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Year 10
1. Fruit and Vegetables
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What does macronutrient mean? List the macronutrients. What are their functions?
What does micronutrient mean? List the micronutrients. What are their functions?
Give a definition and an example of a composite food.
What is the golden rule for cooking vegetables?
Explain the reasons for preserving fruit and vegetables.
What are the important temperatures to remember in cooking?
How can food miles be reduced?
How can we reduce food waste?
Knowledge Organiser: Fruit and Vegetables
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- The Eatwell Guide – a recap of previous learning to include the nutrients provided by each section and its functions.
- Composite foods – what they are and examples.
- Macronutrients and micronutrients – detailed functions of each as well as what happens if we eat too much/too little of each nutrient.
- Recap of fibre with a strong emphasis on how meals can be adapted to include fibre rich foods.
- The effect of cooking on fruits and vegetables – to include changes to flavor, colour, texture and appearance.
- Food hygiene and safety – colour coded chopping boards, key temperature, and use of a food probe.
- Environmental issues to include food miles and food waste – effects on the environment and how they can be reduced.
- Methods of sensory testing.
- Science investigation – enzymic browning.
- Food preparation skills that incorporate different fruit and vegetables.
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Macronutrients
Micronutrients
Soluble fibre
Insoluble fibre
Function
Source
Composite food
Processed
Food miles
Enzymic browning |
| Assessment |
End of topic written assessment test.
Assessed practical at the end of the project. |
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Year 10
2. Dairy
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What is the provenance of dairy products?
What are the different methods of processing milk?
What are the nutritional values of dairy products?
What is lactose intolerance and how can it affect someone?
What is the meaning of primary and secondary food processing?
What are the different factors that affect food choice?
Knowledge Organiser: Dairy
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- Looking into different dairy products including milk, cheese and yoghurt.
- Nutritional value of dairy products.
- Special diets – lactose intolerance, the causes and symptoms and dairy alternatives.
- Methods of processing milk – looking at the advantages and disadvantages of each.
- The uses of dairy products in dishes.
- Looking at primary and secondary processing – understanding the definition of both and giving examples.
- Factors that affect food choice – identifying different factors that affect our food choice.
- Science investigation – looking into different emulsions. Making butter out of cream using either a jam jar or electric whisk.
- Food preparation skills that incorporate different dairy products.
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Provenance
Lactose intolerance
Dairy
Milk
Cheese
Yoghurt
Primary processing
Secondary processing
Homogenised
Pasteurised
UHT
Emulsion
Curds
Whey
Rennet
Starter culture
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| Assessment |
End of topic written assessment test.
Assessed practical at the end of the project.
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Year 10
3. Cereals
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What are the different types of cereal grains and how do their nutritional properties change?
What food products can be made by processing these different cereal grains? (primary and secondary processing of cereals)
What is coeliac disease? Causes, symptoms and prevention.
Bread making – what are the ingredient functions and stages of break making?
Making fresh pasta – developing high level skills.
Rice – what are the different types and how can they be used in dishes?
Knowledge Organiser: Cereals
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- Cereal grains project. Looking into the different cereal grains and focusing on wheat, and rice.
- The nutritional properties of wheat and rice will be analysed.
- Special diets – focusing on coeliac disease. Looking at the causes of coeliac disease, the symptoms and the prevention. Applying this knowledge to adapting recipes.
- Primary and secondary processing – using prior knowledge on primary and secondary processing of foods to apply this to cereal grains.
- Bread making – looking at the different functions of ingredients that are used in bread making. Knowing and understanding the different stages of bread making and applying this to exam question practice.
- Developing high level skills – looking into the uses of pasta and how it can be developed to change the shape and colour. To know the stages of making fresh pasta and apply this in a practical.
- Rice – looking at the different varieties of rice and how they are used in different cuisines and dishes. Nutritional value of white and brown rice will also be compared.
- Food science – completing an experiment on the levels of gluten in different types of flour. Understand why different flours are used in different food products.
Food preparation skills that incorporate different cereal grains. |
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Wheat
Barley
Rye
Rice
Maize
Bran layers
Germ
Endosperm
Gluten
Coeliac disease
Beri beri
Dough
Kneading
Proving
Knocking back
Fermentation
Glutenin
Gliadin
Elasticity
Fortification
Gelatinisation
Staple food
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| Assessment |
End of topic written assessment test.
Assessed practical at the end of the project. |
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Year 10
4. Sugar, Fats and Oils
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What are the main nutrients in sugar, fats and oils?
What is the provenance of sugar, fats and oils?
How can the saturated fat and sugar content of dishes be reduced?
What are the functions of sugar in cooking?
Why do we package food?
By law, what is required on food labels?
Knowledge Organiser: Sugar, Fats and Oils
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- Investigating commodities: sugar, fats and oils.
- Including: types, provenance, nutritional values, functions, the effect of heat
- Advantages and disadvantages of artificial sweeteners
- Reducing saturated fats and sugar in the diet – effect on health
- Food packaging – why, types, advantages and disadvantages of each
- Food labelling – types of information (required by law and manufacturer’s choice).
- Food preparation skills that incorporate sugars, fats and oils
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Saturated
Unsaturated
Monounsaturated
Polyunsaturated
Shortening
Aeration
Smoke point
Flash point
Rancidity
Artificial sweeteners
Glucose
Fructose
Preservation |
| Assessment |
End of year practical assessment – 3 hour session following the format of NEA 2.
Students will be given a brief to prepare, cook and present 2 dishes) |
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Year 10
5. Meat, Poultry, Fish and Eggs
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What are the main nutrients in meat, poultry, fish and eggs?
How can the fat content of dishes be reduced?
Why is meat cooked?
What factors need to be considered when choosing a cooking method?
How can food poisoning be prevented?
What is meant by sustainable fishing?
What are the functions of eggs in cooking?
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Knowledge Organiser: Meat, Poultry, Fish and Eggs
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- Investigating commodities: meat, poultry, fish and eggs. Including: nutritional values, provenance, types, cuts of meat, factors affecting consumer choice, sustainability of fishing, and functions of eggs in cooking.
- Ways of reducing the fat content of dishes.
- Three methods of heat transfer and different cooking methods. Reasons for cooking meat.
- Recognising different food poisoning bacteria, how cross-contamination can occur and ways to prevent food poisoning. Identifying high risk foods.
- Food preparation skills that incorporate either meat, poultry, fish or eggs.
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Conduction
Convection
Radiation
Marinading
High risk foods
Cross-contamination
Salmonella
Staphylococcus aureus
E.coli 0157
Sustainability
Omega-3
Albumen
Coagulation
Aeration
Emulsification
Enrobing
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| Assessment |
End of topic written assessment test.
Assessed practical at the end of the project.
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Year 10
6. Beans, Nuts, Seeds and Other Alternative Protein
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How are nuts and seeds used in cooking?
How does protein contribute to a healthy balanced diet?
What happens if you do not eat enough or eat too much?
Who is most at risk of protein deficiency?
What is the difference been LBV and HBV proteins?
Explain how following a vegetarian diet can affect food choices and nutrition.
Knowledge Organiser: Beans, Nuts, Seeds
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- Types of beans, nuts and seeds, their uses in the diet and nutritional value.
- The structure of proteins – including the difference between high biological value and low biological value proteins.
- Consequences of eating too much/too little protein.
- Preparation, cooking and storage of pulses.
- Vegetarians – types, reasons for becoming vegetarian, nutrients that might be lacking in a vegetarian diet.
- Alternative proteins – examples, nutritional value and reasons for them increasing in popularity.
- Food preparation skills that incorporate alternative proteins.
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Low biological value
High biological value
Complementary protein
Pulse
Amino acid
Kwashiorkor
Toxin
Vegan
Lacto vegetarian
Lacto-ovo vegetarian
Pescatarian
Alternative proteins
Mycoprotein
Soya
Tofu
Anaphylaxis
Allergens
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| Assessment |
End of topic written assessment test.
Assessed practical at the end of the project. |
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Year 11
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Year 11
Food
1. Mock NEA
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See below. |
Autumn half-term 1 will involve a mock NEA with a focus on the written components. |
See below.
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| Assessment |
All written work to be assessed and a grade given to students (1-9) |
| 2. NEA |
What is the difference between primary and secondary research?
Why did you choose your final 3 dishes?
How do your dishes link to the brief?
What practical skills are you using?
What does the term mise-en-place mean?
Define the word accompaniment.
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Autumn half term 2 and Spring half term 1 is be spent carrying out NEA 2 – a food preparation assessment which assesses knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food.
Students prepare, cook and present a menu as well as produce a write up. |
Brief
Initial ideas
Analysis of task
Primary research
Secondary research
Reasons for choice
Equipment list
Requisition order
Time plan
Evaluation
Mise-en-place
Accompaniment
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| Assessment |
NEA 50% of final GCSE grade. |
| 3. Revision |
See all topics from Y10. |
Spring half-term 2 onwards consists of revision sessions covering all topics taught to date. A range of revision strategies and materials will be used to prepare students for the final written exam. |
See all topics from Y10. |
| Assessment |
Written exam – 50% of final grade. |
