St Joseph’s Catholic High SchoolBusiness and Enterprise College

Scheme of Work

Key Stage 3 Year 7 Food and Cooking

Tutor: Joanne Fowler Initial starting date: September 2015Revised:

Aims :

Pupils will develop their knowledge and understanding of ingredients and healthy eating; Pupils will develop food preparation and cooking techniques; Pupils will develop 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: Recall and apply the principles of The eatwell plate and the 8 tips for healthy eating, to their own diet; Demonstrate a range of food preparation and cooking techniques; Adapt and follow recipes using appropriate ingredients and equipment to prepare and cook a range of dishes; Recall and apply the principles of food safety and hygiene; Identify how and why people make different food and drink choices; 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).

Sep 2015

St Joseph’s Catholic High SchoolBusiness and Enterprise College

Lesson Date Aim/Topic Learning objectives Learning activity Resources Assessment methods

1 07/09/1414/09/15

Introduction to cooking and the food room

To introduce pupils to the course structure and paperwork (Incl My learning journey booklet (progress tracker).

To state 3 expectations for working in the food room. (20mins)

To explain the layout of the food room.

To recognise, name and locate the tools and equipment in the food room. (20 mins)

To state 3 health and safety practices that will be used.(15)

To state 3 good hygiene practices (15)

To demonstrate good handwashing methods (30 mins)

Introduction PP and class contract on general classroom and food room expectations, (include class rules, seating plan and kitchen order)

Classroom treasure hunt task and PP quiz on items found with MWB’s

Discussion on H&SHealth & safety practice InclSafe use of equipment

Discuss and come up with a list for good hygiene – show on PP (and posters)SHOW AND RECAP ON RULES

Expand on handwashing

PP, flipchart paper & pens

Plain paper & pens

Worksheets – food room taskMWB’s

PP

H&S Posters

Kitchen hygiene rules posters

Handwashing PP and videos + light box

Students record in their expectations and assess against the PP

Students peer assess on answers

Students complete the quiz and peer mark (record any low answers

Class Q&A on hygiene rules to come up with list (1st use MWB to assess independently)

ChrisTo demo & explain light box and useStudents practical handwashing

(Hmwk: Possibly online quiz to consolidate learning/worksheet?)

Sep 2015

St Joseph’s Catholic High SchoolBusiness and Enterprise College

2 21/09/1528/09/15

Food hygiene and knife safety

Prepare a deli salad

Evaluate dish

To recall 3 health and safety rules

To prepare and assemble New York Del Salad

To demonstrate the safe use of sharp knives.

To apply the principles of food safety and hygiene when cooking.

To assess the dish they have made (using sensory evaluation)

Ext task – look at different types of salad dressing and how we could make this dish healthier – (see ffl lp1)

StarterRecap quiz on food hygiene and kitchen safety (include which chopping board to use today and washing up rules)

Demo on knives and videos and practical while demo coleslaw

Once completed students taste their dishes and then label & chill in fridge.They need to record in their workbooks what they have tasted and how they would describe the dish – class discussion (time allowing), on sensory descriptions – (starter for next lesson)

PP and MWB

Equipment and ingredients per deli salad recipe

PP recipe and laminated

PP and sensory resources, workbook

EXT – questions on different types of F&V and dressing + MWB for discussion

Assessment via MWB(if quiz used as homework – peer marking)

Students demo safe use of knives and attempt at bridge and claw grips

Students create a deli salad and present

Student record their initial description about their dish – then after sensory discussion re-write to add more.

(Hmwk – upload description of a dish at home to FB or website)

Sep 2015

St Joseph’s Catholic High SchoolBusiness and Enterprise College

3 05/10/1512/10/15

Eatwell plate

8 Healthy eating tips

Sensory analysis

To recall & describe the principles of The eatwell plate and relate this to their own diet.

To name the main nutrients provided by The eatwell plate food groups.

To explain and apply the 8 tips for healthy eating, the 5 A Day message and portion size.

To use sensory analysis of describe a variety of items

In groups match food items to the eatwell plate.

Name the main nutrients (with post it – or clues if no idea)Sort the 8 tips for healthy eating from a word sort

Complete the worksheet to describe, explain and link to their own diet

Q&A session with MWB’s on sensory analysis, what it is & how can describe

Play sensory analysis practical game & record

Eatwell food game

Nutrients cards (+ hints)& healthy tips word sort

Eatwell plate and 8 tips worksheet

PP with Q&A and food pics to add descriptionSensory analysis, worksheet food & equipment

Completion of games in groups

Independent completion of worksheet to be marked

MWB assessment

Students taste and record sensory analysis to complete with workbook (marked)(Hmwk quiz– to be marked with others – h&s + fd hygiene)

Sep 2015

St Joseph’s Catholic High SchoolBusiness and Enterprise College

4 19/10/1502/11/15

Prepare & cook a dish with vegetables

(Soup)

To prepare and cook a minestrone soup + tomato sauce base

To demonstrate the safe use of the hob, sharp knives and to measure liquids accurately.

To apply the principles of food safety and hygiene when cooking.

To use sensory analysis to evaluate the dish

To state some of the effects of cooking vegetables.

PP starter true or false on soup makingPut recipe in order

Get ready and gather equipment to cook

Watch demo on various part of recipe

Cook soups dish as per recipe

Evaluate dish as per analysis sheet

Group task:How would you prepare and cook a…What happens when you fry/bake/boil?Are there any rules?

PP and paper

Equipment and ingredients as per recipe

Evaluations sheet

Group tasks and answer sheet (+ extension questions)

Students make a note of their answers for later

Student demonstrate safe and hygienic making of dish

Completion of evaluations sheet (as per diary – unmarked)

Groups report back to class their answers, (extra ext as a poster)Class discussion

Sep 2015

St Joseph’s Catholic High SchoolBusiness and Enterprise College

5 09/11/1516/11/15

Carbohydrates

Energy balance

Lifestyle, culture & food choice

Energy and nutrients – calculations

What happens to food when heat is applied

To describe where (3 or more) cereals, potatoes, rice and other starchy foods come from and to state why they are important in the diet.

To discuss energy balance.

To calculate the energy and nutrients provided by a recipe using a nutrition analysis programme.

To investigate and record what happens to these foods when heat is applied.

Starter task, can they name all of the products on the board – odd one out?In pairs – place the food cards onto the posters to guess where the foods originate from. Show PPPP Q&A (use MWB’s)Recap from eatwell plate – how much of diet should carbs be?Why do we need them?Should we choose any particular type?How would we measure the energy in carbohydrate (or other foods)?Which food (examples has most energy – PP or real)?What is a calorie?How can we test calorie content of a food – experiment – use PP to show how designed

What happens – dry & wet heat to carbohydratesStudents carry out tests and discuss in teams

Assess surface texture of a product worksheetA3 map of world (laminate) + post its/laminated food items + PP

PP questions and food examples

Questionnaire and experiment plan

Give students test sheet (differentiated less/more info)

Initial assessment using MWB’s

Visual assessment students answers to map

Visual answers on MWB

Students to do lesson recap, exit ticket

Team sheets and feedback to group – Q&A

Sep 2015

St Joseph’s Catholic High SchoolBusiness and Enterprise College

6 23/11/1530/11/15

American thanksgiving

Pumpkin pie

To prepare and cook a pumpkin pie

To demonstrate weighing and measuring, rubbing-in, preparation of fillings, e.g. peeling, slicing, whisking, using the oven (baking).

To apply the principles of food safety and hygiene when cooking.

Starter task – American thanksgiving - what do they know about it? What cultures/ origins do American people and foods have?

Gather equipment and ingredients required

American thanksgiving recipe - prepare and cookEvaluate the dishEXT sensory eval + spices

PP and MWB’s

Equipment and ingredients as per recipe

Evaluations sheet

Students give answers to the PP questions + discuss

Demo dish – or parts of as required

Demonstrate food safety and hygiene

Complete recipe and create dish

7 07/12/1514/12/15

Christmas cookery

Mini Pannetone

To demonstrate weighing and measuring, rubbing-in, rolling, cutting pastry and filling, glaze & using the oven (baking).

To apply the principles of food safety and hygiene when cooking.

To make and cook mince pies

Starter – Christmas traditions mini quiz

Gather equipment and ingredients required

Mince pies & sweet pastry - prepare and cook

Evaluate the dish

Ext – Christmas quiz

PP & MWB’s

Equipment and ingredients as per recipe

Evaluations sheet

Students give answers to the PP questions + discuss

Get students to follow the recipe (show what final should look like) – demo pastry rolling, cut + fill – thicker as sweet pasty.

Demonstrate food safety and hygiene

Complete recipe and create dish

Sep 2015

St Joseph’s Catholic High SchoolBusiness and Enterprise College

8 05/01/1512/01/15

Dairy foods, their origin and importance in the diet

To explain where milk and dairy food comes from and how consumer demand influences availability, e.g. lower fat dairy products.

To compare and evaluate a range of dairy products using food labels and sensory evaluation. (Increase level of sensory eval)

To investigate/state how is butter made

Starter – Write down 5 dairy foods you eat on a regular basis and ones eaten in last few days. What nutrients do we get from dairy products

Carousel/group task on dairy: name where it comes from (animals), different products and different recipes which contain

Go through PP/ Podcast and work through worksheets (adapted)

Worksheet 3.1 – Milk and dairy foods I drank/ ate yesterday •Worksheet 3.2 – Adding healthier options of milk and dairy foods •Worksheet 3.3 – Reading nutrition labels for dairy products

Pizza task workbook (diff)

Student use worksheets for starter and main areas

Carousel in groups

Sensory analysis on dairy

Make – butter, devise and write experiment as a class (tutor to complete – aim to work through experiment planning)

Hmwk – from list of ingredients create a pizza with all foods from eatwell

Sep 2015

St Joseph’s Catholic High SchoolBusiness and Enterprise College

9 18/01/1525/01/15

Create a pizza

(Italian theme)

To prepare and cook a pizza with their choice of topping – try to encourage

To demonstrate the safe use of the grill/oven, grater and other small equipment.

To apply the principles of food safety and hygiene when cooking.

To calculate the cost of the dish and compare with restaurant/take away.

Starter – Recap on their design + assess against PP – have they got all ingredients

Gather equipment and ingredients required

Make a tomato sauce for the pizza (Passata base)

Make pizza base, add toppings and cook

Evaluate the dish and reflect of their creation

Calculate cost of dish

Equipment and ingredients as per recipe, plus sauce + pizza dough/base

Their workbooks (diff)

Evaluations sheet

Costings sheet (part of workbook) + PP costs

Students assess the criteria against their creation

(Tutor Demo rolling and cooking pizza base + topping)

Demonstrate food safety and hygiene

Complete recipe and create dish

Evaluate and cost

(Costing may be homework, workbook handed in in next week)

Sep 2015

St Joseph’s Catholic High SchoolBusiness and Enterprise College

10 01/02/1508/02/15

Protein, source of, and importance in the diet

To explain where meat, fish, eggs and beans come from and their importance in the diet.

To list the food choices available for vegetarians and explain how their dietary needs are met.

To investigate the characteristics of these foods in cooking.

Starter – in pairs list all of the types of protein foods you can think of – report back to class - show PP list/pics – what size portion should we be eating?Match foods to where they come from gameGo through PP and worksheetsWhat is a vegetarian/vegan etc – MWBLook at food packaging and what information in showsIn pairs – list dishes and protein elements for vegetarians & vegans – discuss + exit ticketCook some protein – get students to evaluate what is happing – PP questions, can we come up with any rules? OR test for protein in foods?Ext – veggie case study

PowerPoint presentation.ppt - adadptedWorksheet 4.1 - Seafood.pdfWorksheet 4.2 - Fish.pdfWorksheet 4.3 - Ways of preparing eggs.pdf  

Student relay their protein info as prompted – create class list

Match foods game in pairs

Individual worksheets (diff)

MWB assessment – veggies

Exit ticket for veggies

Packaging worksheet

Protein test evaluation worksheet

Sep 2015

St Joseph’s Catholic High SchoolBusiness and Enterprise College

11 22/02/1529/02/15

Carnival!

Creation of Brazilian fishcakes and salsa extension

To recall a fact about the Brazilian Carnival celebrations

To prepare and cook Brazilian style fish cakes plus extension dish tomato salsa

To demonstrate fish preparation, shaping, coating, using the oven (baking).

To apply the principles of food safety and hygiene when cooking.

Starter PP on Carnival in Brazil – true/false – MWB - Show answers

Gather equipment and ingredients required

Make the fish cakes

Ext make salsa

Evaluate the dish

PP & MWB

Equipment and ingredients as per recipe, for fish cakes, plus ingredients for salsa and food processors

Evaluations sheet

Ext sheet on Carnival

Assessment via MWB and exit ticket

Safe and hygienic preparation and cooking of fish cakes

And ext task salsa

Evaluation of dish

12 07/03/1514/03/15

Investigation into shop made muffins

Creation of own modified recipe plan

To investigate ways in which recipes can be modified.

To perform a simple product analysis and sensory evaluation.

To write a simple specification for fruit or savoury breakfast muffins. (Context: industrial: food)

Require student ingredients before leave

Starter – pic of muffin – list what could add/do to the muffinGive out packaging for product eval, then muffins for sensory eval (use star chart)Q&A on muffin ingredients (per LP)Write muffin specification – from given supermarket list, and create new recipe with costs to create for next session

PP and MWB’s

Muffins workbook - diff

St Joes supermarket list (ingredients can add)

Pupils list MWB

Pupils will investigate ingredients, nutritional value, size, cost. – poduct eval, then sensory, completed worksheet

Students then complete workbook on their modified recipe and cost to create for next session.(Can complete extras for Hmwk)

Sep 2015

St Joseph’s Catholic High SchoolBusiness and Enterprise College

13 21/03/1511/04/15

Preparation and cooking of muffins

To prepare and cook a batch of breakfast muffins and evaluate the dish.

To demonstrate the skills of mixing, folding and dividing a mixture, using the oven.

To apply the principles of food safety and hygiene when cooking.

To evaluate a dish and reflect on learning and produce

Starter – reminder of task and what need to be doing

Students create their own dish as per their recipe booklet

Sensory & evaluation of the dish

EXT Create/ design a label for the muffins

PP

Equipment and ingredients as required for dishes

Worksheets

Safe and hygienic production of muffins

Creation of muffins and completion of evaluation and worksheet

Ext – label info and design

Sep 2015

St Joseph’s Catholic High SchoolBusiness and Enterprise College

14 18/04/1525/04/15

Investigation into food choices

Sensory testing of herbs and spices

Garnishing ideas

To investigate and state some of the factors that affect food choice.

State 3 ways lifestyle and culture can affect food choice.

To investigate the nutritional requirements for teenagers and design a suitable main meal dish.

To investigate ways in which food can be made appetising, including seasoning, flavouring, visual appearance, presentation.

To plan and create design criteria for a main meal dish for a teenager. (Context – domestic: health)

Starter - create a list of some things that might affect food choices from a menu on PP

Card matching game – match people to energy needs, cultural and religious needs to food types and lifestyle choices to food choices (differentiated task)

Discuss and consolidate with PP factors affecting food choice, religious and menu planning

Students begin planning of their task to complete a meal for a teenager - as per brief – to be completed and assessed for viability next session to carry out and complete for session after with evaluation

Pens and paper

Card matching game

PP and worksheets – menu planning adapted for teenager task (diff)

Student list, repeats and shared with class

Completion of card matching game (diff as ability – clues)

Students complete worksheets and relay back to class discussion

Begin student task – creation of a meal to complete for homework and relay back

Sep 2015

St Joseph’s Catholic High SchoolBusiness and Enterprise College

15 02/05/1509/05/15

Creation of a stir fry dish

To prepare and cook a Chicken and vegetable chow mein

To demonstrate the skills safe poultry and vegetable preparation and controlling heat.

To apply the principles of food safety and hygiene when cooking.

To plan and complete a sensory evaluation.

Ext task – make spring rolls

Starter task – marinades – what do they do?

Chicken chow mein (marinade, oriental)

Gather equipment and ingredients required

Make the chow mein

Ext make spring rolls to accompany

PP & MWB

Equipment and ingredients as per recipe, for chow mein, plus ingredients for spring rolls

Evaluations sheet

Ext sheet – true/false on China

Initial assessment as per mwb

Safe and hygienic cooking practices

Creation of a chow main

Ext creation of spring rolls

Evaluation of dishes

Sep 2015

St Joseph’s Catholic High SchoolBusiness and Enterprise College

16 16/05/1523/05/15

Student planned task – creating meal for a teenager

Summative assessment

To prepare and cook a main meal for a teenager demonstrating a range of practical skills to meet the criteria.

To evaluate their design against criteria.

To apply the principles of food safety and hygiene when cooking.

To cost the meal.

Starter – reminder of task and what need to be doing

Students create their own dish as per their recipe booklet

Sensory & evaluation of the dish

Complete worksheet/booklet

Ext worksheet – how would you change for OAP, veggie or someone of Hindu faith?

PP

Equipment and ingredients as required for dishes

Worksheets

Plus ext tasks

Safe and hygienic production of meal

Creation of meal and completion of evaluation and worksheet

TAKE PHOTOS

Ext – worksheet

Sep 2015

St Joseph’s Catholic High SchoolBusiness and Enterprise College

17 06/06/1513/06/15

Healthy eating week

Prepare and cook dish using herbs and spices

(Also link to Buddhist holiday Visakha Bucha Day.)

To prepare and cook a Thai green/red curry with rice

To demonstrate the use of spices and herbs in flavouring a dish, and the skills of vegetable preparation, sautéing, simmering.

To apply the principles of food safety and hygiene when cooking.

Starter – name the Thai spices PP

Thai curry and basmati rice

Gather equipment and ingredients required

Make the curry

Ext make spring onion and radish garnishes

Visakha Bucha Day. – info sheet

PP & MWB

Equipment and ingredients as per recipe, for curry, plus ingredients for garnishes

Evaluations sheet

Ext sheet – true/false on Thailand

Initial assessment as per mwb

Safe and hygienic cooking practices

Creation of a chow mein

Ext creation of garnishes

Evaluation of dishes

18 20/06/1527/06/15

Creating of a combined meat dish

Spaghetti and meatballs with tomato/ragout sauce

(Italian theme)

To prepare and cook meat balls, pasta and tomato ragout

To demonstrate the skills of combining, forming and shaping.

To make a tomato sauce

To cook pasta To apply the

principles of food safety and hygiene when cooking.

Starter task – show lesson map – and explain how it works

Gather equipment and ingredients required

Make meatballs and pasta, and accompanying sauce as per recipes

Ext create table setting from equipment to display dish, photograph

PP & MWB

Equipment and ingredients as per recipes

Evaluations sheet

Extension sheet on pasta dishes, and creating their favourite

Safe and hygienic cooking practices

Creation of a complete pasta dish

Evaluation of dishes

Sep 2015

St Joseph’s Catholic High SchoolBusiness and Enterprise College

19 04/07/1511/07/15

Plenary

To appraise and evaluate their learning journey.

To evaluate their practical cooking experiences.

Completion of end of year quiz on their food journey so far

To assess and complete their learning journey booklets

Fun menu planning and design extension task – create a fairground menu /food fact of life board game

End of year quiz (multiple choice – online?)

Learning journey booklets

Brief for tasks or board game/top trumps

Student completion of quiz and own evaluation on learning

Resourceswww.foodafactoflife.org.ukwww.nutrition.org.ukwww.food.gov.ukcyop.potato.org.ukwww.dairyco.org.ukwww.grainchain.commeatandeducation.redmeatinfo.comwww.nhs.uk/Livewell/Goodfood/Pages/eatwell-plate.aspx

Risk assessmentAppropriate 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, level of supervision, 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.

Hand washing YouTube https://www.youtube.com/watch?v=bAwS0UslEDs

Notes – incorporate numeracy into planning recipes/ converting and costing as part of lessonAdd extension lesson to listNeed extra worksheets for students who can’t complete lesson

Sep 2015