INFO = May 2012 Key stage 3 supported National Vegetarian week, this involved 2 lessons, one introducing vegetarianism, reasons why increasing etc. They chose a suitable recipe and second lesson they made the dish. (Resources are in filing cabinet). Aims of the course = To familiarise students with the Food rooms. To ensure safe and hygienic routines. To follow standards for health and safety. Revisit healthy eating. Making clear food choices, with reference to a healthy lifestyle. To continue developing subject knowledge and understanding of materials and components. To introduce students to food from other countries, considering staple foods (maize, wheat, rice). To continue developing practical, organisational skills and team work. To look at and experience food production. To carry out focused tasks, showing creativity and independence. To consider environmental issues associated with food production and demand. Year = 9 Ability = Mixed Length of Module = Yearly (one hour per week) Maximum of 40 hours depending on arrangement and timings of lessons in the timetable and accommodating school activities. National Curriculum = 1a, b, c, d, e, f, g, h 2a, b, c, d, e, f 3a, b, c 4a, b, c, d 5a, 7a, b, c Differentiation Use of Literacy & Numeracy Health & Safety Examples of work for the least able Cooking temperatures and timing. Food Hygiene & safety in a practical and extension work for the most able. Recipe calculations/ measurements & situation. Open ended tasks which enable each costing. Completion of books. General classroom behaviour. Star diagrams & book completion. student to progress at their own level. Cutting Spelling lists and key words in Individual guidance and support within Use of the oven/ grill/ hob, hot booklets and on display. the class for least able students. dishes, washing up sharp Oral presentation. TA s available in special circumstances. Portion control. Weighing/ measuring. Electrical safety. Wide range of textbooks and leaflets Tasting word bank/ charts - available for more able students. Tick and bar charts. DIFFERENTIATION by outcome.
Lesson Number 1 2 3 Lesson Content Teaching & Learning Introduction to Yr 9 Food. General overview Question & answer session. Distribute Aim Higher sheets/ Ingredients letter/ Spelling Nutrition recap. Mind map the 5 main nutrients. What are the targets? Focusing on lowering fat, salt, sugar and increasing Fibre. Using The Food Book Ridgewell Read pp 8-9 and answer q s on p9 fully. Starter What are the 5 nutrient groups? Ask questions based from pp 8-9 The What have the students learnt from last week? Introduction to Food & Our Environment. Using Ridgewell The Food Book pp24-25 Q s focus on Food Miles & Carbon Footprint. Introduction to Staple Foods. What are they? Make detailed notes using Ridgewell The Food Book p34. Demonstrate Popcorn. Complete Staple Foods work Resources required Homework Non Cook tasks Front sheets/ plastic wallets. Rules Aim Higher Ingredients letter. Spelling Ridgewell Food book. Ridgewell Food book. Big World maps. Ridgewell The Staple Foods work Popcorn. Learn the 5 nutrient groups and be confident to discuss them next lesson. Choose one food product and research where it originates from (10 minutes). Research a Staple Food from a country of your choice. (15 minutes). N/ A
4 5 6 7 Wheat Focus on Pasta (Italy). Demonstrate tagliateille & spaghetti. Produce a Flowchart for basic pasta during demonstration. Distribute pasta recipes. Use Ridgewell The Food book pp 42-43 Pasta to identify pasta types. Answer questions 1-5 on p43. Pasta Practical - In groups make pasta assemble, cook and eat their own pasta. Distribute Pasta recipes for next lesson. Pasta Practical Early finishers complete brief evaluation what went well? Rice Structure, growing, cooking, nutrition etc. Using Ridgewell The Food book Read pp 46-47 make notes and answer questions p47. Complete rice sample exercise on grains and write about each type. Distribute recipes for Egg Fried Rice & savoury Rice. Pasta ingredients, machines & Pasta recipe/ method. Flowchart sheets for lower groups. Pasta ingredients, machines & equipment/ container. Pasta recipes. Pasta dish container. Pasta h/w Ridgewell The Rice homework sheets. Rice recipes. Yr 9 Rice Remember container for next lesson. Complete Pasta Flowchart if necessary. Bring in Pasta ingredients for next lesson and a container. Complete Pasta and other Cereals h/ w Complete Rice homework sheets. Bring in Rice container for next lesson. Using Ridgewell The Food Book pp44-45 Maize. Read and answer questions thoroughly on page 45.
8 9 10 11 12 Rice practical List alternative ingredients you could use. Wheat Recap Bread from year 8. Demonstrate shaped rolls; discuss function of ingredients and raising agents. Make notes from Ridgewell - The Food Book p 40-41. Answer questions page 41. Bread tasting focus on Sensory Analysis and Food choice. Taste various breads from around the world Complete tasting chart using sensory analysis. Flavoured Bread Practical Early finishers Using Ridgewell The Food Book pp 39. Read, make notes and answer questions. Introduction to using shortcrust pastry dem quiche/ pasties/ turnovers. Complete Perfect questions. Choose one sweet & one savoury recipe. Rice container. Bread Ingredients and Ridgewell the Breads for tasting. Bread tasting chart. Descriptors. Bread container. Ridgewell The Bread Star Profile Perfect Sheets. recipes. Bring in Bread flavouring ingredients for next lesson and a container. Evaluate Bread rolls using Bread Star Profile Complete Questions if necessary. Using McGrath All About Food pp 12-13. Read and answer questions thoroughly on page 13. Research Breads from around the world and compile a mood board of findings.
13 14 15 16 17 18 Complete pastry Disassembly. What is disassembly? Why do we use it? Choose 1 sweet and 1 Savoury recipe for next two lessons. Sweet Practical e.g. Mince pies, bakewell tart. Early finishers design 2 sweet and 2 savoury pastry products. Savoury Practical e.g pasties, quiche, sausage rolls. Early finishers design 2 sweet and 2 savoury pastry products. Choux pastry profiteroles Demonstration. Complete Function of ingredients chart. Choux profiteroles practical. Early finishers complete Tasters chart/ evaluation/ adaptions sections. Disassembly charts. products. recipes. recipes/ timeplans. recipes/ timeplans. ingredients. Choux recipe/ method. Choux A4 Recipes/ methods. Choux A4 sheet from last lesson. End of Module test Test paper & answers. Bring in Sweet pastry ingredients for next lesson and a container. Bring in Savoury pastry ingredients for next lesson and a container. Revise for test. Bring in Choux ingredients and container for next lesson. Using McGrath All about Food pp 194-96, Making pastry. Read and make thorough notes on p196. Using McGrath All about Food pp 194-96, Making pastry. Read and make thorough notes on p196. Using The Food Book Ridgewell pp30-31 Eggs& nutrition, Read and make thorough notes and answer questions on p31.
19 Introduction to Sainsbury s 3. Expectations and criteria. Identify Healthy Eating Messages and complete First thoughts pages. Sainsbury s 3 20 21 22 23 24 Complete choosing an event/ festival type and selecting suitable recipes. Identify 2 chosen recipes. Independently write 2 chosen time plans. Practical Carry out 1 st practical, following time plan well. Practical Carry out 2nd practical, following time plan well. Complete Evaluation and Project Reflection. (At start of booklet). SUBMIT AWARD. Sainsbury s 3 Recipe books. ICT access. Sainsbury s 3 Recipes. ICT access. Sainsbury s 3 Timeplan. Ingredients/ dishes. Sainsbury s 3 Timeplan. Ingredients/ dishes. Sainsbury s 3 Complete tasks if applicable. Bring in ingredients for 1 st practical session. Bring in ingredients for 2nd practical session. Prepare Evaluation.
25 Intro to Cake Making List four basic methods whisking, rubbing-in, melting, creaming. Dem Chocolate cake, complete Functions of Ingredients in Cakes Taste cake and complete tasting chart. Recipes to distribute. Cake tin. FOI in cakes Tasting chart. Bring in Cake tin for next lesson. 26 27 28 Chocolate cake practical. Early finishers - Using OCR GCSE Food Technology pp 118-119 Cake Making. Read and answer questions on page 119. Copy Key points. Read pp 120-21 and answer questions on page 121. Introduction to Raising agents. Complete worksheet and apply this knowledge to future recipes. Apply cake making knowledge and complete cake making methods Watch Swiss Roll demonstration. Choose 2 recipes for next 2 lessons. Recipe & ingredients/ tin. OCR GCSE Food Technology book. The Use of Raising Agents in cooking w/s. Cake Making methods Demonstration ingredients/ tin. Bring in cake ingredients, tins for next two lessons. Using OCR GCSE Food Technology pp118-119 Cake Making Read and answer questions on page 119. Copy Key points. Read pp 120-21 and answer questions on page 121.
29 30 31 32 33 Cake practical 1 Swiss roll or other. Cake Practical 2 Swiss roll or other. Food Packaging, sustainability & the environment. Focus on Reduce, Reuse & Recycle. Starter Key card exercise. Make students aware of the need to look after our environment. Using Ridgewell The Food Book pp 78-79 read, make notes and answer questions on page 79. Introduction to Food Choices Special dietary needs. Focus on vegetarians - address social, ethical, economic, cultural, moral issues etc. Using Ridgewell The Food Book pp20-21. Make notes and answer questions on p21. Choose a suitable Vegetarian dish. Recipes/ methods. Ingredients/ tin. Recipes/ methods. Ingredients/ tin. Food packaging examples. Ridgewell The Key cards. Vegetarian recipes. Ridgewell The Vegetarian Practical of choice. Ingredients & container/dish. Recipes/ methods. Bring in cake ingredients, tins for next lesson. List 5 Household products and explain how they are packaged. Could it be reduced? Reused? Recycled? Bring in ingredients for Vegetarian dish and container/ dish for next lesson. Evaluate what were your strengths/ weaknesses?. What improvements are needed? Produce an informative factsheet of Cake Function of Ingredients. Produce an informative factsheet of Cake Function of Ingredients.
34 35 36 Food to meet special needs. Using Food Technology for OCR book pp18-19. Discuss different groups. Make brief notes and answer questions on page 19. Choose an area to research e.g. Gluten free, low fat, diabetes and choose two dishes to make. Special dietary practical 0ne. Early finishers ensure second timeplan is precise. Food Technology for OCR book. Bank of recipes. Ingredients & Timeplan. Recipes. Special dietary practical two Ingredients & Timeplan. Bank of recipes. Bring in dish/ container for next lesson. Bring in dish/ container for next lesson. Research existing food on the internet for your chosen target group e.g Gluten free products. Present findings clearly. As above. 37 38 39 End of year test. Peer marking and feedback. Student voice review year, changes & improvements. Food issues Smart Foods, Genetic modification/ engineering. General discussion - as a class the pros & cons and associated issues. Costing Food choose a recipe and complete using ICT package. Familiarisation with overheads etc. Test & answers. Food samples. Various books and articles. ICT facilities to access programme.
40 Fun lesson? (If time allows). Food videos/ dvds/ quizzes. 41 Fun lesson? (If time allows). Food videos/ dvds/ quizzes.