Scheme of work: Year 10

This scheme of learning has been developed for Year 10 students studying our
GCSE Food Preparation and Nutrition (8585). It is a practical and creative course
which focuses on giving students the necessary skills and subject knowledge to
provide the foundation for the NEA and final examination in year 11. This
scheme of work is intended to be a flexible course covering 40 lessons (2 single
or 1 double lesson per week) in year 10. You can easily adapt the course to meet
individual schools curriculum requirements.
The recipe suggestions for practical activities are examples only and may be
substituted to meet the individual needs of different schools and their students.
We anticipate that schools with one hour lessons will need to adapt the content
or extend over additional sessions. Reference is made to the resources in the
AQA approved Hodder and Illuminate textbooks produced for this specification,
and although they are helpful resources, it is not necessary to purchase the
books to successfully deliver the course.

Topics and themes

1. Food, nutrition and health
2. Food science
3. Food safety
4. Food choice
5. Food provenance

Food preparation skills

The food preparation skills have been integrated throughout the scheme of work
and linked where appropriate to the subject content. Students must be taught
how and when to use different food preparation skills to achieve a range of
different outcomes.
There are recipe suggestions included as suitable examples, but the choice of
recipes to demonstrate the skills will be at the discretion of the individual school.
The skills include:
1. General practical skills including: weighing, measuring, preparing ingredients
and equipment, correct cooking times, testing for readiness and sensory testing.
2. Knife skills including: fruit, vegetables, meat fish or alternatives.
3. Preparing fruit and vegetables.
4. Using the cooker including: the hob, grill and oven.
5. Use of equipment including: blenders, food processors, mixers, pasta
machines and microwave ovens.
6. Cooking methods including: steaming, boiling, simmering, blanching, poaching
and frying.
7. Techniques to prepare, cook and combine different ingredients.
8. Sauce making including: starch based, reduction and emulsions.
9. Tenderising and marinating different ingredients.
10. Making dough including: bread, pastry and pasta.
11. Use of raising agents including: eggs, chemical, steam and biological.
12. Setting of mixtures through use of heat and egg protein.

Prior knowledge at KS3

Pupils will build upon prior learning from National Curriculum Design and
Technology and, in particular, the subject content of cooking and nutrition. They
will enhance their knowledge and understanding of what constitutes a healthy,
balanced diet and good nutrition. This includes the Eatwell Guide, energy balance
and the role of nutrients in a balanced diet. Before the start of the course they
should already have developed a range of different practical skills and made a
repertoire of predominantly savoury products which meet current guidelines for
healthy eating. Food hygiene and safety is to be taught as an integral part of
every lesson when preparing, cooking and serving foods.
Teachers have the flexibility of specifying an individual recipe for a whole class to
make or giving restricted choice from a selection of one or more of the recipes
from the suggested range of practical outcomes listed. All the activities and
lessons can be easily adapted to cater for different dietary needs, reduce costs
and timings. There will be opportunities for demonstrations, paired work and
small group work if and when appropriate.
Food Preparation and Nutrition

Learning Learning activity Differentiation Resources

objective and extension

Lesson 1a Introduction to the Teacher

Features of the course and outline presentation of
course. of the course. course and all
Outline of the materials
The 12 practical
specification at a available.
skills.
glance.
Questioning and
Course
• Outline of the answering and
specification.
specification. hyperlinks of
Course resources made
• Outline of the
assessment. available for
12 main
students.
The food skills.
Investigation. Publisher
• Outline of
resources.
The food how the
preparation task. course is Students to
assessed. record target
The final
levels for course.
examination.
Text books or e-
Introduction to NEA:
text books issued
• Food with logins or
investigation numbers
(15%) recorded.
• Food Specification
preparation
Task (35%) Notes and
guidance
• Final
examination AQA Assessment
(50%). materials

Illuminate
resources

Hodder resources
Learning objective Learning activity Differentiation Resources
and extension
Lesson 1b Eatwell Guide Differentiation Eatwell Guide
Presentation through effective
Students will BNF Eatwell Guide
BNF PowerPoint on questioning
learn:
recommendations of techniques. 2016
To understand the Eatwell Guide
BNF Micro Illuminate or
the importance of 2016.
Nutrients Hodder text books
eating a variety of
• Explain what's and digital
different foods Differentiated
changed bundles.
from the Eatwell recipe ideas with
Guide. • Identify the varying degrees Menu template
main sections of complexity
in the guide and challenge. BBC Good Food
To understand Recipes
• Discuss the Explanation of
the importance of Possible recipes
key messages assessment
eating the correct Ideas:
from the criteria and how
proportions of
guide it will influence Spaghetti
each section of
choice of dish: Bolognaise
the guide for a Main Activity
healthy balanced Plan a day's meals Differentiation of Fajitas
diet. for a teenager based skills and
upon the advice of outcomes in Chili
the Eatwell Guide. recipes. Risotto
To plan a suitable From the chosen
Complex skill Jambalaya,
savoury meal for menu, plan and
(highest mark
a teenager that make a nutritionally Homemade soup/
band)
meets all the balanced savoury bread
advice of the meal or lunch dish Medium Skill
Eatwell guide. which will appeal to (middle mark
a teenager. band)
The dish must: Basic Skill (Low
To justify choice
mark band)
of dish and • contain foods
explain how it from all the
meets current main sections
dietary guidelines of the Eatwell Test your
for healthy eating. Guide knowledge
• include Differentiated practice questions:
starchy carb- questions and Illuminate
To test knowledge
ohydrates, style of resources
and
protein, fruit questioning in
understanding of
and test your Hodder resources
Eatwell Guide
vegetables, knowledge.
through use of dairy and
practice lower fat
questions. alternatives
• reflect the
recommended
proportions
for each
section
• demonstrate
different
technical skills
• be suitable for
preparing,
cooking and
serving up in
a given time
during the
next practical
lesson.
Plenary
Selection of recipe,
student presentation
and explanation of
how choice of dish
meets Eatwell Guide
recommendations.
Identification of
skills.
Homework
Test your knowledge
and understanding of
the Eatwell Guide.
Stretch and
Challenge
Individual use of BNF
PowerPoint and
textbook to create a
visual mind map or
set of flash cards to
summarise the new
advice on the Eatwell
Guide about the
 importance of
healthy food choices
and a balanced diet.
Lesson 2a and b Eatwell Guide - Differentiation BBC Good Food
Practical 1 Chicken Fajitas. Recipes
Students will
Savoury dish which
learn: Complex Recipes
meets Eatwell
Chicken, de-
To prepare, cook guidelines and Lesson
boned,
and serve a demonstrates skill. PowerPoint with
marinated, meat
healthy savoury risk assessment
Starter Activity and vegetables
product suitable and hygiene and
Questioning for prepared
for a teenager. safety instructions
learning: recap what correctly and
To showcase a makes a successful cooked with Instruction cards
range of technical practical lesson? precision. Served for setting up for
skills when Outline of on homemade practical work
preparing and assessment criteria flatbread with a
cooking a suitable for practical work range of Online Classroom
savoury dish. and technical homemade Stopwatch
(S1, S2, S3, S4, challenge. sauce and
Ingredients, trays
S5, S6, S7 and accompaniments
Main Activity and room and
S9) eg salsa,
Students create, equipment set up
guacamole and
To demonstrate prepare, cook and for practical
salad. All
and apply the serve a healthy activities.
technical skills
principles of food savoury dish that will
and processes Instruction cards
safety and appeal to teenagers
executed and for tidying away
hygiene when and meet the
fajitas presented for practical work
cooking. guidelines on new
to an excellent
Eatwell Guide. Sensory word
To demonstrate a standard. Meets
bank and chart to
good working There will be an all sections of
carry out sensory
routine in the opportunity to Eatwell guide.
testing of dishes
food room. showcase different
Medium made in terms of
food preparation
To explain how appearance, taste,
skills, technical Chicken
the dish meets consistency and
challenges to 3 marinated and
the requirements smell. (Hodder
different levels of seasoned. Meat
of the new book)
demand. and vegetables
Eatwell Guide.
prepared and Assessment
• Complex skill:
To understand cooked to a good Criteria for
(Highest mark
why sensory standard and practical work
band) Student
testing is carried served with
demonstrates Camera and
out and tortilla wrap and
the execution names for
experiment with served with a
of skills and photographing
different types of suitable
technical work if necessary.
sensory tests. dip/accompanim
processes to
 an excellent ent. All skills and
To use a word
standard. processes
bank and tasting
executed Illuminate and
chart to carry out • Medium
effectively and Hodder Textbooks
sensory testing. demand:
fajitas presented or digital bundles.
(Middle mark
to good
band) Student
standard. Meets
demonstrates
most sections of
the execution
Eatwell Guide.
of skills and
processes to a Basic
good
Chicken and
standard.
vegetables are
• Basic (lowest prepared and
mark band) cooked to a basic
Student standard. Use of
demonstrates readymade
the technical sauce or Fajita
skill and kit used and no
processes to a accompaniments
basic . Skills,
standard. processes and
presentation are
Student activity and
basic and meet
discussion:
some of the
1. Why do we carry
Eatwell Guide
out sensory
sections.
evaluations of foods?
2. How to set up
sensory analysis.
3. Sensory
evaluation of meal.
4. Use of tasting
chart and word bank
for sensory testing.
Stretch and
Challenge
Explain how your
dish and the
ingredients meet the
advice given on the
new Eatwell plate
guidelines. (10
Marks)
Plenary
 Celebration display
and teacher
assessment and
feedback on
outcomes.
Completion of lesson
log and skills audit.
Homework: Read
protein chapter in
textbook or student
e- book.

Lesson 3a Introduction to Differentiation Resources

Protein Illuminate and
Students will Range of visual
Hodder textbooks
learn the: Starter Activity resources and
and digital
animations to
• definition BNF link to protein bundles.
show the
of protein video.
essential subject BNF
• functions Presentation and knowledge on Macronutrients
of protein class discussion: proteins. PPT
in the body
• What is
BNF Proteins
• main protein?
Necklace to
sources of PowerPoint on
• Why are explain amino
protein in proteins.
proteins acid chain.
the diet
important? Practice questions
• effects of a to test students'
• functions of knowledge and
deficiency Key words and
protein in the understanding of
or excess definitions in
diet proteins.
of protein Illuminate and
in the diet • sources of Hodder
Quorn
proteins textbooks
• amount of
protein • high biological BBC Good Food
needed at value proteins Recipes
Differentiated
different Recipes for a:
• low biological questions in the
life stages.
value proteins practice your • fish pie
knowledge and
• protein • shepherd's
understanding
alternatives pie
section of
• protein textbooks. • cottage pie
complementat
ion • vegetarian
This practical shepherd's
• effects of pie
task may be
deficiency and
changed to
 excess protein include other
• chicken,
in the diet. savoury HBV and
leek and
LBV protein
Test your knowledge potato pie.
recipes and
/practice questions.
adapted easily.
Plan for practical (The recipe ideas
activity next lesson: are intended as Explore Food BNF
a suggestion Nutritional
• adults need analysis
only. Any other
between 45
recipes can be
and 55 grams
used as an
of protein per
alternative to
day.
meet different
• plan and schools lesson
Lesson 3b make a dish times, individual
that contains circumstances,
Students will
both HBV and dietary and
learn: Resources
LBV sources cultural needs.)
to demonstrate of protein and Illuminate and
and apply provides an Hodder textbooks
knowledge and adult with and digital
understanding of between 15- bundles.
the Eatwell Guide 18 grams of
and its protein per BBC Good Food
proportions. portion. Recipes
Differentiation
Recipe ideas
To select a Teacher
include Range of visual
suitable savoury demonstration set
traditional resources and
dish which up including all
fish, cottage animations to
contains both ingredients and
or shepherd's show the
HBV and LBV equipment.
pie. essential subject
protein sources. Recipes available
knowledge on
Stretch and
To describe the proteins. for a:
Challenge
effect of heat on a
Key words and • fish pie
range of different Use BNF website or
definitions in
protein foods. other nutritional • shepherd's
Illuminate and
profile website to pie
To research the Hodder Text
work out how much
health benefits of books • cottage pie
protein there is in
a range of
the recipe. Differentiation • vegetarian
alternative
through effective shepherd's
protein foods How could this recipe
questioning pie
including: be adapted for: lacto
techniques
vegetarian, vegan • chicken,
• soya during
and coeliac diets? leek and
demonstration
• mycoprot- potato pie.
using Bloom's
ein eg
 Quorn taxonomy.
• any other
• quinoa. The practical HBV
activity may be protein
changed and main meal.
adapted easily.
Protein
Starter questions: The recipe ideas
are intended as
• What sections
a suggestion
of the Eatwell Quorn
only. Any other
Guide are in a
recipes can Health benefits of
fish pie?
easily be used as soya beans
• Why is fish an alternative to
pie such an meet different Health benefits
excellent schools lesson Quinoa
source of times, individual
protein? circumstances,
dietary and
• What other
cultural needs.
nutrients are
in a fish pie? Recipe could be
a high protein
Teacher
light lunch snack
demonstration
if time limited in
HBV protein dish of lesson.
choice eg traditional
Differentiation of
fish pie, cottage or
skills and
shepherd's pie which
outcomes in
contains both HBV
recipes.
and LBV sources
protein and provides Differentiated
an adult with research tasks
between 15-18 on protein
grams of protein per alternatives.
portion.
Class discussion
What happens to the
protein in the
following foods on
heating?
• meat and fish
• eggs
• flour
• milk
 • cheese.
Student Activity
Research the
following protein
alternatives:
• soya beans
• mycoprotein
eg Quorn
• quinoa.
Find out about each
ingredient, its health
benefits, nutritional
profile and recipe
ideas. Produce a fact
file on each
ingredient.
Homework
Bring in the recipe,
ingredients and a
serving dish for HBV
protein dish.
Calculate how much
it has cost to make
and how many it will
serve.
Lesson 4a and b Practical 2 - HBV Differentiation Resources
and LBV protein Fish pie.
Students will
dish. Complex: Fish BBC Good Food
learn:
filleted and all Recipes
Starter Activity
To prepare, cook bones removed
Questioning for Online Classroom
and serve a with no excess
learning: recap what Stopwatch
savoury dish waste, fish and
makes a successful
which contains vegetables
practical lesson?
both HBV and prepared
Outline of Lesson power
LBV proteins and correctly and
assessment criteria point with risk
meets Eatwell cooked with
for practical work assessment and
guidelines for a precision.
and technical hygiene and
healthy diet. Homemade
challenge. safety instructions
sauce and potato
To showcase a
Main Activity mashed and Instruction cards
range of technical
Practical lesson. piped on top. All for setting up and
skills when
technical skills
preparing and and processes tidying away for
Students create,
cooking a suitable executed and practical work
prepare, cook and
savoury dish. fish pie
serve a savoury dish Ingredients trays
(S1, S2, S4, S5, presented to an
containing good and room and
S6, S8 & S12) excellent
sources of both HBV equipment set up
standard. Meets
To demonstrate and LBV proteins, for practical
all sections of
and apply the meets Eatwell activities.
Eatwell guide.
principles of food guidelines and
Assessment
safety and demonstrates range Medium: Skin
Criteria for
hygiene when of different skills. removed from a
practical work
cooking. filleted fish with
There will be the
some waste. Fish Laptops or printed
To demonstrate a opportunity to
and vegetables nutritional profiles
good working showcase different
prepared and of recipes.
routine in the food preparation
cooked to a good
food room. skills, technical Explore Food BNF
standard and
challenges to 3 Nutritional
To develop skills served in a
different levels of analysis
in garnishing, homemade
demand.
finishing and sauce with Camera and
presentation of • Complex skill: mashed potato names for
dishes. (Highest mark topping. All skills photographing
band) Student and processes work if necessary.
To analyse the
demonstrates executed
protein content of Lesson Logs and
the execution effectively and
the dish and how skills checklists.
of skills and fish pie
effectively it
technical presented to Illuminate and
meets 1/3 of the
processes to good standard. Hodder Textbooks
DRV's for an
an excellent Pie meets most or digital bundles.
adult.
standard. sections of
Eatwell guide.
• Medium
demand: Basic :
(Middle Mark
Use of pre
Band)
filleted fish. Fish
Student
and vegetables
demonstrates
are prepared
the execution
and cooked to a
of skills and
basic standard.
processes to a
Use of ready
good
made sauce and
standard.
basic potato
• Basic (lowest topping. Skills,
mark band) processes and
Student presentation are
demonstrates fairly basic and
the technical dish meet some
 skill and of Eatwell guide
processes to a sections.
basic
standard.
Plenary
1. Nutritional
analysis of dish and
evaluation of protein
content.
2. Costing of
ingredients.
3. Portion size.
Stretch and
Challenge Explain
how your dish and
ingredients would be
a suitable choice of
meal for a family of
4 with two teenage
children. (10 marks)
Celebration display
and teacher
assessment and
feedback on
outcomes.
Completion of lesson
log and skills audit.
Homework
Read through
carbohydrate chapter
in textbook or
student e- book.
Lesson 5a Carbohydrates Differentiation Resources
Starter BNF link to
Students will Range of visual
carbohydrate video. BNF
learn: resources and
Carbohydrates
Presentation power animations to
The definition of
point, food display show the
carbohydrate.
and class discussion essential subject
on carbohydrates: knowledge on Government
Carbohydrates. report on
The functions of • What is carbohydrates and
carbohydrate in carbohydrate? Key words and
the diet. definitions in health (Scientific
• What are the
Illuminate and Advisory
functions of
Hodder Committee on
carbohydrate
The main sources textbooks. Nutrition 2015)
in the diet?
of carbohydrate. Power point on
• What are the proteins.
main sources Display of sugar
The effects of of foods or
deficiency and carbohydrate photographs BBC News Sugar
excess of in the diet? with amounts Report
carbohydrate in listed.
• sugar, free
diet.
sugars and
hidden sugar
The amount of • sugar
carbohydrate alternatives.
needed for Illuminate and
• starches and
everyday life. Hodder Practice questions
non-starch
differentiated to test students'
polysaccharid
practice knowledge and
es(NSP)
The importance of questions on understanding of
reducing the • effects of a carbohydrates to carbohydrates.
amount of free deficiency in test your
sugars in our carbohydrate knowledge.
diets today The Guardian
• effects of
excess sugar quiz
carbohydrates The Guardian
sugar quiz Making sense of
in diet.
sugar quiz
Test your knowledge
or practice questions
on carbohydrates.
Stretch and
Challenge
Watch the BBC News
report 'Can you be Range of visual
trusted to eat less resources and
Lesson 5b
sugar?' and answer animations to
Students will the following show the
learn: question: essential subject
• the knowledge on
Free sugars should
definition proteins.
be no more than 5%
of dietary Resources
of our total Key words and
fibre
carbohydrate intake definitions in Illuminate and
• the
per day. This is Hodder textbooks
 functions approximately Illuminate and and digital
of dietary 30gms (6 teaspoons Hodder Text bundles.
fibre per day) for books
Display or
• the teenagers and
Differentiation photograph of
different adults.
high fibre foods.
types of Effective
Explain what advice
dietary questioning BNF Fibre and
you would give to
fibre techniques Water
teenagers about
• the effect during
their sugar intake BBC Good Food
of excess demonstration
and suggest ways Recipes
and using Bloom's
they can reduce their
deficiency taxonomy. Possible Practical
sugar consumption.
of dietary outcomes:
(8 marks) The practical
• the dietary
activity may be Bramley Apple
reference Homework activity
changed and Cake
values for Find out how much
adapted easily.
fibre. sugar there is per Rhubarb Crumble
• how to serving in the The recipe ideas Slice
modify an following foods and are intended as
existing drinks: breakfast a suggestion Blackcurrant
recipe to cereal, fruit yoghurt, only. Any other Bakewell
reduce the coca cola, mars bar, recipes can Lightly Spiced
amount of biscuits, cakes and easily be used as Carrot Cake
free sugar any other an alternative to
in the convenience foods in meet different Summer Fruit
recipe your food cupboard schools lesson Squares
and/or or fridge at home. times, individual Baked Blueberry
increase circumstances, Bites.
Dietary Fibre
the dietary and
Starter Activity Any other recipe
amount of cultural needs.
Presentation, food of choice for
dietary
display and class Differentiation of muffin, cake or
fibre in the
discussion on dietary skills and tray bake.
recipe.
fibre: outcomes in
recipes. BNF Nutritional
• What is
Analysis (Explore
dietary fibre?
Food)
• What are the
functions of
dietary fibre
in the diet?
• What are the
main sources
of dietary
fibre in the
diet?
 • effects of a
deficiency in
dietary fibre.
• effects of
excess dietary
fibre in diet.
• ways to
increase the
fibre in your
diet.
Teacher
Demonstration:
lightly spiced carrot
cakes or savoury
muffins.
Practical Activity:
Find a recipe for a
muffin, tray bake or
cake that you could
adapt to increase the
fibre and reduce the
sugar. Explain how
you have adapted
your recipe to reduce
the sugar and
increase the dietary
fibre.
Stretch and
Challenge
Calculate the fibre
and sugar content of
the recipe using the
BNF nutritional
programme -
explore food.
Homework
Bring in all
ingredients and a
serving dish for
practical lesson next
week.
Carbohydrates Starter Activity Differentiation Resources
Lesson 6a and b
What makes a Cake Making
Increased dietary BBC Good Food
successful practical adaptations.
fibre and reduced Recipes
lesson? Outline of
sugar practical. Complex
assessment criteria Online Classroom
Students will for practical work Prepare and Stopwatch
learn: and technical bake a
challenge. Lesson power
challenging cake
To prepare, cook point with risk
mixture with
and serve muffin, Main Activity assessment and
skill, accuracy
tray bake or cake hygiene and
Practical lesson. and precision.
that has been safety instructions
The cake has
adapted to reduce Students create,
been cooked for Instruction cards
the sugar and prepare, cook and
the correct time for setting up and
increase the fibre. serve muffin, tray
and has risen tidying away for
bake or cake that has
To showcase a well. All practical work
been adapted to
range of technical technical skills
reduce the sugar and Ingredients trays
skills when and processes
increase the fibre. and room and
preparing and executed
cooking a suitable equipment set up
There will be the effectively and
dish. for practical
opportunity to the cake has
(S1, S2, S3, S4, activities.
showcase different been effectively
S5, S11 and S12) food preparation presented and Assessment
skills, technical served to a very Criteria for
To demonstrate
challenges to 3 high standard. practical work
and apply the
different levels of The sugar
principles of food Laptops or printed
demand. content of the
safety and nutritional profiles
cake has been
hygiene when • Complex skill: of recipes.
reduced and the
cooking. (Highest mark
fibre increased. Explore Food BNF
band) Student
To demonstrate a Nutritional
demonstrates Medium
good working analysis
the execution
routine in the Prepare and
of skills and Camera and
food room. bake a cake
technical names for
mixture with
To develop skills processes to photographing
some skill and
in garnishing, an excellent work if necessary.
accuracy. The
finishing and standard.
cake has been Lesson Logs and
presentation of
• Medium taken out of skills checklists.
dishes.
demand: oven at the
To analyse the (Middle Mark correct time and Illuminate and
sugar and fibre Band) has risen fairly Hodder Textbooks
content of the Student well. Most or digital bundles.
dish and explain demonstrates technical skills
how it has been the execution and processes
reduced. of skills and have been
processes to a executed
good effectively and
standard. cake has
presented and
• Basic (lowest
served to a good
mark band)
standard. The
Student
sugar content of
demonstrates
cake or fibre
the technical
content has
skill and
improved
processes to a
slightly.
basic
standard. Basic
Plenary A basic cake
mixture has
1. Nutritional
been made using
analysis of dish and
a simple range
evaluation of fibre
of ingredients.
and sugar content of
The cake has
dish.
been made and
2. How many grams decorated to a
of sugar per portion? basic standard,
demonstrate
3. How many grams
limited technical
of fibre per portion?
skill and no
Stretch and changes to adapt
challenge: Explain sugar or fibre.
why you consider
your dish and
ingredients to be a
suitable choice for a
person trying to
reduce the amount
of sugar and
increase the amount
of fibre in their diet
(10 marks).
Plenary
Celebration display
and teacher
assessment and
feedback on
outcomes.
Completion of lesson
log and skills audit.
Homework
Read through fats
chapter in textbook
or student e- book.
Lesson 7a - Fats Fats in the diet Differentiation Resources
Students will Starter Range of visual Illuminate and
learn: resources and Hodder textbooks
BNF link to fat video
animations to and digital
The definition of or flora healthy
show the bundles.
Fat. eating quiz.
essential subject
Display or
The functions of Presentation knowledge on
photographs of
fat in the diet. fats.
Power point, food high fat foods.
The main sources display and class Key words and
of fat in the diet. discussion on fats: definitions in BNF Fats
Illuminate and
The effects of • What is fat? Flora Healthy
Hodder
deficiency and Eating Quiz
• What are the textbooks.
excess of fat in
functions of BBC Good Food
diet.
fat in the Recipes
The amount of fat diet? Display of high
needed for fat foods or Possible Practical
• Saturated and outcomes:
everyday life. photographs
saturated fats
with amounts Savoury flan
The importance of
• Cholesterol listed.
reducing the Quiche
amount of • Effects of a
saturated fat in deficiency in Mediterranean
Illuminate and tart
our diets today fat
Hodder
The ingredients differentiated Demonstration set
• Effects of fat
and methods to in diet practice up
prepare and cook questions on fats BNF Nutritional
• Advice on
a savoury flan or to test your Analysis (Explore
reducing the
quiche with a knowledge. Food)
amount of fat
short crust pastry
in our diets.
base.
Practice questions
The ability of fat
and test your
to shorten foods
knowledge.
such as pastries.
1. Describe 3
functions of fat in
the diet (3 marks).
2. Explain the main
differences between
saturated and
unsaturated fats. (4
marks).
3. Why is a diet too
 high in saturated fat
considered to be
harmful to your
health? (4 marks)?
Resources
4. Name 3 sources of
Lesson 7b Food
animal fats (3
investigations and
Students will marks).
ingredients all set
learn:
5. Name 3 sources of up for class.
The definition of vegetable fat (3
shortening and marks).
understand the Differentiation Ingredients may
5. What is
effect of using be pre weighed or
cholesterol and Range of visual
different fats to not depending on
describe the two resources and
shorten pastry. time available and
different types of animations to
ability within the
Write a cholesterol (3 show the
group.
hypothesis or marks). essential subject
prediction about knowledge on
Teacher
what type of fat is fats and pastry
demonstration Investigation
best for short making.
sheet to write up
crust pastry. Quiche or savoury
the experiment
flan eg roasted
Investigate what with aims,
Mediterranean Key words and
is the best type of predictions,
vegetable with definitions in
fat for pastry hypothesis,
adaptations to Illuminate and
making. methods, results
reduce saturated fat Hodder
charts,
Work in groups to content. textbooks.
conclusions and
prepare and make
Homework activity evaluations.
up short crust
Test your knowledge
pastry using Differentiated
or practice questions
different types worksheets for
on fats. Camera for
and ratios of fat: investigations.
photographs.
flour.
Investigate 6 Practical
Clear step by
different types of Investigation - Fats Equipment for
step instructions
fat used in pastry in pastry practical
to make short
making and the investigation.
Group work activity: crust pastry with
ratios of each.
What is the best type control checks
To develop and of fat or oil for and advice.
Animation on
practice making short crust
pastry making.
investigation skills pastry?
similar to those NEA advice on
Split class into 6
used later in NEA. carrying out
groups and each
Food
To develop group is to make up
Investigation in
sensory analysis one batch of short both Illuminate
techniques when crust pastry using and Hodder
investigating different types of textbooks and
foods. fats and ratios of digital bundles.
fats.
To develop
analysis and Write group
evaluation skills hypothesis and
when working predictions for pastry
with different experiment.
fats.
Practical
Investigation:
Group 1: 100% -
100% butter
Group 2: 50% butter
50% vegetable fat
Group 3: 100%
vegetable fat
Group 4: 100%
vegetable oil
Group 5: 100% low
fat spreads
Group 6: 100%
margarine
1. Students to follow
clear instructions to
make up each batch
short crust pastry,
rolling out to 5mm
thick and cut with a
scone cutter into
circles of equal
diameters.
2. Bake for 8- 10
minutes at 200 C
until golden brown
and crumbly.
3. Record results
once cooked and
cooled.
4. Compare the
results and
photograph samples.
Think carefully about
the controls applied
to make this a fair
test.
5. Carry out sensory
testing of each
pastry sample
looking specifically at
crumbliness of
texture, shortness,
flavour, colour and
appearance.
(Ranking or rating
test).
6. Analyse and
evaluate findings,
explain how they will
influence the fats
uses to make pastry
next lesson.
Plenary: Class
discussion of results
and findings: which
fat was the best for
pastry making and
which one will you
use for quiche or flan
next week and why?
Lesson 8a and b Fats in Pastry Differentiation Resources
making - Practical Savoury flan or
Students will BBC Good Food
activity quiche.
learn: Recipes
Starter Complex
To prepare, cook
and serve a What makes a Prepare and Online Classroom
savoury quiche or successful practical make short crust Stopwatch
flan that has been lesson? Outline of pastry to Lesson power
adapted to reduce assessment criteria required shape point with risk
the saturated fat for practical work and thickness assessment and
content. and technical with skill, hygiene and
challenge. accuracy and safety instructions
To showcase a
precision. The
range of technical Main Activity Instruction cards
pastry has been
skills when for setting up and
Practical lesson. baked blind and
preparing and tidying away for
a fat reduced
cooking a suitable Students create, practical work
filling has been
savoury dish. prepare, cook and
added. It has Ingredients trays
(S1, S2, S3, S4, serve a savoury flan
cooked for the and room and
S5, S6, S8, S11 & or quiche with a
correct time and equipment set up
S12) short crust pastry
set well. All for practical
base and reduced fat
To demonstrate technical skills activities.
filling of choice.
and apply the and processes
principles of food There will be the executed Assessment
safety and opportunity to effectively and Criteria for
hygiene when showcase different the flan has practical work
cooking. food preparation been effectively Laptops or printed
skills, technical presented and nutritional profiles
To demonstrate a
challenges to 3 served to a very of recipes.
good working
different levels of high standard.
routine in the Explore Food BNF
demand.
food room. Medium Nutritional
• Complex skill: Prepare and analysis
To develop skills
(Highest mark make short crust
in garnishing, Camera and
band) Student pastry to
finishing and names for
demonstrates required shape
presentation of photographing
the execution and thickness
dishes. work if necessary.
of skills and with some skill,
To identify technical accuracy and Lesson Logs and
nutritional profile processes to precision. The skills checklists.
and science an excellent pastry has not
behind the recipe. standard. been pre baked Illuminate and
and a filling has Hodder Textbooks
• Medium or digital bundles.
been added. It
demand:
has cooked
(Middle Mark
correctly and has
Band)
 Student set fairly well.
demonstrates Some technical
the execution skills displayed
of skills and and the flan has
processes to a been effectively
good presented and
standard. served to a good
standard.
• Basic (lowest
mark band) Basic
Student
A pastry mix has
demonstrates
been made using
the technical
a simple range
skill and
of ingredients.
processes to a
The flan has
basic
been made with
standard.
a basic filling
Stretch and and
Challenge demonstrates
limited technical
1. Use explore food
skill. Ready-
to carry out a
made pasty may
nutritional analysis
have been used.
of the dish?
2. Name the practical
skills demonstrated
in this recipe?
3. Read the
textbooks and find
out what is the
science behind this
recipe?
• shortening of
pastry,
• roasting of
vegetables,
• coagulation of
protein in
eggs and
cheese
Plenary
Celebration display
and teacher
 assessment and
feedback on
outcomes.
Completion of lesson
log and skills audit.
Homework
Read through
vitamins chapter in
textbook or student
e- book.
Lesson 9a and B Micronutrients - Fat Differentiation Resources
Students will Soluble Vitamins Range of visual
Illuminate and
learn: resources and
Starter Activity Hodder textbooks
animations to
Vitamins A, D, E & and digital
Presentation, food show the
K. bundles.
display and class essential subject
The functions of discussion on fat knowledge on BNF Micro
vitamins in the soluble vitamins: vitamins. Nutrients
body. Student activity
Key words and
Using the textbooks BBC Good Food
The main sources definitions in
and vitamin table Recipes
of vitamins in the Illuminate and
produce a set of
body. Hodder textbook. Recipe ideas for
revision cards to help
each vitamin.
The effect of you learn the Differentiated
excess and information on all questions in the Vitamin A -
deficiency of the essential fat and practice your Smoked mackerel
vitamins in the water soluble knowledge and pate with orange
diet vitamins. For each understanding and watercress
fat soluble vitamin: section of salad.
The dietary
textbooks.
reference values • The definition Vitamin D -
for the different of each The practical Salmon or chicken
vitamins needed vitamin task is intended wrapped in Parma
every day. to be open ham and pesto.
• What are the
ended to allow
Lesson 9b functions of Vitamin E - Prawn
creativity and
each vitamin pilaf with rocket
Water soluble differentiation by
in the diet salad.
vitamins B & C outcome.
• What are the Vitamin K- Italian
Students will Differentiated
main sources pasta with
learn The books on with
of each Spinach, Tomato,
definition of information on
vitamin parmesan and
vitamins B1, B2, the different
Olives.
B3, B9, B12 and • Effects of vitamins groups.
C. deficiency of Vitamin B1 - Pork
Homework
each vitamin stroganoff with
 rice
The functions of • Effects of Bring in all
vitamins in the excess of each ingredients and Vitamin B2- Lentil
body. vitamin in complete vitamin Dhal, Chili and
diet. fact file for beans
The main sources
homework.
of vitamins in the Presentation Vitamin B3-
body. Nicoise salad with
Food display and
Tuna
The effect of class discussion on
excess and water soluble Vitamin B9
deficiency of vitamins: Hummus and
vitamins in the pitta bread
Student activity
diet
Using the textbooks Vitamin B12
The dietary and vitamin table Vegetable stir fry
reference values produce a set of with Teriyaki
for the different revision cards to help Salmon
vitamins needed you learn the
Vitamin C
every day. information on all
Vegetable kebabs
the essential fat and
and Cous Cous
water soluble
salad or stir fry.
vitamins. For each
water soluble
vitamin:
• the definition
of each
vitamin
• what are the
functions of
each vitamin
in the diet
• what are the
main sources
of each
vitamin?
• effects of
deficiency of
each vitamin?
Effects of
excess of each
vitamin in
diet.
Practical activity:
allocate every
student a specified
 vitamin from list
above.
Research task:
1. Produce a fact file
on specific vitamin.
2. Plan and make a
soup, salad or light
lunch dish which is
rich in specified
vitamin and can be
made in 1 hour.
Lesson 10a and b Vitamins Practical Differentiation Resources
Lesson
Students will Complex BBC Good Food
learn: Starter Activity What (Highest mark Recipes
makes a successful band) Student
To prepare, cook
practical lesson? demonstrates Online Classroom
and serve soup,
Outline of the execution of Stopwatch
salad or starter
assessment criteria practical skills
that is rich in Lesson power
for practical work and technical
specified Vitamin point with risk
and technical processes to an
and suitable for assessment and
challenge. excellent
preparing cooking hygiene and
standard. The
and serving in 1 Main Activity safety instructions
dish made is an
hour. Practical lesson.
excellent source Instruction cards
Students create,
To showcase a of researched for setting up and
prepare, cook and
range of technical vitamin. tidying away for
serve a soup, salad
skills when practical work
or starter rich in a Medium (Middle
preparing and
one of the following Mark Band) Ingredients trays
cooking a suitable
vitamins: A, D, E, K, Student and room and
vitamin rich dish.
B1, B2, B3, B9, B12 demonstrates equipment set up
(S1, S2, S3, S4,
and C. the execution of for practical
S5, S6,)
skills and activities.
There will be the
To demonstrate processes to a
opportunity to Assessment
and apply the good standard.
showcase different Criteria for
principles of food The dish made is
food preparation practical work
safety and a good source of
skills, technical
hygiene when researched Laptops or printed
challenges to 3
cooking. vitamin. nutritional profiles
different levels of
To demonstrate a demand. Basic (lowest of recipes.
good working mark band) Explore Food BNF
• Complex skill:
routine in the Student Nutritional
(Highest mark
food room. demonstrates analysis
band) Student
the technical skill
 demonstrates and processes to
To develop skills Camera and
the execution a basic standard.
in garnishing, names for
of skills and The dish made
finishing and photographing
technical provides a basic
presentation of work if necessary.
processes to source of
dishes.
an excellent researched Lesson Logs and
To manage time standard. vitamin. skills checklists.
successfully and
• Medium Illuminate and
present dish with
demand: Hodder Textbooks
fact file for
(Middle Mark or digital bundles.
assessment in 1
Band)
hour.
Student
Why the demonstrates
preparation and the execution Differentiated
cooking of foods of skills and stretch and
has an effect on processes to a challenge
vitamin content. good questions.
standard.
• Basic (lowest
Differentiation
mark band)
by task and
Student
outcome.
demonstrates
the technical
skill and
processes to a
basic
standard.
Stretch and
Challenge
1. What are
antioxidants? (2
marks)
2. Name the 3
vitamins that are all
antioxidants. (3
Marks)
3. Find 2 recipes
which provide good
sources of each of
the following
vitamins: A, C and E.
(6 marks)
4. Explain why
 antioxidants are
important in the diet.
(3 marks)
5. Describe 3 ways
to retain vitamin C
during food storage,
preparation and
cooking. (6 marks)
Plenary
Celebration display
and student
presentation on each
recipe, reasons for
choice and vitamin
selected. Teacher
assessment and
feedback on
outcomes.
Completion of lesson
log and skills audit.
Homework Read
through minerals
chapter in textbook
or student e- book.

Lesson 11a and b Mineral Differentiation Resources

Students will Presentation.
Range of visual Illuminate and
learn about the
Starter Activity resources and Hodder textbooks
minerals calcium,
animations to and digital
iron, salt and Power point, food
show the bundles.
fluoride. display and class
essential subject
discussion on the Display or
The functions of knowledge on
following minerals: photographs of
each mineral in minerals.
calcium, iron, high fat foods.
the body.
sodium, iodine and Key words and
The main sources fluoride. definitions in Possible Practical
of minerals in the Illuminate and outcomes:
Student Activity
body. Hodder textbook.
BBC Good Food
Using the Recipes
The effect of Differentiated
information in the
excess and questions in the
text books, create a Lasagne
deficiency of practice your
visual mind map for Moussaka
different minerals knowledge and
calcium, iron, sodium
in the diet understanding
and fluoride. For Pasta Bake
section of
The dietary each mineral find out
reference values the following: textbooks.
Macaroni cheese
for the different
• the definition Practical activity
minerals needed Spaghetti
of each task.
every day. carbonara
mineral
The practical
Lesson 9b Cauliflower cheese
• What are the task is intended
To identify the functions of to be open
main ingredients each mineral ended to allow
Demonstration set
in moussaka, in the diet? creativity and
up for dish to be
pasta bake or differentiation by
• What are the made.
similar style pasta outcome.
main sources
dish.
of each Differentiated
To understand mineral? text books with
the scientific different levels
• effects of
principles of how of information
deficiency of
starch thickens a on the different Recipes for iron
each mineral
sauce by mineral groups. rich salad and
gelatinisation. • effects of vegetable
excess of each accompaniments.
To analyse the
mineral in
nutritional value
diet.
of the meal and in
particular the Practice questions to
mineral content test knowledge and BNF Nutritional
of the dish. understanding of Analysis (Explore
calcium, iron sodium Food)
and fluoride.
Demonstration
moussaka, pasta
bake, spaghetti
carbonara or
macaroni cheese.
Practical activity
Using the
information in the
text book, plan a
meal for a teenager
which includes very
good sources of
protein, calcium and
vitamin D. Make the
dish next lesson.
 Stretch and
Challenge
1. Serve the meal
with a suitable iron
rich vegetable or
salad
accompaniment.
2. Explain the
science behind how
flour thickens a
white sauce in a
pasta dish.
3. Complete a
nutritional analysis
of the dish and
calculate the amount
of calcium in the dish
and compare it to
the DRV's for calcium
for a teenager.
Homework
1. Bring in all
ingredients and
serving dish. for
practical lesson next
week.
2. Complete practice
and test questions.

Lesson 12a and b Calcium and Vitamin Differentiation Resources

Students will D Practical Complex Prepare
learn: Starter: What makes and make BBC Good Food
a successful practical homemade dish Recipes
To prepare, cook
lesson? Outline of with skill,
and serve main Online Classroom
assessment criteria accuracy and
meal that is rich Stopwatch
for practical work precision. The
in calcium and
and technical ingredients and Lesson power
vitamin D.
challenge. sauces are all point with risk
To showcase a homemade. All assessment and
Main Activity:
range of technical technical skills hygiene and
Practical lesson.
skills when and processes safety instructions
Students create,
preparing and executed with
cooking a suitable prepare, cook and precision and the
Instruction cards
calcium rich dish. serve a soup, salad dish has been
for setting up and
(S1, S2, S3, S4, or starter rich in a effectively
tidying away for
S5, S6, S7, S8 one of the following presented and
practical work
and S10) vitamins: A, D, E, K, served with a
B1, B2, B3, B9, B12 suitable iron rich Ingredients trays
To demonstrate
and C. accompaniment and room and
and apply the
to a very high equipment set up
principles of food There will be the
standard. for practical
safety and opportunity to
Medium: Used a activities.
hygiene when showcase different
good range of
cooking. food preparation Assessment
ingredients to
skills, technical Criteria for
To demonstrate a make a suitable
challenges to 3 practical work
good working dish with some
different levels of
routine in the accuracy and Laptops or printed
demand.
food room. precision. The nutritional profiles
• Complex skill: sauces are all of recipes.
To develop skills
(Highest mark homemade. All
in garnishing, Camera and
band) Student technical skills
finishing and names for
demonstrates and processes
presentation of photographing
the execution executed
dishes. work if necessary.
of skills and effectively and
To manage time technical the dish has Lesson Logs and
successfully and processes to been suitably skills checklists.
present dish for an excellent garnished and
Illuminate and
assessment. standard. presented to a
Hodder Textbooks
good standard.
To serve the dish • Medium or digital bundles.
with a suitable demand: Basic: A basic
salad or vegetable (Middle Mark savoury dish
accompaniment Band) have been made
which is rich in Student using a simple
iron. demonstrates range of
the execution ingredients. The
of skills and dish has been
processes to a made with a
good ready-made or
standard. simple sauce and
demonstrates
• Basic (lowest
limited technical
mark band)
skill. There is
Student
little or no
demonstrates
attempts to
the technical
serve the dish
skill and
with a garnish or
processes to a
decorative finish.
basic
 standard.

Stretch and
Challenge:
1. Name two health
conditions that a diet
deficient in calcium
and vitamin D could
lead to (2 Marks).
2. Explain why the
DRV's for calcium
and iron are higher
for teenagers than
they are for adults or
young children (4
marks).
3. Explain why your
chosen savoury dish
is healthy,
nutritionally
balanced and
provides a good
source of calcium
and Vitamin D for a
teenager (8 marks).
Plenary: Celebration
display of practical
outcomes. Teacher
assessment and
feedback on
outcomes.
Completion of lesson
log and skills audit.
Homework: Revise
for end of topic test
on the Eatwell Guide
and all macro and
micro nutrients and
nutrition studied to
date.
Lesson 13a and b End of topic test: The Differentiation Resources
Nutrients. Starter
 Activity: Outline
Students will Differentiated Practice questions
general advice on
learn: questioning from:
answering exam
styles
The importance of questions and how to Illuminate and
throughout
good preparation prepare for final Hodder final exam
paper.
and revision in exam including: chapter in text
advance of end of Different types of Exemplar books.
topic assessment. exam questions questions and
End of topic test
including multiple responses.
on nutrition and
choice, short answer
End of test on the nutrients.
To practice questions, data
the nutrients
answering response, recipe NEA practice Task
and nutrition to
different types of information, mid and advice:
include: multiple
exam questions mark and open
choice, short Illuminate and
under ended responses.
answer Hodder final exam
examination
• Marking questions, data chapter in text
conditions.
schemes response, recipe books.
including information, mid
NEA: Practical
different level mark and open
To develop exam Activity brief on
of responses ended
technique when celebration meal.
(Low, mid and responses.
answering
upper band) Differentiated
different types of NEA homework
with advice on research task on
questions. task:
how to Health and
structure and Students to Nutrition.
plan research the
To test knowledge Research sources:
responses. NEA task and
and
present the Textbooks
understanding of • Issue end of
following
nutrition and the topic test Trusted websites
information on
different nutrients using a
one A4 sheet: Newspaper and
in food. variety of
magazine articles
different What are the
question Eatwell Multimedia:
To develop styles on the guidelines? YouTube clips and
research skills following Illuminate
What are the
and apply topics: animations
main nutrients
knowledge of
Eatwell Guide advice. and what makes Interview with
healthy eating
a good family members
and nutrition into • Current
nutritionally to ask them what
practical activities. advice on
balanced main they need and
healthy
meal? would like.
eating.
What recipe
Macronutrients:
have you chosen
• Protein, to make and
 carbohydrates explain the dish
Resources
and fats. is:
Illuminate and
Macronutrients: Meeting Eatwell
Hodder textbooks.
advice
• Vitamins: fat- (Preparing for the
Lessons 13b soluble Nutritionally NEA - Food
vitamins A, D, balanced preparation task).
Students will
E and K
learn: A suitable choice Mini assessment
• Vitamins: for your family. checklist
water soluble
Showcasing good A4 differentiated
To develop vitamins B1,
technical skill. templates and
research skills. B2, B6, B9,
writing frames:
B12 and C Bring in A4
research and Research
• Antioxidant
To develop recipe to next
vitamins A, C, Planning sheets
planning skills to week's lesson.
and E
include details of Sensory testing
Differentiation
timings, • Minerals:
Nutritional
instructions for calcium, iron, Range of
analysis
making and salt, fluoride resources on
include important and water. how the task is Evaluation and
hygiene or safety going to be improvements.
Student activity: End
points. assessed.
of topic test.
Differentiated A4
Plenary: Mini NEA BBC Good Food
student
To analyse the Task- Celebration Recipes
templates and
nutritional value Meal Plan and
writing frames
of the meal. make a nutritionally Jamie Oliver
for recording
balanced main meal Home Cooking
research, plans
for your family with Recipes
for making,
To calculate the good sources of HBV
sensory testing
total costs of the protein and meets
and evaluation of
dish, how many it the advice of the
task.
will serve and Eatwell guide. Your
Illuminate and
portion size. dish should showcase
Hodder textbooks.
a range of technical
Key words and
skills and may be Planning for
definitions in
To produce a time served with a practical work in
Illuminate and
plan for making. suitable the NEA.
Hodder textbook.
accompaniment.
Carry out sensory Practical activity BNF Nutritional
analysis of the dish task. Analysis (Explore
on your family and Food)
The practical
produce a nutritional
task is intended
profile of your dish.
to be open
 ended to allow
Starter: Mini NEA
creativity and
food preparation
differentiation by
task.
outcome.
Class discussion:
The Food
Students state
preparation task
chosen dish and
could be
reasons why it is a
extended to
suitable choice.
include a dessert
Submission of A4
or pudding that
research sheets on
is a good source
healthy eating and
of one of the
nutrition.
antioxidant
Assessment outline. vitamins A, C
and E.
During this task
student will:
• Research the Differentiated
task. planning sheets.
• Plan the Exemplar
meal. planning sheets
• Prepare, cook Use of internet
and serve the or textbooks to
meal and any analyse
possible nutritional
accompanime profiles of dishes
nts made.
showcasing
technical skill.
• Analyse the
nutritional
value of the
meal and
evaluate the
success of
meal.

Important
information:
1. The recipe chosen
can be either a dish
adapted from a
previous lesson or a
completely new
recipe of your choice.
Photographs must be
included of work.
2. If time permits
and schools have the
flexibility of another
practical lesson
before the end of
term then a 2nd
course,
accompaniment or
dessert may be
added to the brief to
extend the mock NEA
further.
3. This could be
serve the main meal
with a suitable
dessert that is high
in the antioxidant
vitamins A, C and E.
Student activity:
Planning for the
practical task.
Stretch and
Challenge: .
1. Nutritional analysis
of the meal using
textbooks, internet
or BNF nutritional
software
programme.
2. Work out the final
costing of the meal,
how many it serves
and final cost per
portion.
Homework:
Bring in all
ingredients and a
serving dish for Food
Preparation Task.
14 a and b Practical activity: Making Resources
Main course dish. differentiation
Students will Recipes.
Complex skill:
learn: Starter Activity:
Competent BBC Good Food
Questioning for
To prepare and execution of skill Recipes
learning: recap what
cook a and processes to
makes a successful
nutritionally an excellent Jamie Oliver
practical lesson?
balanced savoury standard. Home Cooking
Outline of
main course dish Selective use of Recipes
assessment criteria
which meets the a range of
for practical work Lesson power
advice of the Eat equipment with
and technical point with risk
well guide. precision and
challenge. assessment and
accuracy. Dish
hygiene and
Main Activity: shows a high
safety
To apply a variety Practical lesson. level of challenge
instructions.
of technical skills and complexity.
Students create,
and make some Dish shows a Instruction cards
prepare, cook and
creative and wide range of for setting up for
serve a nutritionally
quality products finishing practical work.
balanced main meal
with skill and techniques such
with good sources of Online Classroom
precision (S1, S2, as garnishing
HBV protein, meets Stopwatch
S3, S4, S5, S6,). and decoration.
Eat well guidelines
All dishes are Ingredients trays
and demonstrates
presented with and room and
range of different
To demonstrate excellent equipment set up
skills.
and apply the attention to for practical
principles of food There will be the detail and activities.
safety and opportunity to finished to an
hygiene when showcase different excellent Instruction cards
cooking. food preparation standard. for tidying away
skills, technical Excellent use of for practical work.
challenges to 3 time plans and Sensory word
To present a dish different levels of application of bank and chart to
with a good level demand. hygiene and carry out sensory
of technical skill safety. testing of dishes
• Complex skill:
and is presented made in terms of
(Highest mark Medium: A range
with a suitable appearance, taste,
band) Student of skills to good
level of finish and consistency and
demonstrates standard.
decoration for smell.
the execution Equipment used
serving.
of skills and with some Assessment
technical accuracy. Dish criteria for
processes to shows some practical work.
To carry out
an excellent level of demand
sensory analysis Camera and
standard. and uses a range
with family using names for
of finishing
a rating test. • Medium photography.
 demand: techniques to
(Middle Mark garnish and BNF Nutritional
Band) decorate. Analysis (Explore
Student Presentation is Food)
demonstrates good and dish is
the execution finished to a
of skills and good standard.
processes to a Good use of time
good plans and
standard. hygiene and
safety.
• Basic (lowest
mark band) Basic: Some
Student basic skills and
demonstrates processes used
the technical with some
skill and inaccuracies
processes to a during making.
basic Basic use of
standard. equipment and
dish shows some
Stretch and
demand but
Challenge:
limited use of
1. Nutritional skill to cook and
analysis of dish and present. Limited
evaluation of protein hygiene and
content. safety.
2. Costing of
ingredients.
3. Portion size
4. Explain how dish
and ingredients
would be a suitable
choice of meal for a
family of 4 with two
teenage children (10
marks).
Plenary: Celebration
display and teacher
assessment and
feedback on
outcomes.
Completion of lesson
log and skills audit.
 Homework: Sensory
testing(rating) of dish
with family.
Preparation to make
a dessert high in
anti-oxidant vitamins
A, C and E.

Lesson 15a and b Practical Activity Making Resources

differentiation
(Additional Starter Activity: Recipes.
Complex:
Optional Lesson if Questioning for
Competent BBC Good Food
time available) learning: recap what
execution of skill Recipes
makes a successful
Students will and processes to
practical lesson?
learn: an excellent Jamie Oliver
Outline of
standard. Home Cooking
To prepare and assessment criteria
Selective use of Recipes
cook an for practical work
a range of
accompaniment and technical Lesson power
equipment with
that provides a challenge. point with risk
precision and
valuable source of assessment and
Main Activity: accuracy. Dish
one of the hygiene and
Practical lesson. shows a high
antioxidant safety
level of challenge
vitamins A, C and Students create, instructions.
and complexity.
E prepare, cook and
Dish shows a Instruction cards
serve a dish to
To apply a variety wide range of for setting up for
accompany the main
of technical skills finishing practical work.
meal cooked
and make some techniques such
previous lesson. The Online Classroom
creative and as garnishing
chosen dish must Stopwatch
quality products and decoration.
contain a rich source
with skill and All dishes are Ingredients trays
of one of the anti-
precision. (S1, S2, presented with and room and
oxidant vitamins A, C
S3, S4, S5, S6, excellent equipment set up
or E.
and some others) attention to for practical
There will be the detail and activities.
opportunity to finished to an
To demonstrate showcase different excellent Instruction cards
and apply the food preparation standard. for tidying away
principles of food skills, technical Excellent use of for practical work.
safety and challenges to 3 time plans and Sensory word
hygiene when different levels of application of bank and chart to
cooking. demand. hygiene and carry out sensory
safety. testing of dishes
• Complex skill:
(highest mark Medium: A range made in terms of
To present a dish
with a good level band) Student of skills to good appearance, taste,
of technical skill demonstrates standard. consistency and
and is presented the execution Equipment used smell.
with a suitable of skills and with some
Assessment
level of finish and technical accuracy. Dish
criteria for
decoration for processes to shows some
practical work.
serving. an excellent level of demand
standard. and uses a range Camera and
To carry out
of finishing names
sensory analysis • Medium
techniques to
with family using demand: Antioxidant Advice
garnish and
profiling test. (middle mark
decorate.
Band) BNF Nutritional
Presentation is
Student Analysis (Explore
good and dish is
demonstrates Food)
finished to a
the execution
good standard.
of skills and
Good use of time
processes to a
plans and
good
hygiene and
standard.
safety.
• Basic (lowest
Basic: Some
mark band)
basic skills and
Student
processes used
demonstrates
with some
the technical
inaccuracies
skill and
during making.
processes to a
Basic use of
basic
equipment and
standard.
dish shows some
Stretch and demand but
Challenge: limited use of
skill to cook and
1. What is the
present. Limited
definition of an
hygiene and
antioxidant (2
safety.
marks)?
2. Name 3 foods rich
in antioxidants (3
marks).
3. Explain why
antioxidants are
important in the diet
and why your choice
of dish is rich in
antioxidants (3
 marks).
Plenary:
Celebration display
and teacher
assessment and
feedback on
outcomes.
Completion of lesson
log and skills audit.
Homework: Sensory
Analysis using
profiling test with
family.

Lesson 16 a Mini NEA - Analysis Differentiation Resources

and Evaluation
Students will Range of visual Illuminate and
Starter Discussion:
learn: resources to Hodder textbooks.
Why is it important
show the
How to record the to carry out sensory
essential subject
results of sensory analysis and evaluate
knowledge on BBC Good Food
testing in a rating practical work and
NEA. Recipes
or profiling chart? making activities?
Sensory testing
techniques:
Key words and Jamie Oliver
To analyse the
Sensory testing definitions in
results of sensory Home Cooking
using profiling test Illuminate and
testing and write Recipes
on main course dish. Hodder textbook.
detailed
Exemplars NEA
conclusions on Sensory testing task sheets on
the results. using rating test on
Templates and research,
desserts.
writing frames planning, making
Main Activity: for less able and and evaluating.
To calculate costs
Students write SEN students to
of dish(es) and
detailed conclusions present their
evaluate how cost Various
and evaluation on: work on.
effective and worksheets and
value for money 1. Results of
resources:
the dish is for sensory testing of
Sentence
family. dish(es). Testers, fair Research
starters and
testing, opinions on
literacy materials Planning
the dish and any
for writing
To analyse the advice and Recording
conclusions and
nutritional profile recommendations on practical work
evaluations to
of the dish and how could the
findings. Writing
suggest sensory qualities of
modifications for the dish be conclusions and
Exemplar of NEA
improvement. improved? evaluations.
style portfolio.
2. The costings, BNF Nutritional
Exemplar time
portion size and Analysis (Explore
To evaluate work. plans from
number of servings Food)
Illuminate and
of each dish. Write
Hodder
up a conclusion to
textbooks.
the final cost of the
dish. Did the dish Differentiated
provide good value planning sheets.
for money for your (High, medium
family? Were you and lower levels
pleased with the of complexity
overall cost and and detail
why? How could you required.
reduce your costs
Lesson logs and
further?
skills checklists.
3. The nutritional
Lesson 16b profile of the dish
analysed using BNF Resources
Students will
explore food
learn:
nutritional. What
The assessment nutrients did the dish Individual Student
criteria for the contain and what Feedback sheets
task and how ingredients did they Assessment
their work has come from? Criteria
been assessed. Comment on all the
Differentiation End of Unit Test
amount of protein,
The strengths of
carbohydrates, fat, Not required as NEA
their work.
vitamin A, B, C and student feedback
The weaknesses D, calcium and iron is individual and
of their work. content of the dish. personalised.
What nutrients were
Areas to improve
present in high or
their work and
low quantities? What
attainment in
changes could you
future tasks.
make to your dish to
make it more
nutritionally
balanced.
4. How does this dish
meet the current
guidelines and
proportions advised
in the Eatwell Guide?
What needs to be
improved and what
you need to do?
Plenary: Collate
research, plans for
making, photographs
of making and
evaluations for
assessment. Hand in
for teacher
assessment and
feedback.

Mini NEA and

Nutrients Test
Feedback and Target
Setting
Student Activity:
Teacher assessment
and feedback on:
• Mini Food
Preparation
Task
• End of Unit
Test -
Nutrition
Student feedback
and target setting:
• What went
well?
• Even better
if?
Targets for next
term:
Plenary:
Student completion
of lesson log and
skills checklist.
Eatwell Guidelines The Eatwell Guide Differentiation Resources
2016 - Lesson and Food Choices
Effective
17a Eat Well Guide
BNF Power point on questioning
Students will the techniques BNF Eatwell Guide
learn: recommendations of during 2016
Eatwell Guide 2016. demonstration
To understand Daily Diet Sheet
using Bloom's
the importance of Student activity: How
taxonomy.
eating a variety of well do you match up Portion size guide
different foods to the Eatwell Guide? Differentiated
from the Eatwell outcomes from
1. Record all food
Guide. dietary analysis
and drink for 24
task.
To understand hours.
the importance of
2. Analyse how well
planning balanced
the food you have
meals.
consumed matches
To record and the Eatwell guide.
analyse daily diet.
3. Which group did
To consider you consume too
portion size and much of and why?
cost when
4. Which group did
planning meals.
you consume too
How the little of and why?
nutritional needs
5. How could you
of people change
improve your diet to
at different life
make it more
stages.
balanced to match
the Eatwell Guide
advice?
Class discussion and
mind mapping task.
What factors do you
have to consider
when planning
meals?
Stretch and
Challenge: Research
Task.
Investigating Portion
sizes. Go on the
following website to
find out average
 portion sizes of
different foods. Why
is it important to eat
the correct portion
size?
Lesson 17b Dietary needs at Differentiation Resources
different life stages
Students will Range of visual Illuminate and
learn: Student research resources and Hodder
activity: animations to textbooks.
The importance of
show the
consuming the Create a revision
essential subject BBC Good Food
right diet at mind map of each of
knowledge on a Recipes
different life the following life
balanced diet
stages. stages: Jamie Oliver
and good
To include: 1. Preschool children nutrition during Home Cooking
aged 1-4. different life Recipes
The dietary needs
stages.
of pre-school 2. School children Annabel Karmel
children. aged 5-12. Key words and Fishcakes
definitions in
The dietary needs 3. Teenagers. Practical activity
Illuminate and
of school children task briefs.
4. Adults. Hodder textbook.
aged 5-12.
Resources for
5. The elderly. Differentiated
The dietary needs mind mapping by
questions in the
of teenagers. For each life stage hand or on
practice your
research, the computer.
The dietary needs knowledge and
following:
of adults. understanding GCSE Mind
1. What happens to section of mapping
The dietary needs
the body? textbooks. Programme
of the elderly.
2. Nutrients that are Practical activity Stretch and
To develop mind
important in the diet. task. challenge testing
mapping and
revision 3. Any advice on The practical knowledge
techniques to eating habits and tasks are varied questions on
revise dietary food choices. and intended to dietary needs of
needs of different be open ended different life
Practical activity: stages.
life stages. to allow
Select one of the
creativity and Recipe Ideas:
following to carry out
differentiation by Fish cakes
next lesson.
outcome.
1. Young children are Beef, fish or
Schools can veggie burger,
often fussy eaters
choose to offer sweet potato
and need to be
students option wedges and salad
encouraged to eat
of selecting one
healthily and try Italian style
task, work in
different foods. Plan groups on chicken with
and make some different tasks or mozzarella filling,
homemade fish allow them free wrapped with
fingers or fish cakes choice of task. Parma ham,
and serve with a served with fresh
Stretch and
suitable pasta and rocket
Challenge
carbohydrate or salad.
questions to test
vegetable
knowledge of Beef Cobbler or
accompaniment.
each life stage. casserole, mash
2. Teenagers need and vegetables.
Students must
approximately 40-
not select a dish
50 grams of protein
previously made.
in their diet for
growth and repair. Differentiated
Plan and make planning sheets
healthy option meat,
fish or veggie burger
with a suitable
carbohydrate and/or
vegetable/salad
accompaniment.
3. Many adults enjoy
gourmet food which
is both healthy and
nutritionally
balanced. Plan and
make an interesting
chicken dish that has
been seasoned or
marinated. Serve the
dish gastro style with
a suitable
carbohydrate and
vegetable or salad
accompaniment.
4. Elderly adults
often enjoy
traditional foods
which are based
upon meat, potatoes
and 2 vegetables.
Plan and make a
traditional, easy to
eat dish which is
based upon locally
 sourced meat or fish,
potatoes and 2
vegetables.
Homework: Bring in
ingredients and dish.

Lesson 18 a and Practical activity: Differentiation Resources

B Dietary needs at Complex:
Recipes from
different life stages. Competent
Students will Illuminate and
Starter activity: execution of skill
learn: Hodder textbooks
Questioning for and processes to
To prepare and learning: recap what an excellent BBC Good Food
cook recipe which makes a successful standard. Recipes
meets the dietary practical lesson? Selective use of
needs of a chosen Outline of a range of Jamie Oliver
life stage. assessment criteria equipment with Home Cooking
for practical work precision and Recipes
and technical accuracy. Dish Lesson power
To apply a variety challenge. shows a high
point with risk
of technical skills level of challenge
Main Activity: assessment and
and make some and complexity.
Practical lesson. hygiene and
creative and Dish shows a safety
quality products Students create, wide range of instructions.
with skill and prepare, cook and finishing
precision. (S1, S2, serve a suitable dish techniques such Instruction cards
S3, S4, S5, S6, to meet the dietary as garnishing for setting up for
and some others) needs of a chosen and decoration. practical work.
life stage. All dishes are
presented with Online Classroom
There will be the Stopwatch
To demonstrate excellent
opportunity to
and apply the attention to Ingredients trays
showcase different
principles of food detail and and room and
food preparation
safety and finished to an equipment set up
skills, technical
hygiene when excellent for practical
challenges to 3
cooking. standard. activities.
different levels of
Excellent use of
demand. Instruction cards
time plans and
To present a dish • Complex skill: application of for tidying away
with a good level (Highest mark hygiene and for practical work.
of technical skill band) Student safety. Sensory word
and is presented demonstrates bank and chart to
Medium: A range
with a suitable the execution carry out sensory
of skills to good
level of finish and of skills and testing of dishes
standard.
decoration for technical made in terms of
Equipment used
serving. processes to appearance, taste,
with some
an excellent consistency and
To carry out accuracy. Dish
sensory analysis standard. shows some smell.
with family using level of demand
• Medium Assessment
profiling test. and uses a range
demand: criteria for
of finishing
(Middle Mark practical work.
techniques to
Band)
garnish and Camera and
Student
decorate. names
demonstrates
Presentation is
the execution
good and dish is
of skills and
finished to a
processes to a
good standard.
good
Good use of time
standard.
plans and
• Basic (lowest hygiene and
mark band) safety.
Student
Basic: Some
demonstrates
basic skills and
the technical
processes used
skill and
with some
processes to a
inaccuracies
basic
during making.
standard.
Basic use of
Stretch and equipment and
Challenge: dish shows some
demand but
1. Give 3 reasons
limited use of
why young children
skill to cook and
should only have
present. Limited
small portions (2
hygiene and
marks). 2. Name 3
safety.
recipes high in iron
that would prevent
teenage girls
becoming anemic (3
marks).
3. Explain why it is
important for adults
to have a diet low in
saturated fat and
salt (6 marks).
4. Discuss the
dietary problems you
may face if you
regularly eat ready
meals (8 marks).
 Plenary: Celebration
display and teacher
assessment and
feedback on
outcomes.
Completion of lesson
log and skills audit.
Homework: Costing
analysis of dish.

Lesson 19a & b Special dietary needs Range of sources Illuminate and
(2 single lessons) Student research of information Hodder textbooks.
activity: Select one of on the different
Students will
the following special special dietary
learn the
dietary needs to needs to be BBC Good Food
importance of
study further: researched. Recipes
adapting recipes
to meet a range 1. Vegetarian Key words and
of special dietary including vegans. definitions in
needs: 2. Coeliac. Illuminate and Recipe ideas:
3. Lactose intolerant. Hodder textbook. Italian style
• vegetarian
4. High fibre. cheesecake
and
5. Reduced sugar or
vegans Tiramisu
salt. Differentiated
• coeliac 6. Reduced fat. questions in the Trifle.
practice your
• lactose Produce an
knowledge and
intolerant informative recipe
understanding Recipe cards from
card and fact sheet
• high fibre section of supermarkets to
on chosen special
textbooks. show as exemplar.
• reduced dietary need which
sugar or includes information
salt on the diet, details of
Practical activity Computer facilities
foods to eat more of
• reduced task. or laptops for
and foods to be
fat. recipe cards and
avoided and reasons
• students why. nutritional
Range of analysis.
will learn:
Recipe adaptation differentiated
• how to activity: Suggest recipes including
adapt a ways of adapting the cheesecake, Questions to test
recipe for recipe for a chilled tiramisu and knowledge and
a layered and layered dessert trifle. understanding of
dessert to make it suitable different special
and make for each of the dietary needs.
it suitable different dietary Stretch and
for a range needs listed. Challenge Worksheet on
 of different questions on recipe adaptation
Student activity:
dietary recipe of breakfasts for
Produce the recipe
needs. adaptations. different special
card for layered
dietary needs.
• to produce dessert with the
an following information
informativ on it:
e recipe
• the
card for
ingredients
chosen
and quantities
layered
of chosen
and chilled
dish.
dessert.
• step by step
guide to make
the dish
• photograph of
the dish
• an
explanation of
why the
recipe is
suitable for
specific
dietary need.
• the nutritional
profile of the
dish using
BNF
nutritional
programme
• costings of
the dish to
make
• special dietary
claims of the
dish
• serving
suggestions
and portion
size.
 Stretch and
Challenge: Breakfast
is one of the most
important meals of
the day. Plan a range
of breakfasts suitable
for each of the
special dietary needs
listed above.
Homework: Bring in
dessert ingredients.

Lesson 20a and b Practical activity: Differentiation Resources

Special dietary
Students will Complex: Recipes from
needs.
learn: Competent Illuminate and
Starter Activity: execution of skill Hodder textbooks
To adapt a given
Questioning for and processes to
recipe for a BBC Good Food
learning: recap - an excellent
layered dessert to Recipes
What makes a standard.
make it suitable
successful practical Selective use of
for chosen dietary Jamie Oliver
lesson? Outline of a range of
need. Home Cooking
assessment criteria equipment with
Recipes
To apply a variety for practical work precision and
of technical skills and technical accuracy. Dish Lesson power
and make some challenge. shows a high point with risk
creative and level of challenge assessment and
Main Activity:
quality products and complexity. hygiene and
Practical lesson.
with skill and Dish shows a safety
precision. (S1, S2, Students create, wide range of instructions.
S3, S4, S5, S11 prepare, cook and finishing
Instruction cards
and 12) serve layered dessert techniques such
for setting up for
which has been as garnishing
practical work.
adapted to meet a and decoration.
To demonstrate chosen dietary All dishes are Online Classroom
and apply the needs. presented with Stopwatch
principles of food excellent
There will be the Ingredients trays
safety and attention to
opportunity to and room and
hygiene when detail and
showcase different equipment set up
cooking. finished to an
food preparation for practical
excellent
skills, technical activities.
standard.
challenges to 3
To present a dish Excellent use of Instruction cards
different levels of
with a good level time plans and for tidying away
demand.
of technical skill application of for practical work.
and is presented hygiene and
• Complex skill: Sensory word
with a suitable safety.
(Highest mark bank and chart to
level of finish and
band) Student Medium: A range carry out sensory
decoration for
demonstrates of skills to good testing of dishes
serving.
the execution standard. made in terms of
of skills and Equipment used appearance, taste,
technical with some consistency and
To carry out
processes to accuracy. Dish smell.
sensory analysis
an excellent shows some
with family using Assessment
standard. level of demand
profiling test. criteria for
and uses a range
• Medium practical work.
of finishing
demand:
techniques to Camera and
(Middle Mark
garnish and names
Band)
decorate.
Student
Presentation is
demonstrates
good and dish is
the execution
finished to a
of skills and
good standard.
processes to a
Good use of time
good
plans and
standard.
hygiene and
• Basic (lowest safety.
mark band)
Basic: Some
Student
basic skills and
demonstrates
processes used
the technical
with some
skill and
inaccuracies
processes to a
during making.
basic
Basic use of
standard.
equipment and
Stretch and dish shows some
Challenge: demand but
limited use of
1. Give 3 reasons
skill to cook and
why people may
present. Limited
choose to follow a
hygiene and
vegetarian diet (3
safety.
marks).
2. Compare the diet
of a vegan to one of
a lacto -ovo
vegetarian diet (3
marks).
3. Name 3 foods a
 coeliac should avoid.
(3 marks).
3. Explain why it is
important for adults
to have a diet high in
dietary fibre (5
marks).
4. Give the definition
of lactose intolerance
and identify 3 dairy
free alternatives (5
marks).
Plenary: Celebration
display and teacher
assessment and
feedback on
outcomes.
Completion of lesson
log and skills audit.
Homework: Costing
analysis of dish.

Lesson 21a and b Introduction: Energy Differentiation Resources

Needs
Students will Range of visual Illuminate and
learn: Starter: BNF link to resources show Hodder textbooks.
energy video. the essential
Why the body
Presentation and subject BBC Good Food
needs energy.
class discussion: knowledge on Recipes
How energy is energy.
• why the body Recipe for
measured. Lasagne
needs energy. Key words and
The basal definitions in Meat
• how energy is
metabolic Illuminate and
measured. Fish
rate(BMR) is and Hodder textbook.
how it is • the basal
Differentiated Vegetarian
measured. metabolic
questions in the
rate(BMR) is Jamie Oliver
What physical practice your
and how it is Home Cooking
activity level is. knowledge and
measured. Recipes
understanding
How BMR and
• what is section of Practical activity
PAL work
physical textbooks. task brief.
together to
activity
determine how Practical activity
much energy in level(PAL) task.
Stretch and
Kilocalories is
• how BMR and The practical challenge testing
needed every day.
PAL work task is intended knowledge
The together to to be open questions energy
recommended determine ended to allow needs
percentage of how much creativity and
Demonstration of
energy required energy in differentiation by
lasagne set up if
by different Kilocalories is outcome.
required
nutrients needed every
Differentiated
day.
The effects of a text books with
deficiency or • the different levels
excess of energy recommended of information
in the body. percentage of on the different
energy mineral groups.
required by
Demonstration
different
of lasagne in
nutrients.
lesson if
• the effect of a required
deficiency or depending on
excess of ability of class.
energy on the
body.
Student activity: Plan
for practical activity:
1. Teenagers need
between 2000 and
2500 kcals per day
on average to meet
their energy needs.
2. Plan and make a
healthy option
lasagne which will
provide
approximately 1/3 of
a teenager's energy
requirements. The
lasagne may contain
meat, fish or
alternative proteins.
The lasagne should
showcase a range of
technical skills.
Stretch and
 Challenge:
1. Give 3 reasons
why your body needs
energy (3 marks).
2. Discuss the effects
of both an excess
and deficiency of
energy in the diet (6
marks).
3. Suggest ways to
adapt the following
recipes to reduce
their energy value:
a) Prawn salad
baguette with
mayonnaise
B) Fish and Chips
C) Cheesecake
D) Chocolate
Brownies (8 marks).
Homework: Bring in
ingredients for
Lasagne. Read
through energy
chapter.
Lesson 22a and b Practical - Energy Differentiation Resources
Students will Needs Complex:
learn: Prepare and BBC Good Food
Starter: What makes Recipes
make homemade
To prepare, cook a successful practical
pasta to required
and serve main lesson? Outline of Online Classroom
shape and
meal that a good assessment criteria Stopwatch
thickness with
source of energy for practical work
skill, accuracy Lesson power
and technical
To showcase a and precision. point with risk
challenge.
range of technical The pasta and assessment and
skills when Main Activity: both sauces are hygiene and
preparing and Practical lesson. all homemade. safety instructions
cooking a suitable Students create, All technical
Instruction cards
calcium rich dish. prepare, cook and skills and
for setting up and
(S1, S2, S3, S4, serve a healthy processes
tidying away for
S5, S6, S7, S8 option Lasagne executed with
practical work
and S10) which is high in precision and the
 energy. lasagne has been
To demonstrate Ingredients trays
effectively
and apply the There will be the and room and
presented and
principles of food opportunity to equipment set up
served with a
safety and showcase different for practical
suitable iron rich
hygiene when food preparation activities.
accompaniment
cooking. skills, technical
to a very high Assessment
challenges to 3
To demonstrate a standard. Criteria for
different levels of
good working practical work
demand. Medium: Used
routine in the
readymade pasta Laptops or printed
food room. • Complex skill:
to make dish nutritional profiles
(Highest mark
To develop skills with some of recipes.
band) Student
in garnishing, accuracy and
demonstrates Camera and
finishing and precision. The
the execution names for
presentation of white sauce and
of skills and photographing
dishes. tomato sauce
technical work if necessary.
are all
To manage time processes to
homemade. All Lesson Logs and
successfully and an excellent
technical skills skills checklists.
present dish for standard.
and processes
assessment. Illuminate and
• Medium executed
Hodder Textbooks
To serve the dish demand: effectively and
or digital bundles.
with a suitable (Middle Mark the lasagne has
salad or vegetable Band) been suitably
accompaniment Student garnished and
which is rich in demonstrates presented to a
iron. the execution good standard.
of skills and
Basic: A basic
processes to a
pasta and sauce
good
dish have been
standard.
made using a
• Basic (lowest simple range of
mark band) ingredients. The
Student pasta dish has
demonstrates been made with
the technical a ready-made
skill and sauce and
processes to a demonstrates
basic limited technical
standard. skill. There is
little or no
Stretch and
attempts to
Challenge:
serve the dish
1. Describe the ideal with a garnish or
method to make a decorative finish.
 smooth white sauce
without lumps (4
Marks).
2. Discuss the
different factors that
can affect the
gelatinisation of a
starch thickened
sauce? (6 marks).
3. Explain why
lasagne and salad is
such a healthy option
meal which provides
teenagers with a
good source of
energy. (8 marks).
Plenary: Celebration
display of practical
outcomes. Teacher
assessment and
feedback on
outcomes.
Completion of lesson
log and skills audit.
Homework: Research
task: What are the 6
major diet related
health risks today?
Find out 3 facts or
statistics on each.
Lesson 23a and b The Big Six: Dietary Differentiation Resources
Related Illnesses.
Students will Range of visual Illuminate and
learn the Starter Activity: Class resources show Hodder textbooks.
relationship discussion and the essential
Sections on Diet,
between diet, presentation on subject
Nutrition and
nutrition and dietary related knowledge on a
Health
health. illnesses: range of
different dietary BBC Good Food
The major diet • Obesity
related illnesses Recipes
related diseases,
• Cardiovascula and conditions.
what causes them
r disease
and how to Key words and
(Coronary Recipe ideas:
prevent them definitions in
Heart Disease
including: and high Illuminate and
Soups and
• obesity blood Hodder textbook.
starters
• cardiovasc pressure).
The practical
ular Main courses
• Bone health task is intended
disease
including to be open Desserts
(coronary
rickets and ended to allow
heart
osteoporosis. creativity and
disease
differentiation by Computer facilities
and high • Dental Health
outcome. or laptops for
blood
• Iron deficiency paired
pressure). Differentiated
anemia presentations or
• bone text books with
cue cards with
health • Type 2 different levels
presentations.
including diabetes of information
rickets and on the different
Paired research task:
osteoporos illnesses.
Prepare a short
is.
presentation on one Students will be
• dental
of the dietary related working in pairs
Health
illnesses above. to plan, prepare,
• iron
Presentation to cook and serve a
deficiency
include the following 2 course meal
anemia
information on they have
• Type 2
specified illness or adapted to make
diabetes.
health condition: it suitable of
To work as a serving to a
• Recent
team and plan a person with a
statistics and
suitable menu for dietary related
definition
specific dietary health condition.
illness or health • An outline of
One student will
condition. the main
make soup,
causes of the
To negotiate starter or
illness or
which student is dessert and the
condition
going to make other the main
which course and • Advice on course. Both
dish from their preventing dishes will have
chosen menu. and treat the been adapted to
illness or meet specific
condition dietary illness or
condition.
• Menu with
recipe ideas The dishes can
for a 2 course be served with
meal. suitable
accompaniments
Paired Practical
if appropriate.
Activity: 2 Course
 Meal.
1. Plan and make a
suitable 2 course
meal for an adult
with a specified
dietary related
illness.
2. The menu may be
a soup or starter
followed by a main
course or a main
course and dessert.
3. The chosen
recipes must have
adapted both
ingredients and
cooking method to
make the dish more
suitable for meeting
the specific dietary
illness or condition.
Paired Pupil
Presentations:
Specific dietary
illness presented to
class.
Homework: Bring in
ingredients and
serving dishes to
make chosen 2
course meal.

Lesson 24a and b Dietary Related Making Resources

Students will Illnesses - Paired differentiation
Recipes from
learn: Practical: 2 Course Complex:
Illuminate and
Meal.
To prepare, cook Competent Hodder textbooks
and serve main Starter Activity: execution of skill
meal that a good What makes a and processes to BBC Good Food
source of energy successful practical an excellent Recipes
lesson? Outline of standard.
To showcase a Jamie Oliver
assessment criteria Selective use of
range of technical Home Cooking
for practical work a range of
skills when Recipes
and technical equipment with
preparing and
challenge. precision and Lesson power
cooking a suitable
accuracy. Dish point with risk
calcium rich dish. shows a high assessment and
Main Activity:
(S1, S2, S3, S4, level of challenge hygiene and
Practical
S5, and S6) and complexity. safety
lesson.Students
Dish shows a instructions.
To demonstrate create, prepare, cook
wide range of
and apply the and serve a healthy Instruction cards
finishing
principles of food option meal suitable for setting up for
techniques such
safety and for a client with a practical work.
as garnishing
hygiene when specific dietary
and decoration. Online Classroom
cooking. related illness.
All dishes are Stopwatch
To demonstrate a There will be the presented with
good working opportunity to excellent Ingredients trays
routine in the showcase different attention to and room and
food room. food preparation detail and equipment set up
skills, technical finished to an for practical
To develop skills activities.
challenges to 3 excellent
in garnishing,
different levels of standard. Instruction cards
finishing and
demand. Excellent use of for tidying away
presentation of
time plans and for practical work.
dishes. • Complex skill:
application of
(Highest mark Sensory word
To manage time hygiene and
band) Student bank and chart to
successfully and safety.
demonstrates carry out sensory
present dish for
the execution Medium: A range testing of dishes
assessment.
of skills and of skills to good made in terms of
To serve both technical standard. appearance, taste,
dishes as a processes to Equipment used consistency and
complete meal an excellent with some smell.
with a suitable standard. accuracy. Dish
salad or vegetable shows some Assessment
• Medium criteria for
accompaniment if level of demand
demand: practical work.
appropriate. and uses a range
(Middle Mark
of finishing Camera and
Band)
techniques to names.
Student
garnish and
demonstrates
decorate.
the execution
Presentation is
of skills and
good and dish is
processes to a
finished to a
good
good standard.
standard.
Good use of time
• Basic (lowest plans and
mark band) hygiene and
Student safety.
demonstrates
Basic: Some
the technical
basic skills and
skill and
 processes to a processes used
basic with some
standard. inaccuracies
during making.
Stretch and
Basic use of
Challenge:
equipment and
1. What is the BMI dish shows some
for an adult to be demand but
considered obese? (1 limited use of
mark). skill to cook and
present. Limited
2. Explain why the
hygiene and
Eatwell guide has
safety.
been updated to
reduce the obesity
statistics. What are
the main changes
and why are they
important for good
health? (6 marks).
3. Plan a healthy
packed lunch for a
child that is low in
sugar, fat but high in
fibre. Explain why
the choice of foods is
good for the child's
diet and health. (8
marks).
Plenary: Celebration
display of practical
outcomes. Teacher
assessment and
feedback on
outcomes.
Completion of lesson
log and skills audit.
Homework: Calculate
your own BMI on the
NHS website. Revise
for end of unit test
on nutritional needs
and health.
Lesson 25a End of unit test on Differentiation Resources
Students will nutritional needs and Differentiated Hodder practice
learn: Health. questioning questions on
styles chapter 2 - Food,
To practice Starter Activity:
throughout nutrition and
answering Recap advice on
paper. Health.
different types of answering exam
exam questions questions and how to Different types Jamie Oliver
under prepare for final of exam Home Cooking
examination exam including: questions Recipes
conditions. including
Main Activity: End of Practical activity
multiple choice,
To test knowledge unit test. task brief.
short answer
and
Peer Assessment: questions, data Stretch and
understanding of
Peer assess end of response, recipe challenge testing
nutrition and the
module test. information, mid knowledge
different nutrients
mark and open questions energy
in food. Feedback and target
ended needs
setting:
Peer assessment responses.
techniques when • What went
Marking
assessing Mark well
schemes
papers
• Even better if including
different level of
Teacher moderation:
responses (Low,
Check and mid and upper
verification of marks. band) with
advice on how to
Homework: Read
structure and
through chapters on
plan responses.
Food science,
cooking of food and
how heat is
transferred. Make
notes or a set of
revision cards on the
topic to include:
• why food is
cooked
• 3 methods of
heat transfer;
conduction,
convection
and radiation.
• definitions of
the following
cooking
methods with
 3 food
examples of
each: baking,
barbequing,
boiling,
braising, dry
frying, stir
frying,
shallow
frying,
grilling,
roasting,
simmering,
steaming, and
poaching.

Lesson 25b Cooking of foods and Differentiation Resources

how heat is
Students will Range of visual Illuminate
transferred into
learn: resources and animations:
foods.
animations to
The reasons why • tenderising
Starter discussion: show the
food is cooked. meat
essential subject
• Why is food protein
The different knowledge on
cooked?
ways that heat different • conduction
can be • Ways that methods of heat
• convection
transferred. food transfer.
preparation • radiation
Write a Key words and
and cooking
hypothesis or definitions in • microwavin
affects food?
prediction about Illuminate and g
what way of • How is Hodder
cooking vegetable transferred? textbooks.
to retain Illuminate and
• Pupil activity: Illuminate and
freshness and Hodder textbooks
Card sort to Hodder
nutritional values. and digital
match the differentiated
bundles.
To work in groups correct practice
to use different cooking questions Vegetables may
methods of method with cooking methods be pre prepared
cooking a the correct to test your depending on time
vegetable. definition. knowledge. available and
ability within the
To develop and Presentation: Key words and
group.
practice Illuminate definitions of
Investigation
investigation skills animations different cooking
sheet to write up
similar to those methods in
Conduction, the experiment
used later in NEA. Illuminate and
convection, radiation with aims,
Hodder
To develop and microwaving. predictions,
textbooks.
sensory analysis hypothesis,
Group Activity:
techniques when Differentiated methods, results
Vegetable
investigating worksheets for charts,
experiment.
foods. vegetable conclusions and
• What is the investigations. evaluations.
To develop
most
analysis and Demonstration Camera for
successful
evaluation skills of Deli Kebabs if photographs.
way to cook
when working to needed.
vegetables Equipment for
investigate the
and retain practical
best cooking time
appearance, investigation.
methods for
colour, flavour
vegetables.
texture and
nutritional
value?
• What is the
optimal time
to cook
vegetables for
and why?
Record results once
cooked and cooled.
Compare the results
and photograph
samples. Think
carefully about the
controls applied to
make this a fair test.
Carry out sensory
testing of each
vegetable sample
looking specifically at
appearance, texture,
flavour, colour.
(Ranking or rating
test).
Analyse and evaluate
findings and explain
 how they will
influence the method
you will use in next
practical to cook
vegetables next
lesson.
Plenary: Planning for
next practical lesson.
Plan and make some
kebabs which include
a seasoning or
marinade. Serve on a
bed of stir fried
vegetables or
roasted vegetable
cous cous. Try to
demonstrate at least
2 or possibly 3
different methods of
heat transfer during
the lesson.
Lesson 26a and b Different methods of Differentiation Resources
heat transfer Complex:
To prepare, cook BBC Good Food
Practical activity: Competent
and present Recipes
Kebabs, with stir execution of skill
kebabs with a
fried or roasted and processes to
range of Jamie Oliver
vegetables served on an excellent
vegetable and Home Cooking
a bed of noodles or standard. Recipes
carbohydrate
cous cous. Selective use of
accompaniments
a range of Kebab recipes
that demonstrate Starter: What makes
equipment with
2-3 different a successful practical Online Classroom
precision and
methods of heat lesson? Outline of Stopwatch
accuracy. Dish
transfer. assessment criteria
shows a high Lesson power
for practical work
To showcase a level of challenge point with risk
and technical
range of technical and complexity. assessment and
challenge.
skills when Dish shows a hygiene and
preparing and Main Activity: wide range of safety instructions
cooking a suitable Practical lesson. finishing
calcium rich dish. techniques such Instruction cards
There will be the for setting up and
(S1, S2, S3, S4, as garnishing
opportunity to tidying away for
S7, and S8) and decoration.
showcase different practical work
All dishes are
To demonstrate food preparation
presented with Ingredients trays
and apply the skills, technical
excellent and room and
principles of food challenges to 3
safety and different levels of attention to equipment set up
hygiene when demand. detail and for practical
cooking. finished to an activities.
Complex skill:
excellent
To demonstrate a (Highest mark band) Assessment
standard.
good working Student Criteria for
Excellent use of
routine in the demonstrates the practical work
time plans and
food room. execution of skills
application of Laptops or printed
and technical
To develop skills hygiene and nutritional profiles
processes to an
in garnishing, safety. of recipes.
excellent standard.
finishing and
Medium: A range Camera and
presentation of Medium demand:
of skills to good names for
dishes. (middle mark Band)
standard. photographing
Student
To manage time Equipment used work if necessary.
demonstrates the
successfully and with some
execution of skills Lesson Logs and
present dish for accuracy. Dish
and processes to a skills checklists.
assessment. shows some
good standard.
level of demand Illuminate and
To serve kebabs
Basic (lowest mark and uses a range Hodder Textbooks
as a complete
band) Student of finishing or digital bundles.
meal with a
demonstrates the techniques to
suitable salad or
technical skill and garnish and
vegetable
processes to a basic decorate.
accompaniment if
standard. Presentation is
appropriate.
good and dish is
Stretch and
finished to a
Challenge:
good standard.
1. Describe the 3 Good use of time
methods of heat plans and
transfer during hygiene and
cooking (3 marks). safety.
2. Create a mind Basic: Some
map of all the basic skills and
different ways of processes used
cooking the following with some
three ingredients: inaccuracies
chicken, potatoes during making.
and green Basic use of
vegetables. equipment and
dish shows some
3. Extend each mind
demand but
map to give reasons
limited use of
why the different
skill to cook and
ways of cooking your
present. Limited
chosen food is used
hygiene and
(e.g. for food safety,
 to develop flavours, safety.
texture etc.).
4. Discuss why
steaming and stir-
frying are a good
cooking method for
families (6 marks).
Plenary: Celebration
display of practical
outcomes. Teacher
assessment and
feedback on
outcomes.
Completion of lesson
log and skills audit.
Homework:
Marinating is the
process of soaking
meat, fish or
vegetables before
cooking. Explain why
marinating
tenderises tougher
cuts of meat and
makes them tender
and juicy (5 Marks).
27a and b Functional and Differentiation Resources
chemical properties
Student will learn: Animations to Illuminate and
of foods.
explain some Hodder textbooks
The meanings of Starter Activity: How
complex
the following were the meat or Illuminate
scientific
terms: vegetables in the animations on
processes and
Kebabs tenderised by gluten and fat
• protein technical
marinating them shortening gluten
denaturati processes.
before hand? Show
on AQA animation on
Illuminate animation Range of visual
Gluten balls
• protein on the coagulation of resources and
coagulatio protein or make use animations to BBC Good Food
n of other video show the Recipes
resources from essential subject
• foam
Youtube etc knowledge on Jamie Oliver
formation
different Home Cooking
Class discussion:
Apply scientific methods Recipes
Questioning for
knowledge of functional and
learning. Test your
these terms to chemical
1. What are the knowledge and
recipes they have causes of protein properties of practice questions.
already made the denaturation? proteins.
Demonstration set
course including 2. Why did
Key words and up for Swiss roll
marinating, pasta marinating our
definitions in or meringues.
making, bread kebabs make them
Illuminate and
making and tender? Demonstration set
Hodder
whisking 3. What caused the up for bread rolls,
textbooks.
meringues. eggs in our quiche to flavoured breads
coagulate and set? Illuminate and or pizza.
11b
4. Why do chilled Hodder
Gluten formation
layered desserts differentiated
Students will
thicken and go practice
learn:
creamy? questions
The scientific 5.Why does whisking cooking methods
principles sugar and egg whites to test your
underlying the make form a foam knowledge.
role of protein and make
Key words and
and the formation meringues?
definitions of
of gluten when 6. What is the
different cooking
making a bread common link?
methods in
dough.
Teacher Illuminate and
To identify the demonstration: Hodder
ingredients whisking air into a textbooks.
required to make mixture using
Demonstration
bread, their mechanical action to
of pizza and
functions and the make meringues or
bread.
essential stages Swiss roll.
of production
Practice questions on
processes and
protein properties.
stages when
Protein denaturation,
making bread and
coagulation and
bread products.
foam formation.
Show Illuminate or
AQA animation on
gluten. What is
gluten and how is it
is used in bread,
pasta and cakes?
Teacher
demonstration:
Bread making and
pizza making.
Questioning for
learning:
Ingredients, types of
 flour, gluten content,
sugar, salt, yeast,
conditions for
microbial growth,
CO2 production,
kneading, proving
and step by step
production of bread
or pizza. Practice
questions to test
recall:
1. Name the 2
proteins in bread
making flour and
explain why they are
important when
making doughs such
as bread, pasta and
pastry (4 marks).
2. What is the best
type of flour for the
bread and pasta
making and why (4
marks)?
3. What is the best
flour for cake making
and why (4 marks).
Homework: Bring in
ingredients for bread
based product of
choice e.g. Bread
rolls, focaccia, pizza
etc.
Lesson 28a and b Physical and Differentiation Resources
chemical properties Complex:
To prepare, cook BBC Good Food
of food Competent
and a bread Recipes
execution of skill
based product Practical activity:
and processes to
which applies the Bread products - Jamie Oliver
an excellent
scientific Gluten Home Cooking
standard.
principles using Starter Activity: Recipes
Selective use of
the protein gluten What makes a
a range of Bread and Pizza
to bind the dough successful practical
equipment with recipes
and give elasticity. lesson? Outline of
precision and
assessment criteria Online Classroom
To understand accuracy. Dish
the function of for practical work shows a high Stopwatch
yeast as a raising and technical level of challenge
Lesson power
agent in bread challenge. and complexity.
point with risk
making. Dish shows a
Main Activity: assessment and
wide range of
To showcase a Practical lesson. hygiene and
finishing
range of technical There will be the safety instructions
techniques such
skills when opportunity to
as garnishing Instruction cards
preparing and showcase different
and decoration. for setting up and
cooking bread food preparation
All dishes are tidying away for
based rolls or skills, technical
presented with practical work
pizza (S1, S2, S3, challenges to 3
excellent
S4, S5 and S8, different levels of Ingredients trays
attention to
S10 and S11) demand. and room and
detail and
equipment set up
To demonstrate Complex skill: finished to an
for practical
and apply the (Highest mark band) excellent
activities.
principles of food Student standard.
safety and demonstrates the Excellent use of Assessment
hygiene when execution of skills time plans and Criteria for
cooking. and technical application of practical work
processes to an hygiene and
To demonstrate a Laptops or printed
excellent standard. safety.
good working nutritional profiles
routine in the Medium demand: Medium: A range of recipes.
food room. (Middle Mark Band) of skills to good
Camera and
Student standard.
To develop skills names for
demonstrates the Equipment used
in garnishing, photographing
execution of skills with some
finishing and work if necessary.
and processes to a accuracy. Dish
presentation of
good standard. shows some Lesson Logs and
dishes.
level of demand skills checklists.
Basic (lowest mark
To manage time and uses a range
band) Student Illuminate and
successfully and of finishing
demonstrates the Hodder Textbooks
present dish for techniques to
technical skill and or digital bundles.
assessment. garnish and
processes to a basic
decorate.
To suggest ways standard.
Presentation is
of adapting the Practice questions to
good and dish is
dough recipe to test knowledge.
finished to a
make it suitable 1. Describe the 3
good standard.
for coeliac diets. main conditions that
Good use of time
yeast needs to
plans and
multiply (3 marks).
hygiene and
2. Explain, with safety.
examples, why
Basic: Some
gluten is important
basic skills and
in bread making (4
 marks). processes used
with some
3. Explain what
inaccuracies
makes bread rise (3
during making.
marks).
Basic use of
4. Bread is a staple
equipment and
part of the diet of
dish shows some
many cultures.
demand but
Discuss ways bread
limited use of
can be adapted to
skill to cook and
make it a healthier
present. Limited
option and meet a
H & S.
range of special
dietary needs (8
marks).
Stretch and
Challenge
Carry out a scientific
investigation to find
out which is the best
type of flour to use
in bread making.
(Use NEA chapter in
book.)
Plenary: Celebration
display of practical
outcomes. Teacher
assessment and
feedback on
outcomes.
Completion of lesson
log and skills audit.
Homework: Find the
definitions of the
following scientific
terms and give 3
practical examples of
each in cookery:
1. Gelatinisation 2.
Caramelisation and
3. Dextrinisation

Lesson 29a Functional and Differentiation. Resources

chemical properties Illuminate Illuminate
Students will
of food. animations on textbook and
learn: The
enzyme animations
scientific browning and
Starter Activity: 6 Fact files on each
principles emulsification
different
underlying the are available. Work station
workstations set up
use of fats and resources
around the room Stretch and
oils to
with practical Challenge: Make Revision cards.
demonstrate the
examples and some your own salad
following Photographs of
facts on each of the dressing or
processes: different foods for
scientific processes mayonnaise
1. Shortening eg display or actual
listed below: either by hand or
pastry making. foods sources.
1. Shortening eg by the food
2. Aeration e.g.
pastry making. processor. Test
making a cake.
2. Aeration eg your knowledge
3. Plasticity e.g.
making a cake. and practice
Pastry making.
3. Plasticity eg questions.
4. Emulsification
Pastry making.
e.g. salad Differentiated
4. Emulsification eg
dressings or resources on
salad dressings or
mayonnaise. each work
mayonnaise.
station and
Fruit and 5. Enzyme browning
photographs or
vegetables of fresh fruit.
actual examples
1. Enzyme 6. Oxidation and
of foods.
browning of fresh preventing vitamin
fruit. loss when preparing
and cooking
2. Oxidation and
vegetables'
preventing
vitamin loss when Student research
preparing and activity: Students
cooking are put in groups of
vegetables. 3-4 and given a set
of 6 revision cards
each. They have 5
minutes at each
work station to write
down an explanation
of what each term
means and find as
many practical
examples linked to
each term as
possible.
Plenary: Micro teach
a topic or scientific
term to a friend.
Test your knowledge
and practice
 questions.
Homework: Research
the different types of
raising agents used
in food today. Find
as many different
examples as
possible.
Lesson 29b Presentation: what Differentiation Resources
Students will are raising agents by task.
Recipes for:
learn about: and how do raising Teachers can
agents work? have the Victoria sandwich
The scientific
Choose one of the flexibility of
principles Lemon meringue
following methods of offering all 4
underlying the pie
adding air to a tasks or reducing
use of 4 different
mixture: it to either only Swiss roll
types of raising
Chemical: Adding one or two to
agents used in Mediterranean
baking powder to a manage the
food today: tart
Victoria sandwich practical more
• chemical cake. effectively Sausage rolls
Trapping air: Lemon depending on
• mechanical Chocolate
Meringue Pie or the size and
profiteroles
• steam Swiss roll ability of the
Rolling and folding to group. Recipes Chelsea buns or
• biological
trap air: Flaky or puff can also be hot cross buns.
pastry - adapted to
Planning sheets.
Mediterranean tart, simplify
cheese twists or according to
sausage rolls ability of class.
Steam: Choux pastry Demonstration
- Chocolate eclairs or can be done if
profiteroles. required. Stretch
Biological: Chelsea and challenge:
buns or hot cross Make one of the
buns. other dishes for
your family next
Student Activity:
week at home.
Select one of the
methods of trapping
air and recipes above
and complete a
detailed plan for
making the dish next
lesson.
Lesson 30a and b Raising agents in Making Resources
 food today. differentiation
Students will BBC Good Food
Practical Activity: Complex:
learn: Recipes
Raising agents. Competent
To apply Starter: What makes execution of skill Jamie Oliver
knowledge and a successful practical and processes to Home Cooking
understanding of lesson? an excellent Recipes
using different Main Activity: standard.
raising agents to Practical lesson. Selective use of Victoria sandwich
food. Plan and make a one a range of cake
of the following equipment with Lemon meringue
To showcase a
dishes that precision and pie
range of technical
demonstrates one accuracy. Dish
skills when
method of adding air shows a high Flaky or puff
preparing and
to a mixture: level of challenge pastry
cooking dishes
Chemical: Adding and complexity.
with raising Chocolate
baking powder to a Dish shows a
agents added (S1, profiteroles
Victoria sandwich wide range of
S2, S3, S4, S5
cake finishing Chelsea buns or
and S11).
Trapping air: Lemon techniques such hot cross buns.
To demonstrate Meringue Pie or as garnishing
and apply the Swiss roll and decoration. Online Classroom
principles of food Rolling and folding to All dishes are Stopwatch
safety and trap air: Flaky or puff presented with Lesson power
hygiene when pastry - excellent point with risk
cooking. Mediterranean tart, attention to assessment and
cheese twists or detail and hygiene and
To demonstrate a
sausage rolls finished to an safety instructions
good working
Steam: Choux pastry excellent
routine in the Instruction cards
chocolate eclairs or standard.
food room. for setting up and
profiteroles. Excellent use of
To develop skills Biological: Chelsea time plans and tidying away for
in garnishing, buns or hot cross application of practical work
finishing and buns. (Flexibility for hygiene and Ingredients trays,
presentation of whole class make safety. room and
dishes. one specific dish or equipment set up
Medium: A range
allow choice of one for practical
To manage time of skills to good
from list above. The activities.
successfully and standard.
lesson could be
present dish for Equipment used Assessment
repeated to give
assessment. with some Criteria for
opportunities to do
accuracy. Dish practical work
more practical).
shows some
Test your knowledge Laptops or printed
level of demand
practice questions. nutritional profiles
and uses a range
1. Name 4 different of recipes.
of finishing
ways of adding air to
techniques to Camera and
a mixture (4 marks).
garnish and
 2. Explain the term decorate. names for
chemical raising Presentation is photographing
agent and give good and dish is work if necessary.
examples of its use finished to a
Lesson Logs and
in cooking (3 marks). good standard.
skills checklists.
3. Yeast is a Good use of time
biological raising plans and
agent. Describe the 3 hygiene and
conditions that yeast safety.
needs to multiply
Basic: Some
and explain why they
basic skills and
are important parts
processes used
of the fermentation
with some
process (6 marks).
inaccuracies
Stretch and
during making.
Challenge
Basic use of
Carry out an equipment and
investigation into the dish shows some
conditions that yeast demand but
needs to ferment. limited use of
Make a hypothesis, skill to cook and
carry out the test, present. Limited
record your findings H & S.
and write a report
with conclusions to
your findings. How
will your results
influence your future
practical work when
using yeast.
Plenary: Celebration
display of practical
outcomes. Teacher
assessment and
feedback on
outcomes.
Completion of lesson
log and skills audit.
Homework: Complete
end of topic test.

Lesson 31a and b Micro- organisms Differentiation Resources

Students will and enzymes
Illuminate Power point on
learn: Starter Activity:
animations for microorganisms
Demonstration:
What is meant by visual learners. and enzymes
Balloon, yeast and
the term micro-
organism. test tubes
Differentiated Illuminate
experiment set up at
Which micro- sources of animations on:
beginning of lesson
organisms cause information. 1. Bacteria
to investigate
food to spoil and 2. Mould
conditions for CO2 Investigation into
make it unsafe to 3. Enzymic
production in yeast conditions for
eat. browning
Research Task: Read CO2 production
Conditions for the chapter of the for more able Demonstration set
growth of micro- book and watch the student. up of the balloons,
organisms in animations. Produce yeast and test
Stretch and
order to grow and a set of revision tubes at beginning
Challenge:
multiply. cards on the of lesson to
following: 1. 1. Carry out your investigate
What enzymes
Definition of a own experiment conditions for CO2
are and how they
micro-organism. with yeast to production in
spoil the
2. The names of the investigate the yeast.
palatability of
3 main types of factors that
foods. Practice questions
micro-organisms are affect yeast
and test your
that spoil food and multiplying and
knowledge from
cause food producing CO2.
Illuminate and
poisoning.
2. Make up some Hodder textbooks.
3. What 5 conditions
guacamole and
do micro- organisms
explain how you
need to multiply?
prevented it
4. Definition of a
going brown.
high risk food with
examples.
5. Definition of an
enzyme and
explanation of how
enzymes affect food.
6. Definition of
mould and how
mould affects food.
7. Definition of yeast
and explanation of
how yeast affects
food.
Class discussion:
Results of
experiment.
Practice questions
and test knowledge.
Lesson 31b Microorganisms in Differentiation Resources
Students will Food production: Differentiated
Hodder case
learn about: Starter Activity: tasks and
Food Poisoning Discussion Create a activities in both studies
mind map of the 5 Illuminate and Campylobacter
The bacteria that
main food poisoning Hodder textbook E coli
cause food
bacteria, the food chapters on Food Salmonella
poisoning
and drinks they are Spoilage and listeria
How bacteria found in, symptoms contamination. Staphylococcus
grow and multiply and causes. aureus
Stretch and
Student Activity:
Temperature challenge Illuminate
1. What are the key
control to reduce activity. barbeque case
temperatures for
or prevent Illuminate: Case study.
bacterial growth?
bacteria study: Food
Label the Worksheets on
multiplying. poisoning at the
thermometer with key temperatures
barbeque.
The use of micro- important for bacteria
organisms in the temperatures for Temperatures growth.
production of: bacterial growth worksheet
1. Cheddar cheese including: freezing,
Matching
2. Bread chilling, danger zone,
Activity: Match
3. Yoghurt. serving, reheating
the food to the
and boiling.
food poisoning
2. Food safety quiz,
bacteria
bacteria matching
activity and practice Soup can be
questions. served with
Home learning and homemade
planning practical. bread or savoury
1. Select a British scones.
cheese of your choice
such as cheddar or
stilton. Research the
ingredients, it's
nutritional value,
cost, how it is made,
matured and
flavoured. 2.Planning
for next practical.
Make a traditionally
British soup which
uses locally sourced
vegetables and
celebrates the best
of British cuisine.
Lesson 32 a and Traditional British Differentiation Resources
b Students will soups and bread Complex:
Soup and bread
learn: rolls. Competent
recipes
execution of skill
 and processes to
To prepare, cook Starter Activity: Leek and potato
an excellent
and serve a What makes a
standard. Broccoli and
traditionally successful practical
Selective use of stilton
British soup which lesson? Outline of
a range of
uses locally assessment criteria Pea and ham
equipment with
sourced for practical work
precision and Apple and parsnip
vegetables and and technical
accuracy. Soup
celebrates the challenge. Lentil and bacon
and bread show
best of British
Main activity: high level of Fish chowder
cuisine.
Practical lesson challenge and
Cream of
To showcase a complexity. Soup
There will be the Asparagus,
range of technical shows a wide
opportunity to chicken or
skills when range of
showcase different mushroom
preparing and finishing
food preparation
cooking a suitable techniques such Savoury scones
skills, technical
soup (S1, S2, S3, as garnishing recipe
challenges to 3
S4, S5, S6, S7 & and decoration.
different levels of Online Classroom
S9) All dishes are
demand. Stopwatch
presented with
To demonstrate
Complex skill: excellent Lesson power
and apply the
(Highest mark band) attention to point with risk
principles of food
Student detail and assessment and
safety and
demonstrates the finished to an hygiene and
hygiene when
execution of skills excellent safety instructions
cooking.
and technical standard.
To demonstrate a processes to an Excellent use of Instruction cards
good working excellent standard. time plans and for setting up and
routine in the application of tidying away for
Medium demand: practical work
food room. hygiene and
(Middle Mark Band)
safety. Medium: Ingredients trays
To explain how Student
A range of skills and room and
the soup makes demonstrates the
to good equipment set up
the best use of execution of skills
standard. for practical
locally sourced and processes to a
Equipment used activities.
ingredients. good standard.
with some
To taste and Basic (lowest mark accuracy. Soup Assessment
evaluate the band) Student shows some criteria for
sensory qualities demonstrates the level of demand practical work
of the soup. technical skill and and uses a range Laptops or printed
processes to a basic of finishing nutritional profiles
To discuss what
standard. techniques to of recipes.
went well and
garnish and
even better if. Practice questions Camera and
decorate.
and knowledge test: names for
Presentation is
1. How can photographing
good and dish is
consumers make
environmentally finished to a
Lesson Logs and
friendly choices when good standard.
skills checklists.
shopping for food Good use of time
products (7 marks)? plans and
2.The sales of hygiene and
organic fruit and safety. Basic:
vegetables continue Some skills and
to increase. Discuss processes used
the advantages and with some
disadvantages of inaccuracies
buying organic fruit during making of
and vegetables? (6 a simple soup.
marks). 3. locally Basic use of
sourced and equipment and
seasonal ingredients dish shows
are becoming limited skill to
increasingly popular. cook and
Discuss the present. Limited
advantages of buying hygiene and
local ingredients in safety. No
season (6 marks). accompaniments
Plenary: Celebration .
display of practical
outcomes. Teacher
assessment and
feedback on
outcomes.
Completion of lesson
log and skills audit.
Homework to stretch
and challenge: To
create a recipe
leaflet of farmer's
market dish to be
made with
information on the
following:
ingredients, where
they are sourced
from, farming
methods used to
grow rear and
process the
ingredients, food
miles, the nutritional
profile of the dish,
 costings and the type
of packaging it will
be sold in.

Lesson 33a and b Factors which Differentiation Resources

influence food
Students will Key words and Illuminate and
choices Starter
learn: definitions in Hodder textbooks
Activity: Class
Illuminate and
To identify and discussion - what Chapters on food
Hodder
discuss the factors influence our choices.
textbooks.
different factors food choices today?
that influence Differentiation of BBC Good Food
Paired student Recipes
what we eat task, questions
activity: Micro
today including: and recipes
teaching. Jamie Oliver
Healthy Eating Give each paired Stretch and Home Cooking
and physical group a different challenge Recipes
activity level (PAL) factor to discuss. activities to
Test your
Read the textbook extend more
Dietary and knowledge and
chapters on 'Factors able students.
medical reasons practice questions.
affecting food choice'
Paired work to Food packaging
Lifestyle - job, and prepare a short
complement
income and time micro presentation samples for traffic
learning styles.
available to cook on individual factor light labelling
food explaining why it Open ended task.
influences what practical task to
Time of day and Recipe ideas
people choose to eat. allow
eating habits
Pupil Presentations: differentiation by Chicken and
Food availability Factors affecting choice of vegetable pie
and seasonality food choice. outcome and
Mince pie
Practice questions to complexity.
Enjoyment,
test knowledge: Sausages and
celebrations, Students must
1. List 3 factors that mash
preferences and make a different
influence what
social aspects of dish and not Cowboy hotpot
people eat (3 marks).
food make something
2. Give 3 reasons Mince cobbler
previously made.
Cultural and why it is important
Cornish pasties
religious to encourage young
influences children to try a Toad in the hole
variety of different
Ethical and moral Cumberland pie
foods (3 marks).
influences
3. Many people have Beef Wellington
Environmental health or medical
Liver and onions
influences. conditions that
influence their food Pie and mash
The media
choice. Identify some
of these influences
Pork pie
and explain how they
will affect food
choices (5 marks).
4. Families are often
very busy during the
week. Explain how a
busy lifestyle
influences what we
eat and suggest
ways a family can
ensure they eat
healthy, well
balanced meals (5
marks).
Stretch and
Challenge: From
December 2016 all
food manufacturers
must put nutritional
information on
packaging.
1. Explain how the
traffic light system of
food labelling
informs customers
about making
healthy food choices.
2. Find a good
example of a food
package which uses
the traffic light
system to present
nutritional
information.
3. List all the
information that
must go on the label
by law.
Homework and
planning for
practical. Plan and
make a traditionally
British main meal
that can serve a
family of four and
 cost less than £10 to
make. Use locally
sourced ingredients
where possible and
serve with a suitable
accompaniment,
sauce or gravy.
34 a and b Traditional British Differentiation Resources
Cuisine - Main Meals Complex: BBC Good Food
Students will
Competent Recipes
learn: Starter: What makes
execution of skill
a successful practical
To prepare, cook and processes to Jamie Oliver
lesson? Outline of
and serve a an excellent Home Cooking
assessment criteria
traditionally standard. Recipes
for practical work
British main meal Selective use of
and technical Online Classroom
which uses locally a range of
challenge. Stopwatch
sourced equipment with
vegetables and Main Activity: British precision and Recipe ideas
celebrates the main meals practical. accuracy. Main
best of British meal shows high Chicken and
There will be the vegetable pie
cuisine. level of challenge
opportunity to
and complexity. Mince pie
To showcase a showcase different
Meal shows a
range of technical food preparation Sausages and
wide range of
skills when skills, technical mash
finishing
preparing and challenges to 3
techniques such Cowboy hotpot
cooking a suitable different levels of
as garnishing
soup (S1, S2, S3, demand. Mince cobbler
and decoration.
S4, S5, S6 and
Complex skill: All dishes are Cornish pasties
others).
(Highest mark band) presented with
To demonstrate Student excellent Toad in the hole
and apply the demonstrates the attention to Cumberland pie
principles of food execution of skills detail and
safety and and technical finished to an Beef Wellington
hygiene when processes to an excellent Liver and onions
cooking. excellent standard. standard.
Excellent use of Pie and mash
To demonstrate a Medium demand:
time plans and Pork pie
good working (middle mark band)
application of
routine in the Student Lesson power
hygiene and
food room. demonstrates the point with risk
safety. Medium:
execution of skills assessment and
To explain how A range of skills
and processes to a hygiene and
the meal makes to good
good standard. safety instructions
the best use of standard.
fresh locally Basic (lowest mark Equipment used Instruction cards
sourced band) Student with some
ingredients. demonstrates the accuracy. Main for setting up and
technical skill and meal shows tidying away
To identify the
processes to a basic some level of
environmental Ingredients trays
standard. demand and
impact of some of and room and
uses a range of
our food choices. Practice questions equipment set up
finishing
and knowledge test:
To taste and techniques to Camera and
1. What is the
evaluate the garnish and names for
definition of cuisine
sensory qualities decorate. photographing
(1 mark)?
of the main meal. Presentation is
2. Explain why Lesson Logs and
good and dish is
To discuss what people may choose skills checklists.
finished to a
went well and foods with the
good standard.
even better if. RSPCA Assured Logo
Good use of time
(WWW and EBI). on it (3 marks).
plans and
3. Discuss the
hygiene and
advantages and
safety. Basic:
disadvantages of the
Some skills and
following:
processes used
a) Organic foods
with inaccuracies
b) Free range eggs
during making of
and chicken
a simple meal.
c) locally sourced
Basic use of
ingredients
equipment and
d) seasonal
dish shows
ingredients
limited skill to
e) Marine
cook and
Stewardship Council
present. Limited
(MSC) fish (5 x 5
H & S. No
marks).
accompaniments
Plenary: Display of
.
practical outcomes.
Teacher assessment
and feedback on
outcomes.
Completion of lesson
log and skills audit.
Stretch and
Challenge: Write an
article for a food
magazine that
promotes the local
produce from your
area. Include
information on local
ingredients and
benefits of buying
 locally sourced
ingredients. Include
recipes for dishes.
Lesson 35a and b International Cuisine Differentiation: Resources
- Research task Complex
Students will AQA NEA
Starter: Mock NEA: Research
learn:
International Cuisine Relevant, concise
To develop Plan, prepare, cook and accurate
research skills and present two research that Mock NEA Task
and carry out dishes from an shows brief
research into the International culinary discrimination Research sources
cuisine of another tradition of your when selecting
country. choice. and acquiring Laptops or ICT
Class discussion: information to facilities to
What are the answer the task. present research
About the different types of Research on.
ingredients and international cuisine? includes BBC Good food
food products ingredients, magazines for
Assessment outline -
from different equipment, recipe ideas
Students will:
international cooking
countries. • Research the techniques Illuminate and
task. eating patterns Hodder
and presentation NEA chapter
• Plan the
About the styles. Research advice
meal.
distinctive reflects detailed
features of • Prepare, cook understanding Assessment
chosen cuisine and serve the and culinary criteria NEA task
including meal and any tradition. 2
ingredients, possible Selected a good Specification
equipment, accompanime range of relevant
cooking nts dishes closely Recipes from
techniques, eating showcasing reflecting the different
patterns and technical skill. research and international
presentation culinary cuisines.
• Analyse the
styles. tradition. Templates for
nutritional
Medium setting out NEA
value of the
Research
meal and Research
To gather Relevant
evaluate the
research from a research carried Planning
success of
variety of out related to
meal. Nutritional
different primary the chosen
and secondary Assessment culinary Analysis
sources. information: tradition. Costing
Includes an
How it’s assessed: Sensory analysis
analysis of
Students will
To present culinary
research findings produce a concise traditional
Analysis and
in a concise and portfolio including: cuisine. A good
Evaluation
relevant way. selection of
• Evidence of
suitable dishes
research and
chosen which
analysis of their
reflect the
chosen task
research and
• Evidence of making chosen task.
2 dishes which Basic Research
demonstrate culinary Limited research
techniques from carried out into
Resources
Lesson 35b chosen cuisine. culinary
To develop tradition. Limited Illuminate and
• Evidence of
planning skills to analysis of the Hodder textbooks.
planning, preparing,
include details of culinary (Preparing for the
cooking and
timings, tradition. NEA - Food
presenting a menu
instructions for Selected some preparation task).
of 2 dishes within 2
making and trial dishes
food lessons. BNF Nutritional
include important reflecting the
hygiene or safety • Analysis and research and Analysis (Explore
points. evaluation of the chosen task. Food)
nutritional, cost and A4 differentiated
sensory properties of templates and
To analyse the the final menu. writing frames:
nutritional value This assessment is to
Differentiation Research
of the meal. be carried out under
supervised Range of Planning sheets
To calculate the
conditions. (NB resources on
total costs of the Sensory testing
Students will not be how the task is
dish, how many it
assessed on section going to be Nutritional
will serve and
C due to time assessed. analysis
portion size.
constraints in this
Differentiated A4 Evaluation and
To produce a mock NEA).
student improvements.
time, plan for
Research Activity: templates and
making.
Research the writing frames
ingredients and food for recording
products from research, plans
different for making,
international sensory testing
countries. Include and evaluation of
the distinctive task.
features of chosen
cuisine such as
ingredients, Differentiated
equipment, cooking planning sheets.
techniques, eating
patterns and
Exemplar
presentation styles.
planning sheets
Complete for
homework.
Planning the task:
International
Cuisines.
Student activity:
• 2 course
international
menu and
reasons for
choice.
• Planning for
the practical
task to list
accurate
timings, step
by step
instructions
and any
important
hygiene and
safety checks
identified
throughout.
• Nutritional
analysis of the
meal using
textbooks,
internet or
BNF
nutritional
software
programme.
• Work out the
final costing
of the meal,
how many it
serves and
final cost per
portion.
Homework:
 Bring in all
ingredients and a
serving dish for Food
Preparation Task

Lesson 37a and b Practical Activity: Making Resources

International Dish 1. differentiation Recipes.
Students will
Complex:
learn: Starter Activity: BBC Good Food
Competent
Questioning for Recipes
To prepare and execution of skill
learning: recap what
cook a and processes to Jamie Oliver
makes a successful
nutritionally an excellent Home Cooking
practical lesson?
balanced savoury standard. Recipes
Outline of
main course dish Selective use of
assessment criteria
which meets the a range of BNF Nutritional
for practical work
advice of the Eat equipment with Analysis (Explore
and technical
well guide. precision and Food)
challenge.
accuracy. Dish
Main Activity: shows a high Lesson power
To apply a variety Practical lesson. level of challenge point with risk
of technical skills and complexity. assessment and
Students create, hygiene and
and make some Dish shows a
prepare, cook and safety
creative and wide range of
serve an instructions.
quality products finishing
international dish of
with skill and techniques such Instruction cards
choice which reflects
precision. (S1, S2, as garnishing for setting up for
the culinary
S3, S4, S5, S6, and decoration. practical work.
traditions of a
and others) All dishes are
country of choice. Online Classroom
presented with
There will be the excellent Stopwatch
To demonstrate opportunity to attention to Ingredients trays
and apply the showcase different detail and and room and
principles of food food preparation finished to an equipment set up
safety and skills, technical excellent for practical
hygiene when challenges to 3 standard. activities.
cooking. different levels of Excellent use of
demand. time plans and Instruction cards
application of for tidying away
• Complex skill: for practical work.
To present a dish hygiene and
(Highest mark
with a good level safety. Sensory word
band) Student
of technical skill bank and chart to
demonstrates Medium: A range
and is presented carry out sensory
the execution of skills to good
with a suitable testing of dishes
of skills and standard.
level of finish and made in terms of
technical Equipment used
decoration for appearance, taste,
processes to with some
serving. consistency and
an excellent accuracy. Dish
 standard. shows some smell.
level of demand
• Medium Assessment
To carry out and uses a range
demand: criteria for
sensory analysis of finishing
(Middle Mark practical work.
with family using techniques to
Band)
a profiling test. garnish and Camera and
Student
decorate. names for
demonstrates
Presentation is photography.
the execution
good and dish is
of skills and
finished to a
processes to a
good standard.
good
Good use of time
standard.
plans and
• Basic (lowest hygiene and
mark band) safety.
Student
Basic: Some
demonstrates
basic skills and
the technical
processes used
skill and
with some
processes to a
inaccuracies
basic
during making.
standard.
Basic use of
Stretch and equipment and
Challenge: dish shows some
demand but
1. Nutritional
limited use of
analysis of dish and
skill to cook and
evaluation of protein
present. Limited
content.
H&S
2. Costing of
ingredients.
3. Portion size.
4. Suggest ways to
adapt this dish to
meet a range of
special dietary needs
(10 Marks).
Plenary: Celebration
display and teacher
assessment and
feedback on
outcomes.
Completion of lesson
log and skills audit.
 Homework: Sensory
testing (profiling) of
dish with family.
Preparation to
international dish 2.
Lesson 37a and b Practical Activity: Making Resources
International Dish 2. differentiation
Students will Recipes.
learn: Starter Activity: Complex:
Questioning for Competent BBC Good Food
To prepare and Recipes
learning: recap what execution of skill
cook a
makes a successful and processes to
nutritionally Jamie Oliver
practical lesson? an excellent
balanced savoury Home Cooking
Outline of standard.
main course dish Recipes
assessment criteria Selective use of
which meets the
for practical work a range of BNF Nutritional
advice of the Eat
and technical equipment with Analysis (Explore
well guide.
challenge. precision and Food)
accuracy. Dish
Main Activity: Lesson power
shows a high
To apply a variety Practical lesson. point with risk
level of challenge
of technical skills assessment and
Students create, and complexity.
and make some hygiene and
prepare, cook and Dish shows a
creative and safety
serve an wide range of
quality products instructions.
international dish of finishing
with skill and
choice which reflects techniques such Instruction cards
precision. (S1, S2,
the culinary as garnishing for setting up for
S3, S4, S5, S6,
traditions of a and decoration. practical work.
and others)
country of choice. All dishes are
presented with Online Classroom
There will be the Stopwatch
excellent
To demonstrate opportunity to
attention to Ingredients trays
and apply the showcase different
detail and and room and
principles of food food preparation
finished to an equipment set up
safety and skills, technical
excellent for practical
hygiene when challenges to 3
standard. activities.
cooking. different levels of
Excellent use of
demand. Instruction cards
time plans and
• Complex skill: application of for tidying away
To present a dish for practical work.
(Highest mark hygiene and
with a good level
band) Student safety. Sensory word
of technical skill
demonstrates bank and chart to
and is presented Medium: A range
the execution carry out sensory
with a suitable of skills to good
of skills and testing of dishes
level of finish and standard.
technical made in terms of
decoration for Equipment used
processes to
serving. an excellent with some appearance, taste,
standard. accuracy. Dish consistency and
shows some smell.
• Medium
To carry out level of demand
demand: Assessment
sensory analysis and uses a range
(Middle Mark criteria for
with family using of finishing
Band) practical work.
a rating test. techniques to
Student
garnish and Camera and
demonstrates
decorate. names for
the execution
Presentation is photography.
of skills and
good and dish is
processes to a
finished to a
good
good standard.
standard.
Good use of time
• Basic (lowest plans and
mark band) hygiene and
Student safety.
demonstrates
Basic: Some
the technical
basic skills and
skill and
processes used
processes to a
with some
basic
inaccuracies
standard.
during making.
Stretch and Basic use of
Challenge: equipment and
dish shows some
1. Nutritional
demand but
analysis of dish and
limited use of
evaluation of protein
skill to cook and
content.
present. Limited
2. Costing of hygiene and
ingredients. safety.
3. Portion size
4. Explain how this
dish could be
adapted to make
more
environmentally
friendly and ethical
(10 marks)
Plenary: Celebration
display and teacher
assessment and
feedback on
 outcomes.
Completion of lesson
log and skills audit.
Homework: Sensory
testing(rating) of dish
with family.
Lesson 39a and b Mock NEA - Analysis Differentiation Resources
Students will and Evaluation
Range of visual Illuminate and
learn: Starter Discussion?
resources to Hodder textbooks.
Why is it important
How to record the show the
to carry out sensory BBC Good Food
results of sensory essential subject
analysis and evaluate Recipes
testing in a rating knowledge on
practical work and
or profiling chart? NEA.
making activities? Jamie Oliver
Home Cooking
Sensory testing
Recipes
To analyse the techniques: Key words and
results of sensory definitions in BNF Nutritional
• Sensory
testing and write Illuminate and Analysis (Explore
testing using
detailed Hodder textbook. Food)
profiling test
conclusions on
on
the results.
International
Templates and Exemplars NEA
Cuisine dish
writing frames task sheets on
1.
To calculate costs for less able and research,
of dish(es) and • Sensory SEN students to planning, making
evaluate how cost testing using present their and evaluating.
effective and rating test on work on.
value for money International
the dish is for cuisine dish 2. Various
family. Sentence worksheets and
Main Activity:
starters and resources:
Students write
literacy materials
detailed conclusions Research
To analyse the for writing
and evaluation on:
nutritional profile conclusions and Planning
1. Results of
of the dish and evaluations to
sensory testing of Recording
suggest findings.
dish(es). Testers, fair practical work
modifications for
testing, opinions on Exemplar of NEA
improvement. Writing
the dish and any style portfolio.
advice and conclusions and
Exemplar time evaluations.
recommendations on
To evaluate work. plans from
how could the
Illuminate and
sensory qualities of
Hodder
the dish be
textbooks.
improved?
2. The costings,
Differentiated
portion size and
planning sheets.
number of servings
(High, medium
of each dish. Write
and lower levels
up a conclusion to
of complexity
the final cost of the
and detail
dish. Did the dish
required.
provide good value
for money for your Lesson logs and
family? Were you skills checklists.
pleased with the
overall cost and
why? How could you
reduce your costs
further?
3. The nutritional
profile of the dish
analysed using BNF
explore food
nutritional. What
nutrients did the dish
contain and what
ingredients did they
come from?
Comment on all the
amount of protein,
carbohydrates, fat,
vitamin A, B, C and
D, calcium and iron
content of the dish.
What nutrients were
present in high or
low quantities? What
changes could you
make to your dish to
make it more
nutritionally
balanced.
4. How does this dish
meet the current
guidelines and
proportions advised
in the Eatwell Guide?
What needs to be
improved and what
you need to do?
 5. How does this dish
reflect the culture
and cuisine of your
chosen country?
Plenary: Collate
research, plans for
making, photographs
of making and
evaluations for
assessment. Hand in
for teacher
assessment and
feedback.

Lesson 40a and b The Classic British Differentiation Resources

Afternoon Tea Party.
End of term If required and Recipes.
celebration event. Group work activity: appropriate at
Bake off challenge. end of term. BBC Good Food
Students will Recipes
There will be the
learn: 'In groups of 4, plan,
opportunity to Lesson power
prepare, bake and
To develop skills showcase point with risk
serve some sweet
in group work. different food assessment and
and savoury dishes
preparation hygiene and
To showcase a suitable for a late
skills, technical safety
range of technical brunch or afternoon
challenges to 3 instructions.
skills to produce a tea. Present and
different levels
range of dishes serve your dishes as
of demand. Online Classroom
suitable for a group.'
Complex: Stopwatch
serving as part of
Dishes selected Students
a brunch or Ingredients trays
should: demonstrate and
afternoon tea and room and
execute the skills
party. • Suitable for equipment set up
and technical for practical
serving at a
To manage time processes to an activities.
brunch or
effectively develop excellent
afternoon tea
skills in time standard. Instruction cards
party.
management. Afternoon tea is for tidying away
• Showcase a served to a for practical work.
To develop
range of professional
presentation skills Serving dishes,
different standard as in a
and serve up tablecloths,
technical skills café or napkins, crockery,
brunch or
and for each restaurant.
afternoon tea cutlery, mats,
student Medium:
with high level of table decorations
include their Students etc.
finish and
own personal demonstrates
decoration.
showstopper and executes the
 challenge. skills and
To carry out
processes to a
sensory analysis • Be suitable
good standard.
of the dishes for making
Afternoon tea is
made and and serving in
served to a good
feedback opinions 1 hour.
standard.
on the dishes
Main Activity: Basic Student
made and served.
Individual and group demonstrates
work the technical skill
and processes to
• Preparing,
a basic standard.
cooking and
Afternoon tea is
serving
served to a basic
chosen
standard.
dishes.
• Set up tables
and
decorations of
party.
• Serve up
afternoon tea
as a group
and enjoy.
Plenary: Issue
holiday research task
and technical skills
challenge.
See research tasks
below.

Field to Fork. Summer Research Summer Practical Task.

Primary and Task.
Select one or more of the following
secondary
Select one or more activities:
processing of
of the following
foods: 1. Make up some fresh pasta or
tasks:
gnocchi and serve to your family with
• wheat into
1. Research how a fresh homemade sauce of your
flour
wheat is turned into choice. Write up your recipe.
• milk into flour, and how wheat
2. Make your own cottage cheese or
cheese or flour is made into
natural or flavoured yoghurt. Serve
yoghurt pasta.
to your family.
• fruit into 2. Research how milk
3. If possible, visit your local fruit
jam. is processed from
farm and pick your own strawberries
the dairy to point of
or buy some locally. Make up some of
sale and then made
into yoghurt or your own fruit jam. Take photographs
cheese. and make up your recipe card.
3. How strawberries
are harvested at the
farm, processed
ready for sale and
then made into jam.