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					KS3 Scheme of Work
                                                                     Y7: Eating Well
                       Unit 1                                                  Unit 2                                                Unit 3
Fuelling up                                              Snack Attack                                          Take 5
 Starting the day with breakfast                         Healthy snacking throughout the day – fruit          Importance of fruits and vegetables
 Eatwell plate activities – food groups                    and vegetable snacks, bread-based snacks,           Making a range of different soups using
   Focus on energy and fuel foods – breaking the            spreads and dips eg hummous, toasted                  vegetables, pulses and wholegrains
   day’s fast                                               sandwiches, salads                                  Take 5 ingredients (Ready Steady Cook style)
 Tasting and testing commercial breakfast foods          The nutritional value of healthy snacking              including veg, pulses and/or wholegrain and
 Making breakfast foods for selves and others,           Evaluating the snack market – crisps and               combine into a soup – evaluate ideas
   egs. cooking eggs, omelettes with a variety of           confectionary                                       Make a suitable bread or pizza bread to
   fillings, fruit and savoury pancakes, snacks on        Eatwell plate model – analysing composite              accompany your soup
   toast, toasties, fruity cereals, fruit salads            dishes                                              Eatwell plate activities – a question of balance
 Fruity breakfasts – different ways of getting off       Focus on meat, fish, beans and other non-            Use of tools and equipment
   to a good start with 5 a Day                             dairy sources of protein – different ways of        Combining ingredients creatively into
 Get juicing - dairy and fruit based smoothies             incorporating them into snacks                        successful soups
 Establishing safe and hygienic working practice         Making hand-held snacks and lunch-box                Considering presentation, garnishing and
   and procedures                                           items, egs wraps, filled pittas, pizzas,              what could be served with soup to make a
 Safe storage of food                                      samosas, spring rolls, wraps, cereal bars             balanced meal or snack eg bread, sandwich,
 Planning and sequencing                                 Making a range of sausages and burgers from            salads
 Understanding tools and equipment                         scratch                                             Sensory evaluation
 Where does our food come from – origins of              Snacking on salads                                  • Develop safe working practice and storage of
   foods from animal and vegetable sources                Safety and hygiene                                     foods
Cooking skills: weighing & measuring; knife              Cooking skills: weighing & measuring; knife           Cooking skills: Knife skills, safe working
skills; using oven, grill & hob; preparation skills eg   skills; using oven, grill & hob; preparation skills   practice, Chopping, peeling, slicing skills,
peeling, chopping, grating; using basic tools and        eg peeling, chopping, grating; using basic tools      sautéing, simmering
equipment                                                and equipment
Discussing issues: who has what for breakfast;           Discussing issues: Energy in/out concept;             Discussing issues: how to Get (at least) 5 a
Energy in/out concept; healthy start to the day;         healthy snacking during the day; the Eatwell          day; the Eatwell plate, seasonality, recognising
the Eatwell plate                                        plate, safety and hygiene                             value for money
Designing sub-skills: planning, evaluating               Designing sub-skills: exploring, planning,            Designing sub-skills: exploring, generating,
                                                         evaluating                                            developing
Design and make a sweet or savoury breakfast             Design and make a happy burger meal                   Design and make a soup and bread meal-deal
muffin                                                                                                         for the school canteen
I     Using electronically controlled                      Using Internet and CD-ROMs for research              Using Internet for recipe databases
C      equipment eg scales, cooker controls                 Sensory evaluation – star profiles                   Nutritional analysis
T     Planning using flow charts

 FoodForum, 2008                                                KS3 Food Technology SoW                                                                          1
KS3 Scheme of Work
                                                               Y8: Foods are us
                      Unit 1                                              Unit 2                                              Unit 3

Make it! Bake it!                                     Meal deal                                          Best of British
 Finding out about the market locally for baked       Balancing foods from different groups into        Becoming aware of where our food comes
  goods                                                 main meals                                          from and its cost, value for money, wise food
 When are they eaten – what occasions?                Eatwell plate model                                 shopping
 Finding out about baked goods in different           Meat, fish, eggs, beans (protein sources)         Looking at traditional and emerging British
  cultures                                             Using sauces in dishes                              dishes and what makes them British
 Baked goods, egs. sweet and savoury crumbles         Rice & Pasta meals                                Fusion foods– where the influences come from
  and scones                                           Nutritional analysis                              Developing and trialling ideas using locally
 Properties of materials, egs. structure, shape,      Safety and hygiene, risk assessment                 available produce - who grows what, where
  flavour, colour                                      Ideas for improving school meals                    and when
 Role of fat, flour and raising agents in baking      Working within nutritional standards for          Foods in season – making the most of
 Tasting, testing and trialling                        schools meals                                       seasonally available fruits and vegetables
 Developing safe working practice                     Evaluating popular take-aways for nutrition         including organics
 Industrial production practices - the biscuit and     and value for money, egs. Indian, Pizza,          Who produces our food? Exploring issues of
  bread markets                                         Burgers, Chinese, Fish 'n' chips                    fair trade through case studies and product
 The role of fats and sugars in our diet              Developing designing skills – how new               evaluation
 Comparing commercial and home-made products           products are developed                            Researching regional dishes as a starting
                                                                                                            point for developing ideas

Cooking skills – rubbing in, mixing, baking,          Cooking skills: boiling, sautéing, baking,         Cooking skills – mixing, weighing, measuring,
weighing, measuring                                   sauce making                                       sautéing, baking, use of hob, grill and oven,
                                                                                                         shaping and forming
Discussing issues: who are the local producers of     Discussing issues: how can healthier eating in     Discussing issues: where and how is our food
our food?                                             school be encourage?                               produced? do food miles matter? What are the
                                                                                                         issues re organics? Who cares about fair trade?
                                                                                                         How can awareness be raised?
Designing sub-skills: generating, planning,           Designing sub-skills: developing, planning,        Designing sub-skills: developing, planning,
evaluating                                            generating                                         evaluating
Design and make a Four Seasons Scone                  Design and make cool and cultured school           Design and make a dish from a particular
                                                      meals reflecting the dietary preferences in your   culture and show how it could be developed and
                                                      school                                             made using locally sourced produce
I  Using Internet and CD-ROMs for research              Planning for production                           Nutritional analysis
C  Packaging and labelling                              Sensory evaluation – star profiles                Using Internet and cd-roms for research
T                                                        Spreadsheets for costing                          ICT for presentation, eg PowerPoint,

 FoodForum, 2008                                           KS3 Food Technology SoW                                                                        2
KS3 Scheme of Work

                                                               Y9: All about meals
                       Unit 1                                                Unit 2                                             Unit 3

Pie in the sky                                           In a stew                                         The great pudding revival
 Learning shortcrust pastry-making skills                Investigating chilled foods egs potato           Development of ideas around traditional
 Making use of ready-made filo and flaky pastry            topped pies, stews and casseroles –               pudding recipes egs Bread & Butter, Sticky
 Role of fat and flour in baking                           different cultural variations and influences      Toffee, Pineapple Upside Down and Sponge
 Pasties – filling variations                            Incorporating vegetables – peeling,                puddings, Bakewell Tart
 Sweet and savoury pies, quiches and flans for             chopping, cutting                               Incorporating fruit into puddings
   sharing occasions                                      Quality and consistency                          Custard Sauce- different ways of making
 Modifying and developing ideas from existing            Risk assessment and HACCP                        Working in production teams to produce mini-
   recipes                                                Safety and hygiene                                 puddings
 Evaluating with consumers                               Sensory evaluation – attribute analysis          Production planning and risk assessment
 Wise food shopping                                      Industrial production practices – chilling       Packaging and labelling – consumer
                                                          Understanding food labels                          awareness and wise food shopping
                                                          Eatwell plate – combining food groups

Cooking skills – rubbing in, mixing, weighing,           Cooking skills: baking, boiling, sautéing,        Cooking skills: mixing, baking, steaming,
measuring, forming, baking, peeling, chopping,           sauce making, preparing vegetables                creaming, pastry-making, sauce-making

Discussing issues: the role of fats in the diet ‘good’   Discussing issues: new product development        Discussing issues: What’s on the label and is it
and ‘bad’ fats                                           – is it meeting consumer needs?                   helpful?

Designing sub-skills: developing, planning,              Designing sub-skills: exploring, developing,      Designing sub-skills: planning, generating,
evaluating                                               planning                                          developing, evaluating

Design and make a pasty for a particular occasion        Design and make a Fusion Stew drawing on          Design and make a pudding by morphing
or user and based on the traditions of one or more       different cultural influences                     different traditional pudding ideas together

I    Modelling - nutritional analysis                      Packaging and labelling                          Modelling to develop ideas
C    Using Internet for research                           Sensory evaluation – star profiles using         Planning for manufacture
T                                                            Excel
     Planning using flow charts                                                                              Using Internet for research

 FoodForum, 2008                                              KS3 Food Technology SoW                                                                    3

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