Food Technology

H A T C H E N D H I G H S C H O O L

Food Technology

Name:______Tutor Gp: ______

Introduction

This workbook contains information to help you gain knowledge and understanding in design and technology and to make progress through the National Curriculum Levels.

Your work will be marked according to the schools Assessment for Learning policy, which is aimed at providing you with feedback to help you understand what you have done well and how you can improve your performance. You will be given three reports during the school year and these will include a National Curriculum (NC) level so you can track your progress.

As you work through the lessons you can tick the NC Levels that you have completed. To achieve a particular level you will need to have ticked almost all the requirements for that level.

Presentation of Your Work

Write the date on the work you are completing
Underline headings with a ruler
Write neatly using black or blue pens
Cross out mistakes neatly
Draw neatly using a sharpened pencil
Use colouring pencils to help you communicate your design ideas
Do not doodle on your work
Do your best!

Organisation

In order to help you learn and to record your work you must have sufficient writing and drawing equipment for each lesson.

You must use your link bookto record when you have homework and this includes buying and bringing in the ingredients and containers needed for your practical lessons.

You must learn the routines for practical work and ensure that you are able to quickly store your bags and blazer and complete your personal preparation including putting on an apron, tying back long hair and washing your hands.

You should always keep an eye on the time during practical lessons as work must be finished before the end of the lesson and all equipment washed, dried and carefully put back in the correct place.

If you are absent for a lesson you must see your teacher to find out what work you have missed and if you have to prepare for a practical lesson.

If you do not organize ingredients for practical work you will be given written work to complete. It is not possible for you to ‘help’ other students as there may not be enough for two people to complete and with written work you will be covering the programme of study for the subject.

DESIGNING

Level 4 – To get a level 4 you need to communicate alternative ideas using words, labelled sketches and models(may include costing/nutritional analyses) showing you are aware of constraints. You must:

Produce at least 3 different ideas that meet your brief and specification. All ideas must be annotated and justified. Use pencils and rulers where appropriate and present them neatly and clearly

Be able to explain your ideas when asked

Produce a model to help explain your idea (this can be a costing or nutritional analysis of a recipe idea)

Level 5 – To get a level 5 you need to complete all of the above and;

Produce a range of ideas (minimum of 4) that meet your design brief and specification and annotated the drawings (describe the ideas further) to help explain them.

Make use of the skills that you been taught (focussed tasks) in all your design ideas.

Level 6 – To get a level 6 you must make models and drawings to explore and test your design & discuss your ideas with users. You must produce plans that outline alternative methods of progressing and develop detailed criteria for your designs and use these to explore design proposals. In addition to level 5 you must;

Produce 6 neat, annotated design ideas

Produce a quality model to help explain your idea

Produce a survey, use this with your designs and model to find out what the end user thinks. The results of the survey should be summarised using graphs with a final conclusion.

Use the survey results and revisit your brief and specification and write a “Mark II” improved version

Produce improved designs as appropriate.

Level 7 – To get a level 7 you must investigate form, function and production processes, using a variety of media. You must recognise the different needs of a range of users and develop realistic designs. In addition to level 6 you must;

Present your ideas in different ways ( computer generated, text, isometric, pictorial). Evaluate and compare your ideas stating their advantages and disadvantages

Produce models to help explain your idea where appropriate

Produce a detailed survey and use this with your designs and models to find out what the end user thinks. The results of the survey need to be summarised in a graph with a conclusion.

Use the survey results and revisit your brief and specification to write a “Mark II” improved version

Produce improved designs as appropriate.

PLANNING TO MAKE

Level 4 – To get a level 4 you must work from your own detailed plans, modifying then where appropriate. You must;

Produce a fully annotated justification of your final idea.

You complete a “Plan of Making” sheet

Level 5 – To get a level 5 you need to complete all of the above and also;

Use information about existing products when completing your annotated justification of your final idea

Use information about existing products when completing your plan of making sheet

Level 6 –In addition for level 6 you must;

Have produced a drawing (or diagrams) of your final idea

Produce your own plan of making suggesting alternative materials & manufacturing processes

Level 7 – To get a level 7 you must produce plans that predict the time needed to carry out the main stages of making products. In addition to levels 5 & 6 you must;;

Produce an accurate and detailed drawing of your final idea with all the necessary information including sizes, weights etc.

Produce a list of material and equipment you will need

Produce your own stage by stage plan of making and include timings and health and safety considerations.

MAKING YOUR PRODUCT

Level 4 – To get a level 4 you must work with a range of tools, materials, equipment, components and processes with some precision. You will check your work as it develops and modify your approach in the light of progress. You must;

Select and work with the range of tools as shown by your teacher, using each appropriately.

Work safely at all times and report any problems to the teacher immediately

Finish the product and make it accurately

Level 5 – To get a level 5 you need to complete all of the above and also;

Select and work with the range of tools as shown by your teacher, using each appropriately and accurately

Check the progress of your product and make modifications as necessary during making.

Level 6 –To get a level 6 you must work with a range of tools, materials, equipment, components and processes and show that you understand their characteristics. You check your work as it develops and modify your approach in the light of progress. In addition to level 5 you must;

Make a note of any changes or modifications you make to your original plan. You make a note of health and safety points and check on your brief and specification during making

Choose tools needed to measure and use them accurately

Choose tools from a range to shape and form your product

Choose the most appropriate finishing techniques and finish your product to a high standard

Work safely at all times

Make the product accurately and complete it to a high standard

Level 7 – To get a level 7;you must work with a range of tools, materials, equipment, components and processes and show that you understand their characteristics. You check your work as it develops and modify your approach in the light of progress. In addition to level 6 you must;

Note any modifications and the reasons for them. You note health & safety issues and predict how long stages will take. You keep a check on the brief and specification

Measure accurately to within acceptable tolerances

Shape and form carefully

Choose the most appropriate finishing techniques and finish your product to a high standard, working safely.

Finish your product to a high standard in every aspect.

TESTING AND EVALUATING

Level 4 – To get a level 4 you must understand the situations in which your designs will have to function and are aware of resources as a constraint. You evaluate your product and use different information sources. You must;

Identify good points about your product

Identify areas for improvement

Show that you have reflected on your design idea as it develops, and use your knowledge and previous experience in modifications

Level 5 – To get a level 5 you need to complete all of the above and also;

Show that you understand the situations in which your product will be used

Level 6 – To get a level 6 you need to complete all of the above and also;

Evaluate how effectively you have researched

Show how you have used the results of your research to inform your decisions when designing and making

Evaluate your product when it is being used and identify ways of making improvements relating back to your brief and specification

Level 7 – To get a level 7 you must;

Select appropriate techniques to evaluate how your product meets the brief and specification

Select appropriate techniques to evaluate how it meets the needs of the user

Use the information from evaluation to detail how you would improve your performance and the outcome of the project.

Some Useful Spellings

Year 8 Food Technology Work Book MPo Feb 2010

Design

Safety

Healthy

Ingredients

Whisking

Bowl

Measuring

Weighing

Equipment

Development

Research

Food Poisoning

Safety

Hygiene

Salad

Disassembly

Year 8 Food Technology Work Book MPo Feb 2010

WHAT IS DESIGN & TECHNOLOGY?

D & T

is about using different materials to design and make things to meet our needs and wants
prepares you so that you can participate in tomorrow’s rapidly changing society
will help you learn to think creatively so that you can solve problems and improve the quality of life
allows you to develop a range of ideas to meet our needs and wants
allows you to make some of your ideas so that you can develop a range of skills
involves testing and evaluating your work, both the design ideas and the practical to see of they are suitable.

During the next two years at HatchEndHigh school you will be following courses in Food, Textiles and Resistant Materials as part of your timetable of lessons. At the end of Year 9, your teachers will have to award you an end of Key Stage 3 level on a scale of 1-8, and this is what you will need to be working towards in your lessons.

Course Content for Food Technology

Year 8 Food Technology Work Book MPo Feb 2010

Safety and Hygiene

Equipment

Healthy Eating and Nutrition

Food choices in relation to healthy eating

Design & Make tasks

Specifications

Flow Charts

Taste testing

Labelling and packaging

Properties of food

Disassembly of products

Product development

Lots of practical work!

Year 8 Food Technology Work Book MPo Feb 2010

My Experiences of Food Technology

Use the space below to record what you have done so far in terms of Food Technology at your Primary School and also if you help with cooking at home;

______

Remember to follow the schools Ground Rules for Behaviour for Learning

Also remember to put up your hand to ask or answer a question – do not shout out!

When the teacher is talking or one of your group is contributing to the lesson – KEEP QUIET and listen

And lastly try your very best each and every lesson.

Good hygiene prevents food poisoning

Good safety standards prevent accidents

The following hygiene and safety rules will ensure that food is prepared hygienically in a safe environment

HYGIENE RULES

1.Wash your hands before preparing food and keep your nails short, clean and free from nail varnish
REASON:
2.Always tie back long hair
REASON:
3.Wear a clean apron
REASON:
4.Cover cuts with a clean, waterproof blue plaster
REASON:
5.Never lick your fingers or utensils and then put them back into food.
REASON:
6.Wash up in hot, soapy water.
REASON:

SAFETY RULES

1.Do not run or fool around in the kitchen.
REASON:
2.Place all bags and blazers out of the way in a safe area
REASON:
3.Carry sharp knives with the tip pointing downwards
REASON:
4.Wipe up any spills immediately
REASON:
5.Never touch electrical appliances or sockets with wet hands
REASON:
6.Remove your blazer and roll up your sleeves
REASON:
7.Turn pan handles on the cooker inwards, or sideways.
REASON:

Complete the table to identify the equipment and explain the use of each.

See if you can find the following pieces of equipment in the grid below;

Year 8 Food Technology Work Book MPo Feb 2010

Bowl

Spatula

Board

Peeler

Jug

Fork

Grater

Spoon

Whisk

Wooden Spoon

Vegetable Knife

Squeezer

Scissors

Sieve

Plate

Kettle

Scales

Brush

Pan Stand

Year 8 Food Technology Work Book MPo Feb 2010

A / B / C / F / D / G / R / A / T / E / R / E / C / V / F / W
E / F / O / R / K / B / O / A / R / D / H / F / U / E / L / O
I / R / P / E / E / L / E / R / J / K / I / T / G / G / U / O
K / L / E / M / A / B / R / U / S / H / R / N / T / E / U / D
N / S / Z / O / S / P / Q / R / S / E / K / E / T / T / L / E
S / C / C / E / P / P / U / V / Z / X / L / D / R / A / D / N
R / A / D / T / O / Y / Z / E / O / W / Q / E / R / B / R / S
O / L / I / A / O / S / E / T / O / P / E / D / F / L / E / P
S / E / U / L / N / U / G / B / H / S / J / A / A / E / D / O
S / S / Q / P / Q / K / G / L / I / M / N / L / O / K / G / O
I / A / I / S / N / M / C / E / D / E / U / B / F / N / E / N
C / I / L / G / I / H / V / I / J / T / K / D / L / I / R / V
S / S / M / X / N / E / O / U / A / Q / R / N / S / F / T / U
W / H / I / S / K / W / G / P / P / Z / O / U / R / E / S / T
I / N / K / L / M / N / S / O / P / Q / R / O / G / C / B / A
P / A / N / S / T / A / N / D / U / M / E / A / S / U / P / B

How many times a day do you think about what you eat or drink? Next time you eat, stop and think for a minute or two. What are you choosing? Why are you choosing it? How is it affecting your body?

Doctors, nutritionists, scientists and dietitians have been studying diets in the UK and other countries for a number of years. They have found that there is a very strong link between the foods we eat and the diseases from which we suffer. They have found that poor diets and lifestyles lead to premature death from heart disease, strokes and cancer. Other illnesses that are also linked to poor diets are; obesity, tooth decay, diverticular disease and varicose veins.

The Government has published guidelines to try to encourage people to make healthy food choices. Two of these are Tips For Eating Well and The Eat well Plate

1. Base your meals on starchy foods

2. Eat lots of fruit and vegetables

3. Eat more fish

4. Cut down on saturated fat and sugar

5. Try to eat less salt - no more than 6g a day

6. Get active and try to be a healthy weight

7. Drink plenty of water

8. Don't skip breakfast

The eatwell plate shows how much of what you eat should come from each food group. This includes everything you eat during the day, including snacks.
So, try to eat:

plenty of fruit and vegetables

plenty of bread, rice, potatoes, pasta and other starchy foods – choose wholegrain varieties whenever you can

some milk and dairy foods

some meat, fish, eggs, beans and other non-dairy sources of protein

just a small amount of foods and drinks high in fat and/or sugar

Look at the Eatwell plate to see how much of your food should come from each food group. You don’t need to get the balance right at every meal. But try to get it right over time such as a whole day or week.
Try to choose options that are lower in fat, salt and sugar when you can.

You and the Eatwell Plate

Think about what you ate yesterday and write the names of the foods into the correct sections of the Eatwell plate. How does it look? Did you eat a balanced plate? How could you improve it?

______

Design Brief

Design and make a new salad that looks good and will appeal to different people. The salad and its ingredients should follow the guidelines for healthy eating and could be sold in food stores.

Ideas for ingredients

Fruits / Vegetables / Starchy Foods
Apples
Oranges
Pears
Grapes
Strawberries
Mango
Lychees
Kiwi fruit
Plums
Melon
Lemon *
Small carton orange juice * / Iceberg lettuce
Peppers
Onions
Tomatoes
Radish
Watercress
Broccoli
Mushrooms
Cucumber
Carrot
Chives
Sweetcorn
Salad dressing * / Cooked potatoes
Cooked rice
Cooked pasta
Cooked croutons
Cous cous
Bulgur Wheat
Protein Meat/Fish
Cooked Chicken
Cooked Sausages
Cooked Bacon
HamBoiled egg
PrawnsGrated cheese
Tuna

* - you will also need to think about the ingredients with an asterisk as they can be used to dress the salad and will improve the keeping qualities i.e. prevent it drying out and will also add flavour