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
The ‘building blocks’ that join together to make protein molecules.
Eating different LBV foods together in order to get all the essential amino acids that the body needs.
The number of essential amino acids that a protein food contains.
Amino acids that the body cannot make by itself and must get ready made from food.
Vitamins that are found in foods containing fats.
Vitamins that are found in foods with a high water content.
They will learn where food comes from and some ethical consideration about food choices.
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.
Micronutrient that supplies the body with energy.
fats that are liquid at room temperature
Parts of a fat molecule.
Fatty acid found in solid fats and liquid oils.
Fatty acids found mainly in solid fats
Fatty acids found mainly in liquid oils.
They will learn the importance of diet to prevent ill health.
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.
Fats in a food that you can see (e.g. fat on meat).
Fats in a food that you cannot see (e.g. butter in a pastry).
The process where green plants trap energy from the sun and form carbohydrates.
Group of carbohydrates that taste sweet.
Group of sugars that are made of one sugar molecule.
Group of sugars that are made of two sugar molecules.
A group of carbohydrates that are made from many sugar molecules joined together, but do not taste sweet.
They will get a better understanding of the nutritional impact of the food choices they make.
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
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.
Changing the nutritional profile of a food product so that it meets current dietary guidelines or helps provide a health benefit.
Adding extra nutrients to a food product during its manufacture.
They will learn about ethical choices in food and farming.
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
The body has enough water.
The body does not have enough water.
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.
The distance travelled by all the ingredients in a food product until it reaches our plate.
Growing or rearing large numbers of the same type of plant or animals in one place.
The ability of people to buy sufficient safe, nutritious and affordable food.
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.
They will consider the impact food production is having on the world around them.
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.
The way in which heat energy is passed into food.
Transferring heat through a solid object into food
Transferring heat by infra-red waves that heat up what they come in to contact with.
Transferring heat through a liquid or air into food.
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)
What makes a food acceptable and good to eat.
Students will develop the skills necessary to help them work in a time sensitive environment.