Year 8 Food booklet - St James Web viewYear 8 Food Technology ... In Food Technology you will learn how to cook and how to make informed decisions about your diet ... What would be

St James School

Year 8Food Technology

Name: ………………………………………….

Form Group: ………………

Technology Group: ……………………………

Food Technology Teacher: ………………………………………….

St James Food Technology KS3 LRB. 2012

What is this Scheme of Work about?Food Technology is one area within Design and Technology. In Food Technology you will learn how to cook and how to make informed decisions about your diet and health. You will also learn how and when to shop for food and how to store food safely. The content in the booklet covers the following four areas:

Cooking skills Wise food shopping Diet and nutrition Safety and hygiene.

What do these symbols mean?You will find the following symbols posted throughout the booklet. The symbols tell you of a particular activity that you need to complete.

The Chef’s Hat - Cooking ActivityThe Chef’s hat means that there is a cooking activity to complete. This focuses on your food preparation skills and will give you opportunities to practice food hygiene, food preparation, knife skills, cooking skills and experiment with ingredients.

The A+ Symbol - Assessment for LearningThere are lots of opportunities for you to reflect on your progress and improve your work before your teacher awards you a final level. Read the Level Descriptors carefully. The Level Descriptors tell you exactly what you need to do to get a good level in this unit.

What level did you get in the last SoW? Minimum target level for this SoW?

Scheme of Work

Week Lesson 1 Lesson 2 Homework1/2 Introduction. Where is

everything in the room? Which unit are you cooking in?

Safety in the kitchen. Food Standards Agency

Video 4 Cs to Food Hygiene.

Equipment Equipment wordsearch. Spelling errors. Washing up Using the Cooker.

Review Food Safety and Hygiene.

3/4 Demonstration 1 – Risotto.

Practical 1 – Risotto

5/6 Reading food labels. Traffic light labelling.

Demonstration 2: Cauliflower Cheese

Nutrition internet search.

7/8 Practical 2: Cauliflower Cheese

Foods from around the World

Vegetarianism Fair Trade

Evaluation of Cauliflower Cheese

9/10 Demonstration 3 – Carrot Cakes

Research Designing your own

Risotto

Practical 3 – Carrot Cake.

Evaluation of Carrot Cake

11/12 Demonstration 4: Pizza. Practical 4 –Pizza. Evaluation of Pizza.Ext. Demonstration 5: Fajitas

High risk foods. Practical 5 – Fajitas Self-assessment of this

SoW. Student Voice/ School

Self-evaluation.

Evaluation of Fajitas

AssessmentDuring Food Technology you will be assessed on your theoretical knowledge and your practical skills.

Record your grades on this sheet.

Assessment Theory level

Practical level

Total level

General Safety

General Hygiene

Food Storage

Nutrition

Risotto

Cauliflower Cheese

Mini Carrot Cakes

Pizza

Fajitas

Safety in the KitchenLearning ObjectivesBy the end of this task you should be able to:

list safety rules for working in the Food Technology room; know how to use the fire blankets in the Food Technology room.

Keywords: safety, hazards, dangerous, prevention.

The Food Technology classroom is one of the most dangerous rooms in the school. There are 25 students using hobs, ovens, electrical appliances, hot water and knives. Therefore, everyone must agree on some simple safety rules to prevent accidents from happening.

Starter ActivityBelow are a few safety rules. Use a post-it note to spot potential hazards in the classroom, and then write a safety rule. Attach the post-it note to the place where the hazard might occur. Discuss these with the class.

Safety Rules

1. Do not run.2. Work quietly at all times.3. Listen carefully to all instructions given to you.4. Put bags and coats on the pegs by the classroom door.5. Always push stools under the tables.

6. …………………………………………………………..

7. …………………………………………………………..

8. …………………………………………………………..

9. …………………………………………………………..

10. …………………………………………………………..

Fire SafetyIt is unlikely that a fire will start in the classroom. However, it is important for everyone to know what to if there is a fire.

1. Where are the fire blankets located?

2. What are the fire blankets used for?....................................................................................................................

…………………………………………………………………………………………………………………………………..

3. What should you do if there is a fire? Who should you tell? Where should you go?

……………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………..

Self Assessment.Level:

Teacher Assessment.Level:

The 4C’s for Good Food Hygiene

Learning ObjectiveBy the end of this activity you should know the 4C’s for good food hygiene.

Keywords: hygiene, food poisoning, cross-contamination, temperature, (use the word bacteria rather than germs.)

Food hygiene is about preventing food poisoning. Food poisoning bacteria can grow very quickly in food if it is not handled properly, cooked properly or stored properly. There are laws which control how food manufacturers can prepare and sell food.

The 4C’s

1. C_____________

2. C_____________

3. C_____________

4. C_____________



Equipment

Why would you use each of the following pieces of equipment?

Sieve

………………………………………………………….…………………………………………………………. Colander

………………………………………………………….………………………………………………………….

Blender………………………………………………………….………………………………………………………….

Electric whisk

………………………………………………………….………………………………………………………….

Measuring jug………………………………………………………….

Scales………………………………………………………….

Correct the spelling errors in Food Technology

Incorrect spelling Correct spelling Incorrect spelling Correct spelling

Vegatables choclate

Ingrediants bactiria

Potatoe food poosening

Potatos contamenation

Tomatoe wisk

Tomatos Creeming method

Self-rasing flower Need the doe

http://images.google.co.uk/imgres?imgurl=http://www.crystalwareltd.co.uk/images/0543jpg.jpg&imgrefurl=http://www.crystalwareltd.co.uk/Catalogue%20Body.htm&h=292&w=285&sz=14&hl=en&start=63&um=1&tbnid=IPOPj5LRiSG1jM:&tbnh=115&tbnw=112&prev=/images?q=measuring+jug&start=60&ndsp=20&um=1&hl=en&safe=active&sa=N

Cauliflour

Brocoli

Mesure

Simer

Making Activity 1: Mushroom Risotto

.

Learning ObjectivesBy the end of this activity you should be able to:

use a hob safely; prepare a range of ingredients safely e.g. –

chopping, slicing, de-seeding chillies handle raw meat safely, if using make a curry based dish

.Ingredients

150g chestnut mushrooms 1 onion 2 cloves garlic 1 x 15ml spoon olive oil 250g risotto rice 1 x 5ml spoon vegetable stock powder 1-1.5 litres water, boiling 1 x 15ml spoon parmesan, grated 1 x 10ml spoon thyme, chopped

EquipmentWeighing scales, chopping board, knife, wooden spoon, frying pan, spoon, mixing bowl

Method1. Prepare the vegetables:2. peel and chop the onion;3. slice the mushrooms;4. Peel and crush the garlic.5. Fry the onion and garlic in the oil until softened.6. Add the mushrooms, and fry for another 2 minutes.7. Stir in the rice.8. Mix the stock powder with the water.9. Add a little of the stock to the rice - a little at a time. Wait for the stock to be absorbed, stirring

constantly.10. Continue adding the stock until the rice cooks – this will take 20-25 minutes. The rice should be soft, but

still retain a nutty bite.11. Stir in the parmesan and thyme into the rice.

Top tips Try using different ingredients, such as chicken, prawns or Mediterranean vegetables. Use different herbs and spices e.g. basil, parsley or chilli.

SkillsUsing the hob Claw and bridge grip Frying simmering Weighing/measuring

Research

Use the recipe cards and cookbooks to find out other ingredients you can add to risotto. You will then design your own risotto.

Name 3 different combinations of ingredients that could be added to risotto. Give reasons for your answers.

1

2

3

List four different herbs that are used to add flavour in a risotto?

How could you make this a complete, balanced meal? (Consider the Eatwell Plate: vegetable and protein needs.)

What would be your top tips for making a risotto?

Design your own Mushroom Risotto

Recipe writing sheetName of dish: Date of practical:

Objective:

Ingredients: (List the quantity and type needed.) Equipment:

Method: (Explain how to make the recipe step-by-step.) Notes: (During your practical session note what you might do differently or improve)

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10.

Evaluation: Evaluate your finished productAssessor What went well? How to improve?Student/peer commentSelf assessment

Teacher comment

Progress indicator (RAG) Current

working levelLevel awarded for task;

Assessment for Learning: Working towards…

Level 6 -I used a range of sources to help me develop my ideas

Level 7 -I used a wide range of appropriate sources to develop my ideas

Level 8 -I used a range of different research strategies & based my design on my research

Evaluation and Review: Mushroom Risotto

Tick the appropriate box on the hedonic scale for your product.

Hedonic scale Like a lot Like a little Neutral Dislike a little Dislike a lot

Mushroom Risotto

1. What did you like about your product? (Be specific about taste, texture and appearance.)

2. What did you dislike about your product? (Be specific about taste, texture and appearance.)

3. What did your family think of your product?

Making Activity 2: Cauliflower Cheese

Ingredients

1 head of cauliflower OR 1 head of broccoli OR a mix of both

50g plain flour

500ml milk

50g butter

100g grated cheese

Black pepper

1-2 tblsp fresh breadcrumbs

Don’t forget a container to take your cauliflower cheese home in

Method1. 2cm hot water into a pan

2. Bring to the boil, add the vegetables and cover with a lid

3. Cook for 5mins maximum then drain using a colander then place them in a dish

4. Put the butter into a pan and melt it

5. Add flour and stir to form a paste

6. Gradually add the milk – keep stirring until it thickens.

7. Remove from the heat and stir in most of the cheese. Season.

8. Pour over the veg.

9. Sprinkle on breadcrumbs and the remaining cheese

10. Grill under a hot grill until golden brown.

Feeling adventurous? You could…. Try using different vegetables

Add herbs to the sauce

Starch Sauces

Sauces are an important food product. They add flavour, colour, moisture and nutritional value to food. Starch is a polysaccharide carbohydrate and is found in wheat, corn, rice and potatoes. Starches are often used to thicken a sauce by a process known as gelatinisation.

Starchy sauces can be thickened with

What starches are used to thicken the sauces in the following foods?

Macaroni cheese Lemon meringue pie

Lasagne cheese sauce Chicken and mushroom pie

Leek and potato soup Spinach, potato and chickpea curry

Commercial custard powder

Gravy

How does starch thicken a sauce?Starch thickens a sauce by a process called gelatinisation. This is where starch granules swell and thicken when they are heated with a liquid. When the starch granule is heated with water, the wall of the starch granule softens and the granules absorb the liquid and swell and the mixture begins to thicken. Gelatinised starch products are easier for the body to digest than are uncooked starchy products.

Rules for Gelatinisation of Starch FloursBlending with a separating agent - starch (flour) must be blended with a separating agent before it is heated, otherwise the starch granules join together to form lumps. The separating agent may be:

melted fat (eg. Melted butter in a roux.) cold water or another cold liquid such as milk other dry ingredients – such as sugar

Stirring – The product needs to be stirred continually when it is heated, otherwise the starch granules settle to the base on the saucepan and the sauce becomes lumpy.

Temperature – the temperature needs to be high enough so that the mixture will simmer, but not so high that it will burn. The product will not gelatinise if boiling point is not reached.

Amount of liquid – The consistency of the gelatinised product depends on the proportion of starch to liquid. The greater the amount of starch, the thicker the product will be.


Objective:



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3.

4.

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8.

9.

10.


Teacher comment




Level 6 -I used a range of sources to help me develop my ideas

Level 7 -I used a wide range of appropriate sources to develop my ideas

Level 8 -I used a range of different research strategies & based my design on my research

Evaluation and Review: Cauliflower Cheese



Cauliflower cheese




Reading a Food Label

Learning ObjectivesBy the end of this task, you should be able to:

know the legal requirements for food labelling; make decision about food based on the label.

Keywords: label, analysis.

It is a legal requirement to inform customers about the food products they are buying. The Food Labelling Regulations 1996 states the information that must be displayed.

Legally the following information must be displayed Name of the food (people should know what the product is.) List of ingredients Food allergies Nutritional information Date Marking. There are two types:

Use by Day and Month or Day, Month Year for perishable foods Best Before - date until which the food will maintain its optimum quality, e.g. foods that become

stale or develop off-flavours, such as biscuits, crisps, or soft drinks. Storage conditions Instructions for use Business name and address Place of origin

Traffic Light LabellingYou're standing in a supermarket aisle looking at two similar products, trying to decide which to choose. You want to make the healthier choice but, you're in a hurry. Well, help is at hand. A growing number of supermarkets and food manufacturers are using traffic light colours on the labels of some products.

Watch the tv ads on traffic light labelling http://www.eatwell.gov.uk/foodlabels/trafficlights/

Traffic Light Labelling

Activity

http://www.eatwell.gov.uk/foodlabels/trafficlights/

Use coloured pencils and the information from the PowerPoint to decide whether each nutrient below should be green, orange or red. Which of these breakfast cereals is the healthiest? The nutrition tables below are all per 100g.

Cornflakes £2.26 for 750gkJ 1580Protein 7gCarbohydrate- sugar- starch

84g8g76g

FatSaturates

0.9g0.2g

Fibre 3gSodium 0.7g

Frosties £2.38 for 750gkJ 1587Protein 4.5gCarbohydrate- sugar- starch

87g37g50g

FatSaturates

0.6g0.1g

Fibre 2gSodium 0.45g

Bran Flakes £1.76 for 500gkJ 1503Protein 10gCarbohydrate 67g

- sugar- starch

22g45g

FatSaturates

2g0.5g

Fibre 15gSodium 0.4g

Nutri-Grain raspberry bake bar£2.26 for 8barskJ 1720Protein 4.5gCarbohydrate- sugar- starch

64g33g31g

FatSaturates

15g2g

Fibre 2.5gSodium 0.1gQuestions1) Explain the importance of eating breakfast each day? (Use the word ‘energy’ in your answer.)

2) Which of the above breakfast cereals is the healthiest and why?

3) Calculate and compare the cost of eating a Mars Bar and cola drink every morning for 5 mornings to the cost of eating the healthiest breakfast cereal on this page.Mars Bar and Cola Drink Healthiest breakfast cereal with milkMars bar £0.43 x 5= ____________

Cola drink £0.50 x 5= ____________

TOTAL= ____________

Price ÷ Weight bought= price per gramPrice per gram x weight used = price of product used

TOTAL= ____________

4) Suggest three ideas for improving the nutritional value of the healthiest breakfast cereal?

Nutrition Internet Search

How good are you at finding information on the Internet?

The British Nutrition Foundation, the Food Standards Agency and the National Health Service worked together to write 8 Tips for Eating Well. See how good you are at finding information on the Internet by completing the table below. Let’s if you get the 8 Tips for Eating Well right!

Tips for Eating Well Why is this important?

Extension: Why did the government spend so much money on writing the 8 Tips for Eating Well?



Foods From Around the World

Think of ten foods from around the world and list below.

Choose one of the foods and explain what it is.

Assessment for Learning□ Working towards Level 6 – I used a range of sources to help me develop my ideas and show my understanding of ingredients.

□ Working towards Level 7 – I used a wide range of appropriate sources of information when developing my ideas.□ Working towards Level 8 – I used a wide range of appropriate sources of information and then further developed my ideas based on what I had found out.

Year 8 Food Technology –St James School 2012/13 21

Vegetarianism

A vegetarian is someone living on a diet of grains, pulses, nuts, seeds, vegetables and fruits with or without the use of dairy products and eggs.

A vegetarian does not eat any meat, poultry, game, fish, shellfish or crustacea, or slaughter by-products.

Types of Vegetarian

Lacto-ovo-vegetarian. Eats both dairy products and eggs. This is the most common type of vegetarian diet.

Lacto-vegetarian. Eats dairy products but not eggs.

Vegan. Does not eat dairy products, eggs, or any other animal product.

Others

Pescetarianism, also called pesco-vegetarianism, is the practice of a diet that includes seafood and excludes other animals.

Why Become Vegetarian?

People become vegetarians for all kinds of different reasons.

Maybe they simply don’t like the taste of meat.

They could choose to be vegetarian for health reasons; a meat based diet is higher in saturated fats.

They could be concerned that meat production is potentially damaging to the environment.

Maybe they simply don’t want an animal to die to reach their plate.


http://en.wikipedia.org/wiki/Seafood

http://en.wikipedia.org/wiki/Diet_(nutrition)

FairtradeWhat is Fairtrade?

Fairtrade is about better prices, decent working conditions, local sustainability, and fair terms of trade for farmers and workers in the developing world. By requiring companies to pay sustainable prices (which must never fall lower than the market price), Fairtrade addresses the injustices of conventional trade, which traditionally discriminates against the poorest, weakest producers. It enables them to improve their position and have more control over their lives.

What is the Fairtrade mark?

The FAIRTRADE Mark is an independent consumer label which appears on UK products as a guarantee that they have been certified against internationally agreed Fairtrade standards. It shares internationally recognised Fairtrade standards with initiatives in 20 other countries, working together globally with producer networks as Fairtrade Labelling Organisations International (FLO). The Mark indicates that the product has been certified to give a better deal to the producers involved – it does not act as an endorsement of an entire company’s business practices.

How many Fairtrade products are there in the UK?

The Fairtrade Foundation has licensed over 3,000 Fairtrade certified products for sale through retail and catering outlets in the UK.

1. Think of three benefits of using Fairtrade products and list them on the Spider Diagram below.

2. Can you think of any reasons not to use Fairtrade products?

Go to the Fairtrade website for further details on Fairtrade products and issues. http://www.fairtrade.org.uk


Benefits

http://www.fairtrade.org.uk/

Making Activity 3: Mini Carrot Cakes

Learning ObjectivesBy the end of this activity, you should be able to:

weigh and measure ingredients accurately; Prepare ingredients, grating; Divide the mixture evenly into the cake cases use the oven safely;

Ingredients 150g margarine 250g carrots 200g sugar 2 large eggs 200g flour 2 x 5ml cinnamon 2 x 5ml baking powder 125g sultanas 50g nuts

EquipmentMuffin tray, scales, sieve, saucepan chopping board, knife, grater, small bowl, mixing bowl, wooden spoon,

Method1. Preheat the oven to 200oC or gas mark 6.2. Melt the margarine in a saucepan.3. Top and tail, and then peel and grate the carrots.4. Combine the carrots, sugar and margarine in the mining bowl.5. Sift in the flour, cinnamon and baking powder.6. Beat the eggs in a small bowl, and then add to the mixture.7. Mix in the sultanas and nuts.8. Divide the mixture equally between the muffin cases, using the two metal spoons.9. Bake for 20 minutes.

Top tips When the mini-carrot cakes are cool, you may wish to make a cream cheese topping. Combine 50g

cream cheese and 25g icing sugar together. Skills

Weighing/ measuring Using a oven Grating Dividing the mixture evenly Combining/ Mixing


Recipe writing sheet

Name of dish: Date of practical:

Objective:



1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


Teacher comment




Level 6 - I produced plans that showed my understanding of the ingredients

Level 7 - I produced detailed plans showing understanding of ingredients and timings

Level 8 -I produced details plans as above and organised myself to achieve accuracy and precision.


Evaluation and Review: Mini Carrot Cakes

Tick the appropriate box on the hedonic scale for your product. Hedonic scale Like a lot Like a little Neutral Dislike a little Dislike a lot

Mini Carrot Cakes

1. What did you like about your product? (Be specific about taste, texture and appearance.)Taste -Texture -

Appearance -



4. Suggest at least two improvements that you would make to your product. Be specific about the ingredients that you would use or how you would change the method and what impact you would expect this to have.


Making Activity 4: Pizza


weigh and measure ingredients accurately; Prepare ingredients, slicing, chopping, grating etc; Make a yeast based bread dough Roll out the dough to a uniform shape use the oven safely;

.Ingredients

500g white strong bread flour 1x 7g packet or 2 teaspoons fast action dried yeast 1 tablespoon oil 2 teaspoons salt 1 teaspoon sugar Warm water 3 tablespoons of Tomato puree or 400g tinned tomatoes A range of toppings ; e.g. sliced peppers, mushrooms, grated cheddar or sliced mozzarella, cooked

bacon, tinned sweetcorn, sliced ham or cooked bacon, salami, pineapple. Equipmentweighing scales, measuring spoons, mixing bowl, wooden spoon, rolling pin, baking tray

Method1. Preheat the oven at 2200 C or Gas Mark 72. Sieve the flour and salt into a bowl and stir in the dried yeast and sugar3. Add the oil and start to add warm water gradually adding a little at a time. With your hands or a spoon

gradually bring the dough together. It should feel slightly sticky. If it is very sticky add a little more flour, if it is very dry still add a little more warm water.

4. Flour a work surface and knead the dough until it is smooth and stretchy, at least 5 minutes5. Roll the dough out to a large circle and place it onto the baking tray. Place into the top oven to prove if there is

time.6. Spoon over the tomato puree if using. If using tinned tomatoes drain off the liquid before spreading them over

the pizza base7. Scatter your chosen ingredients over the pizza base, putting the cheese on last. 8. Bake for 15 minutes until the base looks cooked and the cheese is golden brown .

Top tips Add some herbs to your pizza base with the flour Try some different toppings combinations Try some different types of cheeses

SkillsUsing the oven Claw grip Yeast based

doughRolling out evenly Weighing/measuring


Design your own PizzaRecipe writing sheet

Name of dish: Date of practical:

Objective:



1.

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3.

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5.

6.

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8.

9.

10.


Teacher comment




Level 6 -I evaluated the judgements that I made as well as the end product

Level 7 -I selected appropriate techniques to evaluate my work and identified improvements that I could make.

Level 8 -I evaluated my work in detail and justified how improvements could be made. I took social, environmental or cultural factors in to account.


Evaluation and Review: Pizza

Name 2 ingredients that could be changed in your Pizza to make it healthier

1 …………………………………………………

2 ………………………………………………….

If you were to make this for a children’s party how could you modify it? (think about how it could be served differently)

………………………………………..

………………………………………..



Pizza





Making Activity 5: Fajitas


use a hob safely; prepare a range of ingredients safely eg – chopping, slicing, de-seeding chillies handle raw meat safely, if using make a curry based dish

.Ingredients

1/2 lime 1/2 green chilli 1 clove garlic 1x15ml spoon coriander 1x10ml spoon oil 1 small chicken breast (or 3-4 boneless thighs or vegetarian substitute eg quorn 1/2 onion 1/2 green pepper 2 tortillas 1 tomato 25g Cheddar cheese 1x15ml spoon guacamole (or salsa), optional

Equipmentweighing scales, chopping board, knife , wooden spoon, frying pan/wok, spoon, mixing bowl

Method1. Prepare the marinade:

· squeeze the lime;· peel and crush the garlic;· de-seed and slice the chilli;· chop the coriander;· stir everything together with the oil.

2. Remove any skin from the chicken and cut into strips. Mix with the marinade and place in the fridge, covered, until needed.

3. Prepare the remaining ingredients with a fresh knife on a clean chopping board:· slice the onion and green pepper;· chop the tomato;· grate the cheese.

4. Add the marinated chicken to the wok or frying pan and stir-fry for about 4 minutes. Check that the chicken is cooked.

5. Add the onion and green pepper and continue to cook for a further 2 minutes.6. Spread a little chicken in the centre of the tortilla, add some tomato, cheese and guacamole, then roll up. Top tips

Go for extra vegetables for a vegetarian alternative. Warm the tortillas in the microwave to soften them before filling and rolling

SkillsUsing the hob Claw and bridge grip grating Dividing Weighing/measuring


Storing and Cooking Meat Safely

Cooking meat safely

It's very important to cook meat properly to make sure that any harmful bacteria have been killed. Otherwise you might get food poisoning.

Bacteria can be found all the way through certain meat. So this means you need to cook the following sorts of meat until the juices run clear and there is no pink or red left in them:

poultry and game such as chicken, turkey, duck and goose burgers and sausages kebabs rolled joints

Storing meat safely

Store raw meat/poultry in clean sealed containers on the bottom shelf of the fridge, so it can't touch or drip onto other food. When you have cooked meat and you're not going to eat it straight away, cool it as quickly as possible and then put it in the fridge or freezer. Remember to keep cooked meat separate from raw meat.

1. Why are red chopping boards used for raw meat in the Food Technology room?

2. What colour chopping board would you use for the following foods.

Vegetables -

Fish -

Fruit and Salads -




Store raw meat on the bottom shelf!


Objective:



1.

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3.

4.

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6.

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9.

10.


Teacher comment




Level 6 -I produced a plan with details showing that I understand the characteristics of the ingredients and equipment chosen.

Level 7 - I produced a plan with details showing that I understand the characteristics of the ingredients and equipment chosen and I included timings.

Level 8 -In addition to Level 7- I organised my work to allow accuracy and precision.

Evaluation and Review: Fajitas

Name 3 different ingredients that could be Suggest 3 different foods you could serve with Year 8 Food Technology –St James School 2012/13 32

added to make these fajitas healthier

1 ………………………………………………..

2 …………………………………………………

3 ………………………………………………..

fajitas

1………………………………………………..

2 …………………………………………………

3 …………………………………………………



Fajitas





Wor

ked

well

Need

s im

prov

ing

Organisation

I came to the lesson ready to cook.I had my ingredients and got my equipment ready.I followed the recipes correctly.I worked orderly, was not messy, used a scrap bowl and kept my work area organised and tidy.I managed my time effectively to complete the tasks.Hygiene and safetyI washed my hands before and during cooking.I wore an apron, tied my hair back and removed jewellery.I removed my blazer and jumper and rolled my sleeves up.I cleaned my area, washed the dishes, packed the dishes away and put wet cloths in the basket.Food preparation skillsI can use a range of basic equipment. e.g. knife, graterI can use the bridge hold and claw grip to slice, chop and dice food.I can peel and grate a range of ingredients.I can measure liquids accurately using a measuring jug.I can weigh solids accurately using scales.Cooking

I can use the cooker safely.I can manage saucepans on the hob and keep the handles turned in.I used oven gloves to remove trays from the oven/grill.I can control the temperature of the hob to boil and simmer.I can use the oven to bake foods.Final dish

I used a range of ingredients to make a high quality product. (Good appearance, taste, texture, nutrition and fit for purpose.)TargetsList two targets that you need to improve on when cooking?

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Student Survey

DO NOT WRITE YOUR NAME ON THIS FORM

WHAT DO YOU THINK ABOUT LESSONS INFOOD TECHNOLOGY?

Stronglyagree

Agree Disagree StronglyDisagree

Lessons were prepared well

I understood what I need to do in the lessons

I feel I have learned useful things

I know my target level

I know what I have to do to meet my target level

Lessons began on time

I feel I was encouraged to work well

The teacher marked my book at least once during the unit

My teacher provided constructive comments for improvement

Students are encouraged to behave appropriately

I enjoyed doing this project

Which recipes did you enjoy making?

Like a lot Like a little Neutral Dislike a little Dislike a lot

RisottoCauliflower CheeseMini Carrot CakesPizzaFajitas

What suggestions do you have for improving the unit?

Thank you for completing this survey. It will help the Food Technology Department to improve this subject.


Documents

Year 8 Food booklet - St James Web viewYear 8 Food Technology ... In Food Technology you will learn how to cook and how to make informed decisions about your diet ... What would be