Key Stage 3 Year 9 Making Choices

Scheme of Work

Key Stage 3 Year 9 – Making choices

Time: 18 hours

Introduction

This scheme of work has been developed to enable pupils to learn how to cook a range of dishes safely and hygienically and apply their knowledge of nutrition. In addition, they will consider consumer issues, food and its functions and new technologies/trends in food.

Pupils will have the opportunity to work through the following contexts:

§ Domestic and local (home, health and culture);

§ Industrial (food and manufacturing).

Aims

§ Pupils will extend their knowledge and understanding of food, diet and health;

§ Pupils will extend food preparation and cooking techniques;

§ Pupils will extend their knowledge of consumer food and drink choice;

§ Pupils will be able to apply their knowledge to make informed choices;

§ Pupils will develop the creative, technical and practical expertise needed to perform everyday tasks confidently;

§ Pupils will build an apply a repertoire of knowledge, understanding and skills in order to design and make high quality products for a wide range of users;

§ Pupils will evaluate and test their ideas and products and the work of others.

Learning outcomes overview

Through this Scheme of Work, pupils will:

§ Apply the principles of The Eatwell Guide and relate this to diet through life;

§ List and explain the dietary needs throughout life stages;

§ Investigate information and guidance available to the consumer regarding food labelling, availability, traceability, food assurance schemes and animal welfare;

§ Explain the characteristics of ingredients and how they are used in cooking;

§ Adapt and follow recipes to prepare and cook a range of predominately savoury dishes;

§ Demonstrate a range of food preparation and cooking techniques and independently apply the principles of food safety and hygiene;

§ Investigate and discuss new trends and technologies used in food production, processing and cooking;

§ Demonstrate the knowledge, understanding and skills needed to engage in an iterative process of designing and making;

§ Be given regular opportunities to demonstrate and apply their knowledge and understanding of food science;

§ Be given regular opportunities to consolidate their literacy and numeracy skills by using them purposefully in order to learn.

§ Track their progress using the My learning journey booklet (cooking, nutrition, ingredients and creativity).

Prior learning

Pupils will build on the learning in Year 8 Design and Technology. Knowledge and skills include:

§ The Eatwell Guide; energy balance; macro and micronutrients; food choice and menu planning.

§ Knowledge, understanding and skills needed to engage in an iterative process of designing and making in a range of contexts including home, health and food.

Teaching and learning overview

N.B. The recipes suggested are examples and may be substituted. Alternative recipes should provide the same opportunity to meet the practical learning objectives.

Lesson / Learning objectives
1 / To describe and apply the principles of The Eatwell Guide and relate this to diet through life.
To outline why dietary needs change throughout life stages.
To describe the main dietary requirements in each key life stage.
To investigate diet related health issues.
2 / To prepare and cook a main meal dish such as bacon and pea risotto or mushroom and spinach risotto.
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.
To investigate what happens when rice and other grains are cooked.
3 / To list and explain the dietary needs of children and young people.
To investigate the relationship between physical activity and energy balance.
To compare and evaluate different types of pasta (dried, and fresh), pasta sauces (chilled, jar, long life).
To calculate the cost of readymade and homemade pasta sauce.
4 / To prepare and cook a main meal dish based on pasta such as penne Fiorentina or tagliatelle bolognese).
To demonstrate the skills of preparing a range of vegetables, making a meat/alternative sauce, using hob/oven safely.
To plan and carry out a sensory evaluation of the dish.
To calculate the cost of the dish and compare with a commercial product.
To demonstrate and apply the principles of food safety and hygiene when cooking.
5 / To identify the dietary needs for the population who have special dietary requirements (including food allergens, food intolerance, and religious/cultural needs).
To investigate product information that is available to the consumer.
To plan a menu for a person with a specific dietary need.
6 / To prepare and cook a main meal dish for a person with a specific dietary need, such as cottage pie, Cumberland pie or vegetarian pie (with different toppings/thickening agents/flavouring as required).
To demonstrate the skills of vegetable preparation and cooking, making a meat/alternative base, combining/layering ingredients, finishing, using the oven.
To compose allergen and nutritional information for the consumer.
To demonstrate and apply the principles of food safety and hygiene when cooking.
7 / To investigate the information and guidance available to the consumer regarding food labelling, availability, traceability, food assurance schemes and animal welfare.
To recognise and explain food standard schemes.
To describe methods of filling and shaping a dish, such as spring rolls, samosa or pasties.
8 / To prepare and cook a main meal dish using ingredients that are farm assured/responsibly sourced, such as spring rolls, samosa or vegetable pasties.
To demonstrate skills in vegetable preparation, dividing, shaping finishing and baking.
To plan and produce a recipe card promoting the food assured ingredient.
To demonstrate and apply the principles of food safety and hygiene when cooking.
9 / To explain the characteristics of ingredients and how they are used in cooking.
To plan and carry out practical tests to demonstrate the characteristics.
To explain how recipes can be modified to meet specific requirements.
10 / To prepare and cook a dish that demonstrates shortening, such as savoury tart or mini quiche.
To explain the science of shortening.
To demonstrate the skills of rubbing in, rolling out, shaping, filling, use of the oven.
To demonstrate and apply the principles of food safety and hygiene when cooking.
11 / To prepare and cook a dish that demonstrates aeration, such as Dutch apple cake or a traybake.
To explain the science of aeration.
To demonstrate the skills of creaming/all-in-one cake making, preparing baking tins, baking.
To demonstrate and apply the principles of food safety and hygiene when cooking.
12 / To prepare and cook a dish that demonstrates thickening such as moussaka or lasagne,
To explain the science of gelatinisation.
To demonstrate the skills of preparing a range of vegetables, making a meat/alternative base, all-in-one sauce, layering, use of the hob/oven.
To demonstrate and apply the principles of food safety and hygiene when cooking.
13 / To investigate the factors to be considered when planning and preparing food to be sold at a festival.
To investigate the health and safety requirements for selling food at a festival.
To create and plan a menu suitable for quick service food at a festival.
To calculate the cost of the dish/menu for sale.
(Context: industrial – food)
14 / To prepare and cook a main meal dish to be available through a quick service outlet at a festival, such as Bobotie (South Africa) or Chicken Tagine.
To demonstrate the skills of vegetable preparation, preparing and cooking meat/chicken/alternative, using the hob, controlling temperature.
To produce information guide for the consumer to include a nutritional profile, allergen information, environmental information.
To demonstrate and apply the principles of food safety and hygiene when cooking.
15 / To investigate chilled ready meals; ranges available, health and safety, manufacturing.
To write a specification for the development of a chilled ready meal to meet specific criteria such as a single portion, reduced fat version, for a family of four.
To create a practical plan for the preparation and cooking of the dish.
(Context: industrial – manufacturing)
16 / To prepare and cook the planned dish and accompaniment, for example: Thai green curry and rice, sweet and sour chicken and rice or vegetarian casserole and rice.
To evaluate the planning and execution of the task.
To demonstrate and apply the principles of food safety and hygiene when cooking.
17 / To prepare and cook a dish that could be sold as a ‘cook kit’ in a supermarket, such as smoked haddock and sweet potato gratin, Goan fish curry with lemon pilau, paella or Vietnamese chicken with rice noodles.
To create preparation, cooking and storage instructions, a product label and nutritional profile of the dish.
To demonstrate and apply the principles of food safety and hygiene when cooking.
18 / To review the opportunities for future courses and career options.
To appraise and evaluate their learning journey.
To evaluate their practical cooking experiences.

Resources

www.foodafactoflife.org.uk

www.nutrition.org.uk

www.food.gov.uk

www.nhs.uk/Livewell/Goodfood/Pages/food-labelling.aspx

www.gov.uk/food-labelling-and-packaging/overview

www.redtractor.org.uk

www.msc.org

www.who.int

www.fao.org/school-food/en

www.chilledfood.org

commnet.eu/01_About_CommNet/Commnet_Community/Education/FAB_Toolkit/Education_FAB_Toolkit.kl

www.meatandeducation.com

www.grainchain.com

Risk assessment

Appropriate risk assessment will be undertaken prior to work being carried out in a practical food room. Consult BS4163:2014 and local authority and/or school guidance or other resources.

Risk assessment should address the following areas and those specific to the school, pupils and/or environment:

§ Personal hygiene;

§ Hygiene and storage of ingredients;

§ Food allergens;

§ The use of heat sources;

§ The use of sharp and bladed equipment;

§ The use of electrical equipment;

§ Class size and level of supervision.

Differentiated learning outcomes summary

All pupils will: / Most pupils should: / Some pupils will have progressed further and could:
Carry out 10 hours practical cooking, making a range of basic dishes. List the principles of food safety and hygiene when cooking.
Explain the principles of food safety and hygiene when preparing and cooking ingredients.
Explain the dietary needs of children and young people, and other key life stages
Investigate information available to the consumer regarding food labelling, availability, traceability, and animal welfare.
Recognise and explain assured food standards
Explain the characteristics of some ingredients and how they are used in cooking.
Plan and carry out practical tests to demonstrate the characteristics of ingredients.
Investigate new trends and technologies used in food processing and cooking.
Design and make two dishes suitable for a specific need and write a specification for the dishes.
Create a practical plan for the preparation and cooking of the two dishes with guidance.
Evaluate the planning and execution of the task. / Carry out with skill and accuracy 10 hours practical cooking, making a range of dishes. Explain the principles of food safety and hygiene when cooking.
Explain and apply the principles of food safety and hygiene when preparing and cooking ingredients.
Explain the dietary needs of children and young people, and other key life stages and apply this knowledge when planning and preparing dishes.
Explain information available to the consumer regarding food labelling, availability, traceability, and animal welfare.
Recognise and explain the role of assured food standards.
Explain the characteristics of a range of ingredients and how they are used in cooking.
Plan and carry out practical tests to demonstrate the characteristics of ingredients.
Investigate and discuss new trends and technologies used in food manufacture and cooking.
Design and make two dishes suitable for a specific need and write a specification for the dishes.
Create a practical plan for the preparation and cooking of the two dishes.
Evaluate the planning and execution of the task and summarise any changes. / Independently, with skill and accuracy carry out 10 hours practical cooking, making a range of dishes. Describe the principles of food safety and hygiene when cooking and manage their implementation independently.
Independently apply the principles of food safety and hygiene when preparing and cooking ingredients.
Independently apply their knowledge of the dietary needs of children and other key life stages when planning and preparing dishes.
Explain how diet related disorders and their causes can be addressed through planning and preparation of dishes.
Appraise information available to the consumer regarding food labelling, availability, traceability, and animal welfare.
Summarise the food supply chain, recognise and explain assured food standards and their benefit to the consumer.
Independently explain the characteristics of a wide range of ingredients and how they are used in cooking.
Plan and carry out practical tests to demonstrate the characteristics of ingredients and evaluate the outcomes.
Summarise new trends and technologies used in food manufacture and cooking; assess the benefits and challenges.
Design and make two dishes suitable for a specific need and write a detailed specification for the dishes.
Create a detailed practical plan for the preparation and cooking of the two dishes.
Evaluate the planning and execution of the task against identified criteria.

Note: Apply the assessment strategies in your school.

National Curriculum (focus areas for Year 9 D&T shown in bold)

Design & Technology
§ Through a variety of creative and practical activities, pupils should be taught the knowledge understanding and skills needed to engage in an iterative process of designing and making.
§ When designing and making, pupils should be taught to:
§ Design
§ Use research and exploration, such as the study of different cultures, to identify and understand user needs
§ Identify and solve their own design problems and understand how to reformulate problems given to them
§ Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
§ Use a variety of approaches, to generate creative ideas and avoid stereotypical responses
§ Develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools
§ Make
§ Select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture
§ Select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties
§ Evaluate
§ Analyse the work of past and present professionals and others to develop and broaden their understanding
§ Investigate new and emerging technologies
§ Test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups
§ Understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists / Cooking and nutrition
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating.
§ Pupils should be taught to:
§ Understand and apply the principles of nutrition and health
§ Cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
§ Become competent in a range of cooking
§ Understand the source, seasonality and characteristics of a broad range of ingredients.
English
Reading
Pupils should be taught to understand increasingly challenging texts through:
§ Learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries;
Writing
Pupils should be taught to write accurately, fluently, effectively and at length for pleasure and information through:
§ Summarising and organising material, and supporting ideas and arguments with any necessary factual detail;
§ Applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form;
Pupils should be taught to plan, draft, edit and proof-read through:
§ Considering how their writing reflects the audiences and purposes for which it was intended;
§ Paying attention to accurate grammar, punctuation and spelling;
Grammar and vocabulary
Pupils should be taught to consolidate and build on their knowledge of grammar and vocabulary through:
§ Using Standard English confidently in their own writing and speech;
Spoken English
Pupils should be taught to speak confidently and effectively, including through:
§ Using Standard English confidently in a range of formal and informal contexts, including classroom discussion;
§ Giving short speeches and presentations, expressing their own ideas and keeping to the point;
§ Participating in formal debates and structured discussions, summarising and/or building on what has been said.
Mathematics:
Number
Pupils should be taught to:
§ Understand and use place value for decimals, measures and integers of any size
§ Order positive and negative integers, decimals and fractions
§ Interpret percentages and percentage changes as a fraction or a decimal
§ Use standard units of mass, length, time, money and other measures, including with decimal quantities;
§ Use a calculator and other technologies to calculate results accurately and then interpret them appropriately.
Ratio, proportion and rates of change
Pupils should be taught to:
§ Change freely between related standard units [for example time, length, area, volume/capacity, mass]
Statistics
§ Construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data.
Science: Nutrition and digestion
§ Content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water, and why each is needed;
Energy
§ Comparing energy values of different foods (from labels) (kJ).
PSHE: (non-statutory) Health and well-being
§ What constitutes a balanced diet and its benefits (including the risks associated with both obesity and dieting);
§ What might influence their decisions about eating a balanced diet.