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Food Science :Year 10 SoW

This scheme of learning has been developed for Year 10 students studying ourGCSE Food Preparation and Nutrition (8585). It is a practical and creative coursewhich focuses on giving students the necessary skills and subject knowledge toprovide the foundation for the NEA and final examination in year 11. Thisscheme of work is intended to be a flexible course covering 40 lessons (2 singleor 1 double lesson per week) in year 10. You can easily adapt the course to meetindividual schools curriculum requirements.The recipe suggestions for practical activities are examples only and may besubstituted to meet the individual needs of different schools and their students.We anticipate that schools with one hour lessons will need to adapt the contentor extend over additional sessions. Reference is made to the resources in theAQA approved Hodder and Illuminate textbooks produced for this specification,and although they are helpful resources, it is not necessary to purchase thebooks to successfully deliver the course.Topics and themes 1. Food, nutrition and health2. Food science3. Food safety4. Food choice5. Food provenanceFood preparation skillsThe food preparation skills have been integrated throughout the scheme of workand linked where appropriate to the subject content. Students must be taughthow and when to use different food preparation skills to achieve a range ofdifferent outcomes.There are recipe suggestions included as suitable examples, but the choice ofrecipes to demonstrate the skills will be at the discretion of the individual school.The skills include:1. General practical skills including: weighing, measuring, preparing ingredientsand equipment, correct cooking times, testing for readiness and sensory testing.2. Knife skills including: fruit, vegetables, meat fish or alternatives.

Food Science Scheme of Work

Key Stage 4 Year 10 Food Preparation and Nutrition


3. Preparing fruit and vegetables.4. Using the cooker including: the hob, grill and oven.5. Use of equipment including: blenders, food processors, mixers, pastamachines and microwave ovens.6. Cooking methods including: steaming, boiling, simmering, blanching, poachingand 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 andTechnology and, in particular, the subject content of cooking and nutrition. Theywill enhance their knowledge and understanding of what constitutes a healthy,balanced diet and good nutrition. This includes the Eatwell Guide, energy balanceand the role of nutrients in a balanced diet. Before the start of the course theyshould already have developed a range of different practical skills and made arepertoire of predominantly savoury products which meet current guidelines forhealthy eating. Food hygiene and safety is to be taught as an integral part ofevery lesson when preparing, cooking and serving foods.Teachers have the flexibility of specifying an individual recipe for a whole class tomake or giving restricted choice from a selection of one or more of the recipesfrom the suggested range of practical outcomes listed. All the activities andlessons can be easily adapted to cater for different dietary needs, reduce costsand timings. There will be opportunities for demonstrations, paired work andsmall group work if and when appropriate.


Food Preparation and Nutrition LearningobjectiveLearning activity :Differentiationand extensionResourcesLesson 1aFeatures of thecourse.Introduction to thecourse and outlineof the course.Outline of thespecification at aglance.Teacherpresentation ofcourse and allmaterialsThe 12 practicalskills.available.Questioning andanswering andhyperlinks ofresources madeavailable forCoursespecification.Outline of the

specification.Courseassessment.Outline of the

12 mainskills.

students.The foodInvestigation.Publisherresources.Outline of

how theThe foodpreparation task.course isStudents toassessed.record targetlevels for course.The finalexamination.

Food Science :Year 10 SoWText books or e-text books issuedwith logins ornumbersIntroduction to NEA:Food

investigation(15%)

recorded.Food

preparationTask (35%)

SpecificationCoursecompanion guideFinal

examination(50%).

AQA SkillschecklistAQA AssessmentmaterialsIlluminateresourcesHodder resources


Learning objective Learning activityDifferentiationand extensionResourcesLesson 1bEatwell GuidePresentationBNF PowerPoint onrecommendations ofthe Eatwell GuideDifferentiationthrough effectivequestioningEatwell GuideStudents willlearn:BNF Eatwell Guide2016techniques.To understandthe importance of 2016.eating a variety ofdifferent foodsfrom the EatwellGuide.BNF MicroNutrientsIlluminate orHodder text booksand digitalExplain what's

changedDifferentiatedrecipe ideas withvarying degreesbundles.Identify the

main sections of complexityin the guide

Menu templateBBC Good FoodRecipesand challenge.To understandthe importance ofeating the correctproportions ofeach section ofthe guide for ahealthy balanceddiet.Discuss the

key messages assessment

Food Science :Year 10 SoWfrom theguide

Explanation ofPossible recipesIdeas:criteria and howit will influencechoice of dish:SpaghettiBolognaiseMain ActivityPlan a day's mealsfor a teenager based skills andupon the advice ofthe Eatwell Guide.Differentiation ofFajitasChilioutcomes inrecipes.RisottoJambalaya,To plan a suitable From the chosenComplex skill(highest markband)savoury meal fora teenager thatmeets all theadvice of theEatwell guide.menu, plan andmake a nutritionallybalanced savourymeal or lunch dishwhich will appeal toa teenager.Homemade soup/breadMedium Skill(middle markband)The dish must:Basic Skill (Lowmark band)To justify choiceof dish andexplain how itmeets currentdietary guidelinesfor healthy eating.contain foods

from all the

Food Science :Year 10 SoWmain sectionsof the EatwellGuide

Test yourknowledgepractice questions:includeDifferentiatedstarchy carb- questions andIlluminateresourcesTo test knowledgeandunderstanding ofEatwell Guideohydrates,protein, fruitandstyle ofquestioning intest yourHodder resourcesvegetables,knowledge.


through use ofpracticequestions.dairy andlower fatalternativesreflect the

recommendedproportionsfor each

sectiondemonstrate

differenttechnical skills

be suitable forpreparing,cooking andserving up ina given timeduring the

next practicallesson.PlenarySelection of recipe,student presentationand explanation ofhow choice of dishmeets Eatwell Guiderecommendations.Identification ofskills.HomeworkTest your knowledgeand understanding ofthe Eatwell Guide.Stretch andChallengeIndividual use of BNFPowerPoint andtextbook to create avisual mind map orset of flash cards tosummarise the newadvice on the EatwellGuide about the


importance ofhealthy food choicesand a balanced diet.Lesson 2a and bEatwell Guide -Practical 1Savoury dish whichmeets Eatwellguidelines anddemonstrates skill.DifferentiationChicken Fajitas.BBC Good FoodRecipesStudents willlearn:ComplexChicken, de-boned,marinated, meatand vegetablespreparedRecipesTo prepare, cookand serve ahealthy savouryproduct suitablefor a teenager.LessonPowerPoint withrisk assessmentand hygiene andsafety instructionsStarter ActivityQuestioning forlearning: recap what correctly andTo showcase arange of technical practical lesson?skills whenpreparing andmakes a successfulcooked withprecision. Servedon homemadeflatbread with arange ofhomemadesauce andaccompanimentseg salsa,guacamole andsalad. Alltechnical skills

Food Science :Year 10 SoWand processesexecuted andfajitas presented for practical workto an excellentInstruction cardsfor setting up forpractical workOutline ofassessment criteriacooking a suitable for practical workOnline ClassroomStopwatchsavoury dish.(S1, S2, S3, S4,S5, S6, S7 andS9)and technicalchallenge.Ingredients, traysand room andequipment set upfor practicalMain ActivityStudents create,prepare, cook andserve a healthyTo demonstrateand apply theprinciples of food savoury dish that willsafety andhygiene whencooking.activities.Instruction cardsfor tidying awayappeal to teenagersand meet theguidelines on newEatwell Guide.Sensory wordTo demonstrate agood workingroutine in thefood room.standard. Meets bank and chart toThere will be anopportunity toshowcase differentfood preparationskills, technicalchallenges to 3different levels ofdemand.

Food Science :Year 10 SoWall sections ofcarry out sensorytesting of dishesEatwell guide.Mediummade in terms ofappearance, taste,consistency andsmell. (Hodderbook)To explain howthe dish meetsthe requirementsof the newChickenmarinated andseasoned. Meatand vegetablesprepared andcooked to a good Criteria forstandard and

practical workserved withtortilla wrap andserved with asuitableEatwell Guide.AssessmentComplex skill:

(Highest markband) Studentdemonstratesthe executionof skills and

To understandwhy sensorytesting is carriedout andexperiment withdifferent types ofsensory tests.Camera andnames forphotographingwork if necessary.technicalprocesses todip/accompanim


an excellentstandard.ent. All skills andprocessesexecutedeffectively andfajitas presented or digital bundles.to goodstandard. Meetsmost sections ofEatwell Guide.To use a wordbank and tastingchart to carry outsensory testing.Illuminate andHodder TextbooksMedium

demand:(Middle markband) Studentdemonstratesthe executionof skills and

processes to a Basicgood

Chicken andvegetables are

Basic (lowest prepared andstandard.mark band)Studentcooked to a basicstandard. Use ofdemonstrates readymadethe technicalskill andsauce or Fajitakit used and noprocesses to a accompanimentsbasicstandard.. Skills,processes andpresentation arebasic and meetsome of theEatwell Guidesections.Student activity anddiscussion:1. Why do we carryout sensory

Food Science :Year 10 SoWevaluations of foods?2. How to set upsensory analysis.3. Sensoryevaluation of meal.4. Use of tastingchart and word bankfor sensory testing.Stretch andChallengeExplain how yourdish and theingredients meet theadvice given on thenew Eatwell plateguidelines. (10Marks)Plenary


Celebration displayand teacherassessment andfeedback onoutcomes.Completion of lessonlog and skills audit.Homework: Readprotein chapter intextbook or studente- book.Lesson 3aIntroduction toProteinDifferentiationResourcesIlluminate andHodder textbooksand digitalStudents willlearn the:Range of visualresources andanimations toshow theessential subjectknowledge onproteins.Starter Activitydefinition

of proteinBNF link to proteinvideo.bundles.BNFMacronutrientsPPTfunctions

of proteinin the body

Presentation andclass discussion:What is

protein?BNF Proteinsmain

sources ofprotein inthe diet

Necklace toexplain aminoacid chain.PowerPoint on

Food Science :Year 10 SoWproteins.Why are

proteinsimportant?

Practice questionsto test students'knowledge andunderstanding ofproteins.effects of a

deficiencyor excessof proteinin the diet

functions ofprotein in thediet

Key words anddefinitions inIlluminate andHoddersources of

proteinsQuorntextbooksamount of

proteinneeded atdifferent

BBC Good FoodRecipeshigh biological

value proteinsDifferentiatedRecipes for a:low biological questions in the

value proteins practice yourlife stages.fish pieknowledge andunderstandingsection ofprotein

alternativesshepherd's

pieprotein

complementation

textbooks.cottage pievegetarian

shepherd's

Food Science :Year 10 SoWpieThis practicaltask may bechanged toeffects of

deficiency and


excess protein include otherchicken,

leek andpotato pie.

in the diet.savoury HBV andLBV proteinrecipes andadapted easily.(The recipe ideasare intended asa suggestiononly. Any otherrecipes can beused as analternative tomeet differentschools lessontimes, individualcircumstances,Test your knowledge/practice questions.Plan for practicalactivity next lesson:Explore Food BNFNutritionalanalysisadults need

between 45and 55 gramsof protein perday.

plan andmake a dishthat contains

Lesson 3bStudents willlearn:both HBV and dietary andResourcesLBV sourcesof protein andprovides anadult withcultural needs.)to demonstrateand applyknowledge andunderstanding ofthe Eatwell Guideand itsIlluminate andHodder textbooks

Food Science :Year 10 SoWand digitalbetween 15-18 grams ofprotein perportion.Recipe ideasincludebundles.BBC Good FoodRecipesproportions.DifferentiationTo select asuitable savourydish whichcontains bothHBV and LBVprotein sources.TeacherRange of visualresources andanimations todemonstration setup including allingredients andequipment.traditionalfish, cottageor shepherd's show thepie.essential subjectknowledge onproteins.Recipes availablefor a:Stretch andChallengeTo describe theeffect of heat on arange of different Use BNF website orprotein foods.Key words anddefinitions inIlluminate andHodder Textbooksfish pieother nutritionalprofile website towork out how muchprotein there is inthe recipe.shepherd's

Food Science :Year 10 SoWpieTo research thehealth benefits ofa range ofalternativeprotein foodsincluding:cottage pieDifferentiationthrough effectivequestioningtechniquesduringdemonstrationusing Bloom'svegetarian

shepherd'spie

How could this recipebe adapted for: lactovegetarian, veganand coeliac diets?chicken,

leek andpotato pie.

soyamycoprot-

ein eg


Quorntaxonomy.any other

HBVprotein

quinoa.The practicalactivity may bechanged andadapted easily.main meal.ProteinStarter questions:The recipe ideasare intended asa suggestiononly. Any otherrecipes caneasily be used asan alternative tomeet differentschools lessontimes, individualcircumstances,dietary andWhat sections

of the EatwellGuide are in afish pie?

QuornHealth benefits ofsoya beansWhy is fish

pie such anexcellentsource ofprotein?

Health benefitsQuinoaWhat other

nutrients arein a fish pie?

cultural needs.Recipe could bea high proteinlight lunch snackif time limited inlesson.TeacherdemonstrationHBV protein dish ofchoice eg traditionalfish pie, cottage or

Food Science :Year 10 SoWshepherd's pie whichcontains both HBVand LBV sourcesprotein and providesan adult withDifferentiation ofskills andoutcomes inrecipes.Differentiatedresearch taskson proteinbetween 15-18grams of protein per alternatives.portion.Class discussionWhat happens to theprotein in thefollowing foods onheating?meat and fisheggsflourmilk


cheese.Student ActivityResearch thefollowing proteinalternatives:soya beansmycoprotein

eg Quornquinoa.Find out about eachingredient, its healthbenefits, nutritionalprofile and recipeideas. Produce a factfile on eachingredient.HomeworkBring in the recipe,ingredients and aserving dish for HBVprotein dish.Calculate how muchit has cost to makeand how many it willserve.Lesson 4a and bPractical 2 - HBVand LBV proteindish.DifferentiationFish pie.ResourcesStudents willlearn:BBC Good FoodRecipesComplex: Fishfilleted and allbones removedwith no excesswaste, fish andvegetablesStarter ActivityQuestioning forlearning: recap whatmakes a successfulpractical lesson?Outline ofassessment criteriafor practical workand technicalTo prepare, cookand serve a

Food Science :Year 10 SoWsavoury dishwhich containsboth HBV andLBV proteins andmeets Eatwellguidelines for ahealthy diet.Online ClassroomStopwatchpreparedLesson powerpoint with riskassessment andhygiene andcorrectly andcooked withprecision.Homemadechallenge.safety instructionssauce and potatomashed andpiped on top. Alltechnical skillsTo showcase arange of technicalskills whenMain ActivityPractical lesson.Instruction cardsfor setting up and


preparing andcooking a suitablesavoury dish.(S1, S2, S4, S5,S6, S8 & S12)and processesexecuted andfish piepresented to anexcellentstandard. Meetsall sections ofEatwell guide.tidying away forpractical workStudents create,prepare, cook andserve a savoury dishcontaining goodsources of both HBVand LBV proteins,meets EatwellIngredients traysand room andequipment set upfor practicalTo demonstrateand apply theprinciples of food guidelines andsafety andhygiene whencooking.activities.AssessmentCriteria forpractical workdemonstrates range Medium: Skin

removed from afilleted fish with

of different skills.There will be thesome waste. Fish Laptops or printedTo demonstrate a opportunity to

and vegetablesprepared andcooked to a goodstandard andserved in ahomemadesauce with

Complex skill: mashed potato(Highest mark topping. All skillsband) Student and processes

Food Science :Year 10 SoWdemonstrates executedthe execution effectively and

fish piepresented togood standard.Pie meets mostsections of

nutritional profilesof recipes.good workingroutine in thefood room.showcase differentfood preparationskills, technicalchallenges to 3different levels ofdemand.Explore Food BNFNutritionalanalysisTo develop skillsin garnishing,finishing andpresentation ofdishes.Camera andnames forphotographingwork if necessary.To analyse theprotein content ofthe dish and howeffectively itmeets 1/3 of theDRV's for anLesson Logs andskills checklists.of skills andtechnicalprocesses toan excellentstandard.Illuminate andHodder Textbooksor digital bundles.adult.Eatwell guide.Mediumdemand:Basic :(Middle MarkBand)

Food Science :Year 10 SoWStudentdemonstratesthe executionof skills andprocesses to agoodUse of prefilleted fish. Fishand vegetablesare preparedand cooked to abasic standard.Use of readymade sauce andbasic potatostandard.Basic (lowest topping. Skills,mark band)Studentprocesses andpresentation aredemonstrates fairly basic andthe technical

dish meet some


skill andof Eatwell guideprocesses to a sections.basicstandard.Plenary1. Nutritionalanalysis of dish andevaluation of proteincontent.2. Costing ofingredients.3. Portion size.Stretch andChallenge Explainhow your dish andingredients would bea suitable choice ofmeal for a family of4 with two teenagechildren. (10 marks)Celebration displayand teacherassessment andfeedback onoutcomes.Completion of lessonlog and skills audit.HomeworkRead throughcarbohydrate chapterin textbook orstudent e- book.Lesson 5aCarbohydratesStarter BNF link tocarbohydrate video.DifferentiationResourcesStudents willlearn:Range of visualresources andanimations toshow theessential subjectknowledge onCarbohydrates.BNFCarbohydratesPresentation powerpoint, food displayand class discussion

Food Science :Year 10 SoWon carbohydrates:The definition ofcarbohydrate.Governmentreport oncarbohydrates andThe functions ofcarbohydrate inWhat is

carbohydrate? Key words and


the diet.definitions inIlluminate andHodderhealth (ScientificAdvisoryCommittee onNutrition 2015)Power point onproteins.What are the

functions ofcarbohydratein the diet?

The main sourcesof carbohydrate.textbooks.What are themain sources Display of sugarThe effects ofdeficiency andexcess ofcarbohydrate indiet.offoods orcarbohydratein the diet?photographswith amountslisted.BBC News SugarReportsugar, free

sugars andhidden sugarThe amount ofcarbohydrateneeded forsugar

alternatives.Illuminate andHodderdifferentiatedpracticequestions oncarbohydrates totest yourstarches and

non-starchpolysaccharides(NSP)

Practice questions

Food Science :Year 10 SoWto test students'knowledge andunderstanding ofcarbohydrates.everyday life.The importance ofreducing theamount of freesugars in ourdiets todayeffects of a

deficiency incarbohydrate

knowledge.The Guardiansugar quizeffects of

excessThe Guardiansugar quizcarbohydratesin diet.Making sense ofsugar quizTest your knowledgeor practice questionson carbohydrates.Stretch andChallengeWatch the BBC Newsreport 'Can you betrusted to eat lesssugar?' and answerthe followingRange of visualresources andanimations toshow theessential subjectknowledge onproteins.Lesson 5bStudents willlearn:

thedefinitionof dietaryfibre

question:Free sugars shouldbe no more than 5%of our totalcarbohydrate intake

Food Science :Year 10 SoWper day. This isResourcesKey words anddefinitions inIlluminate andHodder textbooksthe


functionsof dietaryfibre

thedifferenttypes of

approximately30gms (6 teaspoons Hodder Textper day) forteenagers andadults.Illuminate andand digitalbundles.booksDisplay orphotograph ofhigh fibre foods.DifferentiationEffectiveExplain what adviceyou would give toteenagers abouttheir sugar intakeand suggest waysthey can reduce theirsugar consumption.(8 marks)dietaryfibrequestioningtechniquesduringdemonstrationusing Bloom'staxonomy.BNF Fibre andWaterthe effect

of excessanddeficiencyof dietary

the dietaryreferencevalues forfibre.

BBC Good FoodRecipesPossible Practicaloutcomes:The practicalactivity may be

Food Science :Year 10 SoWchanged andadapted easily.Bramley AppleCakeHomework activityFind out how muchsugar there is perserving in theRhubarb CrumbleSlicehow to

modify anexisting

The recipe ideasfollowing foods and

are intended asdrinks: breakfast a suggestioncereal, fruit yoghurt, only. Any other

recipes canBlackcurrantBakewellrecipe toreduce the coca cola, mars bar,amount of biscuits, cakes andfree sugar any otherin therecipeand/orincreasetheamount ofdietaryfibre in therecipe.Lightly SpicedCarrot Cake

easily be used asan alternative to

convenience foods in meet differentyour food cupboard

schools lessonor fridge at home. times, individual

circumstances,dietary and

Summer FruitSquaresBaked BlueberryBites.Dietary FibreStarter ActivityPresentation, fooddisplay and classAny other recipe

Food Science :Year 10 SoWof choice formuffin, cake ortray bake.cultural needs.Differentiation ofdiscussion on dietary skills andfibre:outcomes inrecipes.BNF NutritionalAnalysis (ExploreFood)What is

dietary fibre?What are the

functions ofdietary fibrein the diet?

What are themain sourcesof dietaryfibre in thediet?


effects of adeficiency indietary fibre.

effects ofexcess dietaryfibre in diet.

ways toincrease thefibre in yourdiet.

TeacherDemonstration:lightly spiced carrotcakes or savourymuffins.Practical Activity:Find a recipe for amuffin, tray bake orcake that you couldadapt to increase thefibre and reduce thesugar. Explain howyou have adaptedyour recipe to reducethe sugar andincrease the dietaryfibre.Stretch andChallengeCalculate the fibreand sugar content ofthe recipe using theBNF nutritionalprogramme -explore food.HomeworkBring in allingredients and aserving dish forpractical lesson nextweek.


CarbohydratesStarter ActivityDifferentiationResourcesLesson 6a and bIncreased dietaryfibre and reducedsugar practical.What makes aCake Makingadaptations.BBC Good FoodRecipessuccessful practicallesson? Outline ofassessment criteriafor practical workand technicalComplexOnline ClassroomStopwatchStudents willlearn:Prepare andbake aLesson powerpoint with riskassessment andhygiene andchallenge.challenging cakemixture withskill, accuracyand precision.The cake hasbeen cooked forthe correct timeand has risenwell. Alltechnical skillsand processesexecutedeffectively andthe cake hasbeen effectivelypresented andserved to a veryhigh standard.The sugarTo prepare, cookand serve muffin, Main Activitytray bake or cakePractical lesson.that has been

Food Science :Year 10 SoWadapted to reduce Students create,safety instructionsInstruction cardsfor setting up andtidying away forpractical workthe sugar andincrease the fibre. serve muffin, trayprepare, cook andbake or cake that hasbeen adapted toTo showcase arange of technicalreduce the sugar andskills whenIngredients traysand room andequipment set upfor practical

increase the fibre.preparing andcooking a suitable There will be thedish.(S1, S2, S3, S4,S5, S11 and S12) food preparationopportunity toshowcase differentactivities.AssessmentCriteria forpractical work

skills, technicalTo demonstrate challenges to 3and apply the

different levels ofprinciples of fooddemand.Laptops or printednutritional profilesof recipes.content of thecake has beenreduced and thefibre increased.safety andhygiene whencooking.Complex skill:

(Highest markband) Studentdemonstrates Mediumthe executionof skills andtechnicalprocesses toan excellent

Food Science :Year 10 SoWstandard.Explore Food BNFNutritionalanalysisTo demonstrate agood workingroutine in thefood room.Prepare andbake a cakeCamera andnames forphotographingwork if necessary.mixture withsome skill andaccuracy. Thecake has beentaken out ofoven at thecorrect time andhas risen fairlywell. MostTo develop skillsin garnishing,finishing andpresentation ofdishes.Lesson Logs andskills checklists.Mediumdemand:(Middle MarkBand)Studentdemonstrates technical skillsthe execution and processesIlluminate andHodder Textbooksor digital bundles.To analyse thesugar and fibrecontent of thedish and explainhow it has been


reduced.of skills and have beenprocesses to a executedgoodeffectively andstandard.cake haspresented andserved to a goodstandard. Thesugar content ofcake or fibrecontent hasimprovedBasic (lowest

mark band)Studentdemonstratesthe technicalskill and

processes to abasicslightly.standard.BasicPlenaryA basic cakemixture has1. Nutritionalbeen made usinga simple rangeof ingredients.The cake hasbeen made andanalysis of dish andevaluation of fibreand sugar content ofdish.2. How many grams decorated to aof sugar per portion? basic standard,

demonstrate3. How many gramslimited technicalof fibre per portion?skill and noStretch andchanges to adaptsugar or fibre.challenge: Explainwhy you consideryour dish andingredients to be asuitable choice for aperson trying toreduce the amount

Food Science :Year 10 SoWof sugar andincrease the amountof fibre in their diet(10 marks).PlenaryCelebration displayand teacherassessment andfeedback onoutcomes.Completion of lesson


log and skills audit.HomeworkRead through fatschapter in textbookor student e- book.


Lesson 7a - FatsFats in the dietStarterDifferentiationResourcesStudents willlearn:Range of visualresources andanimations toshow theessential subjectknowledge onfats.Illuminate andHodder textbooksand digitalBNF link to fat videoor flora healthyeating quiz.The definition ofFat.bundles.Display orphotographs ofhigh fat foods.The functions offat in the diet.PresentationPower point, foodThe main sources display and classKey words anddefinitions inIlluminate andHodderBNF Fatsof fat in the diet.discussion on fats:Flora HealthyEating QuizThe effects ofdeficiency andexcess of fat indiet.What is fat?What are the

functions offat in the

textbooks.BBC Good FoodRecipesThe amount of fat

Food Science :Year 10 SoWneeded foreveryday life.diet?Display of highfat foods orphotographswith amountslisted.Possible Practicaloutcomes:Saturated and

saturated fatsSavoury flanQuicheThe importance ofreducing theCholesterolamount ofsaturated fat inour diets todayEffects of a

deficiency infat

MediterraneantartIlluminate andHodderdifferentiatedpracticequestions on fatsto test yourknowledge.Demonstration setupThe ingredientsand methods toprepare and cooka savoury flan orquiche with ashort crust pastrybase.Effects of fat

in dietBNF NutritionalAnalysis (ExploreFood)Advice on

reducing theamount of fatin our diets.

Practice questionsand test yourknowledge.

Food Science :Year 10 SoWThe ability of fatto shorten foodssuch as pastries.1. Describe 3functions of fat inthe diet (3 marks).2. Explain the maindifferences betweensaturated andunsaturated fats. (4marks).3. Why is a diet too


high in saturated fatconsidered to beharmful to yourhealth? (4 marks)?Resources4. Name 3 sources ofanimal fats (3marks).Lesson 7bFoodinvestigations andingredients all setup for class.Students willlearn:5. Name 3 sources ofvegetable fat (3marks).The definition ofshortening andunderstand theeffect of usingdifferent fats toshorten pastry.DifferentiationIngredients maybe pre weighed ornot depending ontime available andability within thegroup.5. What ischolesterol anddescribe the twodifferent types ofcholesterol (3marks).Range of visualresources andanimations toshow theessential subjectknowledge onfats and pastrymaking.Write ahypothesis orprediction aboutwhat type of fat isbest for shortcrust pastry.Teacherdemonstration

Food Science :Year 10 SoWInvestigationsheet to write upthe experimentwith aims,predictions,hypothesis,methods, resultscharts,conclusions andevaluations.Quiche or savouryflan eg roastedMediterraneanvegetable withadaptations toInvestigate whatis the best type offat for pastrymaking.Key words anddefinitions inIlluminate andHodderreduce saturated fatWork in groups to content.prepare and maketextbooks.Homework activityup short crustpastry usingdifferent typesand ratios of fat:flour.Test your knowledgeor practice questionson fats.Differentiatedworksheets forinvestigations.Camera forphotographs.Investigate 6different types of Investigation - Fatsfat used in pastry in pastrymaking and the Group work activity:ratios of each.PracticalClear step byEquipment forpracticalinvestigation.step instructionsto make short

Food Science :Year 10 SoWcrust pastry withWhat is the best type control checksTo develop andpracticeinvestigation skills pastry?similar to thoseof fat or oil formaking short crustand advice.Animation onpastry making.NEA advice oncarrying outFoodSplit class into 6groups and eachgroup is to make upused later in NEA.To developInvestigation in


sensory analysistechniques wheninvestigatingfoods.one batch of shortcrust pastry usingdifferent types offats and ratios offats.both Illuminateand Hoddertextbooks anddigital bundles.To developanalysis andevaluation skillswhen workingwith differentfats.Write grouphypothesis andpredictions for pastryexperiment.PracticalInvestigation:Group 1: 100% -100% butterGroup 2: 50% butter50% vegetable fatGroup 3: 100%vegetable fatGroup 4: 100%vegetable oilGroup 5: 100% lowfat spreadsGroup 6: 100%margarine1. Students to followclear instructions tomake up each batchshort crust pastry,rolling out to 5mmthick and cut with ascone cutter intocircles of equaldiameters.2. Bake for 8- 10minutes at 200 Cuntil golden brownand crumbly.3. Record resultsonce cooked andcooled.

Food Science :Year 10 SoW4. Compare the


results andphotograph samples.Think carefully aboutthe controls appliedto make this a fairtest.5. Carry out sensorytesting of eachpastry samplelooking specifically atcrumbliness oftexture, shortness,flavour, colour andappearance.(Ranking or ratingtest).6. Analyse andevaluate findings,explain how they willinfluence the fatsuses to make pastrynext lesson.Plenary: Classdiscussion of resultsand findings: whichfat was the best forpastry making andwhich one will youuse for quiche or flannext week and why?


Lesson 8a and bFats in Pastrymaking - PracticalactivityDifferentiationSavoury flan orquiche.ResourcesStudents willlearn:BBC Good FoodRecipesStarterComplexTo prepare, cookand serve asavoury quiche or successful practicalflan that has been lesson? Outline ofadapted to reduce assessment criteriathe saturated fatcontent.Online ClassroomStopwatchWhat makes aPrepare andmake short crustpastry torequired shapeand thicknesswith skill,accuracy andprecision. Thepastry has beenbaked blind anda fat reducedfilling has beenadded. It hascooked for thecorrect time andset well. Alltechnical skillsand processesexecutedeffectively andthe flan hasLesson powerpoint with riskassessment andhygiene andfor practical workand technicalchallenge.safety instructions

Food Science :Year 10 SoWTo showcase arange of technical Main ActivityInstruction cardsfor setting up andtidying away forpractical workskills when

Practical lesson.preparing andcooking a suitable Students create,savoury dish.(S1, S2, S3, S4,S5, S6, S8, S11 & or quiche with aprepare, cook andserve a savoury flanIngredients traysand room andequipment set upfor practicalS12)short crust pastrybase and reduced fatfilling of choice.To demonstrateand apply theprinciples of food There will be thesafety andhygiene whencooking.activities.AssessmentCriteria forpractical workopportunity toshowcase differentfood preparationskills, technicalchallenges to 3different levels ofdemand.been effectivelypresented andserved to a veryhigh standard.Laptops or printednutritional profilesof recipes.To demonstrate agood workingroutine in thefood room.Explore Food BNFNutritionalanalysis

Food Science :Year 10 SoWMediumComplex skill: Prepare and

(Highest mark make short crustband) Student pastry todemonstrates required shapethe execution and thicknessof skills andtechnicalprocesses toan excellentstandard.

To develop skillsin garnishing,finishing andpresentation ofdishes.Camera andnames forphotographingwork if necessary.with some skill,accuracy andTo identifynutritional profileand scienceLesson Logs andskills checklists.precision. Thepastry has notbeen pre bakedand a filling hasbeen added. Ithas cookedIlluminate andHodder Textbooksor digital bundles.behind the recipe.Mediumdemand:(Middle MarkBand)correctly and has


Studentset fairly well.demonstrates Some technicalthe execution skills displayedof skills andand the flan hasprocesses to a been effectivelygoodstandard.presented andserved to a goodstandard.Basic (lowest

mark band)Studentdemonstratesthe technicalskill andprocesses to abasicstandard.

BasicA pastry mix hasbeen made usinga simple rangeof ingredients.The flan hasbeen made witha basic fillingandStretch andChallengedemonstrateslimited technicalskill. Ready-made pasty mayhave been used.1. Use explore foodto carry out anutritional analysisof the dish?2. Name the practicalskills demonstratedin this recipe?3. Read thetextbooks and findout what is thescience behind thisrecipe?shortening of

pastry,roasting of

vegetables,

Food Science :Year 10 SoWcoagulation ofprotein ineggs and

cheesePlenaryCelebration displayand teacher


assessment andfeedback onoutcomes.Completion of lessonlog and skills audit.HomeworkRead throughvitamins chapter intextbook or studente- book.Lesson 9a and BStudents willlearn:Micronutrients - FatSoluble VitaminsDifferentiationRange of visualresources andanimations toshow theessential subjectknowledge onvitamins.ResourcesIlluminate andHodder textbooksand digitalStarter ActivityVitamins A, D, E &K.Presentation, fooddisplay and classdiscussion on fatsoluble vitamins:Student activityUsing the textbooksand vitamin tableproduce a set ofrevision cards to helpyou learn theinformation on allthe essential fat and practice yourwater solublevitamins. For eachfat soluble vitamin:bundles.The functions ofvitamins in thebody.BNF MicroNutrientsKey words anddefinitions in

Food Science :Year 10 SoWIlluminate andHodder textbook.BBC Good FoodRecipesThe main sourcesof vitamins in thebody.Recipe ideas foreach vitamin.The effect ofexcess anddeficiency ofvitamins in thedietDifferentiatedquestions in the Vitamin A -

Smoked mackerelpate with orangeand watercresssalad.

knowledge andunderstandingsection ofThe dietarytextbooks.reference valuesfor the differentvitamins neededevery day.The definition

of eachvitamin

Vitamin D -The practicaltask is intendedto be openended to allowcreativity anddifferentiation byoutcome.Salmon or chickenwrapped in Parmaham and pesto.What are the

functions ofeach vitaminin the diet

Lesson 9bVitamin E - Prawnpilaf with rocketsalad.Water solublevitamins B & C

Food Science :Year 10 SoWWhat are themain sourcesof each

Vitamin K- Italianpasta withSpinach, Tomato,parmesan andOlives.Students willlearn Thedefinition ofvitamins B1, B2,B3, B9, B12 andC.Differentiatedbooks on withinformation onthe differentvitaminEffects of

deficiency ofeach vitamin

vitamins groups.Vitamin B1 - Porkstroganoff withHomework


riceThe functions ofvitamins in thebody.Effects of

excess of each ingredients andvitamin indiet.

Bring in allVitamin B2- Lentilcomplete vitamin Dhal, Chili andfact file for beanshomework.The main sourcesof vitamins in thebody.PresentationVitamin B3-Nicoise salad withTunaFood display andclass discussion onwater solublevitamins:The effect ofexcess anddeficiency ofvitamins in thedietVitamin B9Hummus andpitta breadStudent activityUsing the textbooksand vitamin tableproduce a set ofrevision cards to helpyou learn theinformation on allthe essential fat andwater solubleVitamin B12Vegetable stir frywith TeriyakiSalmonThe dietaryreference valuesfor the differentvitamins neededevery day.Vitamin CVegetable kebabsand Cous Cous

Food Science :Year 10 SoWsalad or stir fry.vitamins. For eachwater solublevitamin:the definition

of eachvitamin

what are thefunctions ofeach vitaminin the diet

what are themain sourcesof each

vitamin?effects of

deficiency ofeach vitamin?Effects ofexcess of eachvitamin in

diet.Practical activity:allocate everystudent a specified


vitamin from listabove.Research task:1. Produce a fact fileon specific vitamin.2. Plan and make asoup, salad or lightlunch dish which isrich in specifiedvitamin and can bemade in 1 hour.Lesson 10a and b Vitamins PracticalDifferentiationComplexResourcesLessonStudents willBBC Good FoodRecipeslearn:Starter Activity What (Highest markmakes a successfulpractical lesson?Outline ofassessment criteriafor practical workand technicalband) Studentdemonstratesthe execution ofpractical skillsand technicalprocesses to anexcellentstandard. Thedish made is anexcellent sourceof researchedvitamin.To prepare, cookand serve soup,salad or starterthat is rich inspecified Vitaminand suitable forpreparing cookingand serving in 1hour.Online ClassroomStopwatchLesson powerpoint with riskassessment and

Food Science :Year 10 SoWhygiene andchallenge.Main Activitysafety instructionsPractical lesson.Students create,prepare, cook andserve a soup, salador starter rich in aone of the followingvitamins: A, D, E, K,B1, B2, B3, B9, B12and C.Instruction cardsfor setting up andtidying away forpractical workTo showcase arange of technicalskills whenpreparing andcooking a suitablevitamin rich dish.(S1, S2, S3, S4,S5, S6,)Medium (MiddleMark Band)StudentIngredients traysand room andequipment set upfor practicaldemonstratesthe execution ofskills andprocesses to agood standard.The dish made isa good source ofresearchedactivities.There will be theopportunity toshowcase differentfood preparationskills, technicalchallenges to 3different levels ofTo demonstrateand apply theprinciples of foodsafety andhygiene when

Food Science :Year 10 SoWcooking.AssessmentCriteria forpractical workLaptops or printednutritional profilesof recipes.vitamin.To demonstrate a demand.good workingBasic (lowestmark band)Studentdemonstratesthe technical skillExplore Food BNFNutritionalanalysisComplex skill:

(Highest markband) Student

routine in thefood room.


demonstrates and processes tothe execution a basic standard.To develop skillsin garnishing,finishing andpresentation ofdishes.Camera andnames forphotographingwork if necessary.of skills andtechnicalprocesses toan excellentstandard.The dish madeprovides a basicsource ofresearchedvitamin.Lesson Logs andskills checklists.To manage timesuccessfully andpresent dish withfact file forassessment in 1hour.Medium

demand:(Middle MarkBand)Student

Illuminate andHodder Textbooksor digital bundles.Why thedemonstratesthe executionof skills andprocesses to a challengegoodpreparation andcooking of foodshas an effect onvitamin content.Differentiatedstretch andquestions.standard.Basic (lowest

mark band)

Food Science :Year 10 SoWStudentdemonstratesthe technicalskill and

Differentiationby task andoutcome.processes to abasicstandard.Stretch andChallenge1. What areantioxidants? (2marks)2. Name the 3vitamins that are allantioxidants. (3Marks)3. Find 2 recipeswhich provide goodsources of each ofthe followingvitamins: A, C and E.(6 marks)4. Explain why


antioxidants areimportant in the diet.(3 marks)5. Describe 3 waysto retain vitamin Cduring food storage,preparation andcooking. (6 marks)PlenaryCelebration displayand studentpresentation on eachrecipe, reasons forchoice and vitaminselected. Teacherassessment andfeedback onoutcomes.Completion of lessonlog and skills audit.Homework Readthrough mineralschapter in textbookor student e- book.Lesson 11a and b MineralDifferentiationResourcesStudents willlearn about theminerals calcium,iron, salt andfluoride.Presentation.Range of visualresources andanimations toshow theessential subjectknowledge onminerals.Illuminate andHodder textbooksand digitalStarter ActivityPower point, fooddisplay and classdiscussion on thefollowing minerals:calcium, iron,bundles.Display orphotographs ofhigh fat foods.

Food Science :Year 10 SoWThe functions ofeach mineral inthe body.sodium, iodine andKey words anddefinitions inIlluminate andHodder textbook.Possible Practicaloutcomes:The main sources fluoride.of minerals in theStudent Activitybody.BBC Good FoodRecipesUsing theThe effect ofexcess anddeficiency ofdifferent mineralsin the dietDifferentiatedquestions in thepractice yourknowledge andunderstandingsection ofinformation in thetext books, create avisual mind map forcalcium, iron, sodiumand fluoride. Foreach mineral find outLasagneMoussakaPasta BakeThe dietary


reference valuesfor the differentminerals neededevery day.the following:textbooks.Macaroni cheesethe definition Practical activity

of eachmineral

Spaghetticarbonaratask.The practicalLesson 9bCauliflower cheeseWhat are the task is intendedTo identify themain ingredientsin moussaka,pasta bake orsimilar style pastadish.functions ofeach mineralin the diet?to be openended to allowcreativity anddifferentiation byoutcome.Demonstration setup for dish to bemade.What are the

main sourcesof each

Differentiatedtext books withdifferent levelsof informationon the differentmineral groups.To understandthe scientificprinciples of howstarch thickens asauce bymineral?effects of

deficiency ofeach mineral

Recipes for iron

Food Science :Year 10 SoWrich salad andvegetablegelatinisation.effects of

excess of eachmineral indiet.

accompaniments.To analyse thenutritional valueof the meal and inparticular themineral contentof the dish.Practice questions totest knowledge andunderstanding ofcalcium, iron sodiumand fluoride.BNF NutritionalAnalysis (ExploreFood)Demonstrationmoussaka, pastabake, spaghetticarbonara ormacaroni cheese.Practical activityUsing theinformation in thetext book, plan ameal for a teenagerwhich includes verygood sources ofprotein, calcium andvitamin D. Make thedish next lesson.


Stretch andChallenge1. Serve the mealwith a suitable ironrich vegetable orsaladaccompaniment.2. Explain thescience behind howflour thickens awhite sauce in apasta dish.3. Complete anutritional analysisof the dish andcalculate the amountof calcium in the dishand compare it tothe DRV's for calciumfor a teenager.Homework1. Bring in allingredients andserving dish. forpractical lesson nextweek.2. Complete practiceand test questions.Lesson 12a and b Calcium and VitaminDifferentiationResourcesStudents willlearn:D PracticalStarter: What makes and makea successful practical homemade dishlesson? Outline ofassessment criteriafor practical workand technicalComplex PrepareBBC Good FoodRecipesTo prepare, cookand serve mainmeal that is richin calcium andvitamin D.with skill,Online ClassroomStopwatchaccuracy andprecision. The

Food Science :Year 10 SoWingredients andsauces are allhomemade. Alltechnical skillsand processesexecuted withLesson powerpoint with riskassessment andhygiene andchallenge.To showcase arange of technicalskills whenMain Activity:Practical lesson.Students create,safety instructionspreparing and


precision and thedish has beeneffectivelypresented andserved with aInstruction cardsfor setting up andtidying away forpractical workB1, B2, B3, B9, B12 suitable iron rich Ingredients traysTo demonstrateand apply theand C.accompanimentto a very highstandard.Medium: Used agood range ofingredients tomake a suitabledish with someaccuracy andprecision. Theand room andequipment set upfor practicalprinciples of food There will be thesafety andhygiene whencooking.opportunity toshowcase differentfood preparationskills, technicalchallenges to 3different levels ofdemand.activities.AssessmentCriteria forpractical workTo demonstrate agood workingroutine in thefood room.Laptops or printednutritional profilesof recipes.Complex skill: sauces are all

(Highest mark homemade. Allband) Student technical skillsdemonstrates and processes

To develop skills

Food Science :Year 10 SoWin garnishing,finishing andpresentation ofdishes.Camera andnames forphotographingwork if necessary.the executionof skills andtechnicalprocesses toan excellentstandard.executedeffectively andthe dish hasbeen suitablygarnished andpresented to agood standard.To manage timesuccessfully andpresent dish forassessment.Lesson Logs andskills checklists.Illuminate andHodder Textbooksor digital bundles.To serve the dishwith a suitablesalad or vegetableaccompanimentwhich is rich iniron.Mediumdemand:(Middle MarkBand)Basic: A basicsavoury dishhave been madeusing a simpleStudentdemonstrates range ofthe execution ingredients. Theof skills anddish has beenprocesses to a made with agoodstandard.ready-made or

Food Science :Year 10 SoWsimple sauce anddemonstrateslimited technicalskill. There islittle or noattempts toserve the dishwith a garnish ordecorative finish.Basic (lowest

mark band)Studentdemonstratesthe technicalskill and

processes to abasic


standard.Stretch andChallenge:1. Name two healthconditions that a dietdeficient in calciumand vitamin D couldlead to (2 Marks).2. Explain why theDRV's for calciumand iron are higherfor teenagers thanthey are for adults oryoung children (4marks).3. Explain why yourchosen savoury dishis healthy,nutritionallybalanced andprovides a goodsource of calciumand Vitamin D for ateenager (8 marks).Plenary: Celebrationdisplay of practicaloutcomes. Teacherassessment andfeedback onoutcomes.Completion of lessonlog and skills audit.Homework: Revisefor end of topic teston the Eatwell Guideand all macro andmicro nutrients andnutrition studied todate.Lesson 13a and b End of topic test: The Differentiation

Nutrients. StarterResources


Activity: Outlinegeneral advice onanswering exam

The importance of questions and how togood preparation prepare for finalStudents willlearn:Differentiatedquestioningstylesthroughoutpaper.Practice questionsfrom:Illuminate andHodder final examchapter in textbooks.and revision inexam including:advance of end of Different types oftopic assessment. exam questions

including multiplechoice, short answerquestions, dataresponse, recipe

different types of information, midmark and openended responses.

Exemplarquestions andresponses.End of topic teston nutrition andthe nutrients.End of test onthe nutrientsand nutrition toinclude: multiplechoice, shortTo practiceansweringNEA practice Taskand advice:exam questionsunderexaminationconditions.Illuminate andHodder final examchapter in textbooks.answer

Food Science :Year 10 SoWMarkingschemesincludingdifferent level mark and openof responses(Low, mid and responses.upper band)with advice onhow to

questions, dataresponse, recipeinformation, midNEA: PracticalActivity brief oncelebration meal.To develop examtechnique whenansweringdifferent types ofquestions.endedDifferentiatedresearch task onHealth andNEA homeworktask:structure and Students toNutrition.planresponses.research theNEA task andpresent thefollowinginformation onone A4 sheet:To test knowledgeandunderstanding ofnutrition and thedifferent nutrientsin food.Research sources:TextbooksIssue end of

topic testusing avariety ofdifferent

Trusted websitesNewspaper andmagazine articlesWhat are the

Food Science :Year 10 SoWEatwellguidelines?questionMultimedia:YouTube clips andIlluminateTo developresearch skillsand applyknowledge ofhealthy eatingand nutrition intopractical activities.styles on thefollowingtopics:What are themain nutrientsanimationsEatwell Guide advice. and what makes Interview witha goodfamily membersto ask them whatthey need andwould like.Current

advice onhealthy

nutritionallybalanced mainmeal?eating.What recipehave you chosento make andMacronutrients:Protein,


carbohydrates explain the dishResourcesand fats.is:Illuminate andMacronutrients:Meeting EatwelladviceHodder textbooks.(Preparing for theNEA - FoodVitamins: fat-

solubleLessons 13bNutritionallyvitamins A, D, balancedpreparation task).Students willlearn:E and KA suitable choice Mini assessmentfor your family.Vitamins:checklistwater solubleShowcasing good A4 differentiatedTo developresearch skills.vitamins B1,B2, B6, B9,B12 and Ctechnical skill.templates andwriting frames:Bring in A4research andrecipe to nextweek's lesson.ResearchAntioxidant

vitamins A, C,and E

To developPlanning sheetsSensory testingplanning skills toinclude details oftimings,instructions formaking andinclude importanthygiene or safety

Food Science :Year 10 SoWpoints.DifferentiationMinerals:Nutritionalanalysiscalcium, iron, Range of

resources onhow the task isgoing to beassessed.

salt, fluorideand water.Evaluation andimprovements.Student activity: Endof topic test.Differentiated A4studenttemplates andwriting framesfor recordingresearch, plansfor making,sensory testingand evaluation oftask.Plenary: Mini NEATask- CelebrationMeal Plan andmake a nutritionallybalanced main mealfor your family withgood sources of HBVprotein and meetsBBC Good FoodRecipesTo analyse thenutritional valueof the meal.Jamie OliverHome CookingRecipesTo calculate thetotal costs of thedish, how many it the advice of thewill serve andportion size.

Eatwell guide. Yourdish should showcasea range of technicalskills and may be

To produce a time served with asuitable

Food Science :Year 10 SoWaccompaniment.Carry out sensoryanalysis of the dishon your family andproduce a nutritionalprofile of your dish.

Illuminate andHodder textbooks.Key words anddefinitions inIlluminate andHodder textbook.Planning forpractical work inthe NEA.plan for making.BNF NutritionalAnalysis (ExploreFood)Practical activitytask.The practicaltask is intendedto be open


ended to allowcreativity anddifferentiation byoutcome.Starter: Mini NEAfood preparationtask.Class discussion:Students stateThe Foodpreparation taskcould beextended toinclude a dessertor pudding thatis a good sourceof one of theantioxidantchosen dish andreasons why it is asuitable choice.Submission of A4research sheets onhealthy eating andnutrition.Assessment outline.vitamins A, Cand E.During this taskstudent will:Research theDifferentiatedtask.planning sheets.Plan theExemplarmeal.planning sheetsPrepare, cook Use of internet

and serve the or textbooks tomeal and anypossibleanalysenutritionalaccompanime profiles of dishesntsmade.showcasingtechnical skill.Analyse the

nutritionalvalue of themeal and

Food Science :Year 10 SoWevaluate thesuccess ofmeal.

Importantinformation:1. The recipe chosencan be either a dishadapted from aprevious lesson or a


completely newrecipe of your choice.Photographs must beincluded of work.2. If time permitsand schools have theflexibility of anotherpractical lessonbefore the end ofterm then a 2ndcourse,accompaniment ordessert may beadded to the brief toextend the mock NEAfurther.3. This could beserve the main mealwith a suitabledessert that is highin the antioxidantvitamins A, C and E.Student activity:Planning for thepractical task.Stretch andChallenge: .1.Nutritional analysisof the meal usingtextbooks, internetor BNF nutritionalsoftwareprogramme.2. Work out the finalcosting of the meal,how many it servesand final cost perportion.Homework:Bring in allingredients and aserving dish for FoodPreparation Task.


14 a and bPractical activity:Main course dish.MakingResourcesRecipes.differentiationComplex skill:Competentexecution of skilland processes toan excellentstandard.Students willlearn:Starter Activity:Questioning forlearning: recap whatmakes a successfulpractical lesson?Outline ofassessment criteriafor practical workand technicalBBC Good FoodRecipesTo prepare andcook anutritionallybalanced savourymain course dishwhich meets theadvice of the Eatwell guide.Jamie OliverHome CookingRecipesSelective use ofa range ofLesson powerpoint with riskassessment andhygiene andsafetyequipment withprecision andaccuracy. Dishshows a highlevel of challengeand complexity.Dish shows awide range of

Food Science :Year 10 SoWfinishingtechniques suchas garnishingand decoration.All dishes arepresented withexcellentchallenge.Main Activity:To apply a variety Practical lesson.instructions.of technical skillsStudents create,and make some prepare, cook andcreative andInstruction cardsfor setting up forpractical work.

serve a nutritionallyquality products balanced main mealwith skill andwith good sources ofprecision (S1, S2,HBV protein, meetsS3, S4, S5, S6,). Eat well guidelines

Online ClassroomStopwatchIngredients traysand room andequipment set upfor practicaland demonstratesrange of differentTo demonstrate skills.and apply theattention todetail andfinished to anexcellentprinciples of food There will be theactivities.safety andhygiene whencooking.opportunity toInstruction cardsfor tidying awayfor practical work.showcase differentfood preparationskills, technicalchallenges to 3standard.Excellent use oftime plans and

Food Science :Year 10 SoWapplication ofhygiene andsafety.Sensory wordTo present a dish different levels ofbank and chart tocarry out sensorytesting of dishesmade in terms ofappearance, taste,consistency andsmell.with a good levelof technical skilland is presentedwith a suitablelevel of finish anddecoration forserving.demand.Complex skill:(Highest mark Medium: A rangeband) Student of skills to gooddemonstrates standard.the execution Equipment usedof skills andtechnicalprocesses toan excellentstandard.with someaccuracy. Dishshows somelevel of demandand uses a rangeof finishingAssessmentcriteria forpractical work.To carry outsensory analysiswith family usinga rating test.Camera andnames forMediumphotography.


demand:(Middle MarkBand)techniques togarnish anddecorate.BNF NutritionalAnalysis (ExploreFood)StudentPresentation isdemonstrates good and dish isthe execution finished to aof skills andgood standard.processes to a Good use of timegoodstandard.plans andhygiene andsafety.Basic (lowest

mark band)Student

Basic: Somebasic skills anddemonstrates processes usedthe technicalskill andwith someinaccuraciesprocesses to a during making.basicstandard.Basic use ofequipment anddish shows somedemand butlimited use ofskill to cook andpresent. LimitedStretch andChallenge:1. Nutritionalanalysis of dish andevaluation of protein hygiene andcontent.safety.2. Costing ofingredients.3. Portion size4. Explain how dishand ingredients

Food Science :Year 10 SoWwould be a suitablechoice of meal for afamily of 4 with twoteenage children (10marks).Plenary: Celebrationdisplay and teacherassessment andfeedback onoutcomes.Completion of lessonlog and skills audit.


Homework: Sensorytesting(rating) of dishwith family.Preparation to makea dessert high inanti-oxidant vitaminsA, C and E.Lesson 15a and b Practical ActivityMakingdifferentiationComplex:ResourcesRecipes.(AdditionalStarter Activity:Optional Lesson if Questioning forCompetentBBC Good FoodRecipestime available)learning: recap whatmakes a successfulpractical lesson?Outline ofexecution of skilland processes toan excellentstandard.Selective use ofa range ofStudents willlearn:Jamie OliverHome CookingRecipesTo prepare andcook anaccompanimentthat provides avaluable source ofone of theassessment criteriafor practical workand technicalLesson powerpoint with riskassessment andhygiene andsafetyequipment withprecision andaccuracy. Dish

Food Science :Year 10 SoWshows a highlevel of challengeand complexity.Dish shows awide range offinishingtechniques suchas garnishingand decoration.All dishes arepresented withexcellentchallenge.Main Activity:Practical lesson.antioxidantvitamins A, C and Students create,instructions.Eprepare, cook andserve a dish toaccompany the mainmeal cookedprevious lesson. Thechosen dish mustcontain a rich sourceof one of the anti-oxidant vitamins A, Cor E.Instruction cardsfor setting up forpractical work.To apply a varietyof technical skillsand make somecreative andquality productswith skill andprecision. (S1, S2,S3, S4, S5, S6,and some others)Online ClassroomStopwatchIngredients traysand room andequipment set upfor practicalattention todetail andfinished to anexcellentThere will be theopportunity to

Food Science :Year 10 SoWactivities.Instruction cardsfor tidying awayfor practical work.To demonstrateand apply theshowcase differentfood preparationstandard.principles of food skills, technicalExcellent use oftime plans andapplication ofhygiene andsafety.safety andhygiene whencooking.challenges to 3different levels ofdemand.Sensory wordbank and chart tocarry out sensorytesting of dishesmade in terms ofComplex skill:(highest mark Medium: A rangeTo present a dish


with a good levelof technical skilland is presentedwith a suitablelevel of finish anddecoration forserving.band) Student of skills to gooddemonstrates standard.the execution Equipment usedappearance, taste,consistency andsmell.of skills andtechnicalprocesses toan excellentstandard.with someAssessmentcriteria forpractical work.accuracy. Dishshows somelevel of demandand uses a range Camera andTo carry outof finishingnamessensory analysiswith family usingprofiling test.Medium

demand:(middle markBand)Studentdemonstratesthe executionof skills andprocesses to agood

techniques togarnish anddecorate.Presentation isgood and dish isfinished to agood standard.Good use of timeplans andAntioxidant AdviceBNF Nutritional

Food Science :Year 10 SoWAnalysis (ExploreFood)hygiene andsafety.standard.Basic (lowest


Basic: Somebasic skills andprocesses usedwith someinaccuraciesduring making.Basic use ofequipment anddish shows somedemand butStretch andChallenge:limited use ofskill to cook andpresent. Limitedhygiene and1. What is thedefinition of anantioxidant (2marks)?safety.2. Name 3 foods richin antioxidants (3marks).3. Explain whyantioxidants areimportant in the dietand why your choiceof dish is rich inantioxidants (3


marks).Plenary:Celebration displayand teacherassessment andfeedback onoutcomes.Completion of lessonlog and skills audit.Homework: SensoryAnalysis usingprofiling test withfamily.Lesson 16 aMini NEA - Analysisand EvaluationStarter Discussion:Why is it importantDifferentiationResourcesStudents willlearn:Range of visualresources toshow theessential subjectknowledge onNEA.Illuminate andHodder textbooks.How to record the to carry out sensoryresults of sensory analysis and evaluatetesting in a rating practical work andor profiling chart? making activities?

Sensory testingBBC Good FoodRecipestechniques:Key words anddefinitions inIlluminate andTo analyse theJamie OliverHome CookingRecipes

Sensory testingresults of sensoryusing profiling testtesting and writeon main course dish. Hodder textbook.detailedconclusions onthe results.Exemplars NEA

Food Science :Year 10 SoWtask sheets onresearch,Sensory testingusing rating test on Templates anddesserts.writing framesplanning, makingMain Activity:Students writedetailed conclusionsand evaluation on:for less able and and evaluating.SEN students toTo calculate costsof dish(es) andevaluate how costeffective andvalue for moneythe dish is forfamily.present theirwork on.Variousworksheets andresources:1. Results of

sensory testing ofdish(es). Testers, fairtesting, opinions onthe dish and anyadvice and

nutritional profile recommendations onhow could the

Sentencestarters andliteracy materials PlanningResearchfor writingconclusions andevaluations tofindings.To analyse theRecordingpractical workof the dish andsuggestWritingsensory qualities of


modifications forimprovement.the dish beimproved?conclusions andevaluations.Exemplar of NEAstyle portfolio.2. The costings,portion size andnumber of servingsof each dish. Writeup a conclusion tothe final cost of thedish. Did the dishprovide good valuefor money for yourfamily? Were youpleased with theoverall cost andwhy? How could youreduce your costsfurther?BNF NutritionalAnalysis (ExploreFood)Exemplar timeplans fromIlluminate andHodderTo evaluate work.textbooks.Differentiatedplanning sheets.(High, mediumand lower levelsof complexityand detailrequired.Lesson logs andskills checklists.3. The nutritionalprofile of the dishanalysed using BNFexplore foodnutritional. Whatnutrients did the dishcontain and whatingredients did theycome from?Comment on all theamount of protein,carbohydrates, fat,

Food Science :Year 10 SoWvitamin A, B, C andD, calcium and ironcontent of the dish.What nutrients werepresent in high orlow quantities? Whatchanges could youmake to your dish tomake it moreLesson 16bResourcesStudents willlearn:Individual StudentFeedback sheetsThe assessmentcriteria for thetask and howtheir work hasbeen assessed.AssessmentCriteriaDifferentiationEnd of Unit TestNEAThe strengths oftheir work.Not required asstudent feedbackis individual andpersonalised.The weaknessesof their work.Areas to improvetheir work andattainment infuture tasks.nutritionallybalanced.4. How does this dishmeet the currentguidelines andproportions advisedin the Eatwell Guide?


What needs to beimproved and whatyou need to do?Plenary: Collateresearch, plans formaking, photographsof making andevaluations forassessment. Hand infor teacherassessment andfeedback.Mini NEA andNutrients TestFeedback and TargetSettingStudent Activity:Teacher assessmentand feedback on:Mini Food

PreparationTask

End of UnitTest -Nutrition

Student feedbackand target setting:What went

well?Even better

if?Targets for next

term:Plenary:Student completionof lesson log andskills checklist.


Eatwell Guidelines The Eatwell GuideDifferentiationResources2016 - Lesson17aand Food ChoicesEffectiveEat Well GuideBNF Power point ontherecommendations ofEatwell Guide 2016.questioningtechniquesduringdemonstrationusing Bloom'staxonomy.Students willlearn:BNF Eatwell Guide2016To understandDaily Diet Sheetthe importance of Student activity: Howeating a variety of well do you match upPortion size guidedifferent foodsfrom the EatwellGuide.to the Eatwell Guide? Differentiatedoutcomes from1. Record all food dietary analysisand drink for 24 task.To understandthe importance ofplanning balancedmeals.hours.2. Analyse how wellthe food you haveconsumed matchesthe Eatwell guide.To record andanalyse daily diet.3. Which group didyou consume toomuch of and why?To considerportion size andcost when4. Which group did

Food Science :Year 10 SoWyou consume toolittle of and why?planning meals.How thenutritional needsof people changeat different lifestages.5. How could youimprove your diet tomake it morebalanced to matchthe Eatwell Guideadvice?Class discussion andmind mapping task.What factors do youhave to considerwhen planningmeals?Stretch andChallenge: ResearchTask.Investigating Portionsizes. Go on thefollowing website tofind out average


portion sizes ofdifferent foods. Whyis it important to eatthe correct portionsize?Lesson 17bDietary needs atdifferent life stagesDifferentiationResourcesStudents willlearn:Range of visualresources andanimations toshow theIlluminate and Hodder textbooks. Student researchactivity:The importance ofconsuming theright diet atdifferent lifestages.Create a revisionmind map of each ofthe following lifestages:essential subject BBC Good Food

knowledge on abalanced dietand good

1. Preschool children nutrition duringRecipesJamie OliverHome CookingRecipesTo include:aged 1-4.different lifestages.The dietary needsof pre-schoolchildren.2. School childrenaged 5-12.Annabel KarmelFishcakesKey words anddefinitions inIlluminate and

Food Science :Year 10 SoWHodder textbook.The dietary needs 3. Teenagers.of school childrenaged 5-12.Practical activitytask briefs.4. Adults.Resources formind mapping byhand or on5. The elderly.Differentiatedquestions in thepractice yourknowledge andunderstandingsection ofThe dietary needsof teenagers.For each life stageresearch, thefollowing:computer.The dietary needsof adults.GCSE MindmappingProgramme1. What happens tothe body?The dietary needsof the elderly.textbooks.2. Nutrients that are Practical activityimportant in the diet. task.Stretch andchallenge testingknowledgequestions ondietary needs ofdifferent lifestages.To develop mindmapping andrevisiontechniques torevise dietaryneeds of differentlife stages.3. Any advice oneating habits andfood choices.The practical

Food Science :Year 10 SoWtasks are variedand intended tobe open endedto allowcreativity anddifferentiation byoutcome.Practical activity:Select one of thefollowing to carry outnext lesson.Recipe Ideas:Fish cakesBeef, fish orveggie burger,sweet potato1. Young children areoften fussy eatersand need to beencouraged to eathealthily and trySchools canchoose to offerstudents optionof selecting onetask, work inwedges and saladItalian style


different foods. Plan groups onchicken withand make somehomemade fishfingers or fish cakesand serve with asuitablecarbohydrate orvegetableaccompaniment.different tasks or mozzarella filling,allow them freechoice of task.wrapped withParma ham,served with freshpasta and rocketsalad.Stretch andChallengequestions to testknowledge ofeach life stage.Beef Cobbler orcasserole, mashand vegetables.2. Teenagers needapproximately 40-50 grams of proteinin their diet forStudents mustnot select a dishpreviously made.growth and repair.Plan and makeDifferentiatedplanning sheetshealthy option meat,fish or veggie burgerwith a suitablecarbohydrate and/orvegetable/saladaccompaniment.3. Many adults enjoygourmet food whichis both healthy andnutritionallybalanced. Plan andmake an interestingchicken dish that hasbeen seasoned ormarinated. Serve thedish gastro style with

Food Science :Year 10 SoWa suitablecarbohydrate andvegetable or saladaccompaniment.4. Elderly adultsoften enjoytraditional foodswhich are basedupon meat, potatoesand 2 vegetables.Plan and make atraditional, easy toeat dish which isbased upon locally


sourced meat or fish,potatoes and 2vegetables.Homework: Bring iningredients and dish.Lesson 18 a andBPractical activity:Dietary needs atdifferent life stages.Starter activity: execution of skillQuestioning for and processes tolearning: recap what an excellentDifferentiationComplex:CompetentResourcesRecipes fromIlluminate andHodder textbooksStudents willlearn:To prepare andBBC Good FoodRecipescook recipe which makes a successfulmeets the dietary practical lesson?needs of a chosen Outline ofstandard.Selective use ofa range ofJamie OliverHome CookingRecipeslife stage.assessment criteriafor practical workand technicalequipment withprecision andaccuracy. Dishshows a highlevel of challengeand complexity.Dish shows awide range offinishingLesson powerpoint with riskassessment andhygiene andsafetyTo apply a variety challenge.

Food Science :Year 10 SoWof technical skillsand make somecreative andquality productswith skill andprecision. (S1, S2, serve a suitable dish techniques such Instruction cardsMain Activity:Practical lesson.Students create,prepare, cook andinstructions.S3, S4, S5, S6,

to meet the dietaryand some others) needs of a chosen

life stage.as garnishingand decoration.All dishes arepresented withexcellentattention todetail andfinished to anexcellentfor setting up forpractical work.Online ClassroomStopwatch

There will be theTo demonstrate opportunity toand apply theIngredients traysand room andequipment set upfor practical

showcase differentprinciples of foodfood preparationsafety andskills, technicalhygiene whencooking.challenges to 3different levels ofdemand.standard.Excellent use oftime plans andactivities.Instruction cardsfor tidying awayfor practical work.To present a dishwith a good levelof technical skill

Food Science :Year 10 SoWand is presentedwith a suitablelevel of finish anddecoration forserving.Complex skill: application of

(Highest mark hygiene andband) Student safety.

Sensory worddemonstratesMedium: A rangethe execution of skills to goodof skills and standard.bank and chart tocarry out sensorytesting of dishesmade in terms ofappearance, taste,consistency andtechnical

Equipment usedprocesses to with somean excellent accuracy. DishTo carry out


sensory analysiswith family usingprofiling test.standard.shows somesmell.level of demandand uses a rangeof finishingtechniques togarnish andMedium

demand:(Middle MarkBand)

Assessmentcriteria forpractical work.Camera andnamesStudentdecorate.demonstratesthe executionof skills andprocesses to agoodPresentation isgood and dish isfinished to agood standard.Good use of timeplans andstandard.Basic (lowest hygiene andmark band)Studentdemonstratesthe technicalskill andprocesses to abasicstandard.safety.Basic: Somebasic skills andprocesses usedwith someinaccuraciesduring making.Basic use ofStretch andChallenge:

Food Science :Year 10 SoWequipment anddish shows somedemand butlimited use ofskill to cook andpresent. Limitedhygiene and1. Give 3 reasonswhy young childrenshould only havesmall portions (2marks). 2. Name 3recipes high in ironthat would preventteenage girlssafety.becoming anemic (3marks).3. Explain why it isimportant for adultsto have a diet low insaturated fat andsalt (6 marks).4. Discuss thedietary problems youmay face if youregularly eat readymeals (8 marks).


Plenary: Celebrationdisplay and teacherassessment andfeedback onoutcomes.Completion of lessonlog and skills audit.Homework: Costinganalysis of dish.Lesson 19a & bSpecial dietary needs Range of sources Illuminate and(2 single lessons) Student researchof informationHodder textbooks.activity: Select one of on the differentthe following special special dietaryStudents willlearn theimportance ofadapting recipesto meet a rangeof special dietaryneeds:dietary needs tostudy further:needs to beresearched.BBC Good FoodRecipes1. Vegetarianincluding vegans.2. Coeliac.Key words anddefinitions inIlluminate andRecipe ideas:3. Lactose intolerant. Hodder textbook.4. High fibre.5. Reduced sugar orItalian stylecheesecakevegetarian

andvegans

TiramisuTrifle.salt.6. Reduced fat.Differentiatedquestions in thepractice yourknowledge and

Food Science :Year 10 SoWunderstandingsection ofcoeliaclactose

intolerantProduce aninformative recipecard and fact sheeton chosen specialdietary need whichincludes informationon the diet, details offoods to eat more ofand foods to beavoided and reasonswhy.Recipe cards fromsupermarkets toshow as exemplar.high fibretextbooks.reduced

sugar orsalt

Practical activitytask.Computer facilitiesor laptops forrecipe cards andnutritionalreduced

fat.students

will learn:Range ofanalysis.Recipe adaptationactivity: Suggestdifferentiatedrecipes includinghow to

adapt arecipe fora layereddessertand makeit suitable

ways of adapting the cheesecake,Questions to testknowledge andunderstanding ofdifferent specialdietary needs.

Food Science :Year 10 SoWrecipe for a chilledand layered dessertto make it suitablefor each of thetiramisu andtrifle.

different dietaryfor a range needs listed.Stretch andChallengeWorksheet on


of differentdietaryneeds.questions onrecipeadaptations.recipe adaptationof breakfasts fordifferent specialdietary needs.Student activity:Produce the recipecard for layeredto produce dessert with theanfollowing informationon it:informative recipecard forchosenlayeredand chilleddessert.theingredientsand quantitiesof chosendish.step by step

guide to makethe dish

photograph ofthe dish

anexplanation ofwhy therecipe issuitable forspecific

dietary need.the nutritional

profile of thedish usingBNFnutritionalprogramme

costings ofthe dish tomake

special dietaryclaims of thedish

Food Science :Year 10 SoWservingsuggestionsand portionsize.


Stretch andChallenge: Breakfastis one of the mostimportant meals ofthe day. Plan a rangeof breakfasts suitablefor each of thespecial dietary needslisted above.Homework: Bring indessert ingredients.Lesson 20a and b Practical activity:DifferentiationResourcesSpecial dietaryStudents will needs.Complex:CompetentRecipes fromIlluminate andlearn:

Starter Activity:To adapt a given Questioning forexecution of skill Hodder textbooksand processes torecipe for a

BBC Good Foodan excellent

learning: recap -layered dessert toWhat makes aRecipesstandard.make it suitable successful practicalfor chosen dietarylesson? Outline ofneed.Selective use ofa range ofequipment withprecision andJamie OliverHome CookingRecipesassessment criteriaTo apply a variety for practical workand technicalchallenge.accuracy. Dishshows a high

Lesson powerpoint with risk

level of challenge assessment andhygiene and

Food Science :Year 10 SoWsafetyinstructions.

of technical skillsand make somecreative andquality productswith skill andMain Activity:Practical lesson.and complexity.Dish shows awide range offinishingprecision. (S1, S2, Students create,

prepare, cook andserve layered dessert techniques suchwhich has beenadapted to meet achosen dietaryneeds.

S3, S4, S5, S11and 12)Instruction cardsfor setting up forpractical work.as garnishingand decoration.All dishes arepresented withexcellentattention todetail andfinished to anexcellentstandard.To demonstrateand apply theprinciples of foodsafety andhygiene whencooking.Online ClassroomStopwatchThere will be theopportunity toshowcase differentfood preparationskills, technicalchallenges to 3different levels ofdemand.Ingredients traysand room and

Food Science :Year 10 SoWequipment set upfor practicalactivities.To present a dishwith a good levelof technical skillExcellent use oftime plans andapplication ofInstruction cardsfor tidying awayfor practical work.


and is presentedwith a suitablelevel of finish anddecoration forserving.hygiene andsafety.Complex skill:

(Highest markSensory wordbank and chart toband) Student Medium: A range carry out sensorydemonstrates of skills to good

standard.Equipment used appearance, taste,with some

testing of dishesmade in terms ofthe executionof skills andtechnicalprocesses toan excellentstandard.consistency andsmell.To carry outaccuracy. Dishshows somelevel of demandand uses a rangeof finishingtechniques togarnish anddecorate.Presentation isgood and dish isfinished to agood standard.Good use of timeplans andsensory analysiswith family usingprofiling test.Assessmentcriteria forpractical work.Medium

demand:(Middle MarkBand)Studentdemonstrates

Food Science :Year 10 SoWthe executionof skills andprocesses to agood

Camera andnamesstandard.hygiene andsafety.Basic (lowest


Basic: Somebasic skills andprocesses usedwith someinaccuraciesduring making.Basic use ofequipment anddish shows somedemand butStretch andChallenge:limited use ofskill to cook andpresent. Limitedhygiene and1. Give 3 reasonswhy people maychoose to follow avegetarian diet (3marks).safety.2. Compare the dietof a vegan to one ofa lacto -ovovegetarian diet (3marks).3. Name 3 foods a


coeliac should avoid.(3 marks).3. Explain why it isimportant for adultsto have a diet high indietary fibre (5marks).4. Give the definitionof lactose intoleranceand identify 3 dairyfree alternatives (5marks).Plenary: Celebrationdisplay and teacherassessment andfeedback onoutcomes.Completion of lessonlog and skills audit.Homework: Costinganalysis of dish.Lesson 21a and b Introduction: Energy Differentiation

NeedsResourcesStudents willlearn:Range of visualresources showthe essentialsubjectIlluminate andHodder textbooks.Starter: BNF link toenergy video.Presentation andclass discussion:Why the bodyneeds energy.BBC Good FoodRecipesknowledge onenergy.How energy ismeasured.why the bodyRecipe forLasagneneeds energy. Key words andThe basalmetabolicrate(BMR) is andhow it ismeasured.

Food Science :Year 10 SoWdefinitions inhow energy isIlluminate and

Hodder textbook.Meatmeasured.Fishthe basal DifferentiatedmetabolicVegetarian

questions in therate(BMR) is practice yourand how it is knowledge andmeasured.Jamie OliverHome CookingRecipesWhat physicalactivity level is.understandingsection oftextbooks.How BMR andPAL worktogether towhat is

physicalactivity

Practical activitytask brief.determine howPractical activity


much energy inKilocalories isneeded every day.level(PAL)task.Stretch andchallenge testingknowledgequestions energyneedshow BMR and The practicalPAL worktogether todeterminehow muchenergy inKilocalories isneeded everyday.task is intendedto be openended to allowcreativity anddifferentiation byoutcome.Therecommendedpercentage ofenergy requiredby differentnutrientsDemonstration oflasagne set up ifrequiredDifferentiatedtext books withdifferent levelsThe effects of adeficiency ortheexcess of energyin the body.recommended of informationpercentage of on the differentenergymineral groups.required bydifferentnutrients.Demonstrationof lasagne inlesson ifthe effect of a required

Food Science :Year 10 SoWdeficiency orexcess ofdepending onability of class.energy on thebody.Student activity: Planfor practical activity:1. Teenagers needbetween 2000 and2500 kcals per dayon average to meettheir energy needs.2. Plan and make ahealthy optionlasagne which willprovideapproximately 1/3 ofa teenager's energyrequirements. Thelasagne may containmeat, fish oralternative proteins.The lasagne shouldshowcase a range oftechnical skills.Stretch and


Challenge:1. Give 3 reasonswhy your body needsenergy (3 marks).2. Discuss the effectsof both an excessand deficiency ofenergy in the diet (6marks).3. Suggest ways toadapt the followingrecipes to reducetheir energy value:a) Prawn saladbaguette withmayonnaiseB) Fish and ChipsC) CheesecakeD) ChocolateBrownies (8 marks).Homework: Bring iningredients forLasagne. Readthrough energychapter.Lesson 22a and b Practical - EnergyDifferentiationComplex:Prepare andmake homemadepasta to requiredshape andthickness withskill, accuracyand precision.The pasta andboth sauces areall homemade.All technicalResourcesStudents willlearn:NeedsBBC Good FoodRecipesStarter: What makesa successful practicallesson? Outline ofassessment criteriafor practical workand technicalTo prepare, cook

Food Science :Year 10 SoWand serve mainmeal that a goodsource of energyOnline ClassroomStopwatchLesson powerpoint with riskassessment andhygiene andTo showcase arange of technicalskills whenchallenge.Main Activity:preparing andPractical lesson.safety instructionscooking a suitable Students create,calcium rich dish. prepare, cook andInstruction cardsfor setting up andtidying away forpractical workskills andprocessesexecuted withprecision and the(S1, S2, S3, S4,S5, S6, S7, S8and S10)serve a healthyoption Lasagnewhich is high in


energy.lasagne has beeneffectivelyTo demonstrateand apply theIngredients traysand room andequipment set upfor practical

There will be theprinciples of food opportunity topresented andserved with asuitable iron richaccompanimentto a very highstandard.safety andhygiene whencooking.showcase differentfood preparationskills, technicalchallenges to 3different levels ofdemand.activities.AssessmentCriteria forpractical workTo demonstrate agood workingroutine in thefood room.Medium: Usedreadymade pasta Laptops or printedComplex skill:

(Highest markband) Studentdemonstratesthe executionof skills andtechnicalprocesses toan excellentstandard.

to make dishwith someaccuracy andprecision. Thewhite sauce andtomato sauceare all

Food Science :Year 10 SoWhomemade. Alltechnical skillsand processesexecutedeffectively andthe lasagne hasbeen suitablygarnished andnutritional profilesof recipes.To develop skillsin garnishing,finishing andpresentation ofdishes.Camera andnames forphotographingwork if necessary.To manage timesuccessfully andpresent dish forassessment.Lesson Logs andskills checklists.Illuminate andHodder Textbooksor digital bundles.Medium

demand:(Middle MarkBand)Studentdemonstrates presented to athe execution good standard.

To serve the dishwith a suitablesalad or vegetableaccompanimentwhich is rich iniron.of skills and Basic: A basicprocesses to apasta and saucegood

dish have beenstandard.made using aBasic (lowest simple range ofmark band)Studentingredients. Thepasta dish hasdemonstrates been made withthe technical

Food Science :Year 10 SoWskill anda ready-madesauce andprocesses to a demonstratesbasicstandard.limited technicalskill. There islittle or noattempts toserve the dishStretch andChallenge:1. Describe the ideal with a garnish ormethod to make a

decorative finish.


smooth white saucewithout lumps (4Marks).2. Discuss thedifferent factors thatcan affect thegelatinisation of astarch thickenedsauce? (6 marks).3. Explain whylasagne and salad issuch a healthy optionmeal which providesteenagers with agood source ofenergy. (8 marks).Plenary: Celebrationdisplay of practicaloutcomes. Teacherassessment andfeedback onoutcomes.Completion of lessonlog and skills audit.Homework: Researchtask: What are the 6major diet relatedhealth risks today?Find out 3 facts orstatistics on each.Lesson 23a and b The Big Six: DietaryDifferentiationRange of visualResourcesRelated Illnesses.Students willIlluminate andlearn theStarter Activity: Class resources showHodder textbooks.relationshipbetween diet,nutrition andhealth.discussion andpresentation ondietary relatedillnesses:the essentialsubjectknowledge on arange of

Food Science :Year 10 SoWSections on Diet,Nutrition andHealth

different dietaryrelated illnesses

Cardiovascula and conditions.BBC Good FoodRecipesThe major dietrelated diseases,what causes themand how toObesityr disease

Key words and(CoronaryRecipe ideas:prevent them

definitions inHeart Disease


including:obesitycardiovasc

ulardisease(coronaryheartdiseaseand highbloodpressure).

bonehealthincludingrickets andosteoporosis.

dentalHealth

irondeficiencyanemia

Type 2diabetes.

and highbloodpressure).Illuminate andHodder textbook.Soups andstartersThe practicaltask is intendedto be openended to allowcreativity andMain coursesDessertsBone health

includingrickets and

osteoporosis.differentiation by Computer facilitiesoutcome.Dental Healthor laptops forpairedpresentations orcue cards withpresentations.Iron deficiency

anemia

Food Science :Year 10 SoWDifferentiatedtext books withdifferent levelsof informationon the differentillnesses.Type 2

diabetesPaired research task:Prepare a shortpresentation on oneof the dietary related working in pairsillnesses above.Presentation toinclude the following 2 course mealinformation onspecified illness orhealth condition:Students will beto plan, prepare,cook and serve athey haveadapted to makeit suitable ofserving to aperson with adietary relatedhealth condition.To work as aRecent

statistics anddefinition

team and plan asuitable menu forspecific dietaryillness or healthcondition.An outline of

the maincauses of theillness or

One student willmake soup,starter ordessert and theother the maincourse. Bothdishes will haveTo negotiatewhich student isgoing to makewhich course anddish from their

Food Science :Year 10 SoWchosen menu.conditionAdvice on

preventingand treat the been adapted to

illness orconditionmeet specificdietary illness orcondition.Menu withrecipe ideasThe dishes canfor a 2 course be served withmeal.suitableaccompanimentsif appropriate.Paired PracticalActivity: 2 Course


Meal.1. Plan and make asuitable 2 coursemeal for an adultwith a specifieddietary relatedillness.2. The menu may bea soup or starterfollowed by a maincourse or a maincourse and dessert.3. The chosenrecipes must haveadapted bothingredients andcooking method tomake the dish moresuitable for meetingthe specific dietaryillness or condition.Paired PupilPresentations:Specific dietaryillness presented toclass.Homework: Bring iningredients andserving dishes tomake chosen 2course meal.Lesson 24a and b Dietary RelatedMakingResourcesStudents willlearn:Illnesses - PairedPractical: 2 CourseMeal.differentiationComplex:Recipes fromIlluminate andHodder textbooksTo prepare, cookand serve mainmeal that a goodsource of energyCompetentStarter Activity:What makes asuccessful practicallesson? Outline of

Food Science :Year 10 SoWassessment criteriafor practical workand technicalexecution of skilland processes toan excellentstandard.Selective use ofa range ofequipment withprecision andaccuracy. DishBBC Good FoodRecipesTo showcase arange of technicalskills whenpreparing andcooking a suitableJamie OliverHome CookingRecipeschallenge.Lesson powerpoint with risk


calcium rich dish.(S1, S2, S3, S4,S5, and S6)shows a high assessment andlevel of challenge hygiene andMain Activity:Practicallesson.Studentscreate, prepare, cookand serve a healthyand complexity.Dish shows awide range offinishingtechniques suchas garnishingand decoration.All dishes arepresented withexcellentsafetyinstructions.To demonstrateand apply theprinciples of food option meal suitablesafety andhygiene whencooking.Instruction cardsfor setting up forpractical work.for a client with aspecific dietaryrelated illness.Online ClassroomStopwatchTo demonstrate a There will be theIngredients traysand room andequipment set upfor practicalgood workingroutine in thefood room.opportunity toshowcase differentfood preparationskills, technicalchallenges to 3different levels ofdemand.attention todetail and

Food Science :Year 10 SoWfinished to anexcellentTo develop skillsin garnishing,finishing andpresentation ofdishes.activities.standard.Instruction cardsfor tidying awayfor practical work.Excellent use oftime plans andapplication ofhygiene andsafety.Complex skill:

(Highest markband) Studentdemonstrates

Sensory wordTo manage timesuccessfully andpresent dish forassessment.bank and chart tocarry out sensorytesting of dishesmade in terms ofappearance, taste,consistency andsmell.the execution Medium: A range

of skills to goodstandard.Equipment usedwith someaccuracy. Dishshows somelevel of demandand uses a rangeof finishingtechniques togarnish and

of skills andtechnicalprocesses toan excellentstandard.To serve bothdishes as acomplete meal

Food Science :Year 10 SoWwith a suitablesalad or vegetableaccompaniment ifappropriate.Assessmentcriteria forpractical work.Medium

demand:(Middle MarkBand)Studentdemonstratesthe executionof skills andprocesses to agood

Camera andnames.decorate.Presentation isgood and dish isfinished to agood standard.Good use of timestandard.Basic (lowest plans andmark band)Studenthygiene andsafety.demonstratesthe technicalskill andBasic: Somebasic skills and


processes to a processes usedbasicstandard.with someinaccuraciesduring making.Basic use ofequipment anddish shows somedemand butStretch andChallenge:1. What is the BMIfor an adult to beconsidered obese? (1 limited use ofmark).skill to cook andpresent. Limitedhygiene andsafety.2. Explain why theEatwell guide hasbeen updated toreduce the obesitystatistics. What arethe main changesand why are theyimportant for goodhealth? (6 marks).3. Plan a healthypacked lunch for achild that is low insugar, fat but high infibre. Explain whythe choice of foods isgood for the child'sdiet and health. (8marks).Plenary: Celebrationdisplay of practicaloutcomes. Teacherassessment andfeedback onoutcomes.Completion of lessonlog and skills audit.Homework: Calculateyour own BMI on theNHS website. Revisefor end of unit teston nutritional needsand health.Lesson 25a

Food Science :Year 10 SoWEnd of unit test onnutritional needs andDifferentiationDifferentiatedResourcesStudents willHodder practice


learn:Health.questioningstylesthroughoutpaper.questions onchapter 2 - Food,nutrition andHealth.To practiceansweringdifferent types of answering examStarter Activity:Recap advice onexam questionsunderexaminationconditions.questions and how to Different typesJamie OliverHome CookingRecipesprepare for finalexam including:of examquestionsincludingMain Activity: End ofPractical activitytask brief.multiple choice,short answerquestions, dataTo test knowledge unit test.andPeer Assessment:Stretch andunderstanding ofnutrition and thedifferent nutrientsin food.Peer assess end ofmodule test.response, recipe challenge testinginformation, mid knowledgemark and openendedquestions energyneedsFeedback and targetsetting:Peer assessment

Food Science :Year 10 SoWtechniques whenassessing Markpapersresponses.What went

wellMarkingschemes

Even better ifTeacher moderation:Check andincludingdifferent level ofresponses (Low,mid and upperverification of marks. band) withadvice on how tostructure andplan responses.Homework: Readthrough chapters onFood science,cooking of food andhow heat istransferred. Makenotes or a set ofrevision cards on thetopic to include:why food is

cooked3 methods of

heat transfer;conduction,convectionand radiation.

definitions ofthe followingcooking

methods with


3 foodexamples ofeach: baking,barbequing,boiling,braising, dryfrying, stirfrying,shallowfrying,grilling,roasting,simmering,steaming, andpoaching.Lesson 25bCooking of foods and DifferentiationResourceshow heat isStudents willlearn:

Range of visualtransferred into resources andfoods.Illuminateanimations:animations toThe reasons whyfood is cooked.tenderising

meatprotein

Starter discussion:show theessential subjectknowledge ondifferentmethods of heattransfer.Why is food

cooked?The differentways that heatcan beconductionconvectionradiationWays that

foodpreparationand cookingaffects food?

Food Science :Year 10 SoWtransferred.Write aKey words anddefinitions inIlluminate andHodderhypothesis orprediction aboutwhat way ofmicrowavin

gHow iscooking vegetableto retainfreshness andnutritional values.transferred?textbooks.Illuminate andHodder textbooksand digitalPupil activity: Illuminate and

Hodderdifferentiatedpractice

Card sort tomatch thecorrectbundles.To work in groupsto use differentmethods ofcooking avegetable.cookingquestions

Vegetables maycooking methods be pre preparedto test yourknowledge.method withthe correctdefinition.depending on timeavailable andability within thegroup.To develop andPresentation:Key words and


practiceinvestigation skills animationssimilar to thoseused later in NEA.Illuminatedefinitions ofdifferent cookingmethods inIlluminate andHodderInvestigationsheet to write upthe experimentwith aims,predictions,hypothesis,methods, resultscharts,conclusions andevaluations.Conduction,convection, radiationand microwaving.To developtextbooks.sensory analysistechniques wheninvestigatingfoods.Group Activity:Vegetableexperiment.Differentiatedworksheets forvegetableWhat is the

mostinvestigations.To developanalysis andevaluation skillswhen working toinvestigate thebest cooking timemethods forDemonstrationof Deli Kebabs ifneeded.Camera forphotographs.successfulway to cookvegetables

Food Science :Year 10 SoWand retainappearance,colour, flavourtexture andnutritionalvalue?Equipment forpracticalinvestigation.vegetables.What is the

optimal timeto cookvegetables forand why?

Record results oncecooked and cooled.Compare the resultsand photographsamples. Thinkcarefully about thecontrols applied tomake this a fair test.Carry out sensorytesting of eachvegetable samplelooking specifically atappearance, texture,flavour, colour.(Ranking or ratingtest).Analyse and evaluatefindings and explain


how they willinfluence the methodyou will use in nextpractical to cookvegetables nextlesson.Plenary: Planning fornext practical lesson.Plan and make somekebabs which includea seasoning ormarinade. Serve on abed of stir friedvegetables orroasted vegetablecous cous. Try todemonstrate at least2 or possibly 3different methods ofheat transfer duringthe lesson.Lesson 26a and b Different methods of DifferentiationResourcesheat transferComplex:Competentexecution of skilland processes toTo prepare, cookand presentkebabs with arange ofvegetable andcarbohydrateaccompanimentsBBC Good FoodRecipesPractical activity:Kebabs, with stirfried or roastedvegetables served on an excellenta bed of noodles orcous cous.Jamie OliverHome CookingRecipesstandard.Selective use ofa range ofKebab recipesthat demonstrate Starter: What makesequipment withprecision and

Food Science :Year 10 SoWaccuracy. Dishshows a highlevel of challengeand complexity.Dish shows awide range offinishingtechniques suchas garnishingand decoration.All dishes arepresented withexcellent2-3 differentmethods of heattransfer.a successful practicallesson? Outline ofassessment criteriafor practical workand technicalOnline ClassroomStopwatchLesson powerpoint with riskassessment andhygiene andTo showcase arange of technicalskills whenchallenge.preparing and

Main Activity:cooking a suitable Practical lesson.calcium rich dish.There will be the(S1, S2, S3, S4, opportunity to

showcase differentfood preparationskills, technical

safety instructionsInstruction cardsfor setting up andtidying away forpractical workS7, and S8)To demonstrateand apply theIngredients traysand room andprinciples of food challenges to 3


safety andhygiene whencooking.different levels ofdemand.attention todetail andfinished to anexcellentequipment set upfor practicalactivities.Complex skill:To demonstrate a (Highest mark band)AssessmentCriteria forpractical workstandard.good workingroutine in thefood room.StudentExcellent use oftime plans andapplication ofhygiene andsafety.demonstrates theexecution of skillsand technicalprocesses to anexcellent standard.Laptops or printednutritional profilesof recipes.To develop skillsin garnishing,finishing andpresentation ofdishes.Medium: A range Camera andof skills to goodstandard.Medium demand:(middle mark Band)Studentdemonstrates theexecution of skillsand processes to agood standard.names forphotographingTo manage time

Food Science :Year 10 SoWsuccessfully andpresent dish forassessment.Equipment used work if necessary.with some

Lesson Logs andaccuracy. Dish skills checklists.shows somelevel of demandand uses a range Hodder Textbooksof finishingIlluminate andTo serve kebabsas a completemeal with asuitable salad orvegetableBasic (lowest markband) Studentdemonstrates thetechnical skill andprocesses to a basicstandard.or digital bundles.techniques togarnish anddecorate.Presentation isgood and dish isfinished to agood standard.Good use of timeplans andaccompaniment ifappropriate.Stretch andChallenge:1. Describe the 3methods of heattransfer duringhygiene andsafety.cooking (3 marks).2. Create a mindmap of all thedifferent ways ofBasic: Somebasic skills andprocesses usedcooking the following with somethree ingredients:chicken, potatoesand greeninaccuracies

Food Science :Year 10 SoWduring making.Basic use ofvegetables.equipment anddish shows somedemand butlimited use ofskill to cook andpresent. Limitedhygiene and3. Extend each mindmap to give reasonswhy the differentways of cooking yourchosen food is used(e.g. for food safety,


to develop flavours,texture etc.).safety.4. Discuss whysteaming and stir-frying are a goodcooking method forfamilies (6 marks).Plenary: Celebrationdisplay of practicaloutcomes. Teacherassessment andfeedback onoutcomes.Completion of lessonlog and skills audit.Homework:Marinating is theprocess of soakingmeat, fish orvegetables beforecooking. Explain whymarinatingtenderises toughercuts of meat andmakes them tenderand juicy (5 Marks).27a and bFunctional andDifferentiationResourceschemical propertiesof foods.Student will learn:Animations toexplain somecomplexscientificprocesses andtechnicalIlluminate andHodder textbooksThe meanings ofthe followingterms:Starter Activity: Howwere the meat orvegetables in theKebabs tenderised bymarinating thembefore hand? ShowIlluminate animation Range of visualon the coagulation of resources and

Food Science :Year 10 SoWprotein or make use animations toIlluminateanimations ongluten and fatshortening glutenprotein

denaturation

processes.AQA animation onGluten ballsprotein

coagulation

BBC Good FoodRecipesof other videoresources fromYoutube etcshow theessential subjectknowledge ondifferentmethodsfunctional andchemicalfoam

formationJamie OliverHome CookingRecipesClass discussion:Questioning forlearning.Apply scientificknowledge ofthese terms toTest yourknowledge and1. What are the


recipes they have causes of proteinproperties ofproteins.practice questions.already made thecourse includingdenaturation?2. Why didDemonstration setup for Swiss rollor meringues.Key words anddefinitions inIlluminate andHoddermarinating, pasta marinating ourmaking, breadmaking andwhiskingkebabs make themtender?Demonstration setup for bread rolls,flavoured breadsor pizza.3. What caused theeggs in our quiche tocoagulate and set?4. Why do chilledlayered dessertsthicken and gocreamy?textbooks.meringues.Illuminate andHodderdifferentiatedpractice11bGluten formationStudents willlearn:questionsThe scientificprinciplesunderlying therole of protein5.Why does whisking cooking methodssugar and egg whites to test yourmake form a foamand makeknowledge.Key words and

Food Science :Year 10 SoWdefinitions ofdifferent cookingmethods inand the formation meringues?of gluten whenmaking a breaddough.6. What is thecommon link?Teacherdemonstration:whisking air into aIlluminate andHoddertextbooks.To identify theingredientsrequired to make mixture usingDemonstrationof pizza andbread.bread, theirmechanical action tofunctions and the make meringues oressential stagesof productionprocesses andstages whenmaking bread andbread products.Swiss roll.Practice questions onprotein properties.Protein denaturation,coagulation andfoam formation.Show Illuminate orAQA animation ongluten. What isgluten and how is itis used in bread,pasta and cakes?Teacherdemonstration:Bread making andpizza making.Questioning forlearning:Ingredients, types of


flour, gluten content,sugar, salt, yeast,conditions formicrobial growth,CO2 production,kneading, provingand step by stepproduction of breador pizza. Practicequestions to testrecall:1. Name the 2proteins in breadmaking flour andexplain why they areimportant whenmaking doughs suchas bread, pasta andpastry (4 marks).2. What is the besttype of flour for thebread and pastamaking and why (4marks)?3. What is the bestflour for cake makingand why (4 marks).Homework: Bring iningredients for breadbased product ofchoice e.g. Breadrolls, focaccia, pizzaetc.Lesson 28a and b Physical andDifferentiationComplex:Competentexecution of skilland processes toan excellentstandard.Selective use ofa range ofequipment withprecision andaccuracy. DishResourceschemical propertiesof foodTo prepare, cookand a breadBBC Good FoodRecipes

Food Science :Year 10 SoWbased productPractical activity:Jamie OliverHome CookingRecipeswhich applies the Bread products -scientificGlutenprinciples usingStarter Activity:the protein gluten What makes ato bind the dough successful practicaland give elasticity. lesson? Outline ofBread and Pizzarecipesassessment criteriaOnline ClassroomTo understand


the function ofyeast as a raising and technicalagent in breadmaking.for practical workshows a highlevel of challengeand complexity.Dish shows awide range offinishingtechniques suchas garnishingand decoration.All dishes arepresented withexcellentStopwatchLesson powerpoint with riskassessment andhygiene andchallenge.Main Activity:Practical lesson.To showcase arange of technical There will be theskills whenpreparing andcooking breadbased rolls orpizza (S1, S2, S3, challenges to 3S4, S5 and S8,S10 and S11)safety instructionsopportunity toInstruction cardsfor setting up andtidying away forpractical workshowcase differentfood preparationskills, technicaldifferent levels ofdemand.Ingredients traysand room andequipment set upfor practicalattention todetail andfinished to anexcellent

Food Science :Year 10 SoWTo demonstrateand apply theprinciples of foodsafety andhygiene whencooking.Complex skill:(Highest mark band)Studentdemonstrates theexecution of skillsand technicalprocesses to anexcellent standard.activities.standard.Excellent use oftime plans andapplication ofhygiene andsafety.AssessmentCriteria forpractical workTo demonstrate agood workingroutine in thefood room.Laptops or printednutritional profilesMedium demand:(Middle Mark Band)Studentdemonstrates theexecution of skillsand processes to agood standard.Medium: A range of recipes.of skills to goodstandard.Camera andnames forTo develop skillsin garnishing,finishing andpresentation ofdishes.Equipment usedphotographingwith some

work if necessary.accuracy. Dishshows somelevel of demandand uses a range

Food Science :Year 10 SoWof finishingtechniques togarnish andLesson Logs andskills checklists.Basic (lowest markband) Studentdemonstrates thetechnical skill andprocesses to a basicstandard.Practice questions totest knowledge.1.Describe the 3main conditions thatyeast needs toTo manage timesuccessfully andpresent dish forassessment.Illuminate andHodder Textbooksor digital bundles.decorate.To suggest waysof adapting thedough recipe tomake it suitablefor coeliac diets.Presentation isgood and dish isfinished to agood standard.Good use of timeplans andmultiply (3 marks).hygiene andsafety.2. Explain, withexamples, whygluten is importantin bread making (4Basic: Somebasic skills and


marks).processes usedwith someinaccuraciesduring making.Basic use of3. Explain whatmakes bread rise (3marks).4. Bread is a staplepart of the diet ofmany cultures.Discuss ways breadcan be adapted tomake it a healthieroption and meet arange of specialdietary needs (8marks).equipment anddish shows somedemand butlimited use ofskill to cook andpresent. LimitedH & S.Stretch andChallengeCarry out a scientificinvestigation to findout which is the besttype of flour to usein bread making.(Use NEA chapter inbook.)Plenary: Celebrationdisplay of practicaloutcomes. Teacherassessment andfeedback onoutcomes.Completion of lessonlog and skills audit.Homework: Find thedefinitions of thefollowing scientificterms and give 3practical examples ofeach in cookery:1. Gelatinisation 2.Caramelisation and3. DextrinisationLesson 29a

Food Science :Year 10 SoWFunctional andchemical propertiesof food.Differentiation.Illuminateanimations onenzymeResourcesIlluminatetextbook andanimationsStudents willlearn: The


scientificprinciplesunderlying theuse of fats andoils todemonstrate thefollowingbrowning andemulsificationare available.Starter Activity: 6differentworkstations set uparound the roomwith practicalexamples and somefacts on each of thescientific processeslisted below:1. Shortening egpastry making.2. Aeration egmaking a cake.3. Plasticity egPastry making.4. Emulsification egsalad dressings ormayonnaise.5. Enzyme browningof fresh fruit.6. Oxidation andFact files on eachWork stationresourcesStretch andChallenge: Make Revision cards.your own salad Photographs ofdressing orprocesses:

different foods formayonnaise1. Shortening egpastry making.2. Aeration e.g.making a cake.3. Plasticity e.g.Pastry making.4. Emulsificatione.g. salad

display or actualeither by hand orfoods sources.by the foodprocessor. Testyour knowledge

Food Science :Year 10 SoWand practicequestions.Differentiatedresources oneach workdressings ormayonnaise.station andFruit andvegetables1. Enzymephotographs oractual examplesof foods.browning of fresh preventing vitaminfruit.loss when preparingand cookingvegetables'2. Oxidation andpreventingvitamin loss when Student researchpreparing andcookingvegetables.activity: Studentsare put in groups of3-4 and given a setof 6 revision cardseach. They have 5minutes at eachwork station to writedown an explanationof what each termmeans and find asmany practicalexamples linked toeach term aspossible.Plenary: Micro teacha topic or scientificterm to a friend.Test your knowledgeand practice


questions.Homework: Researchthe different types ofraising agents usedin food today. Findas many differentexamples aspossible.Lesson 29bStudents willlearn about:Presentation: whatare raising agentsand how do raisingagents work?Choose one of thefollowing methods of offering all 4adding air to amixture:Chemical: Addingbaking powder to aVictoria sandwichcake.Trapping air: Lemon depending onMeringue Pie orSwiss rollDifferentiationby task.Teachers canResourcesRecipes for:have theVictoria sandwichThe scientificprinciplesunderlying theuse of 4 differenttypes of raisingagents used infood today:flexibility of

Lemon meringuepietasks or reducing

it to either onlyone or two tomanage thepractical moreeffectivelySwiss rollMediterraneantartchemical

Food Science :Year 10 SoWmechanicalsteamSausage rollsChocolateprofiterolesthe size andability of theRolling and folding to group. Recipestrap air: Flaky or puff can also beChelsea buns orhot cross buns.biologicalpastry -adapted tosimplifyaccording toability of class.Planning sheets.Mediterranean tart,cheese twists orsausage rollsSteam: Choux pastry Demonstration- Chocolate eclairs or can be done ifprofiteroles.required. Stretchand challenge:Make one of theother dishes foryour family nextweek at home.Biological: Chelseabuns or hot crossbuns.Student Activity:Select one of themethods of trappingair and recipes aboveand complete adetailed plan formaking the dish nextlesson.Lesson 30a and b Raising agents inMakingResources


food today.Practical Activity:Raising agents.differentiationComplex:CompetentStudents willlearn:BBC Good FoodRecipesTo applyStarter: What makes execution of skilla successful practical and processes toJamie OliverHome CookingRecipesknowledge andunderstanding ofusing differentraising agents tofood.lesson?Main Activity:Practical lesson.an excellentstandard.Selective use ofVictoria sandwichcakePlan and make a one a range ofof the followingdishes thatdemonstrates onemethod of adding air shows a highequipment withprecision andaccuracy. DishTo showcase arange of technicalskills whenpreparing andcooking disheswith raisingagents added (S1,S2, S3, S4, S5and S11).Lemon meringuepieFlaky or puffto a mixture:level of challenge pastryChemical: Addingbaking powder to a

Food Science :Year 10 SoWVictoria sandwichcakeand complexity.Dish shows awide range offinishingChocolateprofiterolesChelsea buns orTrapping air: Lemon techniques such hot cross buns.To demonstrateand apply the

Meringue Pie orSwiss roll

principles of food Rolling and folding to All dishes areas garnishingand decoration.Online ClassroomStopwatchsafety andhygiene whencooking.trap air: Flaky or puff presented withpastry - excellentLesson powerpoint with riskassessment andhygiene andMediterranean tart,cheese twists orsausage rollsattention todetail andfinished to anTo demonstrate agood workingroutine in thefood room.safety instructionsSteam: Choux pastry excellentInstruction cardsfor setting up andtidying away forpractical workchocolate eclairs orprofiteroles.standard.Excellent use oftime plans andapplication ofhygiene andsafety.To develop skills

Food Science :Year 10 SoWin garnishing,finishing andpresentation ofdishes.Biological: Chelseabuns or hot crossbuns. (Flexibility forwhole class makeone specific dish orallow choice of onefrom list above. Thelesson could berepeated to giveopportunities to domore practical).Test your knowledgepractice questions.1. Name 4 differentways of adding air toa mixture (4 marks).Ingredients trays,room andequipment set upfor practicalMedium: A rangeof skills to goodstandard.Equipment usedwith someaccuracy. Dishshows somelevel of demandand uses a rangeof finishingTo manage timesuccessfully andpresent dish forassessment.activities.AssessmentCriteria forpractical workLaptops or printednutritional profilesof recipes.techniques togarnish andCamera and


2. Explain the termchemical raisingagent and givedecorate.Presentation isgood and dish is work if necessary.names forphotographingexamples of its usein cooking (3 marks). good standard.3. Yeast is abiological raisingfinished to aLesson Logs andskills checklists.Good use of timeplans andagent. Describe the 3 hygiene andconditions that yeast safety.needs to multiplyBasic: Someand explain why theybasic skills andare important parts processes usedof the fermentation with someprocess (6 marks). inaccuraciesStretch andduring making.Basic use ofequipment andChallengeCarry out aninvestigation into the dish shows someconditions that yeast demand butneeds to ferment.Make a hypothesis,carry out the test,limited use ofskill to cook andpresent. Limitedrecord your findings H & S.and write a reportwith conclusions toyour findings. Howwill your resultsinfluence your futurepractical work whenusing yeast.Plenary: Celebrationdisplay of practicaloutcomes. Teacherassessment andfeedback on

Food Science :Year 10 SoWoutcomes.Completion of lessonlog and skills audit.Homework: Completeend of topic test.Lesson 31a and b Micro- organismsDifferentiationResourcesStudents willlearn:and enzymesIlluminateanimations forvisual learners.Power point onmicroorganismsand enzymesStarter Activity:Demonstration:Balloon, yeast andWhat is meant bythe term micro-


organism.test tubesDifferentiatedsources ofinformation.Illuminateanimations on:1. Bacteria2. Mould3. Enzymicbrowningexperiment set up atbeginning of lessonto investigateconditions for CO2production in yeastWhich micro-organisms causefood to spoil andmake it unsafe toeat.Investigation intoconditions forResearch Task: Read CO2 productionConditions forthe chapter of thefor more ablestudent.Demonstration setup of the balloons,yeast and testtubes at beginningof lesson togrowth of micro- book and watch theorganisms in

animations. Produceorder to grow and a set of revisionStretch andChallenge:multiply.cards on thefollowing:Definition of a1.1. Carry out your investigateown experiment conditions for CO2

production inyeast.

What enzymesare and how theyspoil thepalatability offoods.

Food Science :Year 10 SoWmicro-organism.with yeast to

2. The names of the investigate the3 main types of

factors thatmicro-organisms are affect yeastPractice questionsand test yourknowledge fromIlluminate andthat spoil food andcause foodpoisoning.3. What 5 conditionsdo micro- organismsneed to multiply?4. Definition of ahigh risk food withexamples.multiplying andproducing CO2.2. Make up some Hodder textbooks.guacamole andexplain how youprevented itgoing brown.5. Definition of anenzyme andexplanation of howenzymes affect food.6. Definition ofmould and howmould affects food.7. Definition of yeastand explanation ofhow yeast affectsfood.Class discussion:Results ofexperiment.Practice questionsand test knowledge.Lesson 31bStudents willlearn about:Microorganisms inFood production:Starter Activity:DifferentiationDifferentiatedtasks andResourcesHodder case


Food PoisoningDiscussion Create amind map of the 5main food poisoning Hodder textbook E colibacteria, the foodand drinks they arefound in, symptomsactivities in bothIlluminate andstudiesCampylobacterThe bacteria thatcause foodpoisoningchapters on Food SalmonellaSpoilage and listeriacontamination.How bacteriagrow and multiply and causes.StaphylococcusaureusStretch andchallengeactivity.Illuminate: Casestudy: Foodpoisoning at thebarbeque.Student Activity:Temperaturecontrol to reduceor preventbacteriamultiplying.Illuminatebarbeque casestudy.1. What are the keytemperatures forbacterial growth?Label theWorksheets onkey temperaturesfor bacteriathermometer withThe use of micro- importantorganisms in theproduction of:temperatures forbacterial growthTemperaturesworksheetgrowth.

Food Science :Year 10 SoW1. Cheddar cheese including: freezing,Matching2. Bread3. Yoghurt.chilling, danger zone,serving, reheatingand boiling.Activity: Matchthe food to thefood poisoningbacteria2. Food safety quiz,bacteria matchingactivity and practicequestions.Home learning andplanning practical.1. Select a Britishcheese of your choicesuch as cheddar orstilton. Research theingredients, it'sSoup can beserved withhomemadebread or savouryscones.nutritional value,cost, how it is made,matured andflavoured. 2.Planningfor next practical.Make a traditionallyBritish soup whichuses locally sourcedvegetables andcelebrates the bestof British cuisine.Lesson 32 a andb Students willlearn:Traditional Britishsoups and breadrolls.DifferentiationComplex:CompetentResourcesSoup and breadrecipesexecution of skill


and processes toan excellentstandard.Selective use ofa range ofequipment withprecision andaccuracy. Soupand bread showhigh level ofchallenge andcomplexity. Soupshows a widerange offinishingtechniques such Savoury sconesas garnishingand decoration.All dishes arepresented withexcellent

(Highest mark band) attention todetail andfinished to anexcellentstandard.Excellent use oftime plans andapplication ofhygiene andsafety. Medium:A range of skillsto goodstandard.Equipment usedwith someaccuracy. Soupshows somelevel of demandand uses a rangeof finishingtechniques togarnish anddecorate.Presentation isgood and dish is

To prepare, cookand serve atraditionallyBritish soup which lesson? Outline ofuses locallysourcedvegetables and

Food Science :Year 10 SoWcelebrates thebest of Britishcuisine.Starter Activity:What makes asuccessful practicalLeek and potatoBroccoli andstiltonassessment criteriafor practical workand technicalPea and hamApple and parsnipLentil and baconFish chowderchallenge.Main activity:Practical lessonCream ofTo showcase arange of technicalskills whenpreparing andcooking a suitablesoup (S1, S2, S3,S4, S5, S6, S7 &S9)There will be theopportunity toshowcase differentfood preparationskills, technicalchallenges to 3different levels ofdemand.Asparagus,chicken ormushroomrecipeOnline ClassroomStopwatchTo demonstrateand apply theprinciples of foodsafety andhygiene whencooking.Complex skill:Lesson powerpoint with riskassessment and

Food Science :Year 10 SoWhygiene andStudentdemonstrates theexecution of skillsand technicalsafety instructionsInstruction cardsfor setting up andtidying away forpractical workTo demonstrate a processes to angood workingroutine in thefood room.excellent standard.Medium demand:(Middle Mark Band)Studentdemonstrates theexecution of skillsand processes to agood standard.Ingredients traysand room andequipment set upfor practicalTo explain howthe soup makesthe best use oflocally sourcedingredients.activities.Assessmentcriteria forpractical workTo taste andevaluate thesensory qualitiesof the soup.Basic (lowest markband) Studentdemonstrates thetechnical skill andprocesses to a basicstandard.Laptops or printednutritional profilesof recipes.To discuss whatwent well andeven better if.Practice questionsand knowledge test:

Food Science :Year 10 SoW1. How canCamera andnames forphotographingconsumers make


environmentallyfinished to a

friendly choices when good standard.shopping for food Good use of timeproducts (7 marks)? plans andLesson Logs andskills checklists.2.The sales ofhygiene andorganic fruit andvegetables continueto increase. Discussthe advantages anddisadvantages ofbuying organic fruitand vegetables? (6marks). 3. locallysourced andsafety. Basic:Some skills andprocesses usedwith someinaccuraciesduring making ofa simple soup.Basic use ofequipment andseasonal ingredients dish showsare becoming limited skill toincreasingly popular. cook andDiscuss thepresent. Limitedadvantages of buying hygiene andlocal ingredients inseason (6 marks).Plenary: Celebrationdisplay of practicaloutcomes. Teacherassessment andfeedback onsafety. Noaccompaniments.outcomes.Completion of lessonlog and skills audit.Homework to stretchand challenge: Tocreate a recipeleaflet of farmer'smarket dish to bemade withinformation on the

Food Science :Year 10 SoWfollowing:ingredients, wherethey are sourcedfrom, farmingmethods used togrow rear andprocess theingredients, foodmiles, the nutritionalprofile of the dish,


costings and the typeof packaging it willbe sold in.Lesson 33a and b Factors whichDifferentiationResourcesinfluence foodchoices StarterActivity: Classdiscussion - whatfactors influence ourfood choices today?Students willlearn:Key words anddefinitions inIlluminate andHodderIlluminate andHodder textbooksTo identify anddiscuss thedifferent factorsthat influencewhat we eatChapters on foodchoices.textbooks.BBC Good FoodRecipesDifferentiation oftask, questionsand recipesPaired studentactivity: Microteaching.Give each pairedgroup a differenttoday including:Jamie OliverHome CookingRecipesHealthy Eatingand physicalStretch andchallengeactivity level (PAL) factor to discuss.activities toextend moreTest yourknowledge andpractice questions.Read the textbook

Food Science :Year 10 SoWchapters on 'Factors able students.affecting food choice'Dietary andmedical reasonsPaired work toLifestyle - job,income and timeavailable to cookfoodand prepare a shortcomplementFood packagingsamples for trafficlight labellingtask.micro presentation learning styles.on individual factorexplaining why itinfluences whatpeople choose to eat. allowPupil Presentations: differentiation by Chicken andOpen endedpractical task toTime of day andeating habitsRecipe ideasFood availabilityand seasonalityFactors affectingfood choice.choice ofoutcome andvegetable pieMince piePractice questions to complexity.test knowledge:1. List 3 factors thatmake a differentinfluence whatpeople eat (3 marks).make something2. Give 3 reasons previously made.why it is importantEnjoyment,celebrations,preferences andsocial aspects offoodSausages andmashStudents mustdish and notCowboy hotpotMince cobblerCultural and

Food Science :Year 10 SoWreligiousinfluencesCornish pastiesToad in the holeCumberland pieBeef WellingtonLiver and onionsPie and mashto encourage youngchildren to try avariety of differentfoods (3 marks).3. Many people havehealth or medicalconditions thatEthical and moralinfluencesEnvironmentalinfluences.influence their foodchoice. Identify someThe media


of these influencesand explain how theywill affect foodPork piechoices (5 marks).4. Families are oftenvery busy during theweek. Explain how abusy lifestyleinfluences what weeat and suggestways a family canensure they eathealthy, wellbalanced meals (5marks).Stretch andChallenge: FromDecember 2016 allfood manufacturersmust put nutritionalinformation onpackaging.1. Explain how thetraffic light system offood labellinginforms customersabout makinghealthy food choices.2. Find a goodexample of a foodpackage which usesthe traffic lightsystem to presentnutritionalinformation.3. List all theinformation thatmust go on the labelby law.Homework andplanning forpractical. Plan andmake a traditionallyBritish main mealthat can serve afamily of four and


cost less than £10 tomake. Use locallysourced ingredientswhere possible andserve with a suitableaccompaniment,sauce or gravy.34 a and bTraditional BritishCuisine - Main Meals Complex:DifferentiationResourcesBBC Good FoodRecipesStudents willlearn:Competentexecution of skilland processes to Jamie Oliveran excellentstandard.Selective use ofa range ofequipment withStarter: What makesa successful practicallesson? Outline ofassessment criteriafor practical workand technicalTo prepare, cookand serve atraditionallyBritish main mealwhich uses locallysourcedHome CookingRecipesOnline ClassroomStopwatchchallenge.vegetables andcelebrates thebest of Britishcuisine.Main Activity: British precision andmain meals practical. accuracy. MainRecipe ideasChicken andvegetable piemeal shows highlevel of challengeand complexity.

Food Science :Year 10 SoWMeal shows awide range offinishingtechniques suchas garnishingand decoration.All dishes are

There will be theopportunity toshowcase different

range of technical food preparationskills, technicalchallenges to 3

cooking a suitable different levels ofMince pieTo showcase aSausages andmashskills whenpreparing andCowboy hotpotMince cobblerCornish pastiesToad in the holeCumberland pieBeef WellingtonLiver and onionsPie and mashPork piesoup (S1, S2, S3,S4, S5, S6 andothers).demand.Complex skill:(Highest mark band) presented withTo demonstrateand apply theStudentexcellent

demonstrates theprinciples of food execution of skillsattention todetail andsafety andhygiene whencooking.and technicalfinished to anprocesses to an

Food Science :Year 10 SoWexcellent standard.excellentstandard.Excellent use oftime plans andapplication ofhygiene andsafety. Medium:A range of skillsto goodTo demonstrate a Medium demand:

(middle mark band)Studentdemonstrates theexecution of skillsand processes to agood standard.

good workingroutine in thefood room.Lesson powerpoint with riskassessment andhygiene andTo explain howthe meal makesthe best use offresh locallysourcedsafety instructionsstandard.Basic (lowest markband) StudentEquipment usedwith someInstruction cards


ingredients.demonstrates thetechnical skill andprocesses to a basicstandard.accuracy. Mainmeal showssome level ofdemand anduses a range offinishingtechniques togarnish anddecorate.Presentation isgood and dish isfinished to agood standard.Good use of timeplans andhygiene andsafety. Basic:Some skills andprocesses usedwith inaccuraciesduring making ofa simple meal.Basic use ofequipment anddish showsfor setting up andtidying awayTo identify theenvironmentalimpact of some ofour food choices.Ingredients traysand room andequipment set upPractice questionsand knowledge test:1. What is thedefinition of cuisine(1 mark)?2. Explain whypeople may choosefoods with theRSPCA Assured Logoon it (3 marks).3. Discuss theadvantages anddisadvantages of thefollowing:

Food Science :Year 10 SoWa) Organic foodsb) Free range eggsand chickenc) locally sourcedingredientsTo taste andevaluate thesensory qualitiesof the main meal.Camera andnames forphotographingLesson Logs andskills checklists.To discuss whatwent well andeven better if.(WWW and EBI).d) seasonalingredientse) Marinelimited skill tocook andpresent. LimitedH & S. Noaccompaniments.Stewardship Council(MSC) fish (5 x 5marks).Plenary: Display ofpractical outcomes.Teacher assessmentand feedback onoutcomes.Completion of lessonlog and skills audit.Stretch andChallenge: Write anarticle for a foodmagazine thatpromotes the localproduce from yourarea. Includeinformation on localingredients andbenefits of buying


locally sourcedingredients. Includerecipes for dishes.Lesson 35a and b International CuisineDifferentiation:ComplexResearchResourcesAQA NEA

- Research taskStarter: Mock NEA:learn:

Students willInternational Cuisine Relevant, conciseTo developresearch skillsand carry outPlan, prepare, cookand present twodishes from anand accurateresearch thatshowsMock NEA Taskbriefresearch into the International culinary discriminationResearch sourcescuisine of another tradition of your

when selectingand acquiring

Class discussion: information toWhat are the answer the task.different types of Researchinternational cuisine? includesLaptops or ICTfacilities topresent researchon.country.choice.About theingredients andfood productsfrom differentinternationalcountries.BBC Good foodmagazines forrecipe ideasingredients,equipment,cookingAssessment outline -

Food Science :Year 10 SoWStudents will:Illuminate andHodderResearch thetechniquestask.eating patternsand presentationstyles. Researchreflects detailedNEA chapteradvicePlan the

meal.About thedistinctiveAssessmentcriteria NEA task2features ofchosen cuisineincludingingredients,equipment,cookingtechniques, eatingpatterns andpresentationstyles.Prepare, cook understanding

and serve the and culinarymeal and anypossibletradition.Selected a goodSpecificationaccompanime range of relevantRecipes fromdifferentinternationalcuisines.ntsshowcasingdishes closelyreflecting thetechnical skill. research and

culinaryAnalyse the tradition.Templates forsetting out NEAnutritionalvalue of themeal and

Food Science :Year 10 SoWMediumResearchRelevantResearchPlanningTo gatherresearch from avariety ofdifferent primaryand secondarysources.evaluate the research carriedsuccess of

out related tomeal.NutritionalAnalysisthe chosenAssessmentculinaryinformation:tradition.Includes ananalysis ofculinaryCostingHow it’s assessed:Students willSensory analysisTo present


research findings produce a concisetraditionalcuisine. A goodselection ofsuitable disheschosen whichreflect theAnalysis andEvaluationin a concise andrelevant way.portfolio including:• Evidence ofresearch andanalysis of theirchosen taskresearch and• Evidence of making chosen task.2 dishes which

Basic Researchdemonstrate culinary Limited researchtechniques fromchosen cuisine.carried out intoculinaryResourcesLesson 35bTo developtradition. Limited Illuminate andanalysis of the

Hodder textbooks.culinary

(Preparing for theNEA - Food

• Evidence ofplanning, preparing,cooking andpresenting a menuof 2 dishes within 2food lessons.planning skills toinclude details oftimings,instructions formaking andtradition.Selected sometrial dishesreflecting theresearch andchosen task.preparation task).BNF Nutritional

Food Science :Year 10 SoWAnalysis (ExploreFood)include importanthygiene or safety • Analysis andpoints.evaluation of thenutritional, cost andsensory properties ofthe final menu.This assessment is tobe carried out undersupervisedA4 differentiatedtemplates andwriting frames:To analyse thenutritional valueof the meal.DifferentiationResearchRange ofPlanning sheetsSensory testingTo calculate thetotal costs of thedish, how many itwill serve andconditions. (NBresources onhow the task isgoing to beassessed.Students will not beassessed on sectionC due to timeconstraints in thismock NEA).Nutritionalanalysisportion size.Differentiated A4studenttemplates andEvaluation andimprovements.To produce atime, plan formaking.Research Activity:Research thewriting framesingredients and food for recordingproducts from

Food Science :Year 10 SoWdifferentinternationalcountries. Includethe distinctivefeatures of chosencuisine such asingredients,research, plansfor making,sensory testingand evaluation oftask.Differentiatedequipment, cookingtechniques, eatingplanning sheets.


patterns andExemplarplanning sheetspresentation styles.Complete forhomework.Planning the task:InternationalCuisines.Student activity:2 course

internationalmenu andreasons forchoice.

Planning forthe practicaltask to listaccuratetimings, stepby stepinstructionsand anyimportant

hygiene andsafety checksidentifiedthroughout.Nutritional

analysis of themeal usingtextbooks,internet orBNFnutritionalsoftwareprogramme.

Work out thefinal costingof the meal,how many itserves and

final cost perportion.Homework:


Bring in allingredients and aserving dish for FoodPreparation TaskLesson 37a and b Practical Activity:MakingdifferentiationComplex:ResourcesRecipes.International Dish 1.Students willlearn:Starter Activity:Questioning forlearning: recap whatmakes a successfulpractical lesson?Outline ofassessment criteriafor practical workand technicalBBC Good FoodRecipesCompetentTo prepare andcook anutritionallybalanced savourymain course dishwhich meets theadvice of the Eatwell guide.execution of skilland processes toan excellentstandard.Selective use ofa range ofequipment withprecision andaccuracy. Dishshows a highlevel of challengeand complexity.Dish shows awide range offinishingJamie OliverHome CookingRecipesBNF NutritionalAnalysis (Explore

Food Science :Year 10 SoWFood)challenge.Lesson powerpoint with riskassessment andhygiene andsafety

Main Activity:To apply a variety Practical lesson.of technical skillsStudents create,and make some prepare, cook andcreative andserve aninstructions.quality products international dish ofwith skill andtechniques such Instruction cards

choice which reflectsprecision. (S1, S2,the culinaryas garnishingand decoration.All dishes arepresented withexcellentfor setting up forpractical work.S3, S4, S5, S6, traditions of aand others)country of choice.Online ClassroomStopwatchThere will be theTo demonstrateand apply theprinciples of food food preparationsafety andhygiene whencooking.opportunity toshowcase differentattention todetail andfinished to anexcellentIngredients traysand room andequipment set upfor practicalskills, technicalchallenges to 3different levels ofdemand.standard.

Food Science :Year 10 SoWactivities.Excellent use oftime plans andapplication ofhygiene andsafety.Instruction cardsfor tidying awayfor practical work.Complex skill:

(Highest markband) Student

To present a dishwith a good levelof technical skilland is presentedwith a suitablelevel of finish anddecoration forserving.Sensory wordbank and chart tocarry out sensorytesting of dishesmade in terms ofappearance, taste,consistency anddemonstrates Medium: A rangethe execution of skills to good

standard.Equipment usedwith some

of skills andtechnicalprocesses toan excellentaccuracy. Dish


standard.shows somesmell.level of demandand uses a rangeof finishingtechniques togarnish andMedium

demand:(Middle MarkBand)

Assessmentcriteria forpractical work.To carry outsensory analysiswith family usinga profiling test.Camera andnames forphotography.Studentdecorate.demonstratesthe executionof skills andprocesses to agoodPresentation isgood and dish isfinished to agood standard.Good use of timeplans andstandard.Basic (lowest hygiene andmark band)Studentdemonstratesthe technicalskill andprocesses to abasicstandard.safety.Basic: Somebasic skills andprocesses usedwith someinaccuraciesduring making.Basic use of

Food Science :Year 10 SoWStretch andChallenge:equipment anddish shows somedemand butlimited use ofskill to cook andpresent. LimitedH & S1. Nutritionalanalysis of dish andevaluation of proteincontent.2. Costing ofingredients.3. Portion size.4. Suggest ways toadapt this dish tomeet a range ofspecial dietary needs(10 Marks).Plenary: Celebrationdisplay and teacherassessment andfeedback onoutcomes.Completion of lessonlog and skills audit.


Homework: Sensorytesting (profiling) ofdish with family.Preparation tointernational dish 2.Lesson 37a and b Practical Activity:MakingdifferentiationResourcesRecipes.International Dish 2.Students willlearn:Starter Activity:Questioning forlearning: recap what execution of skillmakes a successfulpractical lesson?Outline ofassessment criteriafor practical workand technicalComplex:CompetentBBC Good FoodRecipesTo prepare andcook anutritionallybalanced savourymain course dishwhich meets theadvice of the Eatwell guide.and processes toan excellentstandard.Selective use ofa range ofequipment withprecision andaccuracy. Dishshows a highlevel of challengeand complexity.Dish shows awide range offinishingJamie OliverHome CookingRecipesBNF Nutritional

Food Science :Year 10 SoWAnalysis (ExploreFood)challenge.Main Activity:Lesson powerpoint with riskassessment andhygiene andsafetyTo apply a variety Practical lesson.of technical skillsStudents create,and make some prepare, cook andcreative andquality products international dish ofwith skill andprecision. (S1, S2,S3, S4, S5, S6,and others)serve aninstructions.choice which reflects techniques suchthe culinarytraditions of acountry of choice.Instruction cardsfor setting up forpractical work.as garnishingand decoration.All dishes arepresented withexcellentattention todetail andfinished to anexcellentOnline ClassroomStopwatchThere will be theopportunity toshowcase differentTo demonstrateand apply theprinciples of food food preparationsafety andhygiene whencooking.Ingredients traysand room andequipment set upfor practicalskills, technicalchallenges to 3

Food Science :Year 10 SoWdifferent levels ofdemand.standard.Excellent use oftime plans andactivities.Instruction cardsfor tidying awayfor practical work.Complex skill: application of

(Highest mark hygiene andband) Student safety.demonstratesMedium: A rangethe execution of skills to goodof skills and

To present a dishwith a good levelof technical skilland is presentedwith a suitableSensory wordbank and chart tocarry out sensorytesting of dishesmade in terms oflevel of finish anddecoration forstandard.technical

Equipment usedprocesses to


serving.an excellentstandard.with someaccuracy. Dishshows somelevel of demandand uses a rangeof finishingtechniques togarnish andappearance, taste,consistency andsmell.Medium

demand:(Middle MarkBand)Studentdemonstratesthe executionof skills andprocesses to agood

To carry outAssessmentcriteria forpractical work.sensory analysiswith family usinga rating test.Camera andnames forphotography.decorate.Presentation isgood and dish isfinished to agood standard.Good use of timestandard.Basic (lowest plans andmark band)Studenthygiene andsafety.demonstratesthe technicalskill andprocesses to abasicBasic: Somebasic skills and

Food Science :Year 10 SoWprocesses usedwith someinaccuraciesduring making.Basic use ofstandard.Stretch andChallenge:equipment anddish shows somedemand butlimited use ofskill to cook andpresent. Limitedhygiene and1. Nutritionalanalysis of dish andevaluation of proteincontent.2. Costing ofingredients.safety.3. Portion size4. Explain how thisdish could beadapted to makemoreenvironmentallyfriendly and ethical(10 marks)Plenary: Celebrationdisplay and teacherassessment andfeedback on


outcomes.Completion of lessonlog and skills audit.Homework: Sensorytesting(rating) of dishwith family.Lesson 39a and b Mock NEA - AnalysisDifferentiationResourcesStudents willlearn:and EvaluationRange of visualresources toshow theessential subjectknowledge onNEA.Illuminate andHodder textbooks.Starter Discussion?Why is it importantto carry out sensoryanalysis and evaluatepractical work andmaking activities?How to record theresults of sensorytesting in a ratingor profiling chart?BBC Good FoodRecipesJamie OliverHome CookingRecipesSensory testingtechniques:To analyse theresults of sensorytesting and writedetailedconclusions onthe results.Key words anddefinitions inIlluminate andHodder textbook.BNF NutritionalAnalysis (ExploreFood)Sensory

testing usingprofiling test

Food Science :Year 10 SoWonInternationalCuisine dish1.

Templates andwriting framesfor less able andSEN students topresent theirExemplars NEAtask sheets onresearch,planning, makingand evaluating.To calculate costsof dish(es) andevaluate how costeffective andSensory

testing usingrating test on work on.

value for moneythe dish is forfamily.Internationalcuisine dish 2.Variousworksheets andresources:SentenceMain Activity:starters andliteracy materialsfor writingconclusions andevaluations tofindings.Students writedetailed conclusionsand evaluation on:1. Results ofsensory testing ofdish(es). Testers, fairtesting, opinions onthe dish and anyadvice andResearchPlanningTo analyse thenutritional profileof the dish andsuggestmodifications for

Food Science :Year 10 SoWimprovement.Recordingpractical workExemplar of NEAstyle portfolio.Writingconclusions andevaluations.Exemplar timeplans fromIlluminate andHodderrecommendations onhow could theTo evaluate work.sensory qualities ofthe dish beimproved?textbooks.


2. The costings,Differentiatedplanning sheets.(High, mediumand lower levelsof complexityand detailportion size andnumber of servingsof each dish. Writeup a conclusion tothe final cost of thedish. Did the dishprovide good valuefor money for yourfamily? Were youpleased with theoverall cost andrequired.Lesson logs andskills checklists.why? How could youreduce your costsfurther?3. The nutritionalprofile of the dishanalysed using BNFexplore foodnutritional. Whatnutrients did the dishcontain and whatingredients did theycome from?Comment on all theamount of protein,carbohydrates, fat,vitamin A, B, C andD, calcium and ironcontent of the dish.What nutrients werepresent in high orlow quantities? Whatchanges could youmake to your dish tomake it morenutritionallybalanced.4. How does this dishmeet the currentguidelines andproportions advisedin the Eatwell Guide?What needs to be

Food Science :Year 10 SoWimproved and whatyou need to do?


5. How does this dishreflect the cultureand cuisine of yourchosen country?Plenary: Collateresearch, plans formaking, photographsof making andevaluations forassessment. Hand infor teacherassessment andfeedback.Lesson 40a and b The Classic BritishDifferentiationResourcesRecipes.Afternoon Tea Party.End of termIf required andappropriate atend of term.There will be theopportunity toshowcasedifferent foodpreparationskills, technicalchallenges to 3different levelsof demand.celebration event. Group work activity:BBC Good FoodRecipesBake off challenge.Students willlearn:'In groups of 4, plan,prepare, bake andserve some sweetand savoury dishessuitable for a lateLesson powerpoint with riskassessment andhygiene andsafetyTo develop skillsin group work.To showcase arange of technical brunch or afternoonskills to produce a tea. Present and

Food Science :Year 10 SoWinstructions.range of dishessuitable forserve your dishes asa group.'Online ClassroomStopwatchComplex:Studentsserving as part ofa brunch orafternoon teaparty.Dishes selectedshould:Ingredients traysand room andequipment set upfor practicaldemonstrate andexecute the skillsand technicalprocesses to anexcellentSuitable for

serving at abrunch orafternoon teaparty.

To manage timeeffectively developskills in timeactivities.standard.Afternoon tea is for tidying away

for practical work.Instruction cardsmanagement.Showcase a

range ofdifferenttechnical skills café orand for eachstudentinclude theirown personalshowstopper

served to aTo developprofessionalstandard as in aServing dishes,tablecloths,

Food Science :Year 10 SoWnapkins, crockery,cutlery, mats,table decorationsetc.presentation skillsand serve upbrunch orafternoon teawith high level offinish andrestaurant.Medium:Studentsdemonstratesand executes thedecoration.


challenge.skills andTo carry outsensory analysisof the dishesprocesses to agood standard.Afternoon tea isserved to a goodstandard.Basic Studentdemonstratesthe technical skilland processes toa basic standard.Afternoon tea isserved to a basicstandard.Be suitable

for makingand serving in1 hour.

made andfeedback opinionson the dishesmade and served.Main Activity:Individual and groupworkPreparing,

cooking andservingchosendishes.

Set up tablesanddecorations ofparty.

Serve upafternoon teaas a group

and enjoy.Plenary: Issueholiday research taskand technical skillschallenge.See research tasksbelow.Field to Fork.Primary andsecondaryprocessing offoods:

Food Science :Year 10 SoWSummer ResearchTask.Summer Practical Task.Select one or more of the followingactivities:Select one or moreof the followingtasks:1. Make up some fresh pasta orgnocchi and serve to your family witha fresh homemade sauce of yourwheat into

flour1. Research howwheat is turned into choice. Write up your recipe.milk into

cheese oryoghurt

flour, and how wheat2. Make your own cottage cheese orflour is made intonatural or flavoured yoghurt. Servepasta.

to your family.fruit into

jam.2. Research how milk

3. If possible, visit your local fruitis processed fromfarm and pick your own strawberriesthe dairy to point ofor buy some locally. Make up some ofsale and then made


into yoghurt orcheese.your own fruit jam. Take photographsand make up your recipe card.3. How strawberriesare harvested at thefarm, processedready for sale andthen made into jam.

s3-eu-west-1.amazonaws.com · web viewcarbonara. task. the practical. lesson 9b. ... sensory...

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