at home.


Session 7

Learningobjectives



To identify the Respect the risotto – adapting Signpost Lesson PowerPoint.different groups meals for special dietary needs. Vegetarian

Vegetarian Society – What is a vegetarian?

of the population Garden vegetable risotto.who have special

society andQuorn websiteand resources.Starter activity: discussion

dietary Vegetarianism – A Project Book ForSchools

requirements(including foodallergies, foodintolerance, andreligious culturalneeds).

What are the main influences onwhat people eat today? Card sort tomatch different types of dietaryneed to its definition.

Differentiatedrecipe adaptationactivity. Recipes, Products and

News from QuornDifferentiationthrough effectivequestioningtechniquesthrough use ofBloom’s

Main activityRecipe adaptationworksheet for specialdietary needs.

Recipe adaptation activity.To investigatethe range ofspecial dietaryproducts

Adaptation of the 3 dishes made sofar to make them suitable for alacto-ovo-vegetarian and otherspecial dietary requirements.

Question bag withdifferentiatedquestions and bloomstaxonomy for classuse during

taxonomy.available today.How to set upand carry outsensory testingof risotto.Differentiatedresources forsensory testing.

Demonstration of garden vegetablerisotto.

To identifyvegetarianalternatives tothe meat andfish using

demonstration work.Questioning for learning topicsduring demonstration: main Recipes for different

types of vegetarianrisottos including:

ingredients, their functions, usesand nutritional value. Safe cookingof rice, use of seasonal vegetables,cheeses and stock; knife skills toprepare vegetables and meat safelyand hygienically. Temperaturecontrol on the hob, safe cookingtimes and temperatures. Discussionof the importance of reheatingcooked rice to correct temperatureto prevent bacillus cereus. Furtherdiscussion on use of mycoprotein,eg Quorn, halloumi or tofu as ameat substitute in risotto.

vegetablesources, Quorn,soya or tofu as ameat substitute.

butternut squashand sage risotto

Extension activityresources.

easy pea and pestorisotto

To plan a risottosuitable for alacto-vegetarian.

Differentiatedworksheets andhome learningresources tocarry outresearch intovegetarians andalternative

risotto primavera

asparagus risottoTo carry outsensory analysisof the risottoand recordfindings on astar profile.

roastedMediterraneanvegetable risotto.

vegetarianproducts. Resources for sensory

analysis:Plenary: group sensory testing ofgarden vegetable risotto. Attributeanalysis of risotto using star profile.

To composeallergen adviceabout risotto forthe consumer.

Food a fact of life – Sensory evaluationHome learning or possible

extension activity:

1. Bring in all ingredients, servingdish and container for chosenvegetable risotto.


2. Research task on vegetariansand alternative protein productsincluding Quorn, soya and tofu.

3. To compose allergen andnutritional information aboutrisotto for the consumer.


Session 8

Learningobjectives



To prepare andcook a risottowhich containsvegetables oruses a meatsubstitute andwill appeal tolacto-

Practical session 4 – Respect therisotto. Prepare, cook and serve arisotto which contains vegetables ormeat substitute and will appeal tolacto-ovo-vegetarians.

LessonPowerPoint.

Lesson PowerPoint forpractical work.

Individual recipe Group work guidelinescards foradaption tovegetarianoptions.

and instructions forsetting up a practicallesson.Starter activity

Recap main points from previouspractical highlighting importance of:

Online Stopwatch -monitoring cookingand clearing up time

vegetarians. Photographicdisplay ofexemplars ofdishes made.

To demonstratethe skills ofpreparing arange ofvegetables, usingthe hob,controlling


measuring accurately Individual recipeslaminated on

AFL for practical workstations forlesson identifiedand used.

using the hob safely to cook therice and vegetables student use and/or

PowerPoint ofinstructions oninteractive.

safety when using knife skills toprepare a range of ingredients Live Word wall

to extend use oftechnicallanguage,literacy andnumeracy.

temperature,cooking with rice. being hygienic and safe when

preparing food.Possible practicaloutcomes:To demonstrate


Student preparation of workstationand ingredients.

butternut squashand sage risotto

Differentiatedresearch task ondifferent grains.

Main practical activity. Studentswill:

easy pea and pestorisotto

1. Demonstrate safe and hygienicpreparation of all vegetablesand meat substitutes usingknife skills.

To investigatewhat happenswhen rice andother grains arecooked.

risotto primavera

asparagus risotto

roastedMediterraneanvegetable risotto

2. Stir fry the onions and garlic,adding rice, stock andseasonings as required. spinach and ricotta

risotto.3. Apply good control of time andtemperature to cook risotto andrice effectively on the hob.

BBC Good Food |Health benefits of…quinoa4. Add any additional vegetables or

other ingredients, eg peas,pesto, Quorn, halloumi,parmesan cheese etc.

5. Present and serve up dishes forassessment.

6. Work effectively as a team


assigning different roles to washup, and clean the surfaces andequipment under timedconditions.

Plenary: celebration display ofpractical outcomes.

Discussion: how has the basicrecipe been adapted and modifiedto meet needs of different types ofvegetarians?

Home learning or extensionactivity: investigate some other lessfamiliar grains, eg quinoa,couscous, spelt.


Session 9

Learningobjectives



To know andunderstandwhere keyingredients comefrom and howthey are grown,reared or

Best of British: traditionally Britishhot meal that will appeal to schoolchildren.

Signpost BNFand otherwebsites.

Food and FarmingBNF worksheets

Meat and Education |Food provenance onyour doorstep PDF

Starter activity: Differentiatedrecipes.Differentiationthrough effectivequestioningtechniquesthrough use ofBloom’staxonomy.

Why is it important that we learnabout the main environmentalissues linked with foods today?Discussion to include:

Food a fact of life – Food and farmingcaught.

To identify andexplain some oftheenvironmentalissues associatedwith foods.

Greenpeaceuse of seasonal ingredients

Soil Association – What is organic foodand why chooseorganic?

sustainable fishing and farming

reducing food miles andtransportation

Differentiatedresources ondifferentenvironmentalissues.

Sustainable FoodTrust – Let them eat waste!

To investigatethe informationand guidanceavailable to theconsumerregarding foodlabelling,availability,traceability, foodassuranceschemes andanimal welfare.

organic foods

importance of buying locallysourced foods Red Tractor – Farm &

Food AssuranceExtension activityresources.the issues linked to food waste

farm assured schemes Research packs ondifferentenvironmental issuesincluding:

Differentiatedworksheets andhome learningresources tocarry outresearch intochosenenvironmentalissue.

the environmental issues linkedto packaging of foods.

Main activity use of seasonalingredientsTeacher demonstration of meat

To recognise and base, layering and topping of aexplain foodstandard

sustainable fishingand farmingtraditional shepherd's or

Cumberland pie with meat andpotatoes precooked, ready tothicken, mash, layer and top.

reducing air miles

organic foodsschemes.

To describemethods ofpreparingcooking andlayering a

Questioning for learning topicsWhat are the locally sourcedingredients in a shepherd’s,Cumberland or cottage pie? Whatare the advantages of using locallysourced seasonal ingredients?What seasonal ingredients could beused in a shepherd's pie? What arethe advantages and disadvantagesof using organic meats and

importance ofbuying locallysourced foods

shepherd’s orcottage pie.

the issues linked tofood waste

farm assuredschemes

the environmentalissues linked tovegetables in a traditional

shepherd's or Cumberland pie? packaging of foods.


Plenary: research based activity.Environmental issues in food today.Students to select a current issuein food today from the list above tocomplete a differentiated researchtask on chosen environmentalissues.

Home learning activity or extensiontask:

1. Bring in all ingredients, servingdish and oven proof dish forshepherd’s or cottage pie.

2. Complete environmental issuesresearch task.


Session 10

Learningobjectives



To prepare andcook a recipesuch as cottagepie, Cumberland which uses locally sourced,pie or vegetarian seasonal ingredients and willpie.

Practical session 5 – Best ofBritish: prepare, cook and serve atraditionally British main meal

LessonPowerPoint.


Individual recipe. Group work guidelinesand instructions for

Photographic setting up practicaldisplay ofappeal to schoolchildren on a cold

day. lesson.exemplars ofdishes made.

To adapt originalrecipe to include Starter activityingredientswhich have beenlocally sourcedor are seasonal.

Online Stopwatch -monitoring cookingand clearing up timeAFL for practical

lesson identifiedand used.



measuring accurately

Individual recipeslaminated onworkstations forstudent use and/orPowerPoint ofinstructions oninteractive.


To demonstratethe skills ofvegetablepreparation andcooking, makinga meat/alternative base,combining,layering andfinishing ofingredients usingthe oven.

using the hob safely to cook therice and vegetables

safety when using knife skills toprepare a range of ingredients Possible practical

outcomes:Differentiatedtask on recipecard for chosenpie.

being hygienic and safe whenpreparing food. shepherd's pie

cottage pieStudent preparation of workstationand ingredients. Cumberland pie

vegetarian pie.Main practical activity. Studentswill:To demonstrate


1. Work safely and hygienically toprepare all vegetables and meatsubstitutes using effective knifeskills.

2. Peel, chop and boil potatoes inwater until cooked.

To create arecipe card for alocal farm shopof chosen recipe.

3. Stir fry the onions and garlic,meat, vegetables, stock,seasonings and thickenings asrequired.

4. Demonstrate effective control oftime and temperature to cookbase and toppings effectively onthe hob.

5. Layer, top and finish the pieready for grilling or cooking in


oven.

6. Present and serve up dishes forassessment.

7. Work effectively as a team withassigned different roles to washup, and clean the surfaces andequipment under timedconditions.

Plenary: celebration display ofpractical outcomes.

Discussion: how have the pieingredients been adapted to includemore locally sourced and seasonalingredients?

Home learning or extensionactivity: produce a recipe card ofrecipe for a local farm shop.


Session 11

Learningobjectives



To select andplan to cook amain meal dishthat celebratesthe cuisine of an What countries make up Asia? WhatAsian country.

Multicultural cuisine: a flavour ofAsia.

LessonPowerPoint.

Recipes for a selectionof different Thai andIndian curries anddifferent Chinesedishes, eg chow mein,sweet and sourchicken, Japanesedishes such as sushietc.

Starter activity Differentiatedrecipes.

are the main cuisines of Asia? Differentiationthrougheffectivequestioningtechniquesthrough use ofBloom’s

To identify andexplain thedistinctivefeatures of Asiancuisine.

Main activity

Teacher demonstration of thecuisine from a chosen Asian country,eg: Indian, Chinese, Thai, Malaysianetc.

Fact files on differentcountries in Asia,cultural and religiousinfluences and thedifferent types ofAsian cuisine.

To identify theequipment andcooking methodsused in Asiancuisine.

taxonomy.Questioning for learning topicsduring demonstration of Thai curry: Use of

questioningusing Bloom’staxonomythroughoutdiscussion anddemonstration.

What are the main ingredients ina Thai curry? Asian Recipes | Jamie

OIiver RecipesTo explain howfood choices canbe related todifferentreligious andcultural beliefs.

What are the main herbs andspices used in Thai cuisine? Wikipedia | Asian

cuisineWhat methods of cooking are

used in Thailand? Differentiatedresources ondifferentcultural andreligiousinfluences onfood choicestoday.

BBC Good food – Chinese recipes

What are health benefits of Thaidiet versus British diet? Wagamama food

menu | asian +japanese cuisine

To identify anyhigh risk foods inchosen recipeand suggestways to cooksafely and

Demonstration and discussion of:

1. Marinating meat and fish. Research worksheethomework on thecultural and religiousinfluences on foodchoice today.

2. Vegetable and meat preparation.Extensionactivityresources.

minimize risk offood poisoning.

3. Using the wok to stir fry the meatand vegetables safely and withan awareness of effective timeand temperature control.To demonstrate

the use ofdifferentingredientsincluding herbsand spices toenhance theflavours of adish.

Differentiatedworksheets andhome learningresources tocarry outresearch intochosenenvironmentalissue.

4. High risk ingredients identifiedand ways to cook safely andreduce risk of food poisoningexplained.

5. Addition of seasonings andflavourings to enhance flavours,colours and textures.

6. Preparing and cooking thecarbohydrate accompaniment, egnoodles or rice.


7. Serving curry and addition ofsuitable garnish to enhancefinish.

Plenary: cultural and religiousinfluences in food today task.Cultural celebrations around theworld, different festivals andtraditions and their influences onfood choice today.

Home learning and extension task:

1. Bring in all ingredients, servingdish and container for Thai curryor alternative Asian dish asinstructed.

2. Research based activity into howfood choices are influenced bydifferent cultural and religiousinfluences.


Session 12

Lesson objectives Teaching and learning activity Differentiationand extension


A taste of Asia Multicultural cuisine - a taste ofAsia.

LessonPowerPoint.


To prepare andcook a mainmeal dish todemonstrate thecuisine from achosen Asiancountry, eg India,Thailand, Chinaor Japan.

Starter activity Individualrecipes.


Recap main points from previouspractical highlighting importance of: Photographic

display ofexemplars ofpossible dishesto make.


measuring accuratelyOnline Stopwatch -monitoring cookingand clearing up time

using the hob safely to cook therice and vegetables AFL for

practical lesson laminated onidentified andused.

Individual recipesTo demonstratethe use of herbsand spices toenhance theflavours of adish.

safety when using knife skills toprepare a range of ingredients

workstations forstudent use and/orPowerPoint ofinstructions oninteractive.



Student preparation of workstationand ingredients.

To demonstrateand apply theprinciples of foodsafety andhygiene whencooking and stirfrying.


Main practical activity. Students will:

1. Marinade meat and fish.Indian, Thai and

Malaysian curries(meat, fish or

Differentiatedrecipe cards forIndian, Thai,Japanese,Chinese andMalaysian

2. Prepare and slice vegetable andmeat. vegetable based)

To present andserve a qualitymulticulturalmain dish with ahigh level offinish.

vegetable biryani3. Use a wok to stir fry the meatand vegetables safely and withan awareness of effective timeand temperature control.

sushi and othernoodle baseddishes

recipes.

4. Identify any high risk ingredients,suggest ways to cook safely andreduce risk of food poisoning.

Chinese sweet andsour chicken, lemonchicken, chow

To workindependentlyfollowing owninstructions andas a team whenwashing up andtidying away.

mein.5. Enhance flavours, colours andtextures with the addition ofseasonings and flavourings.

6. Prepare and cook thecarbohydrate accompaniment, egnoodles or rice.

7. Serve up the curry with a suitablegarnish to enhance finish anddecoration.

8. Work effectively in teams with


different roles to wash up, andclean the surfaces andequipment under timedconditions.

Plenary: celebration display ofpractical outcomes. Peer andteacher assessment of outcomes.

Home learning or extension activityFood issues debate: Are takeawaysand ready meals damaging to ourhealth and environment?

Differentiatedhomework.


Session 13



To name themicronutrientsand state whythey are neededin the diet.

Sauces made simple: savoury pastabake.

Signpost to BNF Lesson PowerPoint.and the Food a

What I need to knowfact of lifeStarter activity about vitamins andresources. minerals grid Word

Issue worksheet: What I alreadyknow? What I want to know? What Ihave learned about vitamins andminerals?

DifferentiatedFood a fact of life |recipes.To explain the

sources, typesand functions ofvitamins A, D, Bgroup and C.

NutrientsDifferentiation

Public Health EnglandthroughMain activity | National Diet andeffective Nutrition Survey PDFquestioningPowerPoint presentation to

introduce micronutrients and focuson vitamins. Explain the terms fat

To explain thesources, types

techniquesthrough use ofBloom’s

Teacher informationon nutrients.

and functions of and water soluble. Look at someFood diary |mywellbeing

calcium, iron and examples of foods providing vitamins taxonomy.sodium. A, D and B group, C. Consider the

consequences of too high/ low intakeof these vitamins.

Use of questionfor learningduringdiscussion anddemonstration.

Recipes for:To explain theprocess ofgelatinisation insauce makingand theprinciples ofwhat makes asauce thicken.

macaroni cheese

cauliflower cheese

pasta bake

Demonstration and questioning forlearning.

Explain to the pupils that they willbe making a savoury dish that

Extensionactivityresources.

lasagne.provides sources of vitamins andminerals, such as macaroni cheese,tuna pasta bake or vegetarian pastabake or lasagne. Introduce studentsto ingredients and talk through thefunctions of the ingredients. Discussalternatives such as using skimmedmilk and lower fat cheese.Demonstrate the process for makingan all-in-one sauce. Explain theprocess of gelatinisation and theeffect of changing the proportions ofthe ingredients. Talk to the pupilsabout the recipes that they will bedoing, discuss options and choices.

British NutritionFoundation | ExploreFood

To calculate thenutritionalprofile andcompare theeffect of usingalternative

Food a fact of life |Recipe work

ingredients.

Plenary:

1. Identify the correctmicronutrients in your pastabake and why your body needsthem.


2. What micro nutrients are missingfrom the dish?

3. What ingredients could you addto make your pasta bake richerin vitamins and minerals?

Home learning and extension work:

1. Bring in all ingredients forpractical work including servingdish and container.

2. Nutritional analysis of finalrecipe.


Session 14



To prepare andcook a main

Practical session 7 - savoury pastabakes.

LessonPowerPoint.


meal dish whichdemonstratesthe role ofcalcium andvitamin D in thediet, such as:macaroni cheese,tuna pasta bake,vegetarian pastabake or lasagne.

To prepare and cook a main mealdish which demonstrates the role ofcalcium in the diet.

Individualrecipe.

Group work guidelinesand instructions forsetting up for practicallesson.Photographic

display ofexemplars ofdifferent pastabakes.

Starter activityOnline Stopwatch -monitoring cookingand clearing up time



measuring accuratelyAFL forpractical lesson laminated onidentified andused.

Individual recipes

To demonstratethe preparationof an all-in-onesauce;demonstratesafe use of thehob/ grill,accurateweighing andmeasuring,

workstations forstudent use and/orPowerPoint ofinstructions oninteractive.

using the hob safely to cook therice and vegetables


safety when using knife skills toprepare a range of ingredients



macaroni cheese

tuna pasta bakeStudent preparation of workstationand ingredients. Differentiated

recipe cards formacaronicheese, pastabake and

boiling, draining,mixing. Main practical activity. Students will:

1. Measure their ingredients.

2. Cook and drain the pasta.

chicken andbroccoli pastabake.

To demonstrateand apply theprinciples of foodsafety andhygiene whencooking.

lasagne.Extension outcome:

3. Make an all-in-one savourysauce. lasagne.

Food a fact of life |Recipe work

4. Combine the pasta, sauce,vegetables, meat and fishtogether.

To produce anutritionalprofile of thepasta dish andcreate a foodpackaging label.

5. Grate and sprinkle cheese overthe bake. Complete cooking ofthe bake under the grill or in theoven if time permits.

6. Decorate and garnish to enhancefinish and decoration of the pastabake.

7. Group work with different roles towash up, and clean the surfacesand equipment under timedconditions.


Plenary: celebration display ofpractical outcomes. Discussion andanalysis of what micro nutrients arepresent in dishes made and why thebody needs them.

Home learning or extension activity:Differentiatedhomework.Using BNF Nutritional analysis

software, create food label for yourproduct which includes nutritionalprofile of the dish and focuses onthe calcium and vitamin D content ofthe dish.


Session 15

Learningobjectives



To identify thefunctions and

Trendy fruit tray bakes. Thetechnical challenge.

LessonPowerPoint.

BBC Good Food |Traybake recipes

uses of the mainingredients usedin cake making.

Starter activity Individualrecipe.

Card sort on cakeingredients and theirfunctions.Card sort to match the ingredient

with its correct function and use in a Photographiccake recipe.

To explain thescience ofaeration andwhat makescakes rise?

display ofexemplars ofdishes.


Main activitybramley apple cake

Demonstration of tray bake of choicefrom list.

AFL forrhubarb crumble

slicepractical lessonidentified andused.

To demonstratethe skills ofcreaming/all-in-one cake making,preparing bakingtins, baking.

Questioning for learning throughdiscussion of: blackcurrant

bakewell1. Ingredients and their functions

including flour, sugar, fats, eggs,raising agents, fruit and


lightly spiced carrotcake

flavourings of choice.To demonstrateand apply theprinciples of foodsafety andhygiene whencooking.

summer fruitsquares2. How to line a baking tin or cake

cases in a muffin tray.swirly lemon drizzle

fingersPlanningsheets.3. Preheating oven to correct

temperature.baked blueberry

bites.Differentiatedrecipe cards for:4. Weighing ingredients accurately.To write a

planning sheetfor making traybake of choicelistingingredients,correct stages ofproduction andimportant

5. Using the creaming or all-in-onemethod to make the cakemixture.

Two stars and a wishworksheet.

bramleyapple cake

Recipe adaptationworksheet.

rhubarbcrumbleslice

6. Coring, slicing and preparing thefruit and flavourings for cakemixture.

blackcurrantbakewell7. Using the oven safely.

hygiene andsafety check. 8. Being hygienic and safe when

preparing cake mixtures. Riskassessment: high with raw eggmix.

lightly spicedcarrot cakeTo plan and

select a suitabledecoration andfinish of traybake.

summerfruit squares

9. Time and temperature controlwhen cooking cake mixtures. swirly lemon

drizzlefingersStudent activity

During cooking of cake complete adetailed planning sheet listing keytimes, instructions for making and

bakedblueberry


safety and hygiene checks. bites.

Plenary: How to test if cakes arecooked? Simple decorative topping ifcake is cool and time permits. Groupsensory testing and tasting of traybake. Two stars and a wish activity.

Home learning activity or extensiontask:

Differentiatedhomeworkactivity.

1. Bring in all ingredients and acontainer for tray bake of choice.

2. Design a theme board of differentdecorative toppings for traybakes on Google Images orPinterest.

3. Select optional topping of choiceand prepare at home.


Session 16

Learningobjectives



To plan andprepare a fruitbased tray bakethat

Practical session 8: Trendy fruittray bakes. The technical challenge.

LessonPowerPoint.


Starter activity Individualrecipes.


demonstrates Recap main points from tray bakeaeration and the demonstration, highlightingscience of howcakes rise.

Photographicdisplay ofexemplars ofdifferent types of monitoring cookingtray bakes. and clearing up time

importance of:Online Stopwatch -

following instructions carefullyTo demonstrateaccuracy andprecision whenweighing outingredients toensure a highquality outcome.

weighing and measuringaccurately AFL for practical Individual recipes

lesson identified laminated onand used.

using cake making skillsworkstations forstudent use and/orPowerPoint ofinstructions oninteractive.

being hygienic and safe whenpreparing food. Live Word wall

to extend use oftechnicallanguage,literacy andnumeracy.

Main activity. Student will:To use the all inone or creamingmethod of cakemaking to makefruit based traybake.

1. Follow plans for making toprepare and cook tray bake ofchoice from list.

Recipes for:

bramley apple cakeDifferentiatedplanning sheetsto list timings,equipment,stages of makingand importanthygiene and

2. Set up of ingredients andequipment for practical work.

rhubarb crumblesliceTo demonstrate


3. Grease and line a baking tin orcake cases in a muffin tray.

blackcurrantbakewell

4. Preheat oven to correcttemperature.

lightly spiced carrotcakesafety checks.

5. Weigh ingredients accurately. summer fruitsquares

To work Differentiatedhomeworkactivity sheets.

independentlyfollowing owninstructions andas a team whenwashing up andtidying away.

6. Use the creaming or all-in-onemethod to make the cakemixture.

swirly lemon drizzlefingersRecipe

7. Core, slice and prepare the fruitand flavourings for cakemixture.

adaptation toinclude healthyalternatives.

baked blueberrybites.

To identify waysof adapting cakerecipes to reducethe fat and sugarand increase

8. Use the electric mixer safely andwork hygienically whenpreparing cake mixtures. Riskassessment high with raw eggmix.

their fibrecontent. 9. Apply time and temperature

control when cooking cake


mixtures.

10. Decorate and garnish withtopping to enhance finish anddecoration of the tray bake.

11. Work effectively as a teamassigning different roles to washup, and clean the surfaces andequipment under timedconditions.

Plenary: celebration display ofpractical outcomes. Decorate toenhance finish. Cut into slices andpresent for assessment.

Home learning and extension task:

1. Adapt the recipe to reduce sugarand fat content of cake andincrease the fibre.

2. Issue Festival food challenge.Come in with some recipes ofideas to meet brief.


Session 17

Learningobjectives



Planning lesson: Food Preparation and Cooking Lesson PowerPoint toassessment. Foods for festivals or PowerPoint. introduce the task.

To carry out asporting events.

detailed analysisof the task.

Individualrecipes.

Design brief and task.Issue design brief and task.Students will need to: Recipe ideas from

different cuisines.To identify andselect a cuisineof choice.

Photographicdisplay ofexemplars of

1. Plan and make a dish or rangeof savoury dishes suitable for Planning sheets.

selling at a large sporting event suitable ideas for Nutritional analysisTo research or festival. The dishes made

should celebrate the cuisine andculinary traditions of a chosenculture.

brief. programme BNF:British NutritionFoundation | ExploreFood

possible recipesand select one totwo ideas thatwill be suitableto meet the

AFL for practicallesson identifiedand used.

2. Consider the type of cuisine,range of suitable recipe ideas,sourcing of ingredients topromote environmental andethical awareness, nutritionalprofiles of recipes, costs,cooking and serving times. It isalso important to considersuitable adaptations for

Costing analysisworksheet.


design brief.

To write detailedplanning sheetfor makingchosen disheslistingingredients,correct stages ofproduction andimportanthygiene andsafety check.

Food provenance andingredients sourcingworksheet.

Possible cuisines:

Mediterranean

European

British

Differentiatedplanning sheetsto list timings,customers of different age

groups and those who may have equipment,special dietary needs. stages of making

and importanthygiene and

African3. Select and make a variety ofdishes which will showcasetechnical skills, nutritionalknowledge and the ability towork safely and hygienically tomake quality outcomes.

AsianTo plan recipeand informationguide for theconsumer toinclude a

safety checks.

North and SouthAmerican

Middle Eastern

Australian.nutritional 4. Plan, prepare and cook one ortwo suitable dishes over thenext two lessons. Produce arecipe card of each of the dishesmade listing the ingredients,method of making, nutritionalprofile, allergy advice, costingand special dietary, health orenvironmental claims.

profile, allergeninformation,environmentalinformation.

5. Work individually or in smallteams to analyse the task,research different culinary


traditions and select a range ofdishes from chosen cuisine.Complete plans for makingchosen dish.

6. Use nutritional analysis softwareto analyse the nutritional profileof each product made.

Homework: completion of plans forpractical work and completingnutritional analysis of menu. Bringin ingredients.


Session 18

Learningobjectives



Practical 9 Practical session 9 - FoodPreparation and Cookingassessment. Foods for festivals orsporting events.

LessonPowerPoint.


To prepare andcook a savourymain course dishof choice,

Individual recipe Group work guidelinesideas. and instructions for

setting up a practicallesson.

Practical briefing prior to learning.Photographicdisplay ofexemplars ofproducts tomake.

suitable forStarter: registration, learningobjectives and learning outcomesfor the lesson.

selling at a largesporting event orfestival thatcelebrates thecuisine andculinarytraditions of


Questioning for learning: recapWhat makes a successful practicallesson? Risk assessment andhygiene and safety briefing.Assessment criteria identified andexplained.

AFL for practical Individual recipes forlesson identifiedand used.

student use and/ orPowerPoint ofinstructions oninteractive.

another culture.Live Word wallto extend use oftechnicallanguage,literacy andnumeracy.

To apply avariety of Main activity: Dish one. Students

will:Digital camera.

technical skillsand make somecreative andquality productswith skill andprecision.

Costings worksheet.1. Work under timed supervision to

prepare and cook a main coursedish of choice, suitable forselling at a large sporting event planning sheetsor festival that celebrates the to list timings,cuisine and culinary traditions of equipment,

Food ProvenanceWorksheetDifferentiatedBritish NutritionFoundation | ExploreFoodTo demonstrate


another culture. stages of makingand importanthygiene and

Internet for recipesfrom a range ofcuisines, eg:

2. Demonstrate confidence andcreativity when following theirown pre-prepared plans formaking and work safely andhygienically at all times takingresponsibility for their ownlearning and outcomes. Thisincludes an awareness ofmanaging time effectively andproducing a good quality festivalfood with a high level of finishand decoration.

safety checks.Mediterranean

European

British

Resources tosupportnutritionalanalysis, costingsand provenance.

To present adish with a goodlevel of technicalskill and ispresented with asuitable level offinish anddecoration forserving at thefestival.

African

Asian


3. Work effectively as a team toclear away work stations andequipment following theinstructions on cards for theend of lessons.

Middle Eastern

Australian.

Plenary: celebration display,


photography of products andteacher assessment of final foodproducts. 2 stars and a wish.


1. Complete nutritional profile,ingredients source and costingsof dish.

2. Identify the provenance ofingredients used.

3. Identify ways of adapting therecipe for different dietaryneeds.

4. Bring in ingredients for nextpractical session.


Session 19

Learningobjectives



Practical 10 Practical session 10 – FoodPreparation and Cookingassessment. Foods for festivals orsporting events.

LessonPowerPoint.


To prepare andcook a savourymain course dishof choice,suitable forselling at a large for the lesson.

Individual recipe Group work guidelinesideas. and instructions for

setting up a practicallesson.

Starter: registration, learningobjectives and learning outcomes Photographic

display ofexemplars ofdifferent dishesto make.


sporting event orQuestioning for learning: recapfestival that

celebrates thecuisine andculinarytraditions ofanother culture.

What makes a successful practicallesson? Risk assessment andhygiene and safety briefing.Assessment criteria identified andexplained.

AFL for practical Individual recipes forlesson identifiedand used.

student use and/ orPowerPoint ofinstructions oninteractive.Live Word wall

to extend use oftechnical

Main activity: Practical festival foodtwo. Students will:

To apply avariety of Costings worksheet.technical skillsand make somecreative andquality disheswith skill andprecision.

language,literacy andnumeracy.

1. Work under timed supervisionto prepare and cook a maincourse dish of choice, suitablefor selling at a large sportingevent or festival thatcelebrates the cuisine andculinary traditions of anotherculture.

Food ProvenanceWorksheet.

Digital camera.Differentiatedplanning sheetsto list timings,equipment,stages of makingand importanthygiene and

British NutritionFoundation | ExploreFoodTo demonstrate


Internet for recipesfrom a range ofcuisines, eg:

2. Demonstrate confidence andcreativity when following theirown pre-prepared plans formaking and work safely andhygienically at all times takingresponsibility for their ownlearning and outcomes. Thisincludes an awareness ofmanaging time effectively andproducing a good qualityfestival food with a high levelof finish and decoration.

safety checks.Mediterranean

European

British

Resources tosupportnutritionalanalysis, costingsand provenance.

To presentdishes with ahigh level offinish anddecoration andsuitable forserving at asporting event orfestival.

African

Asian


3. Work effectively as a team toclear away work stations andequipment following theinstructions on cards for theend of lessons.

Middle Eastern

Australian.

Plenary: celebration display,photography of products and


teacher assessment of final foodproducts. 2 stars and a wish.


1. Complete nutritional profile,ingredients source and costingsof dish two.

2. Complete costing of dish andidentify the provenance ofingredients used.

3. Identify ways of adapting therecipe for different dietaryneeds.

Session 20

Learningobjectives



To produce aninformationguide and recipe sporting events.card for theconsumer, whichincludes:

Food Preparation and Cookingassessment. Foods for festivals or

LessonPowerPoint.

British NutritionFoundation | ExploreFood

ICT facilities.Starter activity: project review todate.

My learning journeybooklet WordDigital camera.

Discussion: What information needsto go on the recipe card? Showexemplar recipe cards.

nutritionalprofile

allergenMain activity: student production ofrecipe card and customerinformation guide. Each recipe cardshould include the followinginformation:

special dietaryadvice

environmentalbenefits.

Company name and chosencuisine.To evaluate their

own practicalcooking Photograph of dish.experiences.

Ingredients list and quantities.

Method of making.To appraise andevaluate theirlearning journey. Nutritional profile and health

benefits.To review theopportunities for Allergy advice and specialfuture GCSEcourses andcareer options.

dietary advice.

Costings and portion size.

Information on ingredientssourcing and any ethical orenvironmental claims.

Storage and reheatinginstructions (if appropriate).

Serving suggestions.

Printing off recipe cards andevaluation of project andcourse.

Plenary: completion of learning log.

Discussion: GCSE options, possiblepathways and future careers in thefood industry.

Documents

s3-eu-west-1.amazonaws.com · Web viewScheme of work: Year 9 . Introduction . This scheme of work has been developed as a foundation course to prepare Year 9. students for the new