• Food hygiene and safety is discussed with reference to food poisoning, food spoilage and contamination.
• Sources of bacterial contamination are identified.
• To recognise, name and locate the tools and equipment in the food room.
• To describe the expectations for working in the food room.
• To explain and apply health and safety practices used.
• The ‘4’ C’s Bacteria and Hygiene
At the end of each half term students sit a theory assessment on topics that have been covered that half term.
The food that you eat every day. There are also special diets (e.g a low-fat diet, a calorie-controlled diet, a vegetarian diet).
Tiny forms of life, both plants and animals, only visible under a microscope.
Making food unfit and unsafe to eat
Something that is capable of causing illness.
An illness caused by micro-organisms contaminating food
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.
A micro-organism that is not harmful to humans and does not cause food poisoning
Teaches the individual how to prepare food safely, while building on the skills they use in the kitchen.
Students need to collaborate to get the best outcomes.
• Students to understand the government guidelines of the Eatwell guide.
• To describe the principles of The Eatwell Guide and relate this to their own diet.
• To name the main nutrients provided by The Eatwell Guide food groups.
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 people live, their attitudes, activities, likes and dislikes, beliefs, etc
The types and amounts of different nutrients a food contains.
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.
Having a diet that is not balanced.
A food that contains lots of fats and/or carbohydrate and has a high energy value.
Units used to measure energy.
Students learn the importance of a healthy diet following the Eatwell guide.
Students will learn about the 12 skills needed in food preparation and nutrition, and apply these in their practical lessons.
They will look at how heat is transferred with all cooking methods.
Students will also recap on cooking temperature and storage temperatures.
Students will look at our five senses used when preparing food.
At the end of each half term students sit a theory assessment on topics that have been covered that half term.
Bonds that hold large protein molecules together in compact, folded bundles.
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 breaking up of starch molecules into smaller groups of glucose molecules when they are exposed to dry heat
The breaking up of sucrose (sugar) molecules when they are heated, which changes the colour, flavour and texture of the sugar as it turns into caramel
Students are learning a life skill.
Students work collaboratively.
Students will look at organic farming and the impact this has on our health and farming.
We will also look into the different types of packaging available.
Students will start to cover allergens and intolerances.
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
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.
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.
Students will look at the science to do with food, we cover gelatinisation while also looking at the different types of raising agents.
We look at food miles and the impact this has on the environment.
Students will also look at seasonal foods through the ages, comparing what we have now to years ago.
At the end of each half term students sit a theory assessment on topics that have been covered that half term.
The ability of the body to react to things through sight, taste, hearing, smell (aroma) and touch.
Food prepared, cooked and served so well that you want to eat it.
Special cells on the tongue that pick up flavours.
Special cells in the nose that pick up aromas (smells).
A way of measuring the sensory qualities of food.
Words used to describe the characteristics of a food.
Students will collectively choose a previous dish to adapt and suit the brief given.
Students will apply previous taught knowledge to submit in their final assessment.
A traditional style of cooking and eating that has developed in a country or region of the world.
A specific group of similar people, e.g. all the same age, with similar jobs, such as students.
Change something in a recipe e.g. an ingredient or cooking method to make it more suitable for current guidelines for a healthy diet.
A diet that contains the correct proportions of carbohydrates, fats, proteins, vitamins, minerals and water necessary for good health, to grow properly, be active and maintain a healthy body.
Phases of development that people go through during their life, such as infancy (babyhood), childhood, adolescence (teenagers), adulthood and the elderly.
The types and amounts of different nutrients a food contains.