Addressing the Whole QuickTime™ an d a TIFF (Uncompressed) decompressor Food Agenda are need ed to see this p icture . Barbara Mottershead Education Consultant 07900265227 Email: email@example.com Be Aware of the Big Picture - how can each of these help you? • Much greater recognition of food on educational agenda • Key Stage 3 National Curriculum review is looking promising • GCSE review • Whole school agenda - strong move for food to be addressed in widest sense in schools • Healthy Schools Standard - encompasses healthy eating criteria • Food Partnership – in demand nationally • Nutrition Standards for School Meals now in place • Secondary Strategy materials to raise standards • Every Child Matters QuickTime™ and a TIFF (Un compressed) decompressor are neede d to se e this picture. Make it all about food QuickTime™ an d a TIFF (Uncompressed) decompressor are need ed to see this picture. • Place the main emphasis on practical skills • Make sure healthy eating and nutrition strengthened • Be ready for 2008 - Licence to Cook - the government has made it clear that most schools will use their food technology lessons for this and that only qualified or trained teachers should deliver it • Cooking as a life-skill is important • Awareness about diet, activity, lifestyle patterns Food Technology Catering Cooking Home Economics Progression in food at KS3? Y7 Y8 Y9 Investigate materials Explore foods Apply understanding of Classify foods Apply understanding of physical/chemical properties Consider nutrition physical/chemical Modern and smart materials Combine ingredients properties Use processes to change Name materials Aesthetics and properties of ingredients Select and use tools, consumer choice Model functionality and equipment Nutritional values values including nutritional Use a variety of Name and describe Consider the user processing techniques methods and processes Select and use tools, Safety & hygiene Select and use tools, equipment, a variety of Sensory tests equipment, a variety of processing techniques processing techniques accurately and precisely Designing and making Safety & hygiene Safety, hygiene & HACCP for self (one off) Specify and evaluate Specify and evaluate against against criteria criteria Make use of the results of Designing and making tests and evaluation for others Designing and making for markets Make it practical • Opportunities to develop cooking skills • Teach ‘theory’ through practical activities • Include product evaluation - learning from existing products • Safety and hygiene through developing good working practice • Develop practical thinking skills (designing skills) The Healthy Schools Standard Play a part in meeting the standard A healthy school: • ensures provision of training in practical food education for staff, including diet, nutrition, food safety and hygiene • ensures that pupils have opportunities to learn about different types of food in the context of a balanced diet (using the Balance of Health), and how to plan, budget, prepare and cook meals, understanding the need to avoid the consumption of foods high in salt, sugar and fat and increase the consumption of fruit and vegetables (criteria from the Healthy Schools Standard) Food Partnerships - what’s in it for me? http://www.foodinschools.org/fis_toolkit.php look for Food Partnerships •To develop food and nutrition education, specifically practical work, as a key learning activity •More and better practical food education takes place in primary schools as a result •An interchange of experiences between primary and secondary colleagues, promoting continuity and progression •Specialist secondary teachers provide CPD and support for primary colleagues, strengthen cross-phase work, enhance secondary schools’ community programmes •A whole school food audit is conducted and used to identify future actions - implementation of a whole school food policy Know what’s happening at KS1 and KS2? • Y1 Eat more fruit & vegetables • Y2 Dips and dippers • Y3 Lunchtime snacks – sandwiches, samosas, spring rolls • Y4 Super salads (on DATA website) • Y5 Bread or Biscuits • Y6 Multi-cultural celebration Year 2 - Delicious Dips and Dippers ABOUT THE UNIT Children will learn about the variety of dips and dippers that ex ist, the origins of some of them and the occasions on which they might be eaten. Children will explore dips and di ppers by tasting them, expressing preferences, finding out what ingredients they contain, looking at how they are made and what they are called. Children will develop knowledge of ingredients, equipment and making skills, as well as their sensory vocabulary. They will learn about fruits, vegetables and d airy foods in the context of healthy eating, through the Balance of Good Healt h. Children will suggest a purpose for their dips and dippers and design and make a product to fit this purpose. Children w ill learn about and apply hygiene and safety rules. They w ill use equipment safely and appropriately to make their dips and dippers and show consideration for presentation. They w ill evaluate what they have made reflectively. Prior lea rning Vocabulary Resources It would be useful if children: In this unit, children will use w ords and -pictures of d ifferent types of dips and dippers, e.g. fruit dips and dippers, savoury dips phrases relating to: and dippers, dips and dippers from different countries, a fondue set -have some experience of working with food and food -designing, e.g. base, ingredients, -a selection of dips and dippers to taste, w ith appropriate bowls and tasting spoons equipment, e.g. have mixture, purpose, presentation completed Unit 1C Eat -a selection of different soft cheeses more fruit and vegetables -making, e.g. garlic press, blender, grate, crush, stir, mix, layer, marble -ingredients and recipes -can name a number of familiar foods, especially -knowledge and understanding, e.g. -plastic table covers, antibacterial cleaner, hand w ash, washing up facilities, aprons fruits, vegetables and dairy dip, dipper, fruit, vegetables, dairy, food foods. groups, Balance of Good Healt h, -tools and equipment, e.g. knives, chopping boards, graters, garlic presses, bowls, hygiene, safety spoons, whisks, a blender -sensory testing, e.g. lumpy, smooth, -a large w orld map minty, fruity, bitter, creamy, thick sweet, rough, grainy. EXPECTATIONS at the end of this unit Most children will: understand that there are many different types of d ips and dippers, that they are made from a range of ingredients, that many originate from different countries and can be e aten on different occasions; be able to name and describe some dips and dippers and ex press preferences using sensory voca bulary; relate ingredients to the Balance of Good Healt h; suggest a purpose for their product and plan their w ork; select and combine foods in a thoughtful way to m ake their product meet a purpose or occasion; follow hygiene rules and use equipment safely; evaluate their product against its original purpose in a reflective w ay; evaluate the work of others with sensitivity. Some children will not have made so much progress and will: be aware that there are different dips and dippers, that they are made from different ingredients and c an be eaten on different occa sions; relate some of t he ingredients to the Balance of Good Healt h; w ith support - suggest a purpose for and plan how to make their dip and dippers, combine ingredients to produce a product; follow hygiene rules and use equipment safely; talk about their final product. Some children will have progressed further and will: talk confidently about dips and dippers, describing them and where some of them come from, e.g. the food chain; demonstrate a good command of sensory vocabulary, confidently sort ingredients into the correct food groups, show good control of equipment and consideration for safety; plan and produce a product that is well considered and attractive; evaluate their product in detail and have clear ideas about how to improve what they have done or what they would like to try in the future. Use what’s out there QuickTime™ and a TIFF (Uncompressed) decompress or are needed to see this picture. • BNF Food competencies • Secondary Strategy materials • Design and Technology Framework materials • Active Kids Get Cooking • Food in Schools - Fit Food • FSA Core Competencies Make effective use of ICT • E-capability/E-maturity • Food for a PC v7 • Boardworks - interactive whiteboard activities • Safety and Hygiene e.g. Birchfield, Creative Learning Solutions Know what’s what on the Internet • Tuck In teaching • ‘Chew on this’ resources - www.bmesonline.org.uk • Food Standards Agency • FoodForum - • Flour and Grain www.foodforum.org.uk Education Programme • BNF - www.nutrition.org.uk • Food in Schools (Fit • Food a Fact of Life Food) www.foodinschools.org Keep ‘Design and Make’ in proportion • Don’t waste time repeating endless Design and Make cycles • Teach knowledge and understanding through focused practical activities • Find out what’s happening in other areas of design and technology • Use a ‘mixed economy’ of units including: short/ long, focused/open, gender, variety of contexts, product analysis, start at various points, etc. and finally ……. food technology education exists to help children develop knowledge and skills and to: • appreciate and enjoy food • understand food as a material • appreciate safe & hygienic use of materials, tools, equipment • carry out food preparation,processing and production • sensory evaluation • be critical consumers • apply designing and making skills Quic kTime™ and a TIFF (Uncompres sed) dec ompress or are needed to s ee this pic ture.
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