Students will revise their hygiene knowledge and will ensure a working knowledge of good practice in the kitchen. Students will revise the Eat Well guide and the 8 guidelines for a healthy diet, focusing on starchy carbohydrates, energy balance and the function of fibre and water in the body. Students will demonstrate safe use of the hob and knife skills,
At the end of each half term students sit a theory assessment on topics that have been covered that half term.
Macronutrient that the body uses for growth and repair
The ‘building blocks’ that join together to make protein molecules.
Eating different low biological value foods together in order to get all the essential amino acids that the body needs.
Macronutrient that supplies the body with energy, and provides insulation as well as storage of fat soluble vitamins
The macronutrient that provides the body with energy.
The body has enough water.
They learn the importance of a healthy diet to protect future health
Students will learn about coeliac disease, type 1 & type 2 diabetes, and lactose intolerance. They will consider how recipes and diet can be adapted to meet their dietary needs.
At the end of each half term students sit a theory assessment on topics that have been covered that half term.
Someone who does not eat meat or fish but will eat milk and milk products.
A disease or health condition where one or more of the risk factors for developing it are what or how much of particular foods or beverages you eat or drink over a period of time.
The different nutrients that a specific food contains.
Change something in a recipe e.g. an ingredient or cooking method to make it more suitable for current guidelines for a healthy diet.
The way in which people live, their attitudes, activities, likes and dislikes, beliefs, etc
This happens to come people when their immune system has a very sensitive reaction to specific foods, which causes severe and potentially life-threatening symptoms that happen very quickly after the food is eaten.
Students will look at the functions vitamins and minerals have on the human body.
At the end of each half term students sit a theory assessment on topics that have been covered that half term.
Growing or rearing large numbers of the same type of plant or animals in one place.
Chemicals sprayed onto plant crops to prevent insect and mould attack and weed growth, and produce strong plants.
Producing food using manure, compost and natural methods of weed, pest and disease control rather than chemicals.
A scientific technique that enables a particular characteristic from one plant of animal to be inserted into the genes of another.
Animals, birds and fish specially bred in captivity and brought up to be reared to eat.
Fuels such as coal, oil and gas that were created over millions of years by fossilised plants and animals.
Students will look at the different life stages and how the nutritional need changes through each life stage. Students will also look at energy needs for each life stage.
At the end of each half term students sit a theory assessment on topics that have been covered that half term.
When foods are processed straight after harvest or slaughter, to get them ready to be eaten or ready to be used in other food products, such as wheat grain (seeds) turned into flour.
When primary processed foods are either used on their own or mixed with other foods and turned into other food products, such as wheat flour turned into bread or pasta.
Breaking cereal grains (seeds) down and separating the layers, turning the grain into flour.
Adding extra nutrients to a food product during its manufacture
Natural or synthetic (man-made) chemical substances that are added to foods during manufacturing or processing to improve the quality, flavour, colour, texture or stability.
Students will look at microorganisms in food production and be able to give examples of food that is produced using these production methods and microorganisms.
At the end of each half term students sit a theory assessment on topics that have been covered that half term.
The way in which heat energy is passed into food
Transferring heat through a solid object into food
Transferring heat through a liquid or air into food
Transferring heat by infra-red waves that heat up what they come in to contact with.
The range of temperatures (5 degrees C to 63 degrees C) that are just right for bacteria to multiply rapidly.
Foods that contain a lot of moisture and nutrients, especially protein (e.g. milk, cream, eggs, meat, fish), and easily support the growth of pathogenic micro-organisms, particularly bacteria. Also called perishable foods
Students will recap on all the dishes they have produced in year nine, they will plan, prepare and cook a dish to suit a brief given that will link in with previous topics.
The characteristics of a food that give it a particular appearance. Flavour texture, ‘mouthfeel’ (what it feels like, not what it tastes like, when you put it in your mouth) aroma (smell)
A specific group of similar people, e.g. all the same age, with similar jobs, such as students.
The ability of fat to soften over a range of temperatures and be shaped and spread with light pressure.
The ability of fats to shorten the length of the gluten molecules in the pastry
The ability of some fats to trap lots of air bubbles when beaten together with sugar.
An ingredient or process that introduces a gas into a mixture so that it rises when cooked
Either keeping drops of oil or fat suspended in a liquid and preventing them from separating out; or keeping drops of water suspended in an oil or fat and preventing them from separating out