Food & Nutrition - Year 10

Food & Nutrition Overview

Term 1: Food provenance and Technical Skills

Students will be introduced to the concept of provenance, and how fruits and vegetables are classified, grown, processed and stored. Students will consider the nutrients found in fruits and vegetables including sources, functions, deficiencies, excess, daily requirements. Students will learn about the guidelines for health, and consider the factors affecting food choice. Dietary requirements of different target groups will be considered. Environmental impact and sustainability will be considered in relation to food production.

Food science investigation: Enzymic browning and oxidation

  1. End of unit written examination
Amino acids

The ‘building blocks’ that join together to make protein molecules.

Protein complementation

Eating different LBV foods together in order to get all the essential amino acids that the body needs.

Biological value

The number of essential amino acids that a protein food contains.

Essential amino acids:

Amino acids that the body cannot make by itself and must get ready made from food.

Fat soluble

Vitamins that are found in foods containing fats.

Water soluble

Vitamins that are found in foods with a high water content.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

They will learn where food comes from and some ethical consideration about food choices.

Create a supportive community:

Term 2: Food Production and provenance

Students will learn how milk is produced, and how it is processed and stored. Students will learn how micro-organisms are used to make cheese and yoghurt. Students will consider the nutrients found in milk and dairy products including sources, functions, deficiencies, excess, daily requirements. Dietary requirements such as lactose intolerance will be considered. Technological developments such as additives will be discussed. Macro and mIcronutrients will be considered and the effects of deficiency/excess learned.

  1. End of unit written exam
Fat

Micronutrient that supplies the body with energy.

Oils

fats that are liquid at room temperature

Fatty acids

Parts of a fat molecule.

Triglyceride

Fat molecule.

Monounsaturated fatty acid

Fatty acid found in solid fats and liquid oils.

Saturated fatty acids

Fatty acids found mainly in solid fats

Unsaturated fatty acids

Fatty acids found mainly in liquid oils.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

They will learn the importance of diet to prevent ill health.

Create a supportive community:

Term 3: Macro and Micro nutrients and diet

Students will consider in more detail the nutrient sources, functions, deficiencies, excess, daily requirements. Dietary requirements such as Coeliacs will be considered, and the role of cereals as a staple food.

Students will also consider how climate, soil and other environmental factors affect food and food choices.

Food science investigation: Evaluate the best flour for breadmaking.

  1. End of unit written examination
Visible fats

Fats in a food that you can see (e.g. fat on meat).

Invisible fats

Fats in a food that you cannot see (e.g. butter in a pastry).

Photosynthesis

The process where green plants trap energy from the sun and form carbohydrates.

Sugars

Group of carbohydrates that taste sweet.

Monosaccharides

Group of sugars that are made of one sugar molecule.

Disaccharides

Group of sugars that are made of two sugar molecules.

Polysaccharides

A group of carbohydrates that are made from many sugar molecules joined together, but do not taste sweet.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

They will get a better understanding of the nutritional impact of the food choices they make.

Create a supportive community:

Term 4: Food farming and production

Students will learn how meat, fish, poultry and eggs are produced, and how they are processed and stored. Students will learn how to portion a chicken and fillet a fish. Technological developments such as intensive farming will be discussed. Students will consider the nutrients sources, functions, deficiencies, excess, daily requirements. Dietary requirements of consumers will be considered, in particular in relation to protein and the effect of saturated fat in the diet.

Food science investigation: Protein denaturation

  1. End of unit written exam
Primary food processing

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.

Secondary food processing:

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.

Milling

Breaking cereal grains (seeds) down and separating the layers, turning the grain into flour.

Nutritional modifications

Changing the nutritional profile of a food product so that it meets current dietary guidelines or helps provide a health benefit.

Fortification

Adding extra nutrients to a food product during its manufacture.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

They will learn about ethical choices in food and farming.

Create a supportive community:

Term 5: Food and the environment

Students will learn about food security and food waste. They will study the environmental impact of farming. Students will consider the role of water in the body, excess, deficiency and sources. Students will be introduced to the different types of food additives and will consider their role in food production and disadvantages in use. Students will further develop their knowledge of national and international cuisines.

Food science investigation: raising agents

  1. Written mock exam covering all Year 10 content. 1 hour 45 minutes. Mixture of single mark and multiple mark questions.
Hydrated

The body has enough water.

Dehydrated

The body does not have enough water.

Seasonality

The time of the year when a particular food crop is ready to harvest and is at its best for flavour, colour and texture. It is also usually cheaper and fresher because there is a lot of it available to buy.

Food miles

The distance travelled by all the ingredients in a food product until it reaches our plate.

Intensive farming

Growing or rearing large numbers of the same type of plant or animals in one place.

Food security

The ability of people to buy sufficient safe, nutritious and affordable food.

Fairtrade

A foundation set up to ensure that food producers in developing countries get paid fair prices for their crops and have decent working and living conditions.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

They will consider the impact food production is having on the world around them.

Create a supportive community:

Term 6: Skills technical trials

Students will carry out a mock NEA2 to help to prepare them for the assessment in Year 11. Students will analyse the brief given, and will plan and carry out research which will then be analysed. Students will then select appropriate dishes and create a dovetailed timeplan for their 3 hour practical assessment. The students will conclude their project by evaluating, costing, and carrying out nutritional analysis of their dishes with reference to the nutritional needs of their target audience.

Remaining lessons will be devoted to revising topics highlighted by analysis of the written mock exam results.

  1. NEA 2 mock: Plan and make 3 dishes in 3 hours
Heat transfer

The way in which heat energy is passed into food.

Conduction

Transferring heat through a solid object into food

Radiation

Transferring heat by infra-red waves that heat up what they come in to contact with.

Convection

Transferring heat through a liquid or air into food.

Sensory qualities

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) and sound (some foods are crunchy, crispy or crackly)

Palatability

What makes a food acceptable and good to eat.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students will develop the skills necessary to help them work in a time sensitive environment.

Create a supportive community: