smartfuse.s3.amazonaws.com · Web viewSensory evaluation of meal.4. Use of tasting chart and word bank for sensory testing. Stretch andChallenge Explain how your dish and the ingredients

Shevington High School

Scheme of work: KS4 Years 9,10 and 11Year 9Year 9 Term 1 Week 1

Key idea Specification content Learning activity and resourcesThe eatwell plateHealthy balanced diet.Nutritional

To demonstrate knowledge and understanding of The eatwell plateTo identify the main nutrients required for a healthy balanced diet.To identify the nutritional needs of a teenager. To identify the main factors that affect dietary needs throughout different life stages.

Savoury light lunch for a teenager: soups, starters or lighter bites.Starter activityIdentification of the main food groups in The eatwell plate.Main activity Plan, prepare and cook a healthy light lunch that meets the recommended guidelines of The eatwell plate.

1

To select a suitable starter or savoury light lunch dish to make that meets guidelines of The eatwell plate

Week 2Key idea Specification content Learning activity and resourcesThe eatwell plateHealthy balanced diet.Nutritional

To demonstrate knowledge and understanding of The eatwell plateTo identify the main nutrients required for a healthy balanced diet.To identify the nutritional needs of a teenager. To identify the main factors that affect dietary needs throughout different life stages.To select a suitable starter or savoury light lunch dish to make that meets guidelines of The eatwell plate

Savoury light lunch for a teenager: soups, starters or lighter bites.Starter activityIdentification of the main food groups in The eatwell plate.Main activity Plan, prepare and cook a healthy light lunch that meets the recommended guidelines of The eatwell plate.Review EBI/WWW

Week 3Key idea Specification content Learning activity and resourcesEssential skillsFood safety and hygieneWorking routine

To cook and serve a healthy savoury lunch product for a teenager. To demonstrate the essential skills of preparing and cooking a simple soup, starter or lunch.

Savoury light lunch: soups, starters and light bites.Starter activity Questioning for learning: recap What makes a successful practical lesson? Preparation for practical work on starter or light lunch.Main activity. Student will:

2

To demonstrate and apply the principles of food safety and hygiene when cooking. To demonstrate a good working routine in the food room. To explain how the ingredients in their dish provide the necessary energy and nutrients to meet the dietary reference values

1. Prepare, cook and serve a healthy soup, starter or light lunch meal that will appeal to teenagers.2. Follow a set of instructions carefully with the awareness of the importance of working safely and hygienically at all times. 3. Develop a good workshop routine, working independently whilst adhering to tight time deadlines and producing a good quality lunch dish with a high level of finish.4. Work effectively as a team to clear away work stations and equipment following the essential instructions to maintain high standards of cleanliness and good hygiene throughout5. Serve dish and present for assessment.

Week 4Key idea Specification content Learning activity and resourcesDietary values To explain how the ingredients in

their dish provide the necessary energy and nutrients to meet the dietary reference values

Plenary: celebration display and teacher or peer assessment of final food products.Review EBI/WWW

Week 5Key idea Specification content Learning activity and resourcesRecognize ingredients, different nutrients, different foods

To become familiar with ingredients and cuisine from another country. To recognize that a variety of food is needed in our diets because different foods provide different nutrients for good health and a balanced diet.

Mexican madness: spicy wraps and salsa. Tortilla wraps, fajitas, enchiladas, quesadillas or burritos.Starter video on energyMain activity: teacher demonstration of fajitas, enchiladas, quesadillas or burritos recipe. Questioning for learning and group discussion: nutrients, food groups in recipe, energy sources and how the dish could be adapted for vegetarians and any special dietary needs.

3

Week 6Key idea Specification content Learning activity and resourcesEnergy balance, physical activity and good food safety and hygiene.

To describe and explain the importance of energy balance, physical activity and the implications of dietary excess/ deficiency, eg malnutrition, maintenance of a healthy weight. To describe and explain the importance of good food safety and hygiene when preparing and cooking high risk ingredients such as chicken. To identify the main health issues related to diet.

Further questioning for learning: how to prepare, cook, serve and store the dish safely and hygienically during the lesson. Explain differences between the dishes and suggest differentiated outcomes with salad and salsa.

Plenary: group activity and discussion. Where does our energy come from? Group discussion using the energy chart.

Week 7Key idea Specification content Learning activity and resourcesTo prepare, cook and demonstrate the essential knife skillsUnderstanding the senses

To prepare, cook and serve a healthy fajita or tortilla wrap that contains protein, carbohydrate and at least 2–3 portions of your 5 a day.To demonstrate the essential knife skills of preparing and cooking both meat and vegetables safely and hygienicallyTo demonstrate an awareness of taste, texture and smell to decide

Practical session 2 – Mexican madness.Tortilla wraps, fajitas, enchiladas, quesadillas or burritos.Preparation for practical work on fajitas.Demonstrate safe and hygienic preparation of vegetables and chicken using different knife skills.Stir-fry the chicken and vegetables, adding sauces and seasonings as required.Apply effective control of time and temperature to cook a high quality filling on the hob.

4

how to season dishes and combine ingredients.

Wrap the filling in the tortilla. Adding any salsas, garnishes and dressings.Present and serve up fajitas, enchiladas, burritos, and quesadillas for assessment. Serve with any suitable salad or salsa. Group work with different roles to wash up, and clean the surfaces and equipment under timed conditions.

HALF TERM WK 8

Week 9Key idea Specification content Learning activity and resourcesUnderstanding safe and hygienic working practice.

To demonstrate safe and hygienic working practices in the food room following teacher instructions and given recipes.

Plenary: celebration display of practical outcomes and teacher or peer assessment of final food products. Discussion: top tips for safe cooking of high risk ingredients.Review EBI/WWW

Week 10Key idea Specification content Learning activity and resourcesNutrition information and allergy adviceImportance of selecting dishes

To use nutrition information and allergy advice panels on food labels to help make informed food choices.To explain the importance of selecting dishes to cook, which

Magic with mince: classic spaghetti bolognaise or chilli con carne. Starter activityComparison and nutritional analysis of buying a ready-made spaghetti bolognaise/ chilli.Using information on the packaging, carry out a nutritional

5

provide the necessary energy and nutrients to meet teenager’s reference nutrient intakes

analysis and evaluate the nutritional value of spaghetti bolognaiseDiscussion of what makes a good spaghetti bolognaise/ chilli and the main advantages of preparing and cooking your own spaghetti bolognaise. Identify possible adaptations of recipe for vegetarians and special dietary needs.

Week 11Key idea Specification content Learning activity and resourcesImportance of good food safety practicesModify recipesCalculate the cost

To explain the importance of good food safety practices when getting ready to store, prepare and cook food. To modify recipes and cook dishes that promote current healthy eating messages. To calculate the cost of the dish and compare with a commercial product.

Demonstration of spaghetti bolognaise or chilli. Questioning for learning topics: ingredients, their functions, uses and nutritional value. Preparation of bolognaise or chilli ingredients, knife skills to prepare vegetables and meat safely and hygienically. How to prepare, cook and serve up pasta or rice as a carbohydrate accompaniment to dish.Plenary: recipe adaptation to meet current recommendations for a healthy diet. Identify ways to reduce the saturated fat, kcal and salt, but increase fibre content of the dish.

Week 12Key idea Specification content Learning activity and resourcesPrepare, cook and serve, demonstrate the essential knife skills, demonstrate a safe and hygienic working routine

To prepare, cook and serve a spaghetti bolognaise or chilli. Contains protein, carbohydrate and at least 2 portions of your 5 a day.To demonstrate the essential knife skills of preparing and cooking both meat and vegetables safely

Practical session 3 – Magic with mince: classic spaghetti bolognaise or chilli con carne.Recap main points from previous demonstration highlighting importance of: following instructions carefully measuring accurately using the hob safely to cook the meat and vegetables safely using knife skills to prepare a range of ingredients being hygienic and safe when preparing food.

6

and hygienically. To use a broader range of preparation techniques and methods when cooking.To demonstrate a safe and hygienic working routine in the food room following teacher instructions and given recipes.

1. Demonstrate safe and hygienic preparation of vegetables and meat using knife skills with precision and accuracy. 2. Stir fry the meat and vegetables, adding sauces and seasonings as required.3. Apply effective control of time and temperature to cook a high quality bolognaise sauce on the hob. 4. Cook and serve a suitable carbohydrate accompaniment to sauce, eg pasta or rice. 5. Presentation and serving up of dishes for assessment

Week 13Key idea Specification content Learning activity and resourcesEvaluation, modifying and testing

To evaluate spaghetti or chilli use different sensory testing techniques.

Plenary: celebration display of practical outcomes. Sensory testing of dish and peer assessment of spaghetti bolognaise or chilli.Review EBI/WWW

Week 14Key idea Specification content Learning activity and resourcesSpecial dietary requirementsVegetarian alternativesTo plan and carry out sensory analysis

To identify the different groups of the population who have special dietary requirements (including food allergies, food intolerance, and religious cultural needs). To identify vegetarian alternatives to the meat and fish using

Respect the risotto – adapting meals for special dietary needs. Garden vegetable risotto.Starter activity: discussion What are the main influences on what people eat today?Recipe adaptation activity. Adaptation of the 3 dishes made so far to make them suitable for a lacto-ovo-vegetarian and other

7

vegetable sources, Quorn, soya or tofu as a meat substitute. To plan a risotto suitable for a lacto-vegetarian. To carry out sensory analysis of the risotto and record findings on a star profile.

special dietary requirements.Plenary: group sensory testing of garden vegetable risotto. Attribute analysis of risotto using star profile

Week 15Key idea Specification content Learning activity and resourcesPrepare and cook, Demonstrate the skills of preparing a range of vegetables demonstrate and apply the principles of food safetyDemonstrate and apply the principles of food safety

To prepare and cook a risotto which contains vegetables or uses a meat substitute and will appeal to lactovegetarians.To demonstrate the skills of preparing a range of vegetables, using the hob, controlling temperature, cooking with rice. To demonstrate and apply the principles of food safety and hygiene when cooking.

Practical session 4 – Respect the risotto. Prepare, cook and serve a risotto which contains vegetables or meat substitute and will appeal to lacto-ovo-vegetarians.Demonstrate safe and hygienic preparation of all vegetables and meat substitutes using knife skills. 2. Stir fry the onions and garlic, adding rice, stock and seasonings as required. 3. Apply good control of time and temperature to cook risotto and rice effectively on the hob. 4. Add any additional vegetables or other ingredients, eg peas, pesto, Quorn, halloumi, parmesan cheese etc. 5. Present and serve up dishes for assessment.

Week 16Key idea Specification content Learning activity and resourcesInvestigate, modify and adapt To investigate what happens when

rice and other grains are cooked.To investigate how to modify and adapte

Review: celebration display of practical outcomes. Discussion: how has the basic recipe been adapted and modified to meet needs of different types of vegetarians?Review EBI/WWW

8

Home learning or extension activity: investigate some other less familiar grains, eg quinoa, couscous, spelt.

CHRISTMAS BREAK WK 17 & 18

Year 9 Term 2Week 19

Key idea Specification content Learning activity and resourcesUnderstand where key ingredientsEnvironmental issues

To know and understand where key ingredients come from and how they are grown, reared or caught. To identify and explain some of the environmental issues associated with foods. To recognise and explain food standard schemes.

Best of British: traditionally British hot meal that will appeal to school children.Activity: Why is it important that we learn about the main environmental issues linked with foods today? Discussion to include: use of seasonal ingredients sustainable fishing and farming reducing food miles and transportation organic foods importance of buying locally sourced foods the issues linked to food waste farm assured schemes the environmental issues linked to packaging of foods.

Week 20Key idea Specification content Learning activity and resourcesUnderstanding animal welfare, schemes, labellingEnvironment issues

To investigate the information and guidance available to the consumer regarding food labelling,

Main activity Teacher demonstration of meat base, layering and topping of a traditional shepherd's or Cumberland pie with meat and

9

availability, traceability, food assurance schemes and animal welfare.Plenary: research based activity. Environmental issues in food today. Students to select a current issue in food today from the list above to complete a differentiated research task on chosen environmental issues.

potatoes precooked, ready to thicken, mash, layer and top. Questioning for learning topics What are the locally sourced ingredients in a shepherd’s, Cumberland or cottage pie? What are the advantages of using locally sourced seasonal ingredients? What seasonal ingredients could be used in a shepherd's pie? What are the advantages and disadvantages of using organic meats and vegetables in a traditional shepherd's or Cumberland pie?

Week 21Key idea Specification content Learning activity and resourcesPrepare and cook,Adapt original recipeDemonstrate the skills combining, layering and finishing

To prepare and cook a recipe such as cottage pie, Cumberland pie or vegetarian pie. To adapt original recipe to include ingredients which have been locally sourced or are seasonal. To demonstrate the skills of vegetable preparation and cooking, making a meat/ alternative base, combining, layering and finishing of ingredients using the oven.Hwk - produce a recipe card of recipe for a local farm shop.

Practical session 5 Best of British: prepare, cook and serve a traditionally British main meal which uses locally sourced, seasonal ingredients and will appeal to schoolchildren on a cold day.Work safely and hygienically to prepare all vegetables and meat substitutes using effective knife skills. 2. Peel, chop and boil potatoes in water until cooked. 3. Stir fry the onions and garlic, meat, vegetables, stock, seasonings and thickenings as required. 4. Demonstrate effective control of time and temperature to cook base and toppings effectively on the hob. 5. Layer, top and finish the pie ready for grilling or cooking in oven

10

Week 22Key idea Specification content Learning activity and resourcesSelect and plan, identify and explain explain food choices

To select and plan to cook a main meal dish that celebrates the cuisine of an Asian country. To identify and explain the distinctive features of Asian cuisine.To explain how food choices can be related to different religious and cultural beliefs

Multicultural cuisine: a flavour of Asia. Starter activity What countries make up Asia? What are the main cuisines of Asia?Teacher demonstration of the cuisine from a chosen Asian country, eg: Indian, Chinese, Thai, Malaysian etc. Questioning for learning topics during demonstration of Thai curry: What are the main ingredients in a Thai curry? What are the main herbs and spices used in Thai cuisine? What methods of cooking are used in Thailand? What are health benefits of Thai diet versus British diet?

Week 23Key idea Specification content Learning activity and resourcesIdentify any high risk foods demonstrate the use of different ingredients

To identify any high risk foods in chosen recipe and suggest ways to cook safely and minimize risk of food poisoning. To demonstrate the use of different ingredients including herbs and spices to enhance the flavours of a dish.

Demonstration and discussion of: 1. Marinating meat and fish. 2. Vegetable and meat preparation. 3. Using the wok to stir fry the meat and vegetables safely and with an awareness of effective time and temperature control. 4. High risk ingredients identified and ways to cook safely and reduce risk of food poisoning explained. 5. Addition of seasonings and flavourings to enhance flavours, colours and textures. 6. Preparing and cooking the carbohydrate accompaniment, eg noodles or rice.Plenary: cultural and religious influences in food today task. Cultural celebrations around the world, different festivals and traditions and their influences on food choice today.

Week 24Key idea Specification content Learning activity and resources

11

Micronutrients functions of vitamins, functions of calcium, iron and sodium.

To name the micronutrients and state why they are needed in the diet. To explain the sources, types and functions of vitamins A, D, B group and C. To explain the sources, types and functions of calcium, iron and sodium.

Sauces made simple: savoury pasta bake.PowerPoint presentation to introduce micronutrients and focus on vitamins. Explain the terms fat and water soluble. Look at some examples of foods providing vitamins A, D and B group, C. Consider the consequences of too high/ low intake of these vitamins.

HALF TERM WK 25Week 26

Key idea Specification content Learning activity and resourcesGelatinization To explain the process of

gelatinisation in sauce making and the principles of what makes a sauce thicken. To calculate the nutritional profile and compare the effect of using alternative ingredients.

Demonstration and questioning for learning.Explain to the pupils that they will be making a savoury dish that provides sources of vitamins and minerals, such as macaroni cheese, tuna pasta bake or vegetarian pasta bake or lasagne. Introduce students to ingredients and talk through the functions of the ingredients. Discuss alternatives such as using skimmed milk and lower fat cheese. Demonstrate the process for making an all-in-one sauce. Explain the process of gelatinisation and the effect of changing the proportions of the ingredients. Talk to the pupils about the recipes that they will be doing, discuss options and choices.

Week 27Key idea Specification content Learning activity and resourcesNutritional profile To calculate the nutritional profile Review of practicval

12

and compare the effect of using alternative ingredients.

Identify the correct micronutrients in your pasta bake and why your body needs themWhat micro nutrients are missing from the dish? What ingredients could you add to make your pasta bake richer in vitamins and minerals?


To prepare and cook a main meal dish which demonstrates the role of calcium and vitamin D in the diet, such as: macaroni cheese, tuna pasta bake, vegetarian pasta bake or lasagnaTo demonstrate the preparation of an all-in-one sauce;

Practical session 7 - savoury pasta bakes. To prepare and cook a main meal dish which demonstrates the role of calcium in the diet.Measure their ingredients. 2. Cook and drain the pasta. 3. Make an all-in-one savoury sauce. 4. Combine the pasta, sauce, vegetables, meat and fish together. 5. Grate and sprinkle cheese over the bake. Complete cooking of the bake under the grill or in the oven if time permits. 6. Decorate and garnish to enhance finish and decoration of the pasta bake

Week 29Key idea Specification content Learning activity and resourcesNutritional profile To produce a nutritional profile

of the pasta dish and create a food packaging label.

Reviews, celebration display of practical outcomes. Discussion and analysis of what micro nutrients are present in dishes made and why the body needs them.DIRTEBI/WWW

13

Week 30Key idea Specification content Learning activity and resourcesPossible practical outcomes: bramley apple cake rhubarb crumble slice blackcurrant bakewell lightly spiced carrot cake summer fruit squares swirly lemon drizzle fingers baked blueberry bites.

To identify the functions and uses of the main ingredients used in cake making.To demonstrate the skills of creaming/all-inone cake making, preparing baking tins, baking.

Trendy fruit tray bakes. The technical challenge.Demonstration of tray bake of choice from list. Questioning for learning through discussion of:1. Ingredients and their functions including flour, sugar, fats, eggs, raising agents, fruit and flavourings of choice. 2. How to line a baking tin or cake cases in a muffin tray. 3. Preheating oven to correct temperature. 4. Weighing ingredients accurately. 5. Using the creaming or all-in-one method to make the cake mixture. 6. Coring, slicing and preparing the fruit and flavourings for cake mixture. 7. Using the oven safely. 8. Being hygienic and safe when preparing cake mixtures. Risk assessment: high with raw egg mix. 9. Time and temperature control when cooking cake mixtures.

Week 31Key idea Specification content Learning activity and resourcesAeration and planning sheet To explain the science of aeration

and what makes cakes rise?To write a planning sheet for making tray bake of choice listing ingredients, correct stages of production and important hygiene and safety check.To plan and select a suitable decoration and finish of tray bake.

Complete a detailed planning sheet listing key times, instructions for making and safety and hygiene checks.


14

Decoration To plan and select a suitable decoration and finish of tray bake.

ReviewHow to test if cakes are cooked? Simple decorative topping if cake is cool and time permits. Group sensory testing and tasting of tray bake. Samples to to be brought in.EBI/WWW

Week 33Key idea Specification content Learning activity and resourcesTo plan and prepare adapting cake recipes

To plan and prepare a fruit based tray bake that demonstrates aeration and the science of how cakes rise.To identify ways of adapting cake recipes to reduce the fat and sugar and increase their fibre content.

Practical session 8: Trendy fruit tray bakes. The technical challenge.Recap main points from tray bake demonstration, highlighting importance of: following instructions carefully weighing and measuring accurately using cake making skills being hygienic and safe when preparing food.Student will: 1. Follow plans for making to prepare and cook tray bake of choice from list.

Week 34Key idea Specification content Learning activity and resourcesIndependently following own instructions demonstrate accuracyand use the all in one

To work independently following own instructions and as a team when washing up and tidying away. To demonstrate accuracy and precision when weighing out ingredients to ensure a high quality outcome. To use the all in one or creaming

Set up of ingredients and equipment for practical work. 3. Grease and line a baking tin or cake cases in a muffin tray. 4. Preheat oven to correct temperature. 5. Weigh ingredients accurately. 6. Use the creaming or all-in-one method to make the cake mixture. 7. Core, slice and prepare the fruit and flavourings for cake mixture. 8. Use the electric mixer safely and work hygienically when preparing cake mixtures. Risk assessment high with raw egg mix. 9. Apply time and temperature control when cooking cake mixtures. 10. Decorate and garnish with topping to enhance finish and decoration of the tray bake. 11. Work effectively as a team assigning different

15

method of cake making to make fruit based tray bake.

roles to wash up, and clean the surfaces and equipment under timed conditions.

Week 35Key idea Specification content Learning activity and resourcesAnalysis and identify To carry out a detailed analysis of

the task. To identify and select a cuisine of choice.

Food Preparation and Cooking assessment. Foods for festivals or sporting events.Plan and make a dish or range of savoury dishes suitable for selling at a large sporting event or festival. The dishes made should celebrate the cuisine and culinary traditions of a chosen culture.

EASTER WK 36 & 37

Year 9 Term 3 Week 38

Key idea Specification content Learning activity and resourcesTo plan and research. To plan recipe and information

guide for the consumer to include a nutritional profile, allergen information, environmental information.To research possible recipes and select one to two ideas that will be

Consider the type of cuisine, range of suitable recipe ideas, sourcing of ingredients to promote environmental and ethical awareness, nutritional profiles of recipes, costs, cooking and serving times. It is also important to consider suitable adaptations for customers of different age groups and those who may have special dietary needs.

16

suitable to meet the design brief

Week 39Key idea Specification content Learning activity and resourcesTo plan a recipe and a detail planning sheets

To plan recipe and information guide for the consumer to include a nutritional profile, allergen information, environmental information.To write detailed planning sheet for making chosen dishes listing ingredients, correct stages of production and important hygiene and safety check.

Consider the type of cuisine, range of suitable recipe ideas, sourcing of ingredients to promote environmental and ethical awareness, nutritional profiles of recipes, costs, cooking and serving times. It is also important to consider suitable adaptations for customers of different age groups and those who may have special dietary needs.

Week 40Key idea Specification content Learning activity and resourcesTo plan a recipe and a detail planning sheets

To identify and select a cuisine of choice.To plan recipe and information guide for the consumer to include a nutritional profile, allergen information, environmental information.To write detailed planning sheet for making chosen dishes listing ingredients, correct stages of production and important hygiene and safety check.

Select and make a variety of dishes which will showcase technical skills, nutritional knowledge and the ability to work safely and hygienically to make quality outcomes. Work individually or in small teams to analyse the task, research different culinary traditions and select a range of dishes from chosen cuisine. Complete plans for making chosen dish.

17

Week 41Key idea Specification content Learning activity and resourcesVariety of technical skills and prepare and cook.

To prepare and cook a savoury main course dish of choice, To apply a variety of technical skills

Practical session 9 - Food Preparation and Cooking assessment. Foods for festivals or sporting events. Main activity: Dish one. Students will: 1. Work under timed supervision to prepare and cook a main course dish of choice, suitable for selling at a large sporting event or festival that celebrates the cuisine and culinary traditions of another culture. 2. Demonstrate confidence and creativity when following their own pre-prepared plans for making and work safely and hygienically at all times taking responsibility for their own learning and outcomes. This includes an awareness of managing time effectively and producing a good quality festival food with a high level of finish and decoration.

Week 42Key idea Specification content Learning activity and resourcesCultures and diets To understand dietary needs and

sourcing for the different cultures involved in the lessons

Review: celebration display, photography of products and teacher assessment of final food products. 2 stars and a wish.1. Complete nutritional profile, ingredients source and costings of dish. 2. Identify the provenance of ingredients used. 3. Identify ways of adapting the recipe for different dietary needs.

HALF TERM WK 4318

Week 44Key idea Specification content Learning activity and resourcesPrepare and cook a savoury main course and apply a variety of technical skills.

To prepare and cook a savoury main course dish of choice, suitable for selling at a large sporting event or festival that celebrates the cuisineTo apply a variety of technical skills and make some creative and quality dishes with skill and precision.

Practical session 10 – Food Preparation and Cooking assessment. Foods for festivals or sporting events.Main activity: Practical festival food two. Students will: 1. Work under timed supervision to prepare and cook a main course dish of choice, suitable for selling at a large sporting event or festival that celebrates the cuisine and culinary traditions of another culture. 2. Demonstrate confidence and creativity when following their own pre-prepared plans for making and work safely and hygienically at all times taking responsibility for their own learning and outcomes. This includes an awareness of managing time effectively and producing a good quality festival food with a high level of finish and decoration

Week 45Key idea Specification content Learning activity and resourcesCultures and diets To understand dietary needs and

sourcing for the different cultures involved in the lessons

Review: celebration display, photography of products and teacher assessment of final food products. 2 stars and a wish.1. Complete nutritional profile, ingredients source and costings of dish. 2. Identify the provenance of ingredients used. 3. Identify ways of adapting the recipe for different dietary needs.

19

Week 46Key idea Specification content Learning activity and resourcesInformation guide To produce an information guide

and recipe card for the consumer, which includes: nutritional profile allergen special dietary advice environmental benefits.

Food Preparation and Cooking assessment. Foods for festivals or sporting events Discussion: What information needs to go on the recipe card? Show exemplar recipe cards.Main activity: student production of recipe card and customer information guide. Each recipe card should include the following information: Company name and chosen cuisine. Photograph of dish. Ingredients list and quantities. Method of making. Nutritional profile and health benefits. Allergy advice and special dietary advice. Costings and portion size. Information on ingredients sourcing and any ethical or environmental claims. Storage and reheating instructions (if appropriate). Serving suggestions. Printing off recipe cards and evaluation of project and course.




20




Week 49Key idea Specification content Learning activity and resourcesEvaluation of practicals To evaluate their own practical

cooking experiences. To appraise and evaluate their learning journey. To review the opportunities for future GCSE courses and career options.

Review, completion of learning log. Discussion: GCSE options, possible pathways and future careers in the food industry.


21

Course outline Lesson 1a Features of the course. The 12 practical skills. Course specification. Course assessment. The food Investigation. The food preparation task. The final examination.

Introduction to the course and outline of the course. Outline of the specification at a glance. Outline of the specification. Outline of the 12 main skills. Outline of how the course is assessed. Introduction to NEA: Food investigation (15%) Food preparation Task (35%) Final examination (50

Week 51Key idea Specification content Learning activity and resourcesEatwell plate and planning a suitable meal

To understand the importance of eating a variety of different foods from the Eatwell Guide. To understand the importance of eating the correct proportions of each section of the guide for a healthy balanced diet. To plan a suitable savoury meal for a teenager that meets all the advice of the Eatwell guide

Eatwell Guide Presentation BNF PowerPoint on recommendations of the Eatwell Guide 2016. Explain what's changed Identify the main sections in the guide Discuss the key messages from the guideMain Activity Plan a day's meals for a teenager based upon the advice of the Eatwell Guide. From the chosen menu, plan and make a nutritionally balanced savoury meal or lunch dish which will appeal to a teenager.Summer ActivityThe dish must: contain foods from all the main sections of the Eatwell Guide include starchy carbohydrates, protein, fruit and vegetables, dairy and lower fat alternatives reflect the recommended proportions for each section demonstrate different technical skills

Year 10

22

Year 10 Term 1 Week 1

Key idea Specification content Learning activity and resourcesEatwell plate and planning a suitable meal- practical

To prepare, cook and serve a healthy savoury product suitable for a teenager.To showcase a range of technicalskills when preparing and cooking a suitable savoury dish.(S1, S2, S3, S4, S5, S6, S7 and S9)To demonstrate and apply the principles of food safety and hygiene whencooking. To demonstrate a good working routine in the food room.To explain how the dish meets the requirements of the new Eatwell Guide.To understand why sensory testing is carried out and experiment with different types of sensory tests through the use of practice questions.

Eatwell Guide -Practical 1Savoury dish which meets Eatwell guidelines and demonstrates skill.Starter Activity Questioning for learning: recap what makes a successfulpractical lesson?Outline of assessment criteria for practical work and technical challenge.Main Activity Students create, prepare, cook and serve a healthysavoury dish that will appeal to teenagers and meet the guidelines on new Eatwell Guide. There will be an opportunity to showcase different food preparation skills, technical challenges to 3different levels of demand. Complex skill: (Highest mark band) Student demonstrates the execution of skills and technical processes to an excellent standard. Medium demand:(Middle mark band) Student demonstrates the execution of skills and processes to a good standard. Basic (lowest mark band) Student demonstrates the technical skill and processes to a basic standard. Student activity and discussion:1. Why do we carry out sensory evaluations of foods?2. How to set up sensory analysis.3. Sensory evaluation of meal.

23

4. Use of tasting chart and word bank for sensory testing. Stretch andChallenge Explain how your dish and the ingredients meet the advice given on the new Eatwell plate guidelines. (10 Marks)

Week 2Key idea Specification content Learning activity and resourcesIntroduction to protein Students will learn the:

definition of protein functions of protein in the body main sources of protein in the diet effects of a deficiency or excess of protein in the diet amount of protein needed atdifferent life stages

Presentation and class discussion: What is protein? Why are proteins important? functions of protein in the diet sources of proteins high biological value proteins low biological value proteins protein alternatives protein complementat ion effects of deficiency and excess protein in the diet.

Week 3Key idea Specification content Learning activity and resourcesEatwell guide and its proportions

Students will learn:to demonstrate and apply knowledge and

Plan for practical activity next lesson: adults need between 45 and 55 grams of protein per day.

24

understanding of the Eatwell Guideand its proportions.To select a suitable savoury dish whichcontains both HBV and LBV protein sources.To describe the effect of heat on a range of different protein foods.To research the health benefits of a range of alternative protein foods including: soya mycoprotein eg Quorn quinoa.

plan and make a dish that contains both HBV and LBV sources of protein and provides an adult with between 15- 18 grams of protein perportion.Recipe ideas include traditional fish, cottage or shepherd's pie.Stretch and ChallengeUse BNF website or other nutritional profile website to work out how much protein there is in the recipe.How could this recipe be adapted for: lacto vegetarian, vegan and coeliac diets? Protein Starter questions: What sections of the Eatwell Guide are in a fish pie? Why is fish pie such an excellent source of protein? What other nutrients are in a fish pie?Teacher demonstrationHBV protein dish of choice eg traditional fish pie, cottage or shepherd's pie which contains both HBV and LBV sources protein and provides an adult with between 15-18 grams of protein per portion.Class discussionWhat happens to the protein in the following foods on heating? meat and fish eggs flour milkcheese.Student ActivityResearch the following protein alternatives: soya beans mycoprotein eg Quorn quinoa.Find out about each ingredient, its health benefits,

25

nutritional profile and recipe ideas. Produce a fact file on each ingredient.

Week 4Key idea Specification content Learning activity and resourcesHBV/ LBV Students will learn:

To prepare, cookand serve a savoury dish which contains both HBV and LBV proteins and meets Eatwell guidelines for a healthy diet.To showcase a range of technical skills when preparing and cooking a suitablesavoury dish.(S1, S2, S4, S5, S6, S8 & S12)To demonstrate and apply the principles of food safety and hygiene whencooking.To demonstrate a good working routine in the food room.To develop skills in garnishing,finishing and presentation of dishes.

Practical 2 – HBV and LBV protein dish.Starter Activity Questioning for learning: recap what makes a successful practical lesson?Outline of assessment criteria for practical work and technical challenge.Main Activity Practical lesson. Students create, prepare, cook and serve a savoury dish containing good sources of both HBV and LBV proteins,meets Eatwell guidelines and demonstrates range of different skills.There will be the opportunity to showcase different food preparation skills, technical challenges to 3 different levels of demand. Complex skill: (Highest mark band) Student demonstrates the execution of skills and technical processes to an excellent standard. Medium demand: (Middle Mark Band) Student demonstrates the execution of skills and processes to a good standard. Basic (lowest mark band) Student demonstrates the technical skill andprocesses to a basic standard.Plenary1. Nutritional analysis of dish and evaluation of

26

To analyse the protein content of the dish and how effectively it meets 1/3 of the DRV's for an adult.

protein content.2. Costing of ingredients.3. Portion size.Stretch and Challenge Explain how your dish and ingredients would bea suitable choice of meal for a family of 4 with two teenage children. (10 marks)Celebration display and teacher assessment and feedback on outcomes.Completion of lesson log and skills audit.Homework Read through carbohydrate chapter in textbook or student e- book.

Week 5Key idea Specification content Learning activity and resourcesCarbohydrates Students will learn:

The definition of carbohydrate.The functions of carbohydrate in the diet.The main sources of carbohydrate.The effects of deficiency and excess of carbohydrate in diet.The amount of carbohydrate needed for everyday life.The importance of reducing the amount of free sugars in our diets today

Carbohydrates Starter BNF link to carbohydrate video.Presentation power point, food display and class discussionon carbohydrates: What is carbohydrate? What are the functions of carbohydrates in the diet? What are the main sources of carbohydrate in the diet? sugar, free sugars and hidden sugar sugar alternatives. starches and non-starch polysaccharidees(NSP) effects of a deficiency in carbohydrate effects of excess carbohydrates in diet.Test your knowledge or practice questionson carbohydrates.

27

Stretch and Challenge Watch the BBC News report 'Can you be trusted to eat less sugar?' and answer the followingquestion:Free sugars should be no more than 5% of our totalcarbohydrate intake per day. This is approximately30gms (6 teaspoons per day) for teenagers and adults.Explain what advice you would give to teenagers abouttheir sugar intake and suggest ways they can reduce theirsugar consumption. (8 marks)Homework activity Find out how much sugar there is perserving in the following foods and drinks: breakfast cereal, fruit yoghurt, coca cola, mars bar, biscuits, cakes and any other convenience foods in your food cupboard or fridge at home.

Week 6Key idea Specification content Learning activity and resourcesDietary fibre Students will learn:

the definition of dietary fibrethe functions of dietary fibrethe different types of dietary fibrethe effect of excess and deficiency of dietarythe dietary reference values

Dietary Fibre Starter Activity Presentation, food display and class discussion on dietary fibre: What is dietary fibre? What are the functions of dietary fibre in the diet? What are the main sources of dietary fibre in the diet? effects of a deficiency in dietary fibre. effects of excess dietary fibre in diet.

28

for fibre.how to modify an existing recipe to reduce the amount of free sugar in the recipe and/or increase the amount of dietary fibre in the recipe.

ways to increase the fibre in your diet.Teacher Demonstration: lightly spiced carrot cakes or savoury muffins.Practical Activity: Find a recipe for a muffin, tray bake orcake that you could adapt to increase the fibre and reduce the sugar. Explain how you have adapted your recipe to reduce the sugar and increase the dietary fibre.Stretch and ChallengeCalculate the fibre and sugar content of the recipe using theBNF nutritional programme - explore food.Homework Bring in all ingredients and a serving dish forpractical lesson next week.

Week 7Key idea Specification content Learning activity and resourcesDietary fibre Carbohydrates Lesson 6a

and b Increased dietary fibre and reduced sugar practical.Students will learn:To prepare, cook and serve muffin, tray bake or cake that has been adapted to reduce the sugar and increase the fibre.To showcase a range of technical skills when

Starter Activity What makes a successful practical lesson? Outline of assessment criteria for practical work and technical challenge.Main Activity Practical lesson. Students create, prepare, cook and serve muffin, tray bake or cake that has been adapted to reduce the sugar and increase the fibre.There will be the opportunity to showcase different food preparation skills, technical challenges to 3 different levels ofdemand.

29

preparing and cooking a suitable dish. (S1, S2, S3, S4, S5, S11 and S12)To demonstrate and apply the principles of food safety and hygiene when cooking.To demonstrate a good working routine in the food room.To develop skills in garnishing, finishing and presentation of dishes.To analyse the sugar and fibre content of the dish and explain how it has been reduced.

Complex skill: (Highest mark band) Student demonstratesthe execution of skills and technical processes to an excellent standard. Medium demand: (Middle Mark Band)Student demonstrates the execution of skills andprocesses to a good standard. Basic (lowest mark band) Student demonstrates the technical skill and processes to a basic standard.Plenary1. Nutritional analysis of dish and evaluation of fibre and sugar content of dish.2. How many grams of sugar per portion?3. How many grams of fibre per portion?Stretch and challenge: Explain why you consider your dish and ingredients to be a suitable choice for a person trying toreduce the amount of sugar and increase the amount of fibre in their diet (10 marks).Plenary Celebration display and teacher assessment andfeedback on outcomes. Completion of lesson log and skills audit.Homework Read through fats chapter in textbook or student e- book.


Key idea Specification content Learning activity and resources

30

Fats Lesson 7a - FatsStudents will learn:The definition of Fat.The functions of fat in the diet.The main sources of fat in the diet.The effects of deficiency and excess of fat in diet.The amount of fat needed for everyday life.The importance of reducing the amount of saturated fat in our diets todayThe ingredients and methods to prepare and cook a savoury flan or quiche with a short crust pastry base.The ability of fat to shorten foods such as pastries.

Fats in the dietStarter BNF link to fat video or flora healthy eating quiz.Presentation Power point, food display and class discussion on fats: What is fat? What are the functions of fat in the diet? Saturated and saturated fats Cholesterol Effects of a deficiency in fat Effects of fat in diet Advice on reducing the amount of fat in our diets.Practice questions and test yourknowledge.1. Describe 3 functions of fat in the diet (3 marks).2. Explain the main differences between saturated andunsaturated fats. (4 marks).3. Why is a diet too high in saturated fat considered to beharmful to your health? (4 marks)?4. Name 3 sources of animal fats (3 marks).5. Name 3 sources of vegetable fat (3 marks).5. What is cholesterol and describe the two different types ofcholesterol (3 marks).Teacher demonstration Quiche or savoury flan eg roastedMediterranean vegetable with adaptations to reduce saturated fat content.Homework activityTest your knowledge or practice questions on fats.

31

Week 10Key idea Specification content Learning activity and resourcesShortening Lesson 7b

Students will learn:The definition of shortening and understand the effect of using different fats to shorten pastry.Write a hypothesis or prediction about what type of fat is best for short crust pastry.Investigate what is the best type of fat for pastry making.Work in groups to prepare and make up short crust pastry using different types and ratios of fat: flour.Investigate 6 different types of fat used in pastry making and the ratios of each.To develop and practice investigation skills similar to those used later in NEA.To develop sensory analysis techniques when investigating foods.To develop analysis and evaluation skills when working with different fats. sensory analysis techniques

Practical Investigation – Fats in pastryGroup work activity: What is the best type of fat or oil formaking short crust pastry?Split class into 6 groups and each group is to make up one batch of short crust pastry using different types of fats and ratios of fats.Write group hypothesis and predictions for pastry experiment.Practical Investigation:Group 1: 100% - 100% butterGroup 2: 50% butter 50% vegetable fatGroup 3: 100% vegetable fatGroup 4: 100% vegetable oilGroup 5: 100% low fat spreadsGroup 6: 100% margarine1. Students to follow clear instructions to make up each batch short crust pastry, rolling out to 5mm thick and cut with a scone cutter into circles of equal diameters.2. Bake for 8- 10 minutes at 200 C until golden brown and crumbly.3. Record results once cooked and cooled.4. Compare the results and photograph samples. Think carefully about the controls applied to make this a fair test.5. Carry out sensory testing of each pastry sample looking specifically at crumbliness of texture, shortness, flavour, colour and appearance. (Ranking

32

when investigating foods. or rating test).6. Analyse and evaluate findings, explain how they will influence the fats uses to make pastry next lesson.Plenary: Class discussion of results and findings: which fat was the best for pastry making and which one will youuse for quiche or flan next week and why?

Week 11Key idea Specification content Learning activity and resourcesFats in pastry Lesson 8a and b

Students will learn:To prepare, cook and serve a savoury quiche or flan that has been adapted to reduce the saturated fat content.To showcase a range of technical skills when preparing and cooking a suitable savoury dish. (S1, S2, S3, S4, S5, S6, S8, S11 & S12)To demonstrate and apply the principles of food safety and hygiene when cooking.To demonstrate a good working routine in the food room.To develop skills in

Fats in Pastry making – Practical activityStarter What makes a successful practical lesson? Outline ofassessment criteria for practical work and technical challenge.Main Activity Practical lesson. Students create, prepare, cook and serve a savoury flan or quiche with a short crust pastry base and reduced fat filling of choice.There will be the opportunity to showcase different food preparation skills, technical challenges to 3 different levels ofdemand. Complex skill: (Highest mark band) Student demonstratesthe execution of skills and technical processes to an excellent standard. Medium demand: (Middle Mark Band) Student demonstrates the execution of skills and processes to

33

garnishing, finishing and presentation of dishes.To identify nutritional profile and science behind the recipe.

a goodstandard. Basic (lowest mark band) Student demonstrates the technical skill and processes to a basic standard.Stretch and Challenge1. Use explore food to carry out a nutritional analysis of the dish?2. Name the practical skills demonstrated in this recipe?3. Read the textbooks and find out what is the science behind this recipe? shortening of pastry, roasting ofvegetables, coagulation of protein in eggs and cheesePlenary Celebration display and teacher assessment andfeedback on outcomes.Completion of lesson log and skills audit.Homework Read through vitamins chapter in textbook or student e- book.

Week 12Key idea Specification content Learning activity and resourcesVitamins Lesson 9a and B Students

will learn:Vitamins A, D, E & K.The functions of vitamins in the body.The main sources of vitamins

Micronutrients – Fat Soluble Vitamins Starter ActivityPresentation, food display and class discussion on fatsoluble vitamins:Student activity Using the textbooks and vitamin table produce a set of revision cards to help you learn the

34

in the body.The effect of excess and deficiency of vitamins in the dietThe dietary reference values for the different vitamins needed every day.Lesson 9bWater soluble vitamins B & CStudents will learn The definition of vitamins B1, B2, B3, B9, B12 and C. The functions of vitamins in the body.The main sources of vitamins in the body.The effect of excess and deficiency of vitamins in the dietThe dietary reference values for the different vitamins needed every day.

information on all the essential fat and water soluble vitamins. For each fat soluble vitamin: The definition of each vitamin What are the functions of each vitamin in the diet What are the main sources of each vitamin Effects of deficiency of each vitamin Effects of excess of each vitamin in diet.Presentation Food display and class discussion onwater soluble vitamins:Student activity Using the textbooks and vitamin tableproduce a set of revision cards to help you learn the information on all the essential fat and water solublevitamins. For each water soluble vitamin: the definition of each vitamin what are the functions of each vitamin in the diet what are the main sources of each vitamin? effects of deficiency of each vitamin?Effects of excess of each vitamin in diet.Practical activity: allocate every student a specified vitamin from list above.Research task:1. Produce a fact file on specific vitamin.2. Plan and make a soup, salad or light lunch dish which isrich in specified vitamin and can be made in 1 hour.

Week 13Key idea Specification content Learning activity and resourcesPractical- vitamins Lesson 10a and b Vitamins Practical Lesson

35

Students will learn:To prepare, cook and serve soup, salad or starter that is rich in specified Vitamin and suitable for preparing cooking and serving in 1 hour.To showcase a range of technical skills when preparing and cooking a suitable vitamin rich dish. (S1, S2, S3, S4, S5, S6,)To demonstrate and apply the principles of food safety and hygiene when cooking.To demonstrate a good working routine in the food room. To develop skills in garnishing, finishing and presentation of dishes.To manage time successfully and present dish with fact file for assessment in 1 hour.Why the preparation and cooking of foods has an effect on vitamin content.

Starter Activity What makes a successful practical lesson?Outline of assessment criteria for practical workand technical challenge. Main ActivityPractical lesson. Students create, prepare, cook andserve a soup, salad or starter rich in a one of the followingvitamins: A, D, E, K, B1, B2, B3, B9, B12 and C.There will be the opportunity to showcase different food preparation skills, technical challenges to 3 different levels ofdemand. Complex skill: (Highest mark band) Student demonstratesthe execution of skills and technical processes to an excellent standard. Medium demand: (Middle Mark Band) Student demonstrates the execution of skills and processes to agood standard. Basic (lowest mark band) Student demonstrates the technical skill and processes to a basic standard.Stretch and Challenge1. What are antioxidants? (2 marks)2. Name the 3 vitamins that are all antioxidants. (3 Marks)3. Find 2 recipes which provide good sources of each ofthe following vitamins: A, C and E. (6 marks)4. Explain why antioxidants are important in the diet. (3 marks)5. Describe 3 ways to retain vitamin C during food storage,preparation and cooking. (6 marks)Plenary Celebration display and student presentation

36

on each recipe, reasons for choice and vitaminselected. Teacher assessment and feedback on outcomes. Completion of lesson log and skills audit.Homework Read through minerals chapter in textbook or student e- book.

Week 14Key idea Specification content Learning activity and resourcesMinerals Lesson 11a and b Students

will learn about the minerals calcium, iron, salt and fluoride.The functions of each mineral in the body.The main sources of minerals in the body.The effect of excess and deficiency of different minerals in the dietThe dietary reference values for the different minerals needed every day.

Mineral Presentation.Starter Activity Power point, food display and class discussion on the following minerals: calcium, iron, sodium, iodine and fluoride.Student Activity Using the information in the text books, create a visual mind map for calcium, iron, sodium and fluoride. For each mineral find outthe following: the definition of each mineral What are the functions of each mineral in the diet? What are the main sources of each mineral? effects of deficiency of each mineral effects of excess of each mineral in diet.Practice questions to test knowledge and understanding ofcalcium, iron sodium and fluoride.Demonstration moussaka, pasta bake, spaghetticarbonara or macaroni cheese.Practical activity Using the information in the text book, plan a meal for a teenager which includes very

37

good sources ofprotein, calcium and vitamin D. Make the dish next lesson. Stretch and Challenge1. Serve the meal with a suitable iron rich vegetable or saladaccompaniment.2. Explain the science behind how flour thickens a white sauce in a pasta dish.3. Complete a nutritional analysis of the dish and calculate the amount of calcium in the dish and compare it to the DRV's for calcium for a teenager.Homework1. Bring in all ingredients and serving dish. For practical lesson next week.2. Complete practice and test questions.

Week 15Key idea Specification content Learning activity and resourcesPractical- minerals To prepare, cook and serve

main meal that is rich in calcium and vitamin D.To showcase a range of technical skills when preparing and cooking a suitablecalcium rich dish.(S1, S2, S3, S4, S5, S6, S7,

Calcium and Vitamin D PracticalStarter: What makes a successful practical lesson? Outline of assessment criteria for practical work and technicalchallenge.Main Activity: Practical lesson. Students create, prepare, cook and serve a soup, salad or starter rich in a one of the following vitamins: A, D, E, K, B1, B2, B3, B9, B12 and C.

38

S8 and S10)To demonstrate and apply the principles of food safety and hygiene when cooking.To demonstrate a good working routine in thefood room.To develop skills in garnishing, finishing andpresentation of dishes.To manage time successfully and present dish for assessment.To serve the dish with a suitable salad or vegetable accompaniment which is rich in

There will be the opportunity to showcase different food preparation skills, technical challenges to 3 different levels ofdemand. Complex skill: (Highest mark band) Student demonstratesthe execution of skills and technical processes to an excellent standard. Medium demand: (Middle Mark Band) Student demonstrates the execution of skills and processes to a goodstandard. Basic (lowest mark band) Student demonstrates the technical skill and processes to a basic standard.Stretch and Challenge:1. Name two health conditions that a diet deficient in calciumand vitamin D could lead to (2 Marks).2. Explain why the DRV's for calcium and iron are higher for teenagers than they are for adults or young children (4marks).3. Explain why your chosen savoury dish is healthy, nutritionally balanced and provides a good source of calciumand Vitamin D for a teenager (8 marks).Plenary: Celebration display of practical outcomes. Teacherassessment and feedback on outcomes.Completion of lesson log and skills audit.Homework: Revise for end of topic test on the Eatwell Guide and all macro and micro nutrients and nutrition studied todate.

39

Week 16Key idea Specification content Learning activity and resourcesExam style questions Lesson 13a Students will

learn:The importance of good preparation and revision in advance of end of topic assessment.To practice answering different types of exam questions under examination conditions.To develop exam technique when answering different types of questions.To test knowledge and understanding of nutrition and the different nutrients in food.To develop research skills and apply knowledge of healthy eating and nutrition into practical activities.

Activity: Outline general advice on answering examquestions and how to prepare for final exam including:Different types of exam questions including multiplechoice, short answer questions, data response, recipeinformation, mid mark and open ended responses. Marking schemes including different level of responses(Low, mid and upper band) with advice on how to structure and plan responses. Issue end of topic test using a variety of different questionstyles on the following topics: Eatwell Guide advice. Current advice on healthy eating.Macronutrients: Protein, carbohydrates and fats.Macronutrients: Vitamins: fat soluble vitamins A, D, E and K Vitamins: water soluble vitamins B1, B2, B6, B9, B12 and C Antioxidant vitamins A, C, and E Minerals: calcium, iron, salt, fluoride and water.Student activity: End of topic test.Plenary: Mini NEA Task- Celebration Meal Plan and make a nutritionally balanced main meal for your family with good sources of HBV protein and meets the advice of theEatwell guide. Your dish should showcase a range of

40

technical skills and may be served with a suitable accompaniment.Carry out sensory analysis of the dish on your family andproduce a nutritional profile of your dish.Starter: Mini NEA food preparation task.Class discussion: Students state chosen dish and reasons why it is a suitable choice. Submission of A4 research sheets on healthy eating and nutrition.


Year 10 Term 2Week 19Key idea Specification content Learning activity and resources

41

Exam style questions Lessons 13bStudents will learn:To develop research skills.To develop planning skills to include details of timings, instructions for making and include important hygiene or safety points.To analyse the nutritional value of the meal.To calculate the total costs of the dish, how many it will serve and portion size.To produce a time plan for making.

Assessment outline. During this task student will: Research the task. Plan the meal. Prepare, cook and serve the meal and any possibleaccompanime nts showcasing technical skill. Analyse the nutritional value of the meal and evaluate thesuccess of meal. Important information:1. The recipe chosen can be either a dish adapted from a previous lesson or a completely new recipe of your choice.Photographs must be included of work.2. If time permits and schools have the flexibility of anotherpractical lesson before the end of term then a 2nd course,accompaniment or dessert may be added to the brief toextend the mock NEA further.3. This could be serve the main meal with a suitable dessert that is high in the antioxidant vitamins A, C and E.Student activity: Planning for the practical task.Stretch and Challenge: .1.Nutritional analysis of the meal using textbooks, internetor BNF nutritional software programme.2. Work out the final costing of the meal, how many it servesand final cost per portion.Homework: Bring in all ingredients and a serving dish for Food Preparation Task.

42

Week 20Key idea Specification content Learning activity and resourcesPractical activity- nutritionally balanced meal

Lesson 14 a and bStudents will learn:To prepare and cook a nutritionally balanced savoury main course dish which meets the advice of the Eat well guide. To apply a variety of technical skills and make some creative and quality products with skill and precision (S1, S2, S3, S4, S5, S6,).To demonstrate and apply the principles of food safety and hygiene when cooking.To present a dish with a good level of technical skill and is presented with a suitable level of finish and decoration for serving.

Practical activity: Main course dish. Starter Activity:Questioning for learning: recap what makes a successfulpractical lesson?Outline of assessment criteria for practical work and technical challenge. Main Activity: Practical lesson. Students create, prepare, cook and serve a nutritionally balanced main meal with good sources of HBV protein, meetsEat well guidelines and demonstrates range of differentskills.There will be the opportunity to showcase different food preparation skills, technical challenges to 3 different levels ofdemand. Complex skill: (Highest mark band) Student demonstratesthe execution of skills and technical processes to an excellent standard. Medium demand: (Middle Mark Band) Student demonstrates the execution of skills and processes to agood standard. Basic (lowest mark band) Student demonstrates the technical skill and processes to a basic standard.Stretch and Challenge:

43

Week 21Key idea Specification content Learning activity and resourcesNutritional analysis and costing

To carry out sensory analysis with family using a rating test

1. Nutritional analysis of dish and evaluation of proteincontent.2. Costing of ingredients.3. Portion size4. Explain how dish and ingredients would be a suitablechoice of meal for a family of 4 with twoteenage children (10 marks).Plenary: Celebration display and teacher assessment andfeedback on outcomes.Completion of lesson log and skills audit.Homework: Sensory testing(rating) of dish with family.Preparation to make a dessert high in anti-oxidant vitaminsA, C and E.

Week 22Key idea Specification content Learning activity and resourcesPractical- accompaniment Lesson 15a and b

Students will learn: To prepare and cook an accompaniment that provides a valuable source of one of the antioxidant vitamins A, C and E

Practical Activity Starter Activity: Questioning forlearning: recap what makes a successful practical lesson?Outline of assessment criteria for practical work and technical challenge.Main Activity: Practical lesson. Students create, prepare, cook and serve a dish to accompany the

44

To apply a variety of technical skills and make some creative and products with skill and precision. (S1, S2, S3, S4, S5, S6, and some others)To demonstrate and apply the principles of foodsafety and hygiene when cooking.To present a dish with a good level of technical skill and is presented with a suitable level of finish and decoration for serving.

main meal cookedprevious lesson. The chosen dish must contain a rich sourceof one of the anti oxidant vitamins A, Cor E.There will be the opportunity to showcase different food preparation skills, technicalchallenges to 3 different levels of demand. Complex skill: (highest mark band) Studentdemonstrates the execution of skills and technical processes to an excellent . Medium demand: (middle mark Band) Student demonstrates the execution of skills and processes to agood standard. Basic (lowest mark band) Student demonstrates the technical skill and processes to a basic standard.Stretch and Challenge:1. What is the definition of an antioxidant (2 marks)?2. Name 3 foods rich in antioxidants (3 marks).3. Explain why antioxidants are important in the diet and why your choice of dish is rich in antioxidants (3

Week 23Key idea Specification content Learning activity and resourcesNutritional analysis and costing

To carry out sensory analysis with family using profiling test.

1. Nutritional analysis of dish and evaluation of proteincontent.2. Costing of ingredients.3. Portion size

45

4. Explain how dish and ingredients would be a suitablechoice of meal for a family of 4 with twoteenage children (10 marks).Plenary: Celebration display and teacher assessment andfeedback on outcomes.Completion of lesson log and skills audit.Homework: Sensory testing(rating) of dish with family.

Week 24Key idea Specification content Learning activity and resourcesMini NEA Lesson 16 a

Students willlearn: How to record the results of sensory testing in a rating or profiling chart?To analyse the results of sensory testing and write detailed conclusions on the results.To calculate costs of dish(es) and evaluate how cost effective and value for money the dish is for family.To analyse the nutritional profileof the dish and suggest modifications for improvement.

Mini NEA – Analysis and Evaluation Starter Discussion:Why is it important to carry out sensory analysis and evaluate practical work and making activities?Sensory testing techniques:Sensory testing using profiling test on main course dish.Sensory testing using rating test on desserts.Main Activity: Students write detailed conclusions and evaluation on:1. Results of sensory testing of dish(es). Testers, fairtesting, opinions on the dish and any advice andrecommendations on how could the sensory qualities of the dish be improved?2. The costings, portion size and number of servings of each dish. Write up a conclusion to the final cost of the dish. Did the dish provide good value for money for your family? Were you pleased with the overall

46

To evaluate work. cost and why? How could youreduce your costs further?3. The nutritional profile of the dish analysed using BNFexplore food nutritional. What nutrients did the dish contain and what ingredients did they come from?Comment on all the amount of protein, carbohydrates, fat,vitamin A, B, C and D, calcium and iron content of the dish.What nutrients were present in high low quantities? Whatchanges could you make to your dish to make it morenutritionally balanced.4. How does this dish meet the current guidelines andproportions advised in the Eatwell Guide?What needs to be improved and what you need to do?Plenary: Collate research, plans for making, photographsof making and evaluations for assessment. Hand in for teacher assessment and feedback.


Key idea Specification content Learning activity and resourcesEatwell Guide Lesson 16b

Students will learn:Mini NEA and Nutrients Test Feedback and Target Setting Student Activity: Teacher assessment and

47

The assessment criteria for the task and how their work has been assessed. The strengths oftheir work. The weaknesses of their work. Areas to improve their work and attainment in future tasks

feedback on: Mini Food Preparation Task End of Unit Test – Nutrition Student feedback and target setting: What went well? Even better if?Targets for next term:Plenary: Student completion of lesson log and skills checklist.

Week 27Key idea Specification content Learning activity and resourcesLife stages Eatwell Guidelines

2016 - Lesson 17aStudents will learn:To understand the importance of eating a variety of different foods from the Eatwell Guide.To understand the importance of planning balanced meals. To record and analyse daily diet. To consider portion size and cost when planning meals.How the nutritional needs of people change at different life stages. portion sizes of different foods. Why is it important to eat the correct

The Eatwell Guide and Food Choices BNF Power point on the recommendations of Eatwell Guide 2016.Student activity: How well do you match up to the Eatwell Guide?1. Record all food and drink for 24 hours.2. Analyse how well the food you have consumed matchesthe Eatwell guide.3. Which group did you consume too much of and why?4. Which group did you consume too little of and why?5. How could you improve your diet to make it morebalanced to match the Eatwell Guide advice? Class discussion and mind mapping task. What factors do youhave to consider when planning meals?Stretch and Challenge: Research Task. Investigating

48

portion size? Portionsizes. Go on the following website to find out average portion sizes of different foods. Why is it important to eatthe correct portion size?

Week 28Key idea Specification content Learning activity and resourcesLifestages Lesson 17b

Students will learn:The importance of consuming the right diet at different life stages.To include: The dietary needs of pre-school children. The dietary needs of school children aged 5-12.The dietary needs of teenagers.The dietary needs of adults.The dietary needs of the elderly.To develop mind mapping and revision techniques to revise dietary needs of differentlife stages.

Dietary needs at different life stages Student researchactivity: Create a revision mind map of each of the following lifestages:1. Preschool children aged 1-4.2. School children aged 5-12.3. Teenagers.4. Adults.5. The elderly. For each life stage research, the following:1. What happens to the body?2. Nutrients that are important in the diet.3. Any advice on eating habits and food choices.Practical activity: Select one of the following to carry outnext lesson.1. Young children are often fussy eaters and need to beencouraged to eat healthily and try different foods. Planand make some homemade fish fingers or fish cakes

49

and serve with a suitable carbohydrate or vegetableaccompaniment.2. Teenagers need approximately 40- 50 grams of proteinin their diet for growth and repair.Plan and make healthy option meat, fish or veggie burgerwith a suitable carbohydrate and/or vegetable/saladaccompaniment.3. Many adults enjoy gourmet food which is both healthy andnutritionally balanced. Plan and make an interesting chicken dish that has been seasoned or marinated. Serve thedish gastro style with a suitable carbohydrate and vegetable or salad accompaniment.4. Elderly adults often enjoy traditional foods which are based upon meat, potatoes and 2 vegetables. Plan and make a traditional, easy to eat dish which is based upon locally sourced meat or fish, potatoes and 2 vegetables.Homework: Bring in ingredients and dish.

Week 29Key idea Specification content Learning activity and resourcesLife stages Lesson 18 a and b

Students will learn:To prepare and cook recipe which meets the dietary needs of a chosen life stage.

Practical activity: Dietary needs at different life stages.Starter activity: Questioning for learning: recap whatmakes a successful practical lesson?Outline of assessment criteria for practical work and

50

To apply a variety of technical skills and make some creative and quality products with skill and precision. (S1, S2, S3, S4, S5, S6, and some others) To demonstrate and apply the principles of food safety and hygiene when cooking. To present a dish with a good level of technical skill and is presented with a suitable level of finish and decoration for serving.To carry out sensory analysis with family usingprofiling test.

technical challenge.Main Activity: Practical lesson. Students create, prepare, cook and serve a suitable dish to meet the dietary needs of a chosen life stage.There will be the opportunity to showcase different food preparation skills, technical challenges to 3 different levels ofdemand. Complex skill: (Highest mark band) Student demonstratesthe execution of skills and technical processes toan excellent standard. Medium demand: (Middle Mark Band) Student demonstrates the execution of skills and processes to agood standard. Basic (lowest mark band) Student demonstrates the technical skill and processes to a basic standard.Stretch and Challenge:1. Give 3 reasons why young children should only havesmall portions (2 marks). 2. Name 3 recipes high in ironthat would prevent teenage girls becoming anemic (3 marks).3. Explain why it is important for adults to have a diet low insaturated fat and salt (6 marks).4. Discuss the dietary problems you may face if you regularly eat ready meals (8 marks).Plenary: Celebration display and teacher assessment andfeedback on outcomes. Completion of lesson log and skills audit.

51

Homework: Costing analysis of dish

Week 30Key idea Specification content Learning activity and resourcesSpecial dietary needs Lesson 19a & b

(2 single lessons)Students willlearn the importance of adapting recipes to meet a range of special dietary needs:· vegetarian and vegans· coeliac· lactose intolerant· high fibre· reduced sugar or salt· reduced fat.students will learn:how to adapt a recipe for a layered dessert and make it suitable for a range of different dietaryneeds. to produce an informative recipe card for chosen layered and chilled dessert.

Special dietary needs Student research activity: Select one of the following special dietary needs to study further:1. Vegetarian including vegans.2. Coeliac.3. Lactose intolerant.4. High fibre.5. Reduced sugar or salt.6. Reduced fat.Produce an informative recipe card and fact sheet on chosen special dietary need which includes information on the diet, details of foods to eat more of and foods to be avoided and reasons why.Recipe adaptation activity: Suggest ways of adapting therecipe for a chilled and layered dessert to make it suitablefor each of the different dietary needs listedStudent activity: Produce the recipe card for layered dessert with the following information on it: the ingredients and quantities of chosen dish. step by step guide to make the dish photograph of the dish an explanation of why the recipe is suitable for specificdietary need.

52

the nutritional profile of the dish using BNF nutritionalprogramme costings of the dish to make special dietary claims of the dish serving suggestions and portion size.Stretch and Challenge: Breakfast is one of the mostimportant meals of the day. Plan a range of breakfasts suitable for each of the special dietary needs listed above.Homework: Bring in dessert ingredients.

Week 31Key idea Specification content Learning activity and resourcesPractical- special dietary needs

Lesson 20a and bStudents will learn:To adapt a given recipe for a layered dessert to make it suitable for chosen dietary need.To apply a variety of technical skills and make some creative and quality products with skill and precision. (S1, S2, S3, S4, S5, S11 and 12)To demonstrate and apply the principles of food safety and hygiene when cooking.To present a dish with a

Practical activity: Special dietary needs.Starter Activity: Questioning for learning: recap - What makes a successful practical lesson? Outline of assessment criteria for practical work and technical challenge.Main Activity: Practical lesson. Students create, prepare, cook and serve layered dessert which has been adapted to meet a chosen dietary needs.There will be the opportunity to showcase different food preparation skills, technical challenges to 3 different levels ofdemand. Complex skill: (Highest mark band) Student demonstratesthe execution of skills and technical processes to an

53

good level of technical skill and is presented with a suitablelevel of finish and decoration for serving.To carry out sensory analysis with family usingprofiling test.

excellent standard. Medium demand: (Middle Mark Band) Student demonstrates the execution of skills and processes to a goodstandard. Basic (lowest mark band) Student demonstrates the technical skill and processes to a basic standard.Stretch and Challenge:1. Give 3 reasons why people may choose to follow avegetarian diet (3 marks).2. Compare the diet of a vegan to one of a lacto -ovovegetarian diet (3 marks).3. Name 3 foods a coeliac should avoid. (3 marks).3. Explain why it is important for adults to have a diet high indietary fibre (5 marks).4. Give the definition of lactose intolerance and identify 3 dairy free alternatives (5 marks).Plenary: Celebration display and teacher assessment andfeedback on outcomes.Completion of lesson log and skills audit.Homework: Costing analysis of dish.

Week 32Key idea Specification content Learning activity and resourcesBMR and PAL Lesson 21a and b

Students will learn:Why the body needs energy. How energy is measured. The basal metabolic

level(PAL) how BMR and PAL work together to determine how muchenergy in Kilocalories is needed every day. the recommended percentage of energy required

54

rate(BMR) is andhow it is measured. What physical activity level is. How BMR and PAL work together to determine how much energy in Kilocalories is needed every day. The recommended percentage ofenergy required by different nutrientsThe effects of a deficiency or excess of energy in the body.

bydifferent nutrients. the effect of a deficiency or excess of energy on the body.Student activity: Plan for practical activity:1. Teenagers need between 2000 and 2500 kcals per dayon average to meet their energy needs.2. Plan and make a healthy optionlasagne which will provide approximately 1/3 of a teenager's energy requirements. The lasagne may contain meat, fish oralternative proteins. The lasagne should showcase a range of technical skills. Stretch and level(PAL) how BMR and PAL work together to determine how muchenergy in Kilocalories is needed every day. the recommended percentage of energy required bydifferent nutrients. the effect of a deficiency or excess of energy on thebody.Student activity: Plan for practical activity:1. Teenagers need between 2000 and 2500 kcals per day on average to meet their energy needs.2. Plan and make a healthy option lasagne which will provideapproximately 1/3 of a teenager's energy requirements. Thelasagne may contain meat, fish or alternative proteins.The lasagne should showcase a range of technical skills.Stretch and Challenge:1. Give 3 reasons why your body needs energy (3

55

marks).2. Discuss the effects of both an excess and deficiency ofenergy in the diet (6 marks).3. Suggest ways to adapt the following recipes to reducetheir energy value:a) Prawn salad baguette with mayonnaiseB) Fish and ChipsC) CheesecakeD) Chocolate Brownies (8 marks).Homework: Bring in ingredients for Lasagne. Read through energy chapter.

Week 33Key idea Specification content Learning activity and resourcesEnergy needs Lesson 22a and b

Students will learn:To prepare, cook and serve main meal that a good source of energyTo showcase a range of technical skills when preparing and cooking a suitable calcium rich dish. (S1, S2, S3, S4, S5, S6, S7, S8 and S10) To demonstrate and apply the principles of food safety and hygiene when cooking.To demonstrate a good

Practical – Energy Needs Starter: What makesa successful practical lesson? Outline ofassessment criteria for practical work and technical challenge.Main Activity: Practical lesson. Students create, prepare, cook and serve a healthy option Lasagne which is high in energy.There will be the opportunity to showcase different food preparation skills, technical challenges to 3 different levels ofdemand. Complex skill: (Highest mark band) Student demonstratesthe execution of skills and technical processes to an excellent standard.

56

working routine in the food room.To develop skills in garnishing, finishing and presentation of dishes.To manage time successfully and present dish for assessment.To serve the dish with a suitable salad or vegetable accompaniment which is rich in iron.

Medium demand: (Middle Mark Band) Student demonstrates the executionof skills and processes to a good standard. Basic (lowest mark band) Student demonstratesthe technical skill and processes to a basic standard.Stretch and Challenge:1. Describe the ideal method to make a smooth white saucewithout lumps (4 Marks).2. Discuss the different factors that can affect the gelatinisation of a starch thickened sauce? (6 marks).3. Explain why lasagne and salad is such a healthy optionmeal which provides teenagers with a good source of energy. (8 marks).Plenary: Celebration display of practical outcomes. Teacher assessment and feedback on outcomes.Completion of lesson log and skills audit.Homework: Research task: What are the 6 major diet relatedhealth risks today? Find out 3 facts or statistics on each.

Week 34Key idea Specification content Learning activity and resourcesDietary related illnesses Lesson 23a and b

Students will learn the relationship between diet, nutrition and health.The major diet related diseases, what causes them

The Big Six: Dietary Related Illnesses.Starter Activity: Class discussion and presentation ondietary related illnesses: Obesity Cardiovascula r disease(Coronary Heart Disease and high blood pressure).

57

and how to prevent them including: · obesity · cardiovascular disease (coronary heart disease and high blood pressure). · bone health including rickets and osteoporos is. · dental Health · iron deficiency anemia · Type 2 diabetes. To work as a team and plan a suitable menu for specific dietary illness or health condition. To negotiate which student is going to make which course and dish from their chosen menu.

Bone health including rickets and osteoporosis. Dental Health Iron deficiency anemia Type 2 diabetesPaired research task: Prepare a short presentation on oneof the dietary related illnesses above. Presentation to include the following information on specified illness or health condition: Recent statistics and definition An outline of the main causes of the illness or condition Advice on preventing and treat the illness or condition Menu with recipe ideas for a 2 course meal.Paired Practical Activity: 2 Course Meal.1. Plan and make a suitable 2 course meal for an adult with a specified dietary related illness.2. The menu may be a soup or starter followed by a main course or a main course and dessert.3. The chosen recipes must have adapted both ingredients and cooking method tomake the dish more suitable for meeting the specific dietaryillness or condition.Paired Pupil Presentations: Specific dietary illness presented to class.Homework: Bring in ingredients and serving dishes to make chosen 2 course meal.

Week 35

58

Key idea Specification content Learning activity and resourcesDietary related illnesses Lesson 24a and b

Students will learn:To prepare, cook and serve main meal that a good source of energyTo showcase a range of technical skills whenpreparing and cooking a suitable calcium rich dish. (S1, S2, S3, S4, S5, and S6) To demonstrate and apply the principles of food safety and hygiene when cooking. To demonstrate agood working routine in the food room. To develop skills in garnishing, finishing and presentation ofdishes. To manage time successfully and present dish for assessment. To serve both dishes as a complete meal with a suitable salad or vegetable accompaniment if appropriate

Dietary Related Illnesses – Paired Practical: 2 CourseMeal.Starter Activity: What makes a successful practical lesson? Outline of assessment criteria for practical work and technical challenge.Main Activity: Practical lesson.Studentscreate, prepare, cook and serve a healthy option meal suitable for a client with a specific dietary related illness.There will be the opportunity to showcase differentfood preparation skills, technical challenges to 3different levels of demand. Complex skill: (Highest mark band) Student demonstratesthe execution of skills and technical processes to an excellent standard. Medium demand: (Middle Mark Band) Student demonstrates the execution of skills and processes to agood standard. Basic (lowest mark band) Student demonstrates the technical skill and processes to a basic standard.Stretch and Challenge:1. What is the BMI for an adult to be considered obese? (1mark).2. Explain why the Eatwell guide has been updated to reduce the obesity statistics. What are the main changes and why are they important for good health? (6 marks).3. Plan a healthy packed lunch for a child that is low in sugar, fat but high in fibre. Explain why the choice

59

of foods is good for the child's diet and health. (8 marks).Plenary: Celebration display of practicaloutcomes. Teacher assessment and feedback on outcomes.Completion of lesson log and skills audit.Homework: Calculate your own BMI on the NHS website. Revise for end of unit test on nutritional needs and health.

EASTER WK 36 & 37Year 10 Term 3 Week 38

Key idea Specification content Learning activity and resourcesExam style questions Lesson 25a

Students wil learn:To practice answering different types of exam questions under examination conditions.To test knowledge and understanding of nutrition and the different nutrients in food.Peer assessment techniques when assessing Mark papers

End of unit test on nutritional needs and Health.Starter Activity:Recap advice on answering exam questions and how toprepare for final exam including:Main Activity: End of unit test.Peer Assessment:Peer assess end ofmodule test.Feedback and target setting: What went well Even better if Teacher moderation: Check and verification of marks.Homework: Read through chapters on Food science, cooking of food and how heat is transferred. Make notes or a set of revision cards on the topic to include:

60

why food is cooked 3 methods of heat transfer; conduction, convection and radiation. definitions of the following cooking methods with 3 foodexamples of each: baking, barbequing, boiling,braising, dry frying, stir frying, shallow frying, grilling, roasting, simmering, steaming, and poaching.

Week 39Key idea Specification content Learning activity and resourcesHeat transfer Lesson 25b

Students will learn:The reasons why food is cooked. The different ways that heat can be transferred. Write a hypothesis or prediction about what way of cooking vegetable to retain freshness and nutritional values. To work in groups to use different methods of cooking a vegetable.To develop and practice investigation skills similar to those used later in NEA. To develop sensory analysis techniques when investigating foods. To develop analysis and evaluation skills when

Cooking of foods and how heat is transferred intofoods.Starter discussion: Why is food cooked? Ways that food preparation and cooking affects food? How is transferred? Pupil activity: Card sort to match the correct cooking method with the correct definition.Presentation:Illuminate animationsConduction, convection, radiation and microwaving.Group Activity: Vegetable experiment. What is the most successful way to cook vegetables and retain appearance, colour, flavor texture and nutritionalvalue? What is the optimal time to cook vegetables for and why?

61

working to investigate the best cooking time methods for vegetables.

Record results once cooked and cooled.Compare the results and photograph samples. Thinkcarefully about the controls applied to make this a fair test.Carry out sensory testing of each vegetable sample looking specifically at appearance, texture, flavour, colour.(Ranking or rating test).Analyse and evaluate findings and explain how they willinfluence the method you will use in next practical to cookvegetables next lesson.Plenary: Planning for next practical lesson. Plan and make some kebabs which include a seasoning or marinade. Serve on a bed of stir fried vegetables or roasted vegetable cous cous. Try to demonstrate at least 2 or possibly 3 different methods of heat transfer during the lesson.

Week 40Key idea Specification content Learning activity and resourcesHeat transfer Lesson 26a and b

To prepare, cook and present kebabs with arange of vegetable and carbohydrate accompaniments that demonstrate 2-3 differentmethods of heat transfer. To showcase a range of

Different methods of heat transferPractical activity: Kebabs, with stir fried or roasted vegetables served on a bed of noodles or cous cous.Starter: What makes a successful practical lesson? Outline of assessment criteria for practical work and technical challenge.Main Activity: Practical lesson. There will be the opportunity to showcase different food preparationskills, technical challenges to 3 different levels of

62

technical skills when preparing and cooking a suitable calcium rich dish. (S1, S2, S3, S4, S7, and S8)To demonstrate and apply the principles of food safety and hygiene when cooking. To demonstrate a good working routine in the food room.To develop skills in garnishing, finishing and presentation of dishes. To manage timesuccessfully and present dish for assessment.To serve kebabs as a complete meal with a suitable salad or vegetable accompaniment ifappropriate

demand.Complex skill: (Highest mark band)Student demonstrates the execution of skills and technicalprocesses to an excellent standard.Medium demand: (middle mark Band)Student demonstrates the execution of skills and processes to a good standard.Basic (lowest mark band) Student demonstrates thetechnical skill and processes to a basic standard.Stretch and Challenge:1. Describe the 3 methods of heat transfer during cooking (3 marks).2. Create a mind map of all the different ways of cooking the following three ingredients: chicken, potatoes and greenvegetables.3. Extend each mind map to give reasons why the differentways of cooking your chosen food is used (e.g. for food safety, to develop flavours, texture etc.).4. Discuss why steaming and stir frying are a goodcooking method for families (6 marks).Plenary: Celebration display of practical outcomes. Teacherassessment and feedback on outcomes.Completion of lesson log and skills audit.Homework: Marinating is the process of soaking meat, fish or vegetables before cooking. Explain why marinatingtenderises tougher cuts of meat and makes them tenderand juicy (5 Marks)

63

.Week 41

Key idea Specification content Learning activity and resourcesDenaturation 27a and b

Student will learn:The meanings of the following terms:· protein denaturation · protein coagulation· foam formation Apply scientific knowledge ofthese terms to recipes they have already made the course including marinating, pasta making, bread making and whisking meringues.11b Gluten formation Students will learn:The scientific principles underlying the role of protein and the formation of gluten when making a bread dough. To identify the ingredients required to make bread, their functions and the essential stages of production processes and stages when making bread and bread products

Functional and chemical properties of foods.Starter Activity: How were the meat or vegetables in theKebabs tenderised by marinating them before hand? ShowIlluminate animation on the coagulation of protein or make use of other video resources from Youtube etcClass discussion: Questioning for learning.1. What are the causes of protein denaturation?2. Why did marinating our kebabs make them tender?3. What caused the eggs in our quiche to coagulate and set?4. Why do chilled layered desserts thicken and go creamy?5.Why does whisking sugar and egg whites make form a foam and make meringues?6. What is the common link?Teacher demonstration: whisking air into a mixture usingmechanical action to make meringues or Swiss roll.Practice questions on protein properties.Protein denaturation, coagulation and foam formation.Show Illuminate or AQA animation on gluten. What isgluten and how is it is used in bread, pasta and cakes?Teacher demonstration:Bread making and pizza making.Questioning for learning:

64

Ingredients, types of flour, gluten content, sugar, salt, yeast,conditions for microbial growth, CO2 production, kneading, proving and step by step production of bread or pizza. Practice questions to test recall:1. Name the 2 proteins in bread making flour and explain why they are important when making doughs such as bread, pasta and pastry (4 marks).2. What is the best type of flour for the bread and pastamaking and why (4 marks)?3. What is the best flour for cake making and why (4 marks).Homework: Bring in ingredients for bread based product ofchoice e.g. Bread rolls, focaccia, pizza etc.

Week 42Key idea Specification content Learning activity and resourcesBread Lesson 28a and b

To prepare, cook and a bread based product which applies the scientific principles using the protein gluten to bind the dough and give elasticity. To understand the function of yeast as a raising agent in bread making. To showcase arange of technical skills when preparing and cooking

Physical and chemical properties of food Practical activity: Bread products - GlutenStarter Activity: What makes a successful practicallesson? Outline of assessment criteria for practical work and technical challenge.Main Activity: Practical lesson. There will be the opportunity to showcase different food preparation skills, technicalchallenges to 3 different levels of demand.Complex skill: (Highest mark band)Student demonstrates the execution of skills and technical

65

bread based rolls or pizza (S1, S2, S3,S4, S5 and S8, S10 and S11) To demonstrate and apply the principles of food safety and hygiene when cooking. To demonstrate a good working routine in the food room. To develop skills in garnishing,finishing and presentation of dishes.To manage time successfully and present dish for assessment. To suggest ways of adapting the dough recipe to make it suitable for coeliac diets

processes to an excellent standard.Medium demand: (Middle Mark Band) Student demonstrates the execution of skills and processes to a good standard.Basic (lowest mark band) Student demonstrates thetechnical skill and processes to a basic standard.Practice questions to test knowledge.1.Describe the 3 main conditions that yeast needs to multiply (3 marks).2. Explain, with examples, why gluten is important in bread making (4 marks).3. Explain what makes bread rise (3 marks).4. Bread is a staple part of the diet of many cultures.Discuss ways bread can be adapted to make it a healthieroption and meet a range of special dietary needs (8 marks).Stretch and Challenge Carry out a scientific investigation to find out which is the best type of flour to use in bread making. (Use NEA chapter in book.)Plenary: Celebration display of practical outcomes. Teacherassessment and feedback on outcomes.Completion of lesson log and skills audit.Homework: Find the definitions of the following scientificterms and give 3 practical examples of each in cookery:1. Gelatinisation 2.Caramelisation and3. Dextrinisation

HALF TERM WK 4366

Week 44Key idea Specification content Learning activity and resourcesFats and oils Lesson 29a

Students will learn: The scientific principles underlying the use of fats and oils to demonstrate the following processes:1. Shortening eg pastry making.2. Aeration e.g. making a cake.3. Plasticity e.g. Pastry making.4. Emulsification e.g. salad dressings or mayonnaise.Fruit and vegetables1. Enzyme browning of fresh fruit.2. Oxidation and preventing vitamin loss whenpreparing and cooking vegetables.

Functional and chemical properties of food.Starter Activity: 6 different workstations set up around the room with practical examples and some facts on each of thescientific processes listed below:1. Shortening eg pastry making.2. Aeration eg making a cake.3. Plasticity eg Pastry making.4. Emulsification eg salad dressings or mayonnaise.5. Enzyme browning of fresh fruit.6. Oxidation and preventing vitamin loss when preparingand cooking vegetables' Student research activity: Studentsare put in groups of 3-4 and given a set of 6 revision cardseach. They have 5 minutes at each work station to writedown an explanation of what each term means and find asmany practical examples linked to each term as possible.Plenary: Micro teach a topic or scientific term to a friend.Test your knowledge and practice questions.Homework: Research the different types of raising agents used in food today. Find as many different examples aspossible

67

Week 45Key idea Specification content Learning activity and resourcesRaising agents Lesson 29b

Students will learn about:The scientific principles underlying the use of 4 differenttypes of raising agents used in food today: · chemical · mechanical 1 steam · biological

Presentation: what are raising agents and how do raisingagents work?Choose one of the following methods of adding air to amixture:Chemical: Adding baking powder to a Victoria sandwich cake.Trapping air: Lemon Meringue Pie or Swiss rollRolling and folding to trap air: Flaky or puff pastry -Mediterranean tart, cheese twists or sausage rollsSteam: Choux pastry - Chocolate eclairs or profiteroles.Biological: Chelsea buns or hot cross buns.Student Activity: Select one of the methods of trapping air and recipes above and complete a detailed plan for making the dish next lesson.

Week 46Key idea Specification content Learning activity and resourcesRaising agents Lesson 30a and b

Students will learn:To apply knowledge and understanding of using different raising agents to

Raising agents in food today.Practical Activity: Raising agents.Starter: What makes a successful practical lesson?Main Activity: Practical lesson. Plan and make a one of the following dishes that demonstrates one method of adding air

68

food.To showcase a range of technical skills when preparing and cooking disheswith raising agents added (S1, S2, S3, S4, S5 and S11).To demonstrate and apply the principles of food safety and hygiene when cooking.To demonstrate a good working routine in the food room.To develop skills in garnishing, finishing and presentation of dishes.To manage time successfully and present dish for assessment.

to a mixture:Chemical: Adding baking powder to a Victoria sandwich cakeTrapping air: Lemon Meringue Pie or Swiss rollRolling and folding to trap air: Flaky or puff pastry -Mediterranean tart, cheese twists or sausage rollsSteam: Choux pastry chocolate eclairs or profiteroles.Biological: Chelsea buns or hot cross buns. (Flexibility forwhole class make one specific dish or allow choice of onefrom list above. The lesson could be repeated to give opportunities to do more practical).Test your knowledge practice questions.1. Name 4 different ways of adding air to a mixture (4 marks).2. Explain the term chemical raising agent and give examples of its use in cooking (3 marks).3. Yeast is a biological raising agent. Describe the 3conditions that yeast needs to multiply and explain why theyare important parts of the fermentation process (6 marks).Stretch and ChallengeCarry out an investigation into the conditions that yeast needs to ferment.Make a hypothesis, carry out the test, record your findings and write a report with conclusions to your findings. Howwill your results influence your future practical work whenusing yeast.Plenary: Celebration display of practical outcomes. Teacher

69

assessment and feedback on outcomes.Completion of lesson log and skills audit.Homework: Complete end of topic test.

Week 47Key idea Specification content Learning activity and resourcesMicroorganism Lesson 31a and b

Students will learn:What is meant by the term micro organism.Which micro organisms cause food to spoil and make it unsafe to eat.Conditions for growth of micro organisms in order to grow and multiply.What enzymes are and how they spoil the palatability of foods.

Micro- organisms and enzymesStarter Activity:Demonstration:Balloon, yeast and test tubes experiment set up at beginning of lesson to investigate conditions for CO2 production in yeastResearch Task: Read the chapter of the book and watch theanimations. Produce a set of revision cards on the following: 1. Definition of a micro-organism.2. The names of the 3 main types of micro-organisms arethat spoil food and cause food poisoning.3. What 5 conditions do microorganisms need to multiply?4. Definition of a high risk food with examples.5. Definition of an enzyme and explanation of how enzymes affect food.6. Definition of mould and how mould affects food.7. Definition of yeast and explanation of how yeast affectsfood.Class discussion: Results of experiment.Practice questions and test knowledge

70

Week 48Key idea Specification content Learning activity and resourcesFood poisoning Lesson 31b

Students will learn about:Food Poisoning The bacteria that cause food poisoningHow bacteria grow and multiplyTemperature control to reduce or prevent bacteria multiplying.The use of micro organisms in the production of:1. Cheddar cheese2. Bread3. Yoghurt.

Microorganisms in Food production:Starter Activity: Discussion Create amind map of the 5 main food poisoning bacteria, the food and drinks they are found in, symptoms and causes.Student Activity:1. What are the key temperatures for bacterial growth?Label the thermometer with importanttemperatures for bacterial growthincluding: freezing, chilling, danger zone, serving, reheatingand boiling.2. Food safety quiz, bacteria matching activity and practicequestions.Home learning and planning practical.1. Select a British cheese of your choice such as cheddar orstilton. Research the ingredients, it's nutritional value, cost, how it is made, matured and flavoured. 2.Planning for next practical. Make a traditionally British soup which uses locally sourced vegetables and celebrates the best of British cuisine

71

Week 49Key idea Specification content Learning activity and resourcesPractical- soup and bread Lesson 32 a and b Students

willlearn:To prepare, cook and serve atraditionally British soup which uses locally sourcedvegetables and celebrates thebest of British cuisine.To showcase a range of technical skills when preparing and cooking a suitablesoup (S1, S2, S3, S4, S5, S6, S7 & S9)To demonstrate and apply theprinciples of food safety andhygiene when cooking.To demonstrate a good workingroutine in the food room.To explain how the soup makesthe best use of locally sourcedingredients.To taste and evaluate thesensory qualities of the soup.To discuss what went well and

Traditional British soups and bread rollsStarter Activity: What makes a successful practical lesson? Outline of assessment criteria for practical work and technical challenge.Main activity:Practical lesson There will be the opportunity to showcase different food preparation skills, technical challenges to 3different levels of demand.Complex skill: (Highest mark band) Student demonstrates the execution of skills and technical processes to anexcellent standard.Medium demand: (Middle Mark Band) Student demonstrates the execution of skills and processes to a good standard.Basic (lowest mark band) Student demonstrates thetechnical skill and processes to a basic standard.Practice questions and knowledge test:1. How can consumers make environmentally friendly choices when shopping for food products (7 marks)?2.The sales of organic fruit and vegetables continueto increase. Discuss the advantages and disadvantages ofbuying organic fruit and vegetables? (6 marks). 3. locally sourced and seasonal ingredients are becoming increasingly popular.Discuss the advantages of buying local ingredients inseason (6 marks).Plenary: Celebration display of practical outcomes. Teacher

72

even better if. assessment and feedback on outcomes.Completion of lesson log and skills audit.Homework to stretch and challenge: To create a recipeleaflet of farmer's market dish to be made with information on the following: ingredients, where they are sourced from, farming methods used to grow rear and process theingredients, food miles, the nutritional profile of the dish, costings and the type of packaging it will be sold in

Week 50Key idea Specification content Learning activity and resourcesFactors that influence our eating habits

Lesson 33a and bStudents will learn:To identify and discuss thedifferent factors that influencewhat we eat today including:Healthy Eating and physicalactivity level (PAL)Dietary and medical reasonsLifestyle - job, income and timeavailable to cook foodTime of day and eating habitsFood availability and seasonalityEnjoyment, celebrations,

Factors which influence foodchoices Starter Activity: Classdiscussion – what factors influence our food choices today?Paired student activity: Micro teaching.Give each paired group a different factor to discuss.Read the textbook chapters on 'Factors affecting food choice' and prepare a short micro presentationon individual factor explaining why it influences whatpeople choose to eat.Pupil Presentations:Factors affecting food choice.Practice questions to test knowledge:1. List 3 factors that influence what people eat (3 marks).2. Give 3 reasons why it is important to encourage young

73

preferences and social aspects of foodCultural and religious influencesEthical and moral influencesEnvironmental influences.The media

children to try a variety of different foods (3 marks).3. Many people have health or medical conditions that influence their food choice. Identify some of these influencesand explain how they will affect food choices (5 marks).4. Families are often very busy during the week. Explain how a busy lifestyle influences what we eat and suggest ways a family can ensure they eat healthy, well balanced meals (5marks).Stretch and Challenge: From December 2016 all food manufacturers must put nutritional information on packaging.1. Explain how the traffic light system of food labelling informs customers about making healthy food choices.2. Find a good example of a food package which uses the traffic light system to present nutritional information.3. List all the information that must go on the label by law.Homework and planning for practical. Plan and make a traditionally British main meal that can serve a family of four and cost less than £10 to make. Use locally sourced ingredients where possible and serve with a suitableaccompaniment, sauce or gravy.


74

Practical- british main meal

34 a and bStudents will learn:To prepare, cook and serve atraditionally British main mealwhich uses locally sourcedvegetables and celebrates thebest of British cuisine.To showcase a range of technical skills when preparing and cooking a suitable soup (S1, S2, S3, S4, S5, S6 and others).To demonstrate and apply theprinciples of food safety andhygiene when cooking.To demonstrate a good workingroutine in the food room.To explain how the meal makesthe best use of fresh locally sourced ingredients.To identify the environmentalimpact of some of our food choices.To taste and evaluate the sensory qualities of the main meal.To discuss what went well and even better if. (WWW and EBI).

Traditional British Cuisine - Main MealsStarter: What makes a successful practical lesson? Outline of assessment criteria for practical work and technical.Main Activity: British main meals practical. There will be theopportunity to showcase different food preparation skills, technical challenges to 3 different levels of demand.Complex skill: (Highest mark band)Student demonstrates the execution of skills and technical processes to an excellent standard. Medium demand: (middle mark band)Student demonstrates the execution of skills and processes to a good standard. Basic (lowest mark band) Student demonstrates the technical skill and processes to a basic standard.Practice questions and knowledge test:1. What is the definition of cuisine (1 mark)?2. Explain why people may choose foods with the RSPCA Assured Logo on it (3 marks).3. Discuss the advantages and disadvantages of thefollowing:a) Organic foodsb) Free range eggs and chickenc) locally sourced ingredientsd) seasonal ingredientse) Marine Stewardship Council (MSC) fish (5 x 5 marks).Plenary: Display of practical outcomes.Teacher assessment and feedback on outcomes. Completion of lesson log and skills audit. Stretch andChallenge: Write an article for a food magazine that promotes the local produce from your area. Include information on local ingredients and benefits of

75

buying locally sourced ingredients. Include recipes for dishes

Year 11Year 11 Term 1 Week 1

Key idea Specification content Learning activity and resourcesUnderstand the requiremnts of the year 11 course including:• food investigation task• food preparation task• final exam.

• Teacher presentation on NEA.• Student discussion and mind mapping activity:top tips for the NEA.• Recap mock NEA completed in Y10 and discuss: WWW/EBI

• time allowed and length of task• assessment details and mark allocation• assessment breakdown• assessment criteria• guidelines for feedback and assessment• Student discussion and mind mapping activity:top tips for the NEA.• Recap mock NEA completed in Y10 anddiscuss:

Example student NEA materials (on the Secure KeyMaterials section of e-AQA)Illuminate textbook, pp 292Hodder textbook, pp 412

Understand the • Teacher presentation on • From 1 September onwards:76

requirementsof the food investigation taskincluding:• research, plan and carryout an investigation into the working characteristics, functional and chemical properties of ingredients• record the investigation findings• analyse and evaluate results• present the food investigation task.

the food investigationtask and what must be considered to completeit, including:• Research• Investigations• Analysis and evaluation

• Issue AQA food investigation tasks.Students to select one task to investigate further as NEA.• Class discussion – what is each task about and what will it involve? Link to prior work covered in year 10.• Small group discussion – split class into three groups and discuss each individual task.Students to select one of the tasks to investigate further for next lesson.• Recap of key skills needed in investigation work. What have we learnt in previous projects?

Illuminate textbook:• Food investigation chapter, pp 292–304• Section 2, Food Science, pp 76–157Hodder textbook:• Food investigation chapter, pp 414–421• Section 3, Food Science, pp 191–236AQA food investigation tasks released from 1September in schools.

Week 2Key idea Specification content Learning activity and resourcesResearch, plan and carry outan investigation into theworking characteristics,functional and chemicalproperties of ingredients.

Student activity:• analysis of chosen task• generate a list or mind map of the research needed to be carried out before commencing practical investigations

• all research must include:• a clear aim that is focused and relevant to task• relevant sources of information gathered from a variety of secondary methods of research• analysis and conclusions and summary of findings• an explanation of how findings may Influence future practical investigations

77

Develop research skills togather and use primary andsecondary sources ofinformation.Develop analysis andevaluation skills and explainhow findings will influencepractical investigations

• identify secondary sources of research that could be used to gather information or data• secondary research: textbooks, websites, multimedia including animations, YouTube clips,TV programmes, prior knowledge, magazines, newspaper articles, leaflets, food labels andpackaging etc.

Illuminate textbook:• Food investigation chapter, pp 292–304• Section 2, Food Science, pp 76–157Hodder textbook:• Food investigation chapter, pp 414–421• Section 3, Food Science, pp 191–236

Write a hypothesis orprediction based uponresearch findings.Plan relevant and appropriatepractical investigationsreferring to research findingsand hypothesis.

All student work to be presented concisely and effectively communicated in a written report as part of portfolio. The portfolio must be also completed under controlled assessment conditions and allocated time.

• a plan for the practical investigations related to the research with a clear and focused hypothesis or prediction• a record of all sources to record in a bibliography at the end of the report.

Illuminate textbook:• Food investigation chapter, pp 292–304• Section 2, Food Science, pp 76–157Hodder textbook:• Food investigation chapter, pp 414–421• Section 3, Food Science, pp 191–236

Week 3Key idea Specification content Learning activity and resourcesCarry out a range of practical

• carry out a wide range of appropriate practical

• each investigation should have:• a clear aim outlining the purpose of the

78

investigations into the working characteristics, functional and chemical properties of ingredients as identified in research findings.Identify essential controls when carrying out a food investigation.

investigations, linking directly to hypothesis/prediction• work under controlled conditions to undertakethe practical investigations.

investigation and what the student is hoping to find out as a result of experimentation• essential control checks to ensure fair testing

Illuminate textbook – food investigation chapter, pp 292–304Hodder textbook – food investigation chapter, pp 414–421Essential equipment for investigative and practical workSensory testing charts, eg star profiles, ratings and ranking chartsResults charts, eg viscosityControl check resources, eg coded samples, digital scales, temperature probes.Camera to record photographic evidence of results.Labels with names and candidate numbers.

Record results from investigation using charts, graphs, tables, sensory testing and annotated photographs.Explain how results of eachinvestigation should be used to form the next stage of investigation with reasoning.

Students may also find it useful to refer to both the Illuminate and Hodder textbooks and digitalbundles, which contain useful tips and advice on different ways to carry out investigations, recordresults and present findings in a written report format. Other textbooks and resources areavailable but these are not

• results should be recorded and explained clearly using graphs, tables, charts and a range of different methods of sensory testing• photographic evidence showing the method and results of the investigations.Photographic evidence should be authenticated with the candidate’s name and number• explanation, with reasoning, of the how results from investigation may lead to the next one to inform further investigation. This should be linked to original hypothesis or predictions.

Illuminate textbook – food investigation chapter, pp 79

approved by AQA 292–304Hodder textbook – food investigation chapter, pp 414–421Essential equipment for investigative and practical workSensory testing charts, eg star profiles, ratings and ranking chartsResults charts, eg viscosityControl check resources, eg coded samples, digital scales, temperature probes.Camera to record photographic evidence of results.Labels with names and candidate numbers.

Week 4Key idea Specification content Learning activity and resourcesAnalyse and interpret theresults of investigative work.Link the results to researchexplaining the workingcharacteristics, functional andchemical properties ofingredients tested.

• written analysis and evaluation

to include:• detailed analysis of all results and interpretation of findingsfor all investigative work• written conclusions with justification of findings as a resultof carrying out the practical investigations• detailed explanation and evaluation of results andfindings. (To include evaluation of the how successful theinvestigation was, the effectiveness of control checks toensure fair testing, the success of the investigations atproving predictions/hypothesis and suggestions forimproving the Investigation further and presenting

80

thereport and findings.)

Illuminate textbook:• Food investigation chapter, pp 303– 304• Section 2, Food Science, pp 76–157Hodder textbook:• Food investigation chapter, pp 420– 421• Section 3, Food Science, pp 191– 236ICT or laptop facility to write up NEAportfolio Assessment criteria for NEA food preparation task

Write a conclusion to thehypothesis/prediction withreasons and justifications.Explain how results can beapplied into practical foodpreparation and cooking

Students may want to refer to the examples of presenting andcommunicating analysis, evaluations and explanations in both theIlluminate and Hodder textbooks

• summary of the main points with reference to originalhypothesis/prediction and research• explanation of how the results might be applied in practicalfood preparation and cooking and demonstrate knowledgeof how ingredients work and why.

Illuminate textbook:• Food investigation chapter, pp 303– 304• Section 2, Food Science, pp 76–157Hodder textbook:• Food investigation chapter, pp 420– 421• Section 3, Food Science, pp 191– 236ICT or laptop facility to write up NEAportfolio Assessment criteria for NEA food preparation task

81

Week 5Key idea Specification content Learning activity and resourcesUnderstand the requirementsof the food preparation taskincluding:• analyse a task and carryout research on a lifestage/dietary group orculinary tradition• demonstrate a range oftechnical skills

Teacher presentation and introduction of the food preparationtask and what must be considered to complete the taskincluding an overview and examples

• Researching the task• Demonstrating technical skills• Planning for the final menu• Making the final dishes• Analyse and evaluate

AQA food preparation tasks releasedfrom 1 November in schoolsIlluminate textbook – food preparationchapter, pp 305–324Hodder textbook – food preparationchapter, pp 422–438Recipe books to generate recipe ideasAssessment criteria for NEA foodpreparation task

• plan a final menu forchosen life stage/dietarygroup or culinary tradition• prepare, cook and servethree dishes in a threehour session• analyse and evaluate finalmenu

Teacher activity – issue AQA food preparation tasks. Studentsto select one task to undertake further as NEA

• Class discussion – what is each task about and what will itinvolve?• Small group discussion – split class into three groups anddiscuss each individual task.Students may also find it useful to refer to the Illuminate andHodder textbooks and digital bundles, which both contain usefultips and advice on different ways to carry out the food preparationtask, record results and present findings in a written portfolio.

AQA food preparation tasks released82

from 1 November in schoolsIlluminate textbook – food preparationchapter, pp 305–324Hodder textbook – food preparationchapter, pp 422–438Recipe books to generate recipe ideasAssessment criteria for NEA foodpreparation task

Week 6Key idea Specification content Learning activity and resourcesPlan and carry out researchinto chosen life stage, dietarygroup or culinary tradition.

Student activity: analysis, mind maps, research

• analysis of chosen task and identification of what the taskrequires and involves• mind map of the research could be carried out beforecommencing research into chosen life stage, dietary group orculinary traditionAQA food preparation tasks releasedfrom 1 November in schoolsIlluminate textbook – food preparationchapter, pp 305–324Hodder textbook – food preparationchapter, pp 422–438

Develop research skills togather and use primary andsecondary sources ofinformation.

primary and secondary sources ofresearch

Identification of relevant primary and secondary sources ofresearch that could be used to gather information or data

AQA food preparation tasks released83

from 1 November in schoolsIlluminate textbook – food preparationchapter, pp 305–324Hodder textbook – food preparationchapter, pp 422–438

Week 7Key idea Specification content Learning activity and resourcesDevelop analysis andevaluation skills and explainhow findings will influencepractical investigations.

• gathering data from primary sources

• gathering data from primary sources/information that has notbeen generated by other people, eg survey, interview, marketresearch, menu analysis, existing product testing orquestionnaireAQA food preparation tasks releasedfrom 1 November in schoolsIlluminate textbook – food preparationchapter, pp 305–324Hodder textbook – food preparationchapter, pp 422–438

Present research in a conciseand effectively communicatedportfolio of work.

• gathering data from secondary sources

• gathering data from secondary sources including textbooks,websites, multimedia including animations, YouTube, TVprograms, prior knowledge, magazines, newspaper articles,leaflets, food labels and packaging etc.AQA food preparation tasks releasedfrom 1 November in schools

84

Illuminate textbook – food preparationchapter, pp 305–324Hodder textbook – food preparationchapter, pp 422–438

HALF TERM WK 8

Week 9Key idea Specification content Learning activity and resourcesPlan relevant and appropriatepractical activities.

all research must include: aim, primary/ secondary research, analysis, bibliography

• a clear aim that is focused and relevant to task• relevant sources of information gathered and presentedfrom a variety of primary and secondary methods ofresearch• analysis and conclusions and summary of findings andhow they may influence future practical activities.• all student work to be presented concisely and effectivelycommunicated as part of final portfolio of work.AQA food preparation tasks releasedfrom 1 November in schoolsIlluminate textbook – food preparationchapter, pp 305–324Hodder textbook – food preparationchapter, pp 422–438

85

Plan relevant and appropriatepractical activities.Complete any unfinished research tasks

all research must include: aim, primary/ secondary research, analysis, bibliography

• all research must include:• a clear aim that is focused and relevant to task• relevant sources of information gathered and presentedfrom a variety of primary and secondary methods ofresearch• analysis and conclusions and summary of findings andhow they may influence future practical activities.• all student work to be presented concisely and effectivelycommunicated as part of final portfolio of work.AQA food preparation tasks releasedfrom 1 November in schoolsIlluminate textbook – food preparationchapter, pp 305–324Hodder textbook – food preparationchapter, pp 422–438

Week 10Key idea Specification content Learning activity and resourcesSelect a range of three orfour suitable dishes to trialfurther.Justify choices and explainsuitability, creativity andtechnical skill.

• consider possible dishes to demonstrate technical skill andshowcase creativity and different making skills

• selection of three or four different recipe ideas thatdemonstrate technical skill and are suitable for food preparation task• for each recipe, explain the technical skills and reason for selecting the dish Illuminate textbook – food preparationchapter, pp 305–324Hodder textbook – food preparationchapter, pp 422–438Animations and film clips of technical

86

skills via the Illuminate and Hodderdigital book bundlesYouTube videos of different technicalskillsWriting frames or scaffolds to providesupport and differentiation for SENstudentsComputers to write up NEA portfolio

Record evidence of thechoice of dishes made duringthe technical skillsdemonstration

• recording of the dishes produced when demonstrating technical skills.

• student written record in portfolio must include:• name of recipe and reasons for choice and suitability for chosen task• ingredients and technical skills listed in dish• photographic evidence of each dish with name and candidate number clearly visible• results of sensory testing, analysis and evaluation of dish and its suitability Illuminate textbook – food preparationchapter, pp 305–324Hodder textbook – food preparationchapter, pp 422–438Animations and film clips of technicalskills via the Illuminate and Hodderdigital book bundlesYouTube videos of different technicalskillsWriting frames or scaffolds to providesupport and differentiation for SENstudentsComputers to write up NEA portfolio


87

Understand the assessmentcriteria for the technicaldemonstration.

Teacher activity: outline and explanation of the assessmentcriteria for technical skills demonstration. Questioning forlearning: recap what makes a successful practical lesson?PowerPoint with risk assessment and hygiene and safetyinstructions.

• Practical activity: students create, prepare, cook and servethree or four different dishes that demonstrate technical skilland meet the requirements of food preparation task.• Plenary: write up of sensory testing, analysis, photography andevaluation of dishes. Selection of dishes for final menu.RecipesInstruction cards for setting up practicalworkOnline classroom stopwatchAssessment criteria for NEA foodpreparation taskCameraCards with names and candidatenumbers for photographic evidence.Different types of sensory testing chartsand star profilesComputers to write up NEA portfolio

Make a range of suitabledishes showcasing technicalskill, creativity and practicemaking skills.Demonstrate a goodunderstanding of ingredientsand making processes.

Teacher activity: outline and explanation of the assessmentcriteria for technical skills demonstration. Questioning forlearning: recap what makes a successful practical lesson?PowerPoint with risk assessment and hygiene and safety instructions.

• Practical activity: students create, prepare, cook and servethree or four different dishes that demonstrate technical skilland meet the requirements of food preparation task.• Plenary: write up of sensory testing, analysis, photography andevaluation of dishes. Selection of dishes for final menu.RecipesInstruction cards for setting up practical

88

Work with confidence,independence and accuracy.Work safely and hygienicallyat all times.Present dishes with a goodlevel of technical skill andwith a suitable level of finishand decoration for serving.

workOnline classroom stopwatchAssessment criteria for NEA foodpreparation taskCameraCards with names and candidatenumbers for photographic evidence.Different types of sensory testing chartsand star profilesComputers to write up NEA portfolio

Week 12Key idea Specification content Learning activity and resourcesMake a range of suitabledishes showcasing technicalskill, creativity and practicemaking skills.Demonstrate a goodunderstanding of ingredientsand making processes.Work with confidence,independence and accuracy.Work safely and hygienicallyat all times.


• Practical activity: students create, prepare, cook and servethree or four different dishes that demonstrate technical skilland meet the requirements of food preparation task.RecipesInstruction cards for setting up practicalworkOnline classroom stopwatchAssessment criteria for NEA foodpreparation taskCameraCards with names and candidatenumbers for photographic evidence.Different types of sensory testing chartsand star profilesComputers to write up NEA portfolio

89

Present dishes with a goodlevel of technical skill andwith a suitable level of finishand decoration for serving.Make a range of suitabledishes showcasing technicalskill, creativity and practicemaking skills.Demonstrate a goodunderstanding of ingredientsand making processes.Work with confidence,independence and accuracy.Work safely and hygienicallyat all times.Present dishes with a goodlevel of technical skill andwith a suitable level of finishand decoration for serving.


• Practical activity: students create, prepare, cook and servethree or four different dishes that demonstrate technical skilland meet the requirements of food preparation task.RecipesInstruction cards for setting up practicalworkOnline classroom stopwatchAssessment criteria for NEA foodpreparation taskCameraCards with names and candidatenumbers for photographic evidence.Different types of sensory testing chartsand star profilesComputers to write up NEA portfolio


90

Year 11 Term 2Week 15

Key idea Specification content Learning activity and resourcesCarry out sensory analysis ofall the dishes to determinefinal choice of menu.

Evaluate and determine thefinal menu dishes

Plenary write up of sensory testing, analysis,

photography andevaluation of dishes. Selection of dishes for final menu.

RecipesInstruction cards for setting up practicalworkOnline classroom stopwatchAssessment criteria for NEA foodpreparation taskCameraCards with names and candidatenumbers for photographic evidence.Different types of sensory testing chartsand star profilesComputers to write up NEA portfolio

Evaluate and determine thefinal menu dishes

Plenarywrite up and evaluation of dishes. Selection of dishes for final menu.RecipesInstruction cards for setting up practicalworkOnline classroom stopwatchAssessment criteria for NEA foodpreparation taskCamera

91

Cards with names and candidatenumbers for photographic evidence.Different types of sensory testing chartsand star profilesComputers to write up NEA portfolio

Week 16Key idea Specification content Learning activity and resourcesSelect suitable final dishes tomake for the three-hourmaking session.Produce a three-hour timeplan that includes foodsafety.

• production and writing of a time plan for making final menuand dishes.

• the time plan must include:• details of mise en place and any essential preparationbefore cooking• instructions detailing all the stages of making in thecorrect order. These could be colour coded for each dish• accurate timings for all stages• use of specialist equipment• food safety principles when storing, preparing, cookingand presenting the dishes (to include key times andtemperatures)Illuminate textbook – food preparationchapter, pp 318–320Hodder textbook – food preparationchapter, pp 432–434Charts for time plan production.Recipes for final dishes and menu.Computers or A4 or A3 templates towrite up NEA portfolio.

Justify reasons for choice • production and writing of a • the time plan must include:92

offinal dishes and menu withreference to skills,ingredients, nutrition, cookingmethods, costs, provenance,sensory properties andportion size.

time plan for making final menuand dishes.

• details of mise en place and any essential preparationbefore cooking• instructions detailing all the stages of making in thecorrect order. These could be colour coded for each dish• accurate timings for all stages• use of specialist equipment• food safety principles when storing, preparing, cookingand presenting the dishes (to include key times andtemperatures)Illuminate textbook – food preparationchapter, pp 318–320Hodder textbook – food preparationchapter, pp 432–434Charts for time plan production.Recipes for final dishes and menu.Computers or A4 or A3 templates towrite up NEA portfolio.

Week 17Key idea Specification content Learning activity and resourcesPrepare, cook and serve three finaldishes in one three-hour making session demonstrating some complexity and challenge.Execute a range of technical skills with

• Pupil preparation before the task:

• Pupil activity: making the final dishes

• ensure all recipes and time plans are preprepared and read thoroughly prior toassessment• pre-check all ingredients and equipmentrequired for task• consider the final presentation of each dish howto achieve a high level of finish and decoration.Think carefully about garnishes,accompaniments, finish, decorations, portion

93

confidence, precision and accuracy.Select and use appropriate equipment accurately.Demonstrate a range of appropriatefinishing techniques and presentation techniques.Demonstrate evidence of effectiveorganisational skills and timemanagement.Produce all three dishes successfully within the three-hour period following the time plan.Correctly sequence all making activities with effective dovetailing of tasks.Work independently demonstrating good personal hygiene application of food safety.Garnish and decorate final dishes with suitable level of finish and decoration.

size, plating and serving equipment• consider how final dishes are going to bepresented for photography and teacherassessment.Illuminate textbook, pp 321–322Hodder textbook, pp 435RecipesTime plans for three-hour practicalIngredientsEquipmentPlates for assessmentGarnishes and decorationsCamera, names and candidatenumbersCandidate Record Forms

Prepare, cook and serve three final

• Pupil preparation before the task:

• ensure all recipes and time plans are preprepared and read thoroughly prior toassessment

94

dishes in one three-hour making session demonstrating some complexity and challenge.Execute a range of technical skills withconfidence, precision and accuracy.Select and use appropriate equipment accurately.Demonstrate a range of appropriatefinishing techniques and presentation techniques.Demonstrate evidence of effectiveorganisational skills and timemanagement.Produce all three dishes successfully within the three-hour period following thetime plan.Correctly sequence all making activities with effective dovetailing of tasks.Work independently demonstrating good personal hygiene application of food safety.Garnish and decorate

• Pupil activity: making the final dishes

• pre-check all ingredients and equipmentrequired for task• consider the final presentation of each dish howto achieve a high level of finish and decoration.Think carefully about garnishes,accompaniments, finish, decorations, portionsize, plating and serving equipment• consider how final dishes are going to bepresented for photography and teacherassessment.Illuminate textbook, pp 321–322Hodder textbook, pp 435RecipesTime plans for three-hour practicalIngredientsEquipmentPlates for assessmentGarnishes and decorationsCamera, names and candidatenumbersCandidate Record Forms

95

final dishes with suitable level of finish and decoration.

Week 18Key idea Specification content Learning activity and resourcesCarry out sensory testing of the final dishes.Carry out nutritional analysis of final dish.Compare nutritional profile of dish against Dietary Reference Values for target group.Cost the final dishes.

Advice on setting up a tasting panelNutritional analysis program or foodtables Costing analysis spreadsheet program or chart. Evaluation checklists.Computers or A4 or A3 templates towrite up NEA portfolio. reduce costs or improve value for money of the dish

Illuminate textbook – food preparationchapter, pp 305–324Hodder textbook – food preparationchapter, pp 422–438Sensory testing charts including:• preference tests• discriminatory tests• ranking tests• rating tests• profiling tests

Evaluate the success of the dishes and identify improvements.

Write a final evaluation of the food preparation task to identify any improvements to final menu and dishes.Consider possible improvements based upon suitability for the task,

Illuminate textbook – food preparationchapter, pp 305–324Hodder textbook – food preparationchapter, pp 422–438Sensory testing charts including:• preference tests• discriminatory tests• ranking tests

96

sensory testing results, cost analysis, whether the nutritional profile met currentdietary guidelines, ways to improve nutritional profile, technical skills and complexity of making techniques, the provenance, sustainability andsourcing of the foods/ingredients and the quality of food presentation skills including garnish andfinish.

• rating tests• profiling testsAdvice on setting up a tasting panelNutritional analysis program or food tablesCosting analysis spreadsheet program or chart.Evaluation checklists.Computers or A4 or A3 templates towrite up NEA portfolio.

Week 19Key idea Specification content Learning activity and resourcesRevision Allow one or two weeks to

prepare students for mock exams. There is flexibility to build preparation and the mock exam into this scheme ofwork at a convenient time for schools.Prepare a revision program after auditing what areas of specification have already been covered effectively in Year 10 and prioritise any topicsnot covered by students which need revising.The following should be covered in this period:• how the written exam is

Complete a mock exam.

97

organised• how to prepare for the written exam• the command words used in written exam• the types of questions that will be asked in a written exam including:• multiple choice• data response• structured question• open-ended response questions or free response questions.

Revision The chapters in both textbooks provide advice and information about the written exam, preparation, command words and examples ofquestions. There are also useful responses to give students ideas about how to structure different types of responses. Student revision guidesare available from Illuminate and Hodder.

Complete a mock exam.

Week 20Key idea Specification content Learning activity and resourcesRevision Food nutrition and health Illuminate textbook, pp 325–334

Hodder textbook, pp 439–451Revision Food nutrition and health Illuminate textbook, pp 325–334

Hodder textbook, pp 439–451

98


Key idea Specification content Learning activity and resourcesRevision Deit nutrition and health Illuminate textbook, pp 38–70

Hodder textbook, pp 145–189Revision Diet nutrition and health Illuminate textbook, pp 38–70


Week 23Key idea Specification content Learning activity and resourcesRevision Cooking of food and heat

transferIlluminate textbook, pp 70–77Hodder textbook, pp 160–190

Revision Cooking of food and heat transfer

Illuminate textbook, pp 70–77Hodder textbook, pp 160–190

Week 24Key idea Specification content Learning activity and resourcesRevision Functional and chemical

properties of foodIlluminate textbook, pp 105–140Hodder textbook, pp 206–236

Revision Functional and chemical properties of food


Week 25Key idea Specification content Learning activity and resourcesRevision Food spoilage and

contaminationIlluminate textbook, pp 158–201Hodder textbook, pp 238–261

Revision Food spoilage and contamination


99

Week 26Key idea Specification content Learning activity and resourcesRevision Principles of food safety Illuminate textbook, pp 158–201

Hodder textbook, pp 262–278Revision Principles of food safety Illuminate textbook, pp 158–201


Week 27Key idea Specification content Learning activity and resourcesRevision Factors affecting food choice Illuminate textbook, pp 202–220

Hodder textbook, pp 279–299Revision Factors affecting food choice Illuminate textbook, pp 202–220


Week 28Key idea Specification content Learning activity and resourcesRevision British and international

cuisineIlluminate textbook, pp 237–247Hodder textbook, pp 300–327

Revision British and international cuisine


Week 29Key idea Specification content Learning activity and resourcesRevision Environmental impact and

sustainability of foodIlluminate textbook, pp 255–284Hodder textbook, pp 342–410

Revision Environmental impact and sustainability of food


100

Week 30Key idea Specification content Learning activity and resourcesRevision Exam style questions Pupils to complete a range of exam style questions

as a class/ individually of different topicsRevision Exam style questions Pupils to complete a range of exam style questions

as a class/ individually of different topics

Week 31Key idea Specification content Learning activity and resourcesRevision Exam style questions Pupils to complete a range of exam style questions

as a class/ individually of different topicsRevision Exam style questions Pupils to complete a range of exam style questions

as a class/ individually of different topics

EASTER WK 32 & 33Year 11 Term 3 Week 34

Key idea Specification content Learning activity and resourcesRevision Pupils have the opportunity

to complete individual resision tasks

Individual revision

Revision Pupils have the opportunity to complete individual resision tasks

Individual revision


101


Individual revision


Individual revision

Week 36Key idea Specification content Learning activity and resourcesRevision Pupils have the opportunity


Individual revision


Individual revision



Individual revision


Individual revision


to complete individual Individual revision

102

resision tasksRevision Pupils have the opportunity


Individual revision

103

Documents

smartfuse.s3.amazonaws.com · Web viewSensory evaluation of meal.4. Use of tasting chart and word bank for sensory testing. Stretch andChallenge Explain how your dish and the ingredients