Overview of projectSequence of learning AFL

Project: World Culture and Cuisine Foods from around the world- what is eaten and why?

Rotations: 8-week rotation Number of Hours: 24

Overview of project

International food and world cuisine: Pupils will know how to prepare and cook a variety of dishes from around the world using all the food groups ranging from bread to making a Macaroni cheese and understand the function of the ingredients and make links to a balanced and healthy diet, Seasonality Nutrients all support eating a well-balanced diet.

Pupils will learn the following knowledge,

Health, Hygiene and Safety- general health, hygiene, and safety rules, including the 4C’s, when preparing, cooking and storing food.

Food science - The Eatwell Guide; bread, rice, carbohydrates, fruit and vegetables, pulses, dairy and alternatives Nutrients, Carbohydrate, Protein, Fats, Minerals, Vitamins, Fibre and Water Food provenance including seasonal effects on food and food waste and the importance and challenges facing food

security Food Practical’s: use of cooking techniques – kneading, proving, modelling, baking, handling raw meat, moulding,

grilling, preparing fruit, enzymic browning, combining ingredients, simmer, seasoning, preparation of vegetables, boiling, sauce making (gelatinisation) grilling, portion control, frying, presentation of food, pastry making, rolling, developing, weighing and measuring, chemical rising

Planning and forecasting when producing food Sensory Testing and evaluation of products made

Sequence of learning

Component 1:

Due to Covid 19 this may be a recap or new information to some

General safety

Tie long hair back Wear an apron Store bags and coats, safely Remove jewellery Check the food area/station are clean and free from dirt Check all equipment needed is clean and ready for use. Move around the food preparation room, safely. Report any spillages and broken equipment to a teacher immediately Report any burns to the teacher immediately. Respect and look after each other by reporting any concerns. Never use equipment such as the oven unless trained. Do not use electrical equipment near water as could result in electric shock and death.

The 4Cs: Pupils will know what the 4cs mean

Bacteria bites Video

https://www.google.com/search?q=bacteria+bites+business&rlz=1C1GCEB_enGB909GB909&oq=bacteria+bites+&aqs=chrome.1.69i57j0l7.6167j0j7&sourceid=chrome&ie=UTF-8

Pupils will know that the 4Cs mean; Cleaning Cooking; Cross contamination and Chilling. Pupils will know that the 4Cs help prevent the spread of harmful micro-organisms that cause food spoilage and food poisoning

Pupils will know how to implement the 4Cs during practical’s by cleaning before and after cooking, checking food is cooked correctly through visual checks, using separate equipment for different ingredients, to store and keep food

chilled before and after use.

Preparing, Cooking and Serving Food

Personal hygiene: Pupils will know the word hygiene means clean. (keeping body or person clean); Pupils will know how to wash their hands properly; be able to wash their hands properly and understand that washing hands is the Golden Rule of food hygiene.

Clean work surfaces: environmental hygiene (keeping surrounding clean) kitchen (keeping food and food preparation area clean)

Pupils will know separate raw and cooked foods and use of separate utensils such as green chopping boards for fruit and vegetables and red for raw meats. Not to use the same knife for chopping chicken and for Vegetables.

Pupils will know when making food understand the relationship between warmth and the growth of bacteria as such cold salad must be kept cool and eaten as soon as possible within two days of preparation.

Students complete

Assessment

Exit ticket of 4 ways that the kitchen area pictured could be made safer and recall the 4 Cs.

Component 2 – food science

Pathogenic Bacteria - page 14 booklet

Pupils will develop an understanding of how food can become contaminated and cause food poisoning

Pathogenic Bacteria – Students must know

o Methods of food contamination – poor food handler hygiene, pests and vermin in the food area, chemicals – such as cleaning materials, physical – foreign objects in food

o The symptoms of food positioning – vomiting, nausea, fevers, chills, diarrhoea – untimely death. o The growth conditions of pathogenic bacteria – warmth, food source, moisture, time.o The key temperatures in bacterial growth – fridge 1- 5 oc, danger zone 6 – 63oC, body temperature 37 oC – best

temperature for growth, 63oC most bacteria dead, 75oC food safe to eat, 100oC boiling point of water – bacteria can’t grow here.

Food spoilage – page 15

Pupils will develop an understanding of food spoilage, signs of food spoilage and why food spoils. This will link heavily with pathogenic bacteria students will recall growth conditions of bacteria and possible containments.

o Students will be able to identify signs of food spoilage – mould, odour, change in texture and/or colour.o Students will be able to identify high risk foods – any food high in moisture and protein.o Identify where moulds and bacteria are used in food production – yoghurt, cheese, yeasts – bread, beer. o Naturally occurring fungus – mushrooms truffles.

Pupils will develop knowledge on a mechanical, biological and chemical raising agent – this knowledge will be demonstrated during practical to make links to recipes – biological (demonstrated and practiced during bread), chemical (demonstrated and practiced during Dutch apple cake). Mechanical (demonstrated and practiced during scones demo and make)

Raising agents, Students must Know: there are 3 types of raising agent – Mechanical, biological and chemical that raising agents are added to mixtures to make them rise.When a mixture is heated containing a raising agent the gas expands and rises.

o Know mechanical are air and steam – and are added through various mechanical methods – beating, folding, sieving, creaming, rubbing in, whisking.

o Know types of chemical raising agent – baking powder, bicarbonate of soda and self-rising flouro Know that yeast is a biological raising agent – single cell plant fungus – (living organism.)o Students will know fermentation is a process in which Co2 and alcohol are produced by yeast.o Know the growth conditions of yeast – warmth, moisture, food and time.

Assessment

Q1. Explain why it can be dangerous to store some foods at a warm temperature

Q2. Name three high risk foods?

Q3. Why are ‘ready to eat’ foods high risk?

Q4. What happens to bacteria when cooled below 5oC

Q5. How can we use a temperature probe to help keep food safe?

Q6. What happens to bacteria above 63oC?

Mix and match

Place these words in the correct boxes.

Yeast, chemical, rubbing -in, baking powder, biological, mechanical

Recipe raising agent Type of raising agents

Example Meringue

Whisking mechanical

scones

Bread

Dutch apple

cake

1 – 13-15/152 – 9 -13/153 – 4- 9/154 – 0-4/15

Component 3: time planning - Due to Covid 19 this may be a recap or new information to some

Teacher demonstration: using scones recipe- Pupils will follow demonstration and prepare a simple time plan of making to be used and followed (independently when making) during making. Using scone recipe and framework.

Include: step by step instructions Identify hazards and safety tips Identify hygiene practices Ingredient list Equipment list

Self/peer Assessment 1. Include time frame and key processes (i.e. rubbing in etc) 2. All steps include with hazards identified.3. Incomplete ingredients and equipment list.4. No hygiene practice or self-preparation included.

Component 4: Sensory Testing Due to Covid 19 this may be a recap or new information to some

Pupils will know how to test and rate their dishes. Using crudities ingredients, they will learn to quality check work and help

develop their making skills.

Sensory words:

o know sensory words linked to the practical’s; for example, fruit salad; sweet, juicy, moist, etc, to describe products made.

o Pupils will know that sensory words are used to rate food in food technology. To understand how success their product has been.

Sensory Qualities:

o Pupils will know that you use and combine different ingredients for textures as well as taste. For example, rubbed in mixtures produce baked products that have a crunchy, crumbly texture and a crispy edge/crust.

Star Diagrams

o Pupils will know how to fill out the star diagram correctly for a recipe used. (crudities) with guidance o Pupils will know how to rate certain products using the star diagram on success sensory words. Pupils will work in

groups to taste and rate different crudities.

Sensory Evaluation

o Pupils will know how to distinguish successful elements and areas of improvements to conclude areas of improvement.

Whole class feedback Assessment

1 – suggest improvements/ adaptions – change in ingredients and methods – for future making.

2 – Identify strengths and weakness based on sensory qualities

3 – Have analysed and complete star diagram for more than one product (example - carrot and celery) using colour key.

4 – Have used sensory descriptors based on TaTa (taste, aroma, texture and appearance)

Component 5 – Nutrition and Healthy Diet

Eat well and food groups – Know the 5 food groups and food that fit into this category.

Food high in starchy Carbohydrates

Give you energy and fibre Whole grain cereal, bread and rice

Fruit and Vegetables

Vitamins, minerals and fibre Carrots, cucumber and pepper 5-7 portions a day (define a portion

Food high in Protein

Protein Meat, fish, beans, eggs Protein is need for growth, maintenance and repair

Dairy

Minerals, calcium and vitamin D Milk, cheese, yoghurt

Fats and Spreads

Fats Butter, olive oils, vegetable oils

Macro nutrients Pupils must

be able to differentiate between a food and a nutrient – i.e. students will be able to identify food sources (fruit, vegetables, meat etc and identity nutrients with-in the food – proteins, carbs, fats, vitamins and minerals.)

students will know amounts of macro nutrients required in grams. know the function of the macro nutrients Protein – Growth, maintenance and repair of muscles. Made up of amino acids Carbohydrates – main source of energy - simple (sugars) and complex (starchy) carbs Fat – insulation and warmth – Lipid – Saturated – mainly animal sources- solid at room temperature, unsaturated –

mainly plant source usually liquid at room temp.

Micro-nutrients 3 Be able to identify all vitamins – A, B, C, D E, K – see power point and macro/micro nutrient knowledge organiser

Be able to identify a range of minerals – iron, calcium - – see power point and macro/micro nutrient knowledge organiser

Energy balance 4 Know the measurement of energy in food – Kilo Calories Can define the term – the relationship between food intake (calories in) and the energy used in activity (calories used/

out.) Identify the recommended calorie intake for an adult male/female – 2500/ 2000 Kcal

Nutritional needs of different groups 5 Be able to identify nutritional target groups – babies, children teens, adults, pregnancy, lactating mothers, older adults Identify nutritional needs for specific group

Assessment

Multiple choice 10 question – see ppt

Component 6 – food allergies, Intolerances and allergensAllergens and intolerances are very prevalent today therefore it important to understand the difference and food that may cause reactions.

o Know the symptoms of allergies - o Know the symptoms of food intoleranceso Will be able to adapt and redesign a range of dishes to suit dietary choices.o Students will define the terms lactose intolerance and coeliac. – lactose intolerance to simple carbohydrate in milk,

intolerance to gluten NB. Coeliac is not intolerance or allergy but autoimmune disease. (An autoimmune disease is a condition in which your immune system mistakenly attacks your body. The immune system normally guards against germs like bacteria and viruses. When it senses these foreign invaders, it sends out an army of fighter cells to attack them.)

o Students will be able to identify foods unsuitable for lactose intolerance – any milk product o Students will be able to identify foods that are unsuitable for coeliac disease – any product with gluten – i.e. wheat,

barley, bulger, rye, semolina, durum wheat- pasta, couscous, bread, wheat-a-bixo Students will be able to identify the main food allergens

o

Assessment: quiz

1. What food must be avoided by a person that is lactose intolerant? (1)2. What food must be avoided if a person is a coeliac? (1)3. List 6 food allergies? (6)4. List 3 symptoms of a food allergy? (3)5. True or false – A food intolerance is life threatening? (1)6. What is the most severe affect of a food allergy? (1)

7. Identify 3 foods that contains lactose. (3)8. Identify 3 foods that contain wheat. (3)

1. 16 – 19 /192. 11 – 15 /193. 6 – 10 /194. 1 – 5 /19

Component 7 – practical skills: bread: Pupils will focus on creating a very kneaded and rise bread, baking until golden brown using the oven

Keywords- Mixing, kneading, proving, rolling, shaping, baking

Key areas-

Dough –

1. Empty the flour into a mixing bowl.2. Add the yeast and combine. – using one hand only - mix with open fingers – claw shaped hand. 3. Add a teaspoon of sugar and combine. - – using one hand only - mix with open fingers – claw shaped hand. 4. Add a LARGE pinch of salt and a teaspoon of oil. – rub- in until oil is not noticeable. 5. Add the warm water GRADUALLY to make a soft (not sticky!) dough. - – using one hand only – mix with paddle shaped hand in circular motion. 6.Turn out onto clean lightly floured surface. Knead for at least 5 minutes (longer if possible).Knead

Knead for at least 5 minutes (longer if possible) to develop gluten

https://www.google.com/search?rlz=1C1GCEB_enGB909GB909&ei=3nwZX8SsKJCQ8gKmy4uACw&q=how+to+knead+bread&oq=how+to+knead+bread&gs_lcp=CgZwc3ktYWIQAzICCAAyAggAMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADICCAA6BwgAELADEEM6BwguELADEEM6BAgAEEM6BQgAEJECUPEOWKUgYNsjaAFwAHgAgAF5iAHEBpIBAzkuMZgBAKABAaoBB2d3cy13aXrAAQE&sclient=psy-ab&ved=0ahUKEwjEk_LMquPqAhUQiFwKHablArAQ4dUDCAw&uact=5#kpvalbx=_5HwZX-PLIImM8gLxqKzgCg39step 1 prepare work surface – ensure surface is clear from debris and clean – lightly sprinkle with flour

step 2- turn out dough – take the dough from the bowl onto the work surface and coat in the flour on work surface.

Step 3 – knead – using the heel of both hands stretch out the dough and then fold back in on its self and repeat for around about 5 mins until dough is stretchy and does not snap.

The dough is kneaded to develop the glutenWheat and other related grains (including barley, and rye) contain a mixture of two proteins glutenin and gliadin. When flour made from grinding these grains is mixed with water the two proteins combine and form gluten. Without water, gluten is not formed. The more the dough is mixed, the more gluten is developed.

Shape Shape into 6 equal sized bread rolls

1. Cut bread into 6 equal sized pieces.2. Shape on work surface into bread rolls, students can create own or follow guide lines on ppt.3. Place on lined baking sheet 4. Bake for around 15 mins until golden brown, well risen and hollow sounding (tap on base – if not hallow sounding

continue to cook.)

Assessment of produced bread:

1 – worked safely throughout, produced a well presented and golden-brown product to a refined and consistent standard with a tidy work station afterwards

2 – worked safely throughout, produced well shaped and risen bread but with some inconsistencies with a tidy work station after some direction

3 – worked safely for most of the lesson, produced bread rolls to a variable standard and needed help to tidy work station

4 – worked dangerously at times, struggled to knead dough to correct consistency, bread rolls of poor quality with work station left untidy

Component 8– practical skills: Turkey Burgers: AmericaPupils will focus on create turkey burger (low in saturated fats) must be well shaped and seasoned

Keywords- dicing, Mixing, shaping, baking

Knife skills – dicing onion

Preparing the work area

Chopping board with cloth underneath How to carry knife Point down at the floor Straight arm

Held by handle Blade going backwards Knife down – not to be touched unless it’s being used to cut.

Knife

When cutting, move from the heel of the knife to the tip One smooth movement

Students watch the bridge and claw:

Bridge

Create a bridge with hand Fingers either side of vegetable Find a flat edge if possible Knife goes underneath the hand

Claw

Make sure vegetable flat Middle three fingers holding vegetable with fingers tucked in Knife goes parallel to the front of fingers

Mix and shape (see turkey burger recipe.)

Add minced turkey meat Add seasonings – tomato puree and seasoning as required – see recipe for suggestions. Mix thoroughly – to ensure all ingredients are equally dispersed through burger. Take burger meat in hands and shape into ball Shape using 6-inch round food mould placed in lined baking tray. Press meat into food mould Remove ring Baking in oven 180 oC until the thermal centre meats 75 oC.

Build burger Open burger bun Students will have a range of ingredients to create own flavours Place sauce of choice on bottom – mayonnaise, tomato ketchup, mustard etc. Place burger on top Top with cheese, tomato, lettuce etc.

Evaluate Using booklet identify strengths and weaknesses Suggest improvements

Assessment of produced turkey burgers:

1 – worked safely throughout, produced a well presented and developed product to a refined and consistent standard with a tidy work station afterwards

2 – worked safely throughout, produced well shaped and presented burger with no developments with a tidy work station after some direction

3 – worked safely for most of the lesson, produced turkey burger to a variable standard with large and inconsistent onion pieces and needed help to tidy work station

4 – worked dangerously at times, struggled to dice onion to a consistent standard, burger of poor quality with work station left untidy

Component 9 – practical skills: Dutch apple cake: HollandStudents will prepare a Dutch apple cake – focusing on rise using chemical raising agents and presentation of product

Key skills - Knife skills claw and bridge, creaming method, Mixing, Folding, layering

Knife skills – previous learning – turkey burgers

Creaming method – see recipe Dutch apple cake Dice butter or margarine into small cubes 2cm Place in bowl and add sugar Using plastic spoon mix well – mixture should lighten in colour, sugar should not be noticeable. Crack egg into jug and whisk with fork Gradually pour egg and large spoonful of flour into mixture while continuing to mix. Continue to add flour until mixture is smooth.

Layering Place apples in base of lined baking tray Top with sponge mixture Bake in oven for around 15 - 20 minutes (at 180 oC) until sponge mixture I fully cooked and golden – test with skewer –

if placed in middle and comes out clean the mixture is fully baked

Assessment 1 - worked safely throughout, produced a well presented and developed product to a refined and consistent standard with a tidy work station afterwards

2 – worked safely throughout, produced well presented Dutch apple cake with no developments with a tidy work station after some direction

3 – worked safely for most of the lesson, produced Dutch apple cake to a variable standard with irregularly slice and presented apple and needed help to tidy work station.

4– worked dangerously at times, struggled to produce all the elements of the product. Finished product of poor quality with work station left untidy.

Component 10 – practical skills: Macaroni cheese: Italy

Grill control, hob control, grating, whisking, boiling water, draining, making a white sauce (roux

Grating safely

1. Students should prepare equipment – grater, metal plate, 2. The grater hold be placed onto metal plate and held firmly by handle on top 3. The cheese should be held in dominant hand.4. Using the largest grating blade (large holes.) Carefully drawn downwards with dominant allowing cheese to come away

into the grater cavity. 5. Care must be taken when grating is nearing completion to ensure finger safety.

Students must know how to operate grill safely

1. Grilled should be fully opened before use. 2. Preheat grill3. Always use oven gloves when placing trays etc under and removing from grill.4. When grilling pupils must not leave and constantly watch product being grilled.5. Remove from grill when the cheese has melted sufficiently (changed form, become stringy and achieved desire

colour.)6. Place on heat proof surface.

Hob safety – when using hob all handles must be turned in to ensure not knocked of stove, also ensure not placed over other heated ring – causing handle to become hot.Cooking pasta

1. Prepare all ingredients and equipment before turning on hob.2. Place beside stove.3. Fill large sauce pan with water and place on cold hob. Turn on to level 6 to Bring water to boil (100o C.)4. Season with pinch of salt5. Place measured pasta in empty colander – and empty into pot to ensure any splashing occurs away from students.6. Cook until al dente – soft but has slight bite (or texture.)

Taking pasta off stove1. Ensure sink is clean and empty 2. Ensure all other students in your path to the sink know that you will be moving towards sink with boiling water.3. Place colander in empty sink.4. Turn off hob.5. Using both hands carry pot from hob to sink – if necessary us oven gloves.6. Pour water and pasta into colander.

7. Allow hot water to drain and then put colander (with contents) back into pot.8. Transfer pot and colander back to work area – ensuring drips remain in pot.

Sauce making – all in one method (follow recipe)

1. Add all ingredients to pot – flour, fat, milk.2. Turn hob onto level 4.3. Stir continually until sauce thickens.4. Add half the grated cheese and continue to stir to create a smooth cheese sauce.

If the sauce is allowed to sit without continual motion the starch with cook together and produce a thick lumpy sauce.

Mac and cheese Follow recipe to layer ingredients and complete mac and cheese 1. Stir the cooked pasta into the cheese sauce and season with black pepper.2. Divide the macaroni cheese equally into the two silver foil trays.3. Sprinkle the remaining cheese equally on the top.4. Place under the hot grill until the cheese is bubbling and golden brown. 

Assessment 1 - worked safely throughout, produced a well presented and developed product to a refined and consistent standard with a tidy work station afterwards

2 – worked safely throughout, produced well-presented mac and cheese cake with smooth sauce and no developments with a tidy work station after some direction

3 – worked safely for most of the lesson, produced a product to a variable standard with lumpy sauce and needed help to tidy

work station.

4– worked dangerously at times, struggled to produce all the elements of the product. Finished product of poor quality with work station left untidy.

Component 11 – practical skills: Mexican Pockets: Mexico Students will produce a meat or meat alternative (high protein) product and serve in a warm taco shell.Using the hob/oven, cooking raw meat safely, bridge hold/claw grip, browning meat.

Knife skills- previous learning

Hob and oven control – previous learning

Handling raw meat

1. When handling meat hand must be wash before, after handling raw chicken to prevent cross-contamination.2. Use red chopping board only for raw meat -particularly chicken.3. Chopping board must be washed in hot soapy water (preferably afterwards cleaned in dish washer by technician.)4. Any other equipment coming into contact with raw meat must be thoroughly washed immediately after use– to prevent

cross contamination – i.e. knifes surface, tops of bins.)

Hob safety previous learning

Browning meat 1. Place raw meat into hot pan.2. Stir continuously until no red meat noticeable.3. Follow recipe.

Assessment 1- worked safely throughout, produced a well presented and developed product to a refined and consistent standard with a tidy work station afterwards

2 – worked safely throughout, produced well-presented product with no developments with a tidy work station after some

direction

3 – worked safely for most of the lesson, produced a product to a variable standard needed help to tidy work station.

4– worked dangerously at times, struggled to produce all the elements of the product. Finished product of poor quality with work station left untidy.

Component 12 – practical skills: Mini Quiche: FranceKey skills- Rubbing in, sieving, making pastry, shaping, cutting, grating.

Pupils will produce mini quiche following (or adapting recipe)– key skills required - Rubbing in, sieving, making pastry, shaping, cutting, grating.

At stage 3 students will rub-in

Rubbing-in

1. Dice butter/fat into cube 1cm square – using bridge and claw.2. Add butter to flour and rub-in using finger tips only – avoid using palm of hand to prevent over heating/melting butter

as this will affect quality.3. Ensure fat is evenly distributed through the flour by continuing rubbing in until texture resembles sand. 4. To fully add air to the mixture, lift sandy mixture in fingers and allow to fall gradually into bowl

Continue recipe at stage 5 – when adding water, it is important that the water is ice cold and added gradually – i.e. 1 tea spoon at a time to prevent over wetting mixture. It is also important the students do not over handle the pastry as this will cause the butter to melt and quality of the pastry to deteriorate.

Moulding and shaping

1. When dough has been created to dough should be soft but not sticky.2. Lightly dust clean work surface with flour.3. Turn out dough from bowl onto work surface.4. Turn over to coat with flour (from work surface.)5. Press down with palm of hand to form rough ball

6. Using rolling pin roll out to approx. 1/2cm thick – about the thickness of a pound coin.(hold pin at either end – gently roll away from body applying light pressure to compress dough.)

7. Cut scones using scone cutterUsing 4cm scone cutter – press in downwards motion to fully cut out circular dough – DO NOT twist if using fluted cutter.)

Transfer to portioned bun tray. Use palate knife under dough and lift cutter and scone away. Place on lined baking tray.

Grating – previous learning

Mixing – previous learning

Baking - previous learning

Knife skills – bridge and claw previous learning.

Testing for readiness – 75oC – previous learning

Assessment1- worked safely throughout, produced a well presented and developed product to a refined and consistent standard with a tidy work station afterwards

2 – worked safely throughout, produced well-presented product with no developments with a tidy work station after some direction

3 – worked safely for most of the lesson, produced a product to a variable standard needed help to tidy work station.

4– worked dangerously at times, struggled to produce all the elements of the product. Finished product of poor quality with work station left untidy.

Component 13 – practical skills: Carrot cake: UK

Students will produce a well risen sweet product with added vitamins and fibre

Skills: Melting ingredients, peeling, grating, combining, measuring into cupcakes cases.

Melting:

Students will use the melting method to produce this product

1. Melt fat in microwave – place fat in plastic container or bowl and melt in microwave oven for 30 seconds – student must remain at microwave at all times – fat must be fully melted and liquid.

Peeling: when using peeler

Hold in dominant hand Vegetable in other hand Peeler moved parallel to your body, ensuring the wrist is out of the way Peel in one smooth movement to create a flat edge

Grating – previous learning

Mixing and combining ingredients – previous learning

Dividing into cupcakes – equipment – 2 table or dessert spoons

Scoop mixture into spoon Using 2nd spoon scrape onto cupcake – repeat if necessary All mixture should be inside cupcake not on tray or on sides of paper All cupcake cakes should be equal size to ensure consistent baking

Baking – previous learning Testing for readiness – previous learning

1- worked safely throughout, produced a well presented and developed product to a refined and consistent standard with a tidy work station afterwards

2 – worked safely throughout, produced well-presented product with no developments with a tidy work station after some

direction

3 – worked safely for most of the lesson, produced a product to a variable standard needed help to tidy work station.

4– worked dangerously at times, struggled to produce all the elements of the product. Finished product of poor quality with work station left untidy.

Knowledge & vocabulary 

Substantive knowledge (core in BOLD)  Health, hygiene and safe kitchen management Healthy eating and diet Where food comes from and its impact on the environment Sensory analysis

Disciplinary knowledge  Following and adapting recipes Planning and evaluation of food

Vocabulary  

Subject methods and resources 

PPT to display image examples of various visual examples.  

Booklet produced with guidance throughout of activity pages.  

Key vocabulary on PPT with visual examples 

Knowledge Organisers  Writing guides for evaluating

own work  Example: high/low quality work  

Prior Knowledge  

 In year 7 students will have studied a basic understanding of cooking skill and recipes, food hygiene, nutrition and food provenance.

Assessment of components and summative assessment of the unit (composite). 

See example and recipes to accurately assess

Likely misconceptions and suggested strategies to tackling them

 

Confusion between food groups and nutrientsUse Eatwell guide to identify foods and food groups

Confusion between non-nutrients (fibre and water) and nutrients Macro,

micro-nutrients, vitamins and minerals.

Confusion over basic commodities – flour types, self-raising, strong flour, gluten free etc.