Year 9 Medium term Plan Food preparation and Nutrition 2020- 21
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Year 9
Medium term Plan
Food preparation and Nutrition
2020- 21
Unit title Term: All on rotation Number of hours: 21 (3 per week)
Food preparation
and nutrition
Sequence of Scaffolding for SEND Deepening learning:
learning: pupils:
Overview of project
This project has been developed to enable pupils to secure and demonstrate a range of food
skills, with increasing complexity and accuracy. They will cook and develop range of dishes
independently, safely and hygienically, and apply their knowledge of nutrition, food
provenance and scientific principles of cooking.
Pupils will learn the following knowledge,
• Pupils will extend their knowledge and understanding of food, diet and health.
• Pupils will extend food preparation and cooking techniques.
• Pupils will extend their knowledge of food provenance and consumer information.
• Pupils will extend and apply their knowledge of consumer food and drink choice.
• Pupils will secure the creative, technical and practical expertise needed to perform
everyday tasks confidently.
• Pupils will build and apply an expanding repertoire of knowledge, understanding and
skills in order to create and make high quality dishes for a wide range of people.
• Pupils will evaluate and test their ideas and the work of others, and make
recommendations for improvements.
• Pupils will develop a knowledge of the scientific principles that underpin cooking
techniques.
Year 9 sequence of learningWeek 1
Lesson Component Topic
1 Health and safety
2 Health and safety
3 Nutrition Why do we eat food?
Week 2
Lesson Component Topic
4 Practical Pastry making – jam tarts
5 Sensory analysis Taste testing
6 Nutrition The energy balance
Week 3
Lesson Component Topic
7 Practical Pastry making – mini quiche
8 Evaluation and Evaluate last product produced
development of and planning and development of
recipes next
9 Nutrition Macro nutrients – Proteins
Week 4
Lesson Component Topic
10 Practical Pastry making – Jamaican spiced
beef patties
11 Evaluation and Evaluate last product produced
development of and planning and development of
recipes next
12 Nutrition Macro nutrients – Carbohydrates
Week 5
Lesson Component Topic
13 Practical Developed Mac and cheese
14 Evaluation and Evaluate last product produced
development of and planning and development of
recipes next
15 Nutrition Macro nutrients – fats
Week 6
Lesson Component Topic
19 Practical Developed chicken curry20 Evaluation and Evaluate last product produced
development of and planning and development of
recipes next
21 Nutrition Micro nutrients – vitamins and
minerals
Week 7
Lesson Component Topic
22 Practical Assessed – production and
development of individual sponge
cake (Victoria sponge recipe)
23 Evaluation and Evaluation of Victoria sponge
development of
recipes
24 Nutrition Final nutrition assessment
Components
1. Health and safety in the kitchen – practical assessment
2. Practical skills – ongoing practical assessment of time management,
independence and production of recipes
3. Sensory analysis and development of recipes– using the sensory
properties of food to develop recipes
4. Nutrition – why do we eat food and learning of macro and micro
nutrients and their function in the body.Composite 1 Health and safety
Term: Rotation Number of hours: 2
then ongoing
Big Question; How do we cook safely?
Sequence of learning Scaffolding (less Deepening (more
Initial two classes – focus on health and safety during developed schema): developed schema):
making and food safety and how to avoid contamination
of food. Students will be
Then displayed throughout practical lessons Booklet challenged to create a
display for food safety,
✓ General safety Provide prompts in personal hygiene.
o Tie long hair back booklet
o Wear an apron Visit the Food standards
o Store bags and coats, safely PPt linked to booklet agency website
o Remove jewellery part answers (www.food.gov.uk) to
o Check the food area/station are clean and free research chilling food
from dirt Keywords provided in and inhibit the growth
o Check all equipment needed is clean and ready booklet of bacteria.
for use.
o Move around the food preparation room, safely. Tailored learning Research binary fission
o Report any spillages and broken equipment to a journey – cross curricular link to
teacher immediately BCSE Biology
o Report any burns to the teacher immediately. Directed questioning https://www.youtube.c
o Respect and look after each other by reporting om/watch?v=OAcz-
any concerns. Knowledge organizer tFGY0Y produce
o Never use equipment such as the oven unless on tables personal revision tools
trained. (mind map, flash card
o Do not use electrical equipment near water as etc.)
could result in electric shock and death.
Create kahoot quiz base
✓ The 4C’s: Pupils will know what the 4cs mean on food safety and
o Pupils will know that the 4Cs mean; Cleaning hygiene for class.
Cooking; Cross contamination and Chilling. Pupils
will know that the 4C’s help prevent the spread of
harmful micro-organisms that cause food spoilage
and food poisoning
o Pupils will know how to implement the 4C’s during
practical’s by cleaning before and after cooking,
checking food is cooked correctly through visual
checks, using separate equipment for different
ingredients, to store and keep food chilled before
and after use.
✓ Preparing, Cooking and Serving Food
o Personal hygiene: Pupils will know the word
hygiene means clean. (keeping body or person
clean); Pupils will know how to wash their hands
properly; be able to wash their hands properly and
understand that washing hands is the Golden Rule
of food hygiene.o Clean work surfaces: environmental hygiene
(keeping surrounding clean) kitchen (keeping
food and food preparation area clean)
o Pupils will know separate raw and cooked foods
and use of separate utensils such as green
chopping boards for fruit and vegetables and red
for red meats etc. Not to use the same knife for
chopping chicken and for Vegetables.
Pupils will know when making food understand the
relationship between warmth and the growth of bacteria
as such cold salad must be kept cool and eaten as soon as
possible within two days of preparation.
Component 1: Health and safety in the Kitchen [Scaffolding Details] [Deepening Details]
Component Assessment:
Seating plan during Seating plan during
Pupils will know and implement the fundamental health practical’s to enable practical to allow
and hygiene rules, to carry out practical in the food support and student to work
preparation area. This will be used and assessed in all independently at own
supervision.
practical. pace.
Students will complete final practical assessment – Health and safety
when they are expected to work independently and direction.
safely to produce a quality and safe product.
Health and safety
health and safety
posters and displays
Substantive Knowledge Disciplinary Knowledge
- What we must do to protect ourselves when - General kitchen safety rules
cooking to avoid – scalds, burns and cuts. - Methods of prevention of contamination
- What we must do to avoid food - Temperature control when cooking and
contamination storing food.
- Chill – refrigeration temperature to 1 – 5 oC
- How we store food effectively and safely.
- Cook to 63oC to kill bacterial, safe to eat at
75oC
- Cross contamination – bacteria grows best at
37oC (body temperature.)
Vocabulary Assessment
- Chill Exit ticket of 4 ways that the kitchen area pictured
- Cook could be made safer and the 4Cs linked to
- Clean temperature.
- Cross- contamination
- Binary Fission Chill to 1 – 5 oc
- Hygiene Cook to 63oC to kill bacterial, safe to eat at 75oC
- Personal Hygiene Cross contamination – bacteria grows best at 37oC
(body temperature.)Ongoing assessment during practical work – direction
given during practical’s
Final assessment –
1- Student can work effectively and safely
throughout in a clean and safe manner that
displays good practices without intervention.
2- Student can work effectively and safely
throughout in a clean and safe manner that
displays good practices with little
intervention.
3- Student required intervention require some
intervention and support to avoid hazards.
4- Student cannot work effectively and safely
and displays unsafe practices intervention
required to prevent hazard.
Composite 2 Practical skills
Big Question/ Unit title: Term: Rotation Number of hours: 6
How do I carry out a practical cooking lesson effectively
Sequence of learning Scaffolding (less Deepening (more
1. Jam tarts – pastry making - rubbing in, moulding developed schema): developed schema):
and shaping and portion control.
2. Mini Quiche – developing and refining – Seating plan during Seating plans to ensure
coagulation of egg. practical’s to enable students work
3. Jamaican spiced patties – developing and refining support and independently and at
of techniques used above – presentation of supervision. own pace.
product.
4. Developed Mac and cheese – gelatinisation Students encouraged to
Health and safety
during sauce making, development of recipe, develop recipe
presentation techniques. direction.
5. Developed Chicken Curry - development of Students challenged to
standard recipe to change sensory properties – Health and safety develop recipe for
protein denature, sauce reduction health and safety particular group – ie
6. Development and presentation of Victoria posters and displays ethical, religious,
sponge recipe – Why does a cake rise? dietary.
Photographic recipes
and written recipes
Recipe displays
Exemplary
photographic displays
Suggested recipe
developmentsDemonstration of
techniques
Practical skills – Pastry making (Jam tarts, mini quiche Video link Development of recipes
and spiced beef/veg patties.)
Students will learn and develop a rough puff pastry recipe For some students, Planning recipes and
Developing and refining pastry making and development work area pre-set for developing – using their
of a recipe. them (cloth, chopping choice and flavouring
Key skills- Rubbing in, sieving, making pastry, shaping, board and knife). for all recipes
cutting, grating. Pupils will produce 3 products using (ingredients - will be
pastry (or adapting recipe)– key skills required - Rubbing provided by School
in, sieving, making pastry, shaping, cutting, grating. Ppt with lesson however any specialist
At stage 3 students will rub-in objectives and key adaptions will be
Rubbing-in pictures provided by student.)
1. Dice butter/fat into cube 1cm square – using
bridge and claw.
2. Add butter to flour and rub-in using finger tips Pictures of good
only – avoid using palm of hand to prevent over outcomes and poor
heating/melting butter as this will affect quality. outcomes
3. Ensure fat is evenly distributed through the flour
by continuing rubbing in until texture resembles Seating plan with
sand. SEND at front of
4. To fully add air to the mixture, lift sandy mixture kitchen for support
in fingers and allow to fall gradually into bowl
Pairing students to
Continue recipe at stage 5 – when adding water it provide support – lead
is important that the water is ice cold and added learners
gradually – ie 1 tea spoon at a time to prevent
Key areas such as sink
over wetting mixture. It is also important the
– linked to working
students do not over handle the pastry as this kitchens
will cause the butter to melt and quality of the
pastry to deteriorate. Clean down routines
evident in class room
Moulding and shaping posters.
1. When dough has been created to dough should
be soft but not sticky.
2. Lightly dust clean work surface with flour.
3. Turn out dough from bowl onto work surface.
4. Turn over to coat with flour (from work surface.)
5. Press down with palm of hand to form rough ball
6. Using rolling pin roll out to approx. 1/2cm thick –
about the thickness of a pound coin.
(hold pin at either end – gently roll away from
body applying light pressure to compress dough.)
7. Cut scones using scone cutter
Using 4cm scone cutter – press in downwards
motion to fully cut out circular dough – DO NOT
twist if using fluted cutter.)Transfer to portioned bun tray. Use palate knife under
dough and lift cutter and scone away. Place on lined
baking tray.
Grating – previous learning
Mixing – previous learning
Baking - previous learning
Knife skills – bridge and claw previous learning.
Testing for readiness – 75oC – previous learning
Practical skills: Developed mac and cheese
Students will develop the standard mac and cheese
recipe using their own developments and then evaluate
and suggest improvements.
Skills: Grill control, hob control, grating, whisking, boiling
water, draining, making a white sauce (roux), washing up
and cleaning down, following health and safety
guidelines.
1. and equipment before turning on hob.
2. Place beside stove.
3. Fill large sauce pan with water and place on cold
hob. Turn on to level 6 to Bring water to boil (100
oC.)
4. Season with pinch of salt
5. Place measured pasta in empty colander – and
empty into pot to ensure any splashing occurs
away from students.
6. Cook until al dente – soft but has slight bite (or
texture.)
Taking pasta off stove
1. Ensure sink is clean and empty
2. Ensure all other students in your path to the sink
know that you will be moving towards sink with
boiling water.
3. Place colander in empty sink.
4. Turn off hob.
5. Using both hands carry pot from hob to sink – if
necessary us oven gloves.
6. Pour water and pasta into colander.
7. Allow hot water to drain and then put colander
(with contents) back into pot.
8. Transfer pot and colander back to work area –
ensuring drips remain in pot.
Sauce making – all in one method (follow recipe)
1. Add all ingredients to pot – flour, fat, milk.
2. Turn hob onto level 4.
3. Stir continually until sauce thickens.4. Add half the grated cheese and continue to stir to
create a smooth cheese sauce.
If the sauce is allowed to sit without continual motion the
starch with cook together and produce a thick lumpy
sauce.
Mac and cheese
Follow recipe to layer ingredients and complete mac and
cheese
1. Stir the cooked pasta into the cheese sauce and season
with black pepper.
2. Divide the macaroni cheese equally into the two silver
foil trays.
3. Sprinkle the remaining cheese equally on the top.
4. Place under the hot grill until the cheese is bubbling
and golden brown.
Practical skills: Chicken curry
Students will produce a chicken curry within 1 hour and
leave kitchen area clean and safe for next user.
Hob and oven control, cooking raw meat safely, knife
skills bridge hold/claw grip, measuring, frying, washing up
and cleaning down, following health and safety
guidelines.
Knife skills- previous learning
Handling raw meat – prevention of cross-contamination
Frying – heat transfer previous learning
Reduction of sauce- allow liquid to evaporate to
condenses flavor and reach required texture and viscosity
Practical skills: Victoria sponge
Students will produce a Victoria sponge using the
creaming method
Skills: Creaming method, whisking, folding, dividing,
measuring, oven control and safety, washing up and
cleaning down and following health and safety guidelines.
Baking and oven safety – previous learning
When using oven pupils must always wear oven gloves
when putting products in and taking products out.
1. Arrange shelfing before preheating – to ensure
enough space to accommodate required amount
of baking trays (usually 2.)
2. Preheat oven to 180oC
3. When opening oven pupils must know that the
hot air will rush out and upwards – faces must
not be in proximity.4. To place Sponge batter into a hot oven; open the
oven and step sideways (allowing the intense
heat to escape your face and body) use oven
gloves to hold baking tray, bend knees and place
on middle shelf (where possible.)
5. Allow to cook for 15 – 25 minutes (dependant on
size and developments) until golden brown.
Creaming method
The creaming method used to produce a sponge batter
that catches air and has good quality and consistent rise.
https://www.bbcgoodfood.com/videos/techniques/how-
cream-butter-and-sugar-video
1. Ingredients at room temperature will produce a
better rise.
2. Using an electric whisk add diced butter and
sugar (at a ratio of 1:1 ie 50g of butter 50g caster
sugar.)
3. Place tea towel under bowl to reduce slipping
and breakages.
4. Hold bowl with 1 hand and mixer in other.
5. Ensure electric equipment is wiped clean with
damp cloth and returned to front of class after
use.
6. Follow recipe to complete batter.
7. Choice size of baking tins as required.
8. Allow to cool before adding fillings (this may be
required to complete at home or as 2nd practical
class due to time constraints.
Substantive Knowledge Disciplinary Knowledge
[Substantive Knowledge Details] [Disciplinary Knowledge Details]
Vocabulary Assessment
Final assessment practical – Victoria sponge
development
1 – worked safely throughout, produced a well
presented and well developed product to a refined
standard with a tidy work station afterwards.
Followed own thorough well written plan that
includes timings, health and safety and quality points.
2 – worked safely throughout, produced well-made
mac and cheese with 1 development with a tidy work
station after some direction. Followed own well
written plan that includes timings and health and
safety.
3 – worked safely for most of the lesson, produced
macaroni cheese to a variable standard with largeand inconsistences and needed help to tidy work
station. plan of making simple with errors.
4 – worked dangerously at times, struggled produce
meringue kisses to a consistent standard, macaroni
cheese of poor quality with work station left untidy.
Plan of making has many areas incomplete.
Composite 3 - Sensory analysis and development
of recipes
Big Question/ Unit title: Term: rotation Number of hours: 6
How can a recipe be improved and developed?
Sequence of learning
Students will evaluate last product produced, plan and
suggest development for next practical lesson, taking
understanding from last practical task.
Component 4: [Scaffolding Details]
Sensory Testing
Pupils will know how to test and rate their dishes. Using
crudities ingredients, they will learn to quality check work Differentiated Exemplary GCSE textbook available
and help develop their making skills. plans and evaluation to deepen
displayed and available
Sensory words: understanding
to use.
o know sensory words linked to the practical
example, jam tarts sweet, fruity, moist, to Sensory descriptors Professional, domestic
describe products made. available and educational recipe
o Pupils will know that sensory words are used books available.
to rate food in food technology. To PPT of walk through
understand the success of their product. Exemplary GCSE plans
Clear recipes with and evaluations
Sensory Qualities: photographic steps available.
o Pupils will know that you use and combine
Seating plans to increase
different ingredients for textures as well as Peer assessment based
support.
taste. For example, rubbed in mixtures on GCSE level.
produce baked products that have a crunchy, Peer assessment
crumbly texture and a crispy edge/crust. based on level
Differentiated
Star Diagrams Exemplary.
o Pupils will know how to fill out the star
diagram correctly for a recipe used.
o Pupils will know how to rate certain products
using the star diagram on success sensory
words. Pupils will work in groups to taste and
rate different products – example cheeses or
vegetables.Sensory
Evaluation
o Pupils will know how to distinguish
successful elements and areas of
improvements to conclude areas of
improvement.
Whole class feedback Assessment
1 – suggest improvements/ adaptions – change in
ingredients and methods – for future making.
2 – Identify strengths and weakness based on sensory
qualities
3 – Have analysed and complete star diagram for more
than one product (example - carrot and celery) using
colour key.
4 – Have used sensory descriptors based on TaTa (taste,
aroma, texture and appearance)
Planning
Following Teacher demonstration/discussion: using
recipes- Pupils will prepare a detailed time plan of
making to be used and followed (independently when
making) during making. Students will identify between
Food safety, food quality and Health and safety using
planning framework.
Include:
• step by step instructions
• Identify hazards and safety tips (Health and
safety – H&S)
• Identify hygiene practices to produce safe to eat
products, avoid contamination and food bourne
illness (Food safety - fs)
• Food quality points – identification of techniques
to ensure a high quality product.(FQ)
• Ingredient list – all equipment required
• Equipment list – all weights and measure
required.Substantive Knowledge Disciplinary Knowledge
- How we know we like food/ how we taste Pupils learn
food in a scientific way -How to plan for an effective practical session –
- How to describe food favourably or wither at home or school
-How to forecast timings when producing and
unfavourably
manufacturing food.
- How we use our senses to taste food. - How to improved and adapt recipes to the
- How to plan for making and adaption of food advantage of the consumer.
Vocabulary Assessment
Food safety - see above Students will be assessed along side final practical
Food quality - see above assessment – planning and evaluation of final
Health and safety - see above assessed practical
Aroma – how the food smells
Appearance – how the food/product appears Plan of Chicken curry to be Peer Assessment –
Texture – what texture the food/product has planning
Taste – what taste the food/product has 1. Plan is detailed and includes time line and
Mouth feel- how the food feels when eaten technical literacy to explain key processes used (i.e.
Sound – how the food sounds when eaten. rubbing in etc) and refers to quality points.
TaTa’s – the foods sensory qualities – Texture, 2. Plan is detailed and includes all steps (in correct
appearance, Taste, Aroma, Sound. order) with reference to H&S and FS points.
3. Plan has all with weights and measure of
Sensory descriptors – words to describe the sensory ingredients and complete equipment list, good
attributes of food/product. attempt made although is incomplete or poorly
ordered.
4. Plan is wholly incomplete and student would be
unable to follow or interpret recipe.
Evaluation of final practical mini Victoria sponge –
peer assessed
1. Evaluation is fully complete including analysed star
diagram identifying strength and weaknesses of
product using sensory descriptor that relate to TaTa’s
and suggesting improvements, adaption and
developments that could be made.
2. Evaluation is generally complete including analysed
star diagram identifying strength and weaknesses of
product.
3. Evaluation has been completed to include a star
diagram using sensory descriptors (linked to product
made) although description of strength and
weaknesses may be missing.
4. Evaluation is wholly incomplete and student has
not suggested any strengths or weaknesses in
product.Year 9 Component 4 Nutrition
Term: Rotation Number of hours: 7
Big Question/ Unit title: Nutrition and you
Big Question: why do we eat food?
Sequence of learning Deepening (more
1. Why do we eat food and the nutrients in food? developed schema):
2. The energy balance. Scaffolding
3. Macro nutrients – Proteins, carbohydrates and Knowledge organisers
fats. and nutrition booklets
4. Micro nutrients – Vitamins and minerals
5. Assessment.
Component 4: Nutrition and you Knowledge Students carry out
Component Assessment: organisers and research of topics using
Assessment nutrition booklets ITC and textbooks to
1. Name the components that make up food (5) Booklet prompts and produce
2. State four reasons we eat food? (4) Poster and leaflets
sentence starters
3. Why do we need to eat a range of different demonstrating subject
Ppt with part
knowledge
foods (1) completed and fully
4. What is the eatwell guide (1) complete Students focus on
5. Identify four sources of protein from plant worksheets nutrition for different
sources (4) Picture reference groups (ITC and
6. What are the building blocks of protein? (1) points and room Textbooks – Babies,
7. Explain the difference between essential amino displays children, teens, adults
acids and non-essential amino acids. (2) Supportive seating pregnancy, lactating
plans with SEND at and older adults)
8. Identify 2 food sources that are classed as ‘High
front. www. Foodafactof life.
Biological Valve’ (2) Org.uk
9. Identify two sources of animal fat and two Knowledge
sources of vegetable fat (4)
organisers
Students produce daily
10. Which type of fat is linked to an increase of meal plan for activity
Prepared focused and sports people
heart disease? (1)
questions – linked to
11. Name three groups of Carbohydrate and explain
seating plan and Students analysis food
their function in the diet. (6)
ability labels of existing
12. What is the recommended daily intake (RDI) of products and produce
fibre for an adult? (1) own label
13. Identify 2 vitamins and suggest a function in the https://www.foodafact
body (4) oflife.org.uk/14-16-
years/nutritional-
analysis/
https://www.foodafact
oflife.org.uk/
https://www.nutrition.o
rg.uk/Substantive Knowledge Disciplinary Knowledge
- Why we need food Pupils learn
- What is a balanced diet and what each -What nutrients their body requires to function
component is required for effectively.
- The Energy balance -What foods to find these nutrients in a how to
- Macro and Micro Nutrition make healthy choices
- The difference between food groups and nutrients
What the body requires food for in food.
How to eat a balance diet
How to make healthy food choices
What does ‘Basal Metabolic Rate’ refer to ?
How energy is measured?
How activity impacts on nutrition
Why we require
Carbohydrates, the function in our body and good
sources
Protein - , the function in our body and good sources
Fats , the function in our body and good sources
Vitamins - the function in our body and good
sources – difference between water soluble
and fat-soluble vitamins
- Mineral - the function in our body and good
sources
Vocabulary Assessment
Dietary reference values: Estimated dietary Written assessment
requirements for particular groups of the population. 1 – 35 – 30 Marks
Essential amino acids: 8 of the different amino acids 2 – 29 – 20 marks
found in proteins from plants and animals that have 3 – 19 – 10 marks
to be provided by the diet. 4 – 0 – 9 marks
Macronutrients: Nutrients needed to provide energy
and as the building blocks for growth and
maintenance of the body.
Protein complementation: combining different
protein types at the same meal to ensure all EAAs are
ingested.
Reference Intakes: Guidelines for the maximum
amount of nutrients consumed
Micronutrients: Nutrients needed in the diet in very
small amounts.
Lower Reference Nutrient Intake (LRNI): is the
amount of a nutrient that is enough for only the small
number of people who have low requirements
(2.5%). The majority of people need more.
Reference Nutrient Intake (RNI): the amount of a
nutrient that is enough to ensure that the needs ofnearly all the group (97.5%) are being met. The RNI is used for recommendations on protein, vitamins and minerals. Basal metabolic rate (BMR): The rate at which a person uses energy to maintain the basic functions of the body when it is at complete rest. Body Mass Index (BMI): An equation that can be used to identify if an adult is a correct weight for their height. Dietary reference values: Estimated dietary requirements for particular groups of the population. Energy: The power the body requires to stay alive and function. Physical activity level (PAL): The amount of energy a person uses to perform daily tasks varies. Estimated Average Requirements (EAR): an estimate of the average requirement of energy or a nutrient needed by a group of people.
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