Food & Nutrition - Year 7

Food & Nutrition Overview

Term 6: Food Choice

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.

  1. Students will write up their evaluation from their last practical and annotate the recipe to meet the chosen brief.
Cuisine

A traditional style of cooking and eating that has developed in a country or region of the world.

Target group

A specific group of similar people, e.g. all the same age, with similar jobs, such as students.

Modify

Change something in a recipe e.g. an ingredient or cooking method to make it more suitable for current guidelines for a healthy diet.

Healthy, balanced 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.

Life stages

Phases of development that people go through during their life, such as infancy (babyhood), childhood, adolescence (teenagers), adulthood and the elderly.

Nutritional profile

The types and amounts of different nutrients a food contains.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Create a supportive community:

Term 5: Food Science

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.

  1. Every practical is assessed during the lesson by informal feedback.

    At the end of each half term students sit a theory assessment on topics that have been covered that half term.

Senses

The ability of the body to react to things through sight, taste, hearing, smell (aroma) and touch.

Appetising

Food prepared, cooked and served so well that you want to eat it.

Taste buds

Special cells on the tongue that pick up flavours.

Olfactory (smell) receptors

Special cells in the nose that pick up aromas (smells).

Sensory analysis

A way of measuring the sensory qualities of food.

Sensory descriptors

Words used to describe the characteristics of a food.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Create a supportive community:

Term 4: Commodities

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.

  1. Ongoing assessment via written and practical skills.
Plasticity

The ability of fat to soften over a range of temperatures and be shaped and spread with light pressure.

Shortening

The ability of fats to shorten the length of the gluten molecules in the pastry.

Aeration

The ability of some fats to trap lots of air bubbles when beaten together with sugar

Emulsification

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.

Seasonality

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.

Food miles

The distance travelled by all the ingredients in a food product until it reaches our plate.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Create a supportive community:

Term 3: Heat transfer and culinary skills

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.

  1. Every practical is assessed during the lesson by informal feedback.

    At the end of each half term students sit a theory assessment on topics that have been covered that half term.

Chemical bonds

Bonds that hold large protein molecules together in compact, folded bundles.

Heat transfer

The way in which heat energy is passed into food.

Conduction

Transferring heat through a solid object into food.

Convection

Transferring heat through a liquid or air into food.

Radiation

Transferring heat by infra-red waves that heat up what they come in to contact with.

Dextrinisation

The breaking up of starch molecules into smaller groups of glucose molecules when they are exposed to dry heat

Caramelisation

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

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students are learning a life skill.

Create a supportive community:

Students work collaboratively.

Term 2: Healthy Eating

• 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.

  1. Every practical is assessed during the lesson by informal feedback.

    At the end of each half term students sit a theory assessment on topics that have been covered that half term.

Lifestyle

The way in which people live, their attitudes, activities, likes and dislikes, beliefs, etc

Nutritional profile

The types and amounts of different nutrients a food contains.

Diet-related disease

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.

Malnutrition

Having a diet that is not balanced.

Energy dense

A food that contains lots of fats and/or carbohydrate and has a high energy value.

Kilocalorie (kcal)/kilojoule

Units used to measure energy.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students learn the importance of a healthy diet following the Eatwell guide.

Create a supportive community:

Term 1: Food safety and hygiene

• 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

  1. Every practical is assessed during the lesson by informal feedback.

    At the end of each half term students sit a theory assessment on topics that have been covered that half term.

Diet

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).

Micro-organisms

Tiny forms of life, both plants and animals, only visible under a microscope.

Food spoilage

Making food unfit and unsafe to eat

Pathogenic

Something that is capable of causing illness.

Food poisoning

An illness caused by micro-organisms contaminating food

High-risk foods

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.

Non-pathogenic

A micro-organism that is not harmful to humans and does not cause food poisoning

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Teaches the individual how to prepare food safely, while building on the skills they use in the kitchen.

Create a supportive community:

Students need to collaborate to get the best outcomes.