Hospitality –
Practical Cookery
Food Preparation for Healthy Eating
(Intermediate 2)
August 1998
HIGHER STILL
Hospitality
Practical Cookery
Food Preparation
for Healthy Eating
Intermediate 2
Support Materials
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CONTENTS
Section 1
National unit specification
Section 2
Teacher/lecturer support notes
• Introduction
• Delivering the unit
• The learning environment
• Opportunities for integration of units
• Suggested learning and teaching approaches
• Supporting students with varying abilities and experiences
• Resources
• Suggested scheme of work
• Exemplar suggestions for outcomes 1 and 3
Section 3
Student materials
• Student revision sheets
• Student information/workbook 1
• Student information/workbook 2
• Student recipes for workbook 2
Section 1
National Unit Specification
national unit specification
FOOD PREPARATION FOR HEALTHY EATING (INT 2)
Course
Publication date
Hospitality (Int 2)
September 1997 (First edition)
SUMMARY
On successful completion of this unit, the student will be able to look at established dishes
and produce them in a ‘healthier’ manner.
OUTCOMES
1. Identify and amend the recipes for a range of established dishes to provide a healthier end
product.
2. Identify the amended recipes, produce a range of dishes to promote healthier eating.
3. Using the amended recipes, produce a range of dishes to promote healthier eating.
RECOMMENDED ENTRY
While entry is at the discretion of the centre, students would find it advantageous to have
attained:
• Standard Grade Home Economics at General level
• a course or units in Hospitality or Home Economics at Intermediate 1
• other appropriate catering-related units, or
• equivalent industrial experience.
CREDIT VALUE
1 credit at Intermediate 2.
CORE SKILLS
It is unlikely that attainment of this unit would lead to the automatic award of a particular
core skill. A final statement will be provided at a later date by the Scottish Qualifications
Authority, once full validation procedures are complete. The Subject Guide indicates how
learning and teaching methods commonly used in this subject can permit core skills
components to be claimed. This will require evidence of attainment to be gathered and held
for moderation, using relevant dedicated core skills units.
Hospitality: Practical Cookery: Unit Specification – Food Preparation for Healthy Eating (Int 2)
1
statement of standards
FOOD PREPARATION FOR HEALTHY EATING (INT 2)
OUTCOME 1
Identify and amend the recipes for a range of established dishes to provide a healthier end
product.
Performance criteria
a. The identified established dishes are of a nature that would allow alterations to provide a
healthier option.
b. The recipes are amended to provide a healthier end product.
c. The specified dishes can be produced within a set budget.
d. Work plan and costing is provided for each dish.
Evidence requirements
Evidence must be provided to show that each performance criterion has been achieved.
Performance criteria (a) and (b) – Students must select and amend a dish from at least six
different categories in the following: soup, quiche/pie, pasta dish with sauce, chicken dish,
ethnic dish, salad and dressing, savoury dish using potatoes/vegetables, hot/cold sweet and
accompanying sauce, cake/pastry.
PC (c) and (d) – For each of the six dishes identified in performance criterion (a) students
must provide a work plan and commodity costing.
OUTCOME 2
Identify and evaluate methods of cookery that enhance healthier eating.
Performance criteria
a. Cookery methods are identified that produce a healthier end product.
b. An explanation is provided of why the recommended methods of cookery were selected.
Evidence requirements
Evidence must be provided to show that students have selected six different methods of
cookery which produce a healthier end product. Methods of cookery should be selected from
the following: boiling, stewing, baking, grilling, pot-roasting, poaching, braising, roasting,
sautéing, steaming, deep-frying, shallow-frying. Justification for each selected method must
be provided.
Hospitality: Practical Cookery: Unit Specification – Food Preparation for Healthy Eating (Int 2)
2
OUTCOME 3
Using the amended recipes, produce a range of dishes to promote healthier eating.
Performance criteria
a. The preparation techniques and cooking methods are appropriate and maximise retention
of nutrients.
b. Dishes are produced within the timescale given.
c. Dishes are presented to an appropriate standard.
d. Safe and hygienic practices in food production are demonstrated.
Evidence requirements
Evidence must be provided to show that each of the performance criteria has been met.
A structured observation checklist should be used to record performance.
Students, using the dishes selected within Outcome 1, must produce successfully at least six
different types of dishes on at least one occasion.
Hospitality: Practical Cookery: Unit Specification – Food preparation for Healthy Eating
3
support notes
FOOD PREPARATION FOR HEALTHY EATING (INT 2)
Guidance on the content and context for this unit
This unit is designed to enable students to carry out practical activities which demonstrate
how, by applying basic principles of commodity selection and methods of cookery,
traditional foods can be produced in a healthier way.
Students are also encouraged to develop, at a basic level, planning and organisational skills
for practical activities.
Selection of traditional recipes which may be considered suitable for adaptation taking into
account:
• alternative ingredients
• use of organically produced commodities
• cost implication.
Selection of cookery processes which may enhance the health value of dishes should be
taken into account:
• reduced fat content
• shorter cooking time
• alternative cooking methods
• reduced holding time.
Practical preparation of amended recipes and cooking methods used should take into
account:
• selection of cookery containers and utensils
• preparation techniques
• preparation timescale
• presentation techniques.
Guidance on learning and teaching approaches for this unit
Students should be given opportunities to work towards outcomes in an integrated way
wherever possible.
Outcomes 1 and 2 require an investigative approach with well-structured references and
indications being provided as a starting point for the student. An element of experimental
cookery would be advantageous as the work for these two outcomes develops. It is
important that the student realises the cost implications which may result from the proposed
recipe changes. Outcome 3 requires a completely practical approach applying the agreed
changes identified within Outcomes 1 and 2.
The student should complete, on an ongoing basis, a log/diary of their findings in all
outcomes.
Hospitality: Practical Cookery: Unit Specification – Food preparation for Healthy Eating
4
Guidance on approaches to assessment for this unit
Students should be assessed on an ongoing basis throughout the unit.
Outcome 1
The dishes which students suggest for ‘alterations’ should be assessed for their suitability in
relation to the dishes’ adaptability, acceptability and time for production. Recipes, work
methods and costings should be assessed in terms of accuracy.
Outcome 2
The suggested methods of cookery, and their subsequent justification, should be assessed in
terms of suitability and accuracy.
Outcome 3
The student should:
• develop feasible alternatives from traditional dishes
• manage relevant materials and equipment in the preparation of ‘healthy’ dishes to an
• acceptable standard
• use local and regional produce where appropriate
• develop evaluation skills in relation to dishes produced.
Hospitality: Practical Cookery: Unit Specification – Food preparation for Healthy Eating
5
Section 2
Teacher/lecturer support notes
Food Preparation for Healthy Eating (Int 2)
FOOD PREPARATION FOR HEALTHY EATING (INTERMEDIATE 2)
Teacher/lecturer support notes
Introduction
This unit is largely of a practical nature and should allow students to apply the principles of
commodity selection and methods of cookery to produce traditional foods in a healthier way.
Students are also encouraged to develop, at a basic level, planning and organisational skills
for practical activities.
Delivering the unit
Students may arrive at this course with varying levels of previous knowledge. Students with
limited background knowledge will require to learn what constitutes a healthy diet before
commencing the tasks required to meet the outcomes of this course. Students with relevant
prior knowledge, for example those who have completed Standard Grade Home Economics
at General level, may only need revision work and access to reference materials in order to
complete this unit.
Student information/workbook 1 has been produced to meet the needs of the first group.
The second group may benefit from completing the revision sheets, which also allow the
teacher/lecturer to confirm their level of knowledge. Student information/workbook 2 has
been produced to extend the students’ knowledge into the specific areas relating to this unit.
The information/workbooks and the revision sheets are designed to reinforce the aims of this
course and can be given as work within the course or to be carried out for homework, as
long as the appropriate resources are provided.
In the unit descriptor support notes it suggests ‘an element of experimental cookery’. Some
suggested activities have been provided in this support pack which could be used in the
early stages of the unit.
The assessment items for this unit should be applied once the teacher/lecturer is confident
that the student demonstrates an understanding of the principles of healthy eating.
The learning environment
This unit should be delivered mainly in a well-equipped practical food preparation room.
There are sections of the course which can be covered in a general purpose room (for
example the requirements for Outcome 2), but to allow flexibility within the timing of the
unit, a practical food preparation room should be available.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
T.1
Opportunities for integration of units
There are many opportunities for an integrated approach when delivering this unit as part of
the Practical Cookery course. When studying the principles of microwave cookery, the
students should be made aware of the aspects of microwave cookery which contribute to
healthy eating. In Foods of the World (Int 2) it may be possible to examine a range of
commodities in the introduction to the unit and examine their contribution to health within
the diet. It may also be possible, when investigating different cultures, to examine the health
statistics for a range of countries and compare these with the type of diet eaten.
Suggested learning and teaching approaches
It is vital that students understand the principles of healthy eating before commencing work
on the outcomes for this unit. As explained in ‘Delivering the unit’ materials have been
provided to cover a range of prior learning. The student information/workbooks are
designed for self-study, although they require a range of resources to be provided.
There is a range of videos available to help introduce this unit. There should be discussion
of the reasons for the government initiative to encourage change to our diet. All students
should become familiar with The Scottish Office publication Eating for Health – A Diet
Action Plan for Scotland. Their attention should be drawn especially to Appendices 1 and 2.
The experimental work should offer the students the opportunity to further enhance their
knowledge in preparation for assessment. Group or class discussion on the results of
experimental work would ensure that the main learning points are covered. The discussion
should focus on the ways the alterations made to the recipe affect:
• flavour
• texture
• appearance
• health value.
Examples given are:
• the swiss roll recipe uses wholemeal flour in one version
• one apple tart recipe uses a less saturated fat
• one spaghetti bolognaise recipe uses less salt, lean mince, added vegetables and
• wholewheat pasta
• one haddock mornay recipe uses a low fat sauce
• one fairy cake recipe uses wholemeal flour and less sugar.
When adding fibre-rich foods to the basic recipes many interesting variations can be created,
for example by adding beans to the tomato soup, corn kernels to the vegetable pie, or ground
nuts to the pasta sauce.
In information/workbook 2 the student should gain knowledge of different cookery methods.
They should be able to use their notes to complete the suggested proforma for Outcome 2.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
T.2
It will be necessary to set clear time targets for the completion of work to all students so that
preparatory work will be completed leaving sufficient time for assessment and possible
remediation. Ideally students will select their own dishes for amendment for Outcome 1.
In many schools this could lead to administrative problems caused by the variety of food
orders within each of the categories. It is acceptable to suggest a limited range of dishes to
be amended within each category, to restrict the variety of foods used, but the students must
still be left with choice to select the most appropriate dishes by themselves. As the
minimum number of categories to be successfully planned and prepared is six, this allows
for further work to be carried out after successful assessment by the more able, who can
complete the full range. This allows remediation time for those who are slower to
successfully complete the minimum.
A timescale and costing for each category should be given by the teacher/lecturer.
Suggested proformas for the planning of Outcome 1 are provided in the assessment pack.
Supporting students with varying abilities and experiences
Different levels of experience can be catered for by using the range of materials provided
within this support pack.
It may be necessary to discuss the work carried out in preparation for the assessment of the
unit (the student information/workbooks) in detail with students of lower ability to make
sure they understand the principles of healthy eating. Extra remediation could be provided
in the form of revision questions, further work from the excellent range of textbooks
available or further practical work, followed by clear discussion of the health issues as they
relate to foods prepared.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
T.3
Resources
The following provide good background reference material:
Eating for Health – A Diet Action Plan for Scotland, ISBN 0-7480-3138-3. Available from:
HMSO Bookshop
71 Lothian Road
Edinburgh EH3 9AZ
Tel: 0131 228 4181
Eight Guidelines for a Healthy Diet by MAFF. Available from:
Foodsense
London SE99 7TT
Tel: 0645 556000
A booklet further explaining the guidelines (also called Eight Guidelines for a Healthy Diet)
is available at £2.50 from:
Health Education Authority Customer Services
Marston Book Services
PO Box 269
Abingdon
Oxon OX14 4YN
Tel: 01235 465565
A useful pack of background information Learning About Food and Nutrition, is available
from the National Dairy Council for a small charge:
The National Dairy Council
5-7 John Princes Street
London W1M OAP
Tel: 0171 499 7822
The Balance of Good Health Information Pack is available free of charge from:
Nutrition Department
Health Education Authority
Trevelyan House
30 Great Peter Street
London SW1P 2HW
A wide range of leaflets relating to dietary targets. These are widely available at most good
supermarkets and from your local Health Promotion Unit/Department.
e.g. Tesco Guide to cooking fish
Textbooks such as:
Ridgwell, J. , Davies, L. 1989. Skills in Home Economics – Technology. Heinemann
International, ISBN 0 435 42002X.
Prisk, E., Rogers, L., Staddon, M. 1991. Home Economics and Food Technology. Collins
Educational, ISBN 0-00-329486-2.
Ridgwell, J., 1996. Examining Food and Nutrition. Heinemann, ISBN 0-435-42058-5.
Ridgwell, J., 1983. Finding Out About Food. Oxford, ISBN 0 19 832716 1.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
T.4
Resources for student activities
If the following resources are unavailable you may need to substitute another relevant
resource or make up an information sheet:
Student information/workbook 1
Eight Guidelines for a Healthy Diet (found in several of the resources listed above)
Leaflets/books on non-starch polysaccarides, fat and sugar
Tesco leaflet Fruit and Vegetables- five a day
Finding Out About Food or other book explaining how to retain minerals and vitamins in
fruit and vegetables
Examining Food and Nutrition
Student information/workbook 2
Eating for Health – A Diet Action Plan for Scotland
The following were found to be good for student activity 3 and may be in your school, but
could be replaced by any appropriate text book:
• Hammond, B., Davies, J. 1997 (or earlier version). Cooking Explained. Longman,
• ISBN 0 582 30573 X.
• O’Reilly, A. 1996. Food Preparation and Cooking. Nelson, ISBN 0 17 490005 8.
• Hayter, R. 1995. Food Preparation and Cooking. MacMillan, ISBN 0 333 65115 4
• (this is also packed full of tips for preparing healthier meals).
• Abbey, P.M., MacDonald, G.M. 1976. ‘O’ Level Cookery. Methuen Educational
• ISBN 0 423 88620 7.
• Tull, A., 1992. Food and Nutrition. Oxford, ISBN 0 19 832748 X.
• Clarke, D., Herbert E. 1992. Food Facts. Nelson, ISBN 0 17 438542 0.
• Ceserani, Kinton 1990. Practical Cookery. Hodder & Stoughton, ISBN 0 340 52683 1.
Recipes – some suggested recipes supplied with this pack
Shop/supermarket visit
Videos
Bitter Sweets
Eating for Life (cost £6.95) from SHARP (Scottish Heart and Arterial Disease Risk
Prevention), Department of Medicine, Ninewells Hospital and Medical School, Dundee
DD1 9SY
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
T.5
Suggested scheme of work
Introduction to unit
Explanation of assessment requirements
Estimation of prior learning by teacher/lecturer
Assignment of initial task, i.e. revision sheets for course pre-assessment,
student information/workbook 1 or 2
Setting of target timescale
2 hours
Investigative work (practical and information/workbook 2)
Discussion
Videos
12 hours
Work required to prepare for and fulfil the assessment requirements
20 hours
Opportunity for remediation
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
6 hours
T.6
Section 3
Food Preparation for Healthy Eating (Int 2)
Student revision sheets
Healthy Eating
es
egetabl
t and v
ore frui
Reduce fat
Eat m
Eat m
ore b
reakf
ast ce
h)
lly oily fis
(especia
t more fish
e
ar intak
sug
Reduce
Ea
reals
rbohydrates
mplex ca
Increase total co
What are the easy ways to follow the dietary targets?
Use your knowledge of healthy eating to make small improvements to the following choices
in line with the dietary targets for the year 2005.
What small changes could be made to the following choices to increase the NSP (fibre)?
Low-fibre version
High-fibre version
white bread
rice
pasta
plain flour
mashed potato
lasagne
stewed apple
sweet scones
beef stew
vegetable soup
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.1
How could we reduce the fat content of the following foods?
High-fat version
Low-fat version
fresh cream
chicken pie
custard
cheese sauce
cheddar cheese roll
chips
sausage roll
butter
Write down five ways you could encourage students to eat more fruit or vegetables.
How could the school help students to reduce sugar?
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.2
Write out a day’s menu which follows the dietary targets in as many respects as possible.
Breakfast:
Lunch:
Dinner:
Snacks, supper, etc.:
Explain why you chose these foods:
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.3
Meeting dietary targets
The following chart shows how small changes can make our diet healthier.
Explain why each change has been suggested:
Meal/snack
Breakfast
Original choice and
amended choice
Reasons for changes
Sugar-coated cereal
Milk (full fat)
White roll with fried sausage
Improvements
Wholemeat cereal
Skimmed milk
Wholemeal roll, grilled sausage
Morning
snack
Packet of sweets
Improvements
Apple
Packet of raisins
Lunch
Fried hamburger
Chips
Can of fizzy drink
Improvements
Grilled burger
Wholemeal roll
Fresh orange juice
Dinner
Steak pie
Mashed potatoes
Fried onions
Fruit cocktail and ice cream
Improvements
Steak casserole
Baked potato
Peas
Fresh fruit salad
Yoghurt
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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If we follow the guidelines on healthy eating we should start with choosing the correct foods
when shopping.
Examine the list below and write down how you could improve it to make it healthier (you
may need to use your notes or books to help you).
Original food on list
Healthy replacement
Sugar-coated cereal
Full-cream milk
White bread
Butter
Packet soup
Tuna in brine
Cheddar cheese
Chicken in cream sauce
Oven chips
Chocolate biscuits
Steamed sponge pudding
Tinned fruit in syrup
Fresh cream
Diluting orange juice
Salted peanuts
Crisps
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.5
When we cook or prepare foods we should make sure we are keeping as much goodness in
the food as possible and not adding extra salt and fat.
Write down a better way of cooking each of the following foods:
Original cooking method
Healthier cooking method
Fried eggs
Fried bacon
Chips
When we prepare vegetables we need to keep as many minerals and vitamins in them as
possible.
Read pages 108-109 in Examining Food and Nutrition and write down the rules to follow
for healthier cooking with fruit and vegetables:
•
•
•
•
•
•
•
•
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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From the list below choose a healthy breakfast and explain why you chose each food.
sugar-coated cereal
or
wholewheat cereal
or
bran cereal
milk
or
semi-skimmed milk
toast (white bread)
or
toast (wholemeal bread)
or
toast (brown bread)
low-fat margarine
or
butter
or
margarine
diluting orange juice
or
freshly squeezed orange juice
or
orange-flavoured drink
choice
reason
choice
reason
choice
reason
choice
reason
choice
reason
Suggest another healthy breakfast and explain why you think it is healthy.
Breakfast
Reasons
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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Choose a lunch from the list below and explain why your choice is healthy.
fried fish in crumbs, mashed potato and beans
or
grilled haddock, new potatoes and peas
or
fried fish in batter, chips and peas
choice
reason
fresh fruit salad
or
tinned fruit in syrup
or
apple tart
choice
reason
How many changes can you make to the following snack to make it healthier?
fried burger
white roll
tomato ketchup
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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Turn to page 82 in Examining Food and Nutrition (or alternative).
Make a lunch choice for each day of the week from the menus provided.
Explain whether or not you made a healthy choice.
Monday
Choices
Reasons
Tuesday
Choices
Reasons
Wednesday
Choices
Reasons
Thursday
Choices
Reasons
Friday
Choices
Reasons
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.9
The government has given advice on improving the health aspects of catering.
Read pages 80-82 in Eating for Health.
In what ways can the caterer encourage people to eat more carbohydrates?
In what ways can the caterer encourage people to eat more fruit and vegetables?
In what ways can we reduce fat in catering?
How can we reduce sugar?
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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Section 3
Food Preparation for Healthy Eating (Int 2)
Student information/workbook 1
Name
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.12
In this country many people suffer from illnesses which are mainly caused by our lifestyle
and poor diet. The government has set up many groups over the last few years to examine
these and make recommendations as to how we can improve the situation. In 1992 they
published a white paper (updated in 1993) called The Health of the Nation. This paper set
targets for many improvements, including the areas of health and nutrition.
This paper has resulted in a report called The Scottish Diet. This made similar
recommendations to the other groups set up in the past.
As a result of their study, the Ministry of Agriculture, Fisheries and Food (MAFF) has also
produced a set of healthy eating guidelines to give us advice.
This has resulted in a food guide published by the Health Education Authority called The
Balance of Good Health.
Collect copies of these leaflets and copy the eight guidelines for a healthy diet below:
1.
2.
3.
4.
5.
6.
7.
8.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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If you like food the first guideline should be easy to follow. Always be prepared to try new
foods. Remember your tastes will constantly change so don't avoid foods which you have
not tried for a while.
Give yourself time to eat your meals peacefully to allow your food to be digested properly.
Food should be an enjoyable part of our lives.
The second guideline is a very important one: eat a variety of different foods.
All food provides us with nutrients but unless we eat a variety of foods we may not get all
the nutrients we need and can get too many of those which are bad for us. A variety of foods
will supply us with the energy we need to live and be active, give us the materials for
growth and repair of the body, and help keep our bodies healthy.
It is also important to drink plenty of fluids either as drinks or in moist foods such as fruit.
The Balance of Good Health helps us to plan a varied/balanced diet.
Eat lots
Eat lots
bread,
other cereals
& potatoes
fruit &
vegetables
meat,
fish &
alternatives
Eat some
milk &
dairy foods
fat &
sugar
foods
Eat some
Eat as little
as possible
If we compare our day’s meals with the pattern shown above it should be similar; if not we
should consider altering the foods we eat.
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Guideline number three says: eat the right amount to be a healthy weight.
Different people use up the energy provided by food at different rates. The amount of food
we need also depends on the amount of exercise we take, our size, our job, our state of
health, etc.
If we put on weight this puts a strain on our body and can badly affect our health.
Sometimes being fat (obese) can also makes people feel unhappy or reduce their selfconfidence.
It is also unhealthy to be too thin. This can be very dangerous and is sometimes the result of
people going on silly diets instead of just eating healthily!
Regular sensible meals are always best for health. We should always start the day with a
good breakfast. The body has been without food for a long time and the body energy level
is very low first thing in the morning. It has been shown that people who skip breakfast are
much more likely to have an accident during the day and have much poorer concentration.
A healthy snack or lunch can make a good contribution to a healthy diet. The worst thing to
do during the day is to snack on unhealthy foods. This can fill you up so that you do not eat
healthy meals when you should.
Try to get into good eating habits by planning ahead and preparing healthy foods in advance
to reduce the temptation to snack on easy foods such as crisps or chocolate.
If it is available watch the video Bitter Sweets.
What snacks and lunches are recommended in the video?
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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The guidelines recommend that we should eat plenty of foods rich in starch and fibre.
This is good advice as these foods are usually the healthy foods which also carry many other
nutrients. The foods they are encouraging us to eat include breads, pasta, rice, other cereals
and potatoes.
The guidelines also suggest that we don't eat too much fat and don't eat sugary foods too
often. Eating more fibre and eating less fat, salt and sugar have been commonly recognised
as dietary targets at which we should be aiming.
Dietary fibre
Dietary fibre is also known as NSP (non-starch polysaccharide). It is commonly found in
plant foods and is the part of the plant we cannot digest. It is found mostly in the cell walls
of fruits, vegetables, cereals and nuts. Most food is digested before it reaches the colon.
NSP passes on through the body without being absorbed, providing a soft bulk to the solid
waste (stools). Some of it may be broken down in the large intestine to form vitamins B
and K.
There are two types of dietary fibre, soluble and insoluble. Soluble fibre is the type
associated with reducing the cholesterol levels and controlling the sugar level in the blood.
It is found in fruits, vegetables, oats, barley and pulses. Insoluble fibre absorbs water and
gives bulk and softness to the stools. This makes them easier to pass and helps prevent
strain on the intestines. It is found mostly in flour products, breakfast cereals, wholemeal
products and some fruits and vegetables.
There are many advantages of eating a diet rich in NSP:
• it helps to keep the digestive system healthy as it passes through the body quickly,
removing harmful substances with it
• it helps to prevent many of the diseases which are common in Britain: piles, constipation,
appendicitis, diverticular disease, diabetes, varicose veins, heart disease and cancer of the
bowel
• because so much passes through the body without being digested you feel full without
adding calories, which is helpful if you wish to lose weight
• foods rich in NSP are generally low in fat
• it helps to control the sugar level in the body which helps to prevent diabetes and is good
for those who are diabetics
• it helps to keep the blood cholesterol levels down, which is good for people at risk of
heart disease.
Because fibre soaks up water it is important to keep the fluid intake in the diet high.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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It is often easy to increase the fibre in a meal by changing to a wholemeal product or by
adding extra beans or vegetables.
Student activity
Use the books and leaflets on fibre to find out other ways of increasing NSP. Write them
down below
What would you swap the following foods for in recipes to increase the fibre (NSP)?
Change to
plain flour
self-raising flour
spaghetti
white rice
white bread
A lack of NSP can contribute to varicose veins. It is thought that people who eat a diet low
in fibre exert pressure on their veins when straining to pass their stools. This causes damage
to the valves inside, allowing the blood to run downwards too freely. The extra pressure in
the leg veins causes bulges which are known as varicose veins.
Use books to help you to find out why the following diseases are associated with a lack of
NSP in the diet:
diverticular disease
piles.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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Fat
A little fat is necessary in our diet, but that is easily supplied by many of the foods we eat.
Most of us eat far too much fat.
There are two reasons why we should reduce the fat in our diet.
1. Fat is a concentrated form of energy and is easily stored.
People eating too much fat put on weight (become obese).
This puts a strain on the body and can lead to ill health.
2. A high-fat diet has been shown to contribute to heart disease, which is a common cause
of death in this country.
Where fat cannot be avoided it should be replaced by a polyunsaturated fat if possible
(e.g. replace lard with oil for frying, replace butter with polyunsaturated margarine, etc.).
Although these are still fats they are slightly less harmful. The main message is to cut down
on the overall consumption of fat.
Student activity
Use the booklets and leaflets on fat to find out ways of reducing fat in the diet. Write them
down below.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.18
Circle the foods in the following pairs which are lower in fat:
roast turkey/roast beef
cheddar cheese/cottage cheese
yoghurt/cream
baked potato/chips
fried burger/grilled burger
fruit scone/chocolate cake
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Sugar
Most people enjoy sweet foods and as a result most people eat too many of them.
Sugar is present in any food that tastes sweet and is often hidden in savoury convenience
foods. If you check the labels on bought foods you will often find added sugar. Sometimes it
is listed as sugar, but is sometimes called other names (e.g. dextrose, sucrose, fructose,
glucose, syrup, honey, lactose, maltodextrin, molasses, etc.).
There are two main problems associated with eating sugar:
• bacteria in the mouth changes sugar into an acid which rots the teeth
• it is easy to eat large amounts of sugar, which makes us feel full for a short time.
Sugar-rich foods often have very poor nutritional value so people often don't get the
vitamins and minerals they need. They also lead to people being overweight.
Student activity
Use the booklets and leaflets on sugar to find out ways of reducing sugar. Write them down
below.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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Preparing and cooking foods for health
In the guidelines we are told to look after the vitamins and minerals in our food.
The way we shop, store our food and cook can affect the nutrients the food provides.
Student activity
When choosing for health, circle the foods should you choose and explain why.
Food
Reason
full cream milk/skimmed milk
low-fat spread/butter
white bread/wholemeal bread
home made soup/tinned soup
diluting orange/fresh orange
baked apple/apple pie
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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Foods should always be taken home and stored correctly as quickly as possible. Some foods
do not keep well and should be eaten within the dates recommended on the label. These
foods are called perishable foods.
Fruits and vegetables are highly perishable and, unless tinned or frozen, should be used
whilst as fresh as possible. The longer they are stored the lower their vitamin content becomes.
We can also destroy vitamins and loose minerals if they are not prepared with care.
The method of cooking can also affect how healthy a food is.
Methods of cooking such as frying add fat to foods. Other methods are healthier, such as
grilling, oven-baking, steaming, microwaving, etc.
Vegetables are best cooked in little or no water to keep as many vitamins and minerals as
possible. Vitamin C and thiamin are easily lost during cooking. Steaming or microwaving
are ideal methods for vegetables which do not take long to cook, for example peas, because
as well as cooking them quickly, little water is used to soak away the vitamins.
Student activity
Collect a copy of Finding Out About Food. Make a display poster showing how fruit and
vegetables should be prepared to retain as many vitamins as possible.
Name a healthy way to cook each of the following foods:
turkey burger
sweetcorn
broccoli
fish
potato
egg
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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As well as the guidelines we have examined there are several other recommendations that
could help us eat in a healthy way.
We are recommended to:
• eat more fruit and vegetables (double our present consumption)
• increase our intake of bread (especially wholemeal)
• double our intake of breakfast cereal (avoid the high sugar varieties)
• reduce our intake of salt
• double our intake of oily fish (e.g. herring, tuna etc.); white fish consumption to stay
the same
• increase our non-sugar carbohydrate intake by increasing consumption of fruit and
vegetables, bread, breakfast cereals, rice, pasta and potatoes
• reduce our intake of pastry, biscuits, cakes, sugar and jam
• reduce our intake of meat products and sausages.
Student activity
Read the Tesco leaflet Fruit and Vegetables – five a day or another suitable publication.
Make a list of easy ways to increase the consumption of fruit and vegetables.
Salt
Our bodies need some salt to function but most of us eat far too much. In some people this
leads to hypertension (high blood pressure). This in turn can lead to strokes or heart attacks.
To reduce salt you should:
• never add salt without tasting to see if it is needed and gradually get used to less salt in
your food
• eat fewer salty snacks such as nuts and crisps
• add less salt in cooking
• look for low-salt versions of convenience foods.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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Oily fish
Countries with a high intake of oily fish have very low instances of heart disease. It is
thought that there is a connection between the consumption of omega-3 fatty acids and the
prevention of blood clots. This lowers the risk of heart disease. These fatty acids are present
in oily fish.
Student activity
List all the oily fish you can.
If available collect a copy of Examining Food and Nutrition.
Turn to page 47 and answer the quiz.
What was your score?
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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Section 3
Food Preparation for Healthy Eating (Int 2)
Student information/workbook 2
Name
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.26
Why is healthy eating important?
Healthy eating helps you to keep in good health, gives you the energy to live life to the full
and protects you against illness. It can help to prevent:
• obesity and becoming overweight
• coronary heart disease and strokes
• non-insulin dependent diabetes
• cancer
• gallstones
• bowel disease
• tooth decay.
In order to improve the nation’s health we have been set dietary targets for the year 2005.
These are to:
• double the average intake of fruit and vegetables to more than 400 g per day
• increase the intake of bread by 45% from the present intake of 106 g, mainly using
wholemeal and brown breads
• double the average intake of breakfast cereals from the present intake of 17 g per day
• reduce the average intake of total fat from 40.7% to no more than 35% of food energy and
the average intake of saturated fatty acids from 16.6% to no more than 11% of food
energy
• reduce the average intake of salt from 163 mmol per day to 100 mmol per day
• not increase the average intake of non-milk extrinsic (NME) sugars in adults and to reduce
by half the NME sugars in children to less than 10% of total energy
• increase the average intake of non-sugar carbohydrate by 25% from 124 g per day,
through increased consumption of fruit and vegetables, bread, breakfast cereals, rice and
pasta, and through an increase of 25% in potato consumption
• maintain the current level of consumption of white fish and to double the consumption of
oily fish from 44 g per week to 88 g per week.
The caterer has a major roll in helping the population towards these goals. This can be
achieved by selecting foods carefully, using healthy cooking methods and making sure food
preparation procedures at all stages maintain the goodness in foods.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.27
Student activity 1
Read pages 80-82 in Eating for Health – A Diet Action Plan for Scotland
Choice of ingredients and recipes
The caterer should follow the guidelines given to make sure that healthy choices are always
available for selection.
Sometimes it is easy to provide a healthier option, for example by providing a range of
wholemeal bread and rolls to accompany meals, or a filled selection for snacks. A healthy
choice of drinks is easily provided; for example, water, fresh fruit juice and milk drinks.
Finding healthy alternatives to popular foods can take a little more thought; for example,
cakes and pastries can be replaced by lower fat and sugar sweet foods such as fruit breads,
scones, etc. By gradually substituting healthier options, and providing new additional
healthy foods to the range, a caterer can help to make it easy for people to eat better.
The way we cook foods also can affect their health value. Choosing the healthiest cooking
and food preparation methods retains the maximum amount of nutrients and does not add
extra fat.
There are many foods which can be altered slightly to make them healthier. This can happen
by adding some of the foods we should be increasing, changing ingredients for a healthier
choice, or reducing an ingredient which is considered unhealthy. For example we could:
• add dried fruit instead of sugar to sweeten dishes
• change from a high-fat ingredient to a lower-fat ingredient, i.e. full cream milk to
skimmed milk
• reduce the sugar used in recipes
• use products which contain polyunsaturated fats rather than saturated fats.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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Student activity 2
Healthy alternatives
Use the information from pages 80-82 in Eating for Health – A Diet Action Plan for Scotland
to help you answer these questions
Show how you could prepare or provide a healthier option to each of the following dishes:
home-made plain scones
cornflakes
beef stew
packet mix leek and potato soup
Caeser salad
sponge pudding
pork chops
macaroni and cheese sauce
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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Methods of cooking
We cook food to improve its flavour, to make it safer to eat, to make it more tender and to
provide variety in the diet. Some methods of cooking are more suited to certain foods.
Student activity 3
We should consider the effects methods of cooking have on health. In this unit you will have
to select six methods of cooking which produce a healthier product.
Use a variety of textbooks to help you find out about methods of cooking so that you can
make good choices. Fill in the charts below to summarise the information you find. The first
one is completed for you:
Method of cooking: boiling
Brief description of boiling:
In boiling, food is usually covered by the cooking liquid, and kept at boiling point (100˚C)
in a saucepan on a hob. A lid sometimes covers the pot. Large bubbles rise quickly in the
liquid.
Foods which can be boiled:
vegetables, pasta, rice, eggs, soups, sauces.
Advantages of boiling:
•
•
•
•
no fat added during cooking
needs little attention during the cooking time
it softens fibrous materials in foods such as potatoes
food does not dry out.
Disadvantages of boiling:
• some foods fall apart when boiled
• vitamins are often destroyed or lost to the cooking liquid.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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Method of cooking: stewing
Brief description of stewing:
Foods which can be stewed:
Advantages of stewing:
Disadvantages of stewing:
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Method of cooking: poaching
Brief description of poaching:
Foods which can be poached:
Advantages of poaching:
Disadvantages of poaching:
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Method of cooking: braising
Brief description of braising:
Foods which can be braised:
Advantages of braising:
Disadvantages of braising:
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Method of cooking: steaming
Brief description of steaming:
Foods which can be steamed:
Advantages of steaming:
Disadvantages of steaming:
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Method of cooking: baking
Brief description of baking:
Foods which can be baked:
Advantages of baking:
Disadvantages of baking:
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.36
Method of cooking: grilling
Brief description of grilling:
Foods which can be grilled:
Advantages of grilling:
Disadvantages of grilling:
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.37
Method of cooking: pot-roasting
Brief description of pot-roasing:
Foods which can be pot-roasted:
Advantages of pot-roasting:
Disadvantages of pot-roasting:
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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Method of cooking: roasting
Brief description of roasting:
Foods which can be roasted:
Advantages of roasting:
Disadvantages of roasting:
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.39
Method of cooking: deep-frying
Brief description of deep-frying:
Foods which can be deep-fried:
Advantages of deep-frying:
Disadvantages of deep-frying:
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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Method of cooking: shallow-frying
Brief description of shallow-frying:
Foods which can be shallow-fried:
Advantages of shallow-frying:
Disadvantages of shallow-frying:
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S.41
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.42
Retaining vitamins and minerals in vegetables
When choosing fruit and vegetables always buy them as fresh as possible. Store them in a
cool dark place, but use as soon as possible after buying.
If the vegetables are going to be cooked:
• if possible leave in their skins (this will depend on the type and on government advice; for
example, the government recommends peeling carrots as pesticides are absorbed into the
skin)
• if peeling, peel thinly to avoid waste, and because vitamins, minerals and fibre are often
found close to the skin
• if possible rip the vegetables into pieces instead of cutting them, as less damage is done to
cell walls; divide into larger rather than smaller pieces to reduce loss of nutrients
• prepare at the last minute to prevent oxidation of vitamin C
• do not soak vegetables as nutrients will be lost to the water
• use as little water as possible, as some vitamins dissolve in the water
• steam or microwave if possible
• bring water to the boil before adding fruit or vegetables as cooking time will be shorter,
resulting in a smaller amount of vitamins killed
• cook for the minimum time as heat destroys vitamins
• serve as soon as they are ready as vitamins continue to be destroyed whilst standing warm
• use the cooking liquid if possible in sauces, soups or as stock so that any nutrients
dissolved in it will not be lost.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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Student activity 4
Altering foods slightly
Examine the following recipes and circle any ingredient, or part of the method, you could
improve to make a healthier end product
SPAGHETTI BOLOGNESE
Ingredients
75 g mince
25 g margarine
1/2 onion
2 tomatoes from a tin
2 x 15 ml spoon tomato juice
1 x 5 ml spoon tomato puree
salt and pepper
50 ml beef stock
pinch of mixed herbs
50 g spaghetti
salt
Method
1. Peel and chop onion.
2. Melt margarine in a small pan and brown mince. Add onion and cook for 2 minutes.
3. Stir in tomatoes, juice, puree, stock, seasoning and herbs. Leave to simmer gently for
20 minutes, stirring occasionally.
4. Half-fill a medium pan with water. Add a good pinch of salt and bring to the boil.
5. When boiling add spaghetti and cook for 12 minutes, until spaghetti is tender.
6. Drain spaghetti using a sieve. Arrange in serving dish.
7. Pour sauce over spaghetti.
What changes would you make?
1.
2.
3.
4.
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Student activity 5
In groups brainstorm to find as many foods as you can which are rich in fibre. Fill them in
below.
Fibre rich foods
From your list, choose the fibre-rich foods that could be added to the following dishes:
Recipe
Food which could be added to increase fibre
soup
home-baking
salad selection
meat stew
apple crumble
curry
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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Student activity 6
Collect a basic recipe from your teacher/lecturer. Decide how you can add fibre to the
finished dish by slightly altering the ingredients.
Decide where and how you can add this in the method for the given recipe.
Discuss your plans with your teacher/lecturer. Submit a food order/requisition for preparing
the dish on the day allocated.
Student activity 7
In pairs or groups, prepare the different versions of the same dish using the recipes supplied.
Compare the two versions under the following headings:
• ease of preparation/cooking
• colour/appearance
• flavour
• texture
• benefits in a healthy diet.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
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Organic foods
In conventional farming, many farmers make extensive use of man-made fertilisers,
pesticides, growth regulators, additives in animal feeds and now genetic engineering. Foods
can be grown without these.
Organic farmers rely on crop rotation, animal and plant manure, and biological pest control.
The resulting foods often taste better, but can be less regular in shape and size. The nutritional
value of these foods is much the same as conventionally produced foods, but the organic
versions are usually lower in levels of pesticides, and organic animal and dairy foods are
produced without artificial hormones and antibiotics.
Student activity 8
Visit your local supermarket/greengrocer and/or butcher. Examine the products they sell and
list the organic products available. Note the prices and quality of the food on offer.
Compare these with conventionally produced foods. Complete the table below:
Type of food
Cost of
conventional food
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
Cost of organic
food
S.47
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.48
Suggested recipes for Student Activity 6
Tomato soup
Ingredients
1 carrot
1/2 onion
12 g margarine
1 tin tomatoes
200 ml ham stock
pinch herbs
ground pepper
60 ml evaporated milk
Added fibre-rich ingredient(s)
Method
1. Peel and dice onion and carrot.
2. Melt margarine in a medium pan and saute carrot and onion for 2 minutes.
3. Add tomatoes and stock and simmer for 20 minutes.
4. Liquidise thoroughly and then pass through a sieve to remove tomato seeds.
5. Return to the pan and add milk and adjust seasoning.
6. Reheat and serve.
How will the additional ingredients be added?
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.49
Pasta Neopolitana
Ingredients
100 g pasta
1 x 15 ml spoon olive oil
1/2 onion
1 small carrot
1 small clove garlic
25 g mushroom
3 tinned tomatoes
2 x 15 ml spoons tomato juice
1 x 1.25 ml spoon mixed herbs
1 x 15 ml spoon grated Parmesan cheese
Added fibre-rich ingredient(s)
Method
1. Half-fill a medium pan with water. Put on to boil.
2. Dice onion. Wash and slice mushroom. Grate carrot. Crush garlic.
3. Warm oil in a frying pan. Gently cook onion and garlic until soft.
4. Add carrots, mushrooms tomatoes and herbs. Cook gently for 15 minutes until a sauce
consistency is obtained. Check regularly to prevent burning.
5. Add pasta to boiling water. Cook for 12 minutes or until tender.
6. Drain pasta.
7. Serve pasta with sauce in the middle. Sprinkle over cheese.
How will additional ingredients be added?
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.50
Suggested recipes for Student Activity 7
Vegetable pie
Ingredients
Topping
300 g potatoes
12 g margarine
2 x 15 ml spoons milk
Base
125 g cauliflower and broccoli
200 ml milk
25 g margarine
25 g plain flour
25 g cheddar cheese
seasoning
Added fibre-rich ingredient(s)
Method
1. Preheat oven 180°C, gas mark 4. Half-fill a large pan with water. Add a pinch of salt.
Bring to the boil with the lid on.
2. Peel the potatoes and cut into two or four pieces depending on the size. Add to the
boiling water and cook for 20 minutes or until soft.
3. Base – Half-fill a medium pan with water. Bring to the boil with the lid on.
4. Divide vegetables into sprigs. Wash under cold water. Add to pan of boiling water and
simmer for 10 minutes.
5. Melt margarine in a small pan. Add flour and cook gently for one minute. Remove
from the heat. Gradually add all the milk, stirring well between each addition.
6. Return to the heat and bring to the boil, stirring all the time. Boil gently for one minute.
Add cheese and season to taste.
7. Drain vegetables and add to sauce. Mix and place in ovenproof dish.
8. Drain potatoes and mash well with milk and margarine (or put through potato ricer).
Put in a large piping bag with a star nozzle.
9. Pipe potato stars over the base.
10. Bake for 20 minutes or until golden brown on top.
How will additional ingredients be added?
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.51
Swiss roll
Ingredients
2 eggs
50 g white self-raising flour or 50 g wholemeal self-raising flour
50 g castor sugar
2 x 15 ml spoon jam
sugar to dredge
Method
1. Preheat oven to 200°C, gas mark 7.
2. Grease and line a Swiss roll tin
3. Whisk eggs and sugar with an electric mixer until mixture is thick and creamy and has
increased in volume.
4. Carefully fold in the flour using a metal spoon.
5. Pour into the prepared tin and bake for 7-10 minutes until sponge is well risen.
6. Whilst the mixture is cooking prepare the table for rolling up the Swiss roll by placing a
sheet of greaseproof paper on top of a tea towel and sprinkling on 1 x 5ml spoon of sugar.
7. Tip the cooked mixture out of the tin onto the greaseproof paper. Trim the long edge.
8. Spread with jam and roll up quickly.
9. Compare the two versions of the Swiss roll for texture, flavour, nutritive value and cost.
Ingredients
Calories
Protein (g)
Fat (g)
Carbohydrate (g) Fibre (g)
2 eggs
150
12.4
10.9
0
0
2 x 15 ml jam
131
0.3
0
38
0.6
50 g sugar plus
extra to sprinkle
263
0
0
70
0
50 g white flour
179
5
0.6
40
1.8
50 g wholemeal flour
160
6.6
1
33
4.8
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
Cost
S.52
Duchesse potatoes
Ingredients
Group 1 150 g potatoes
Group 2 1 x 2.5 ml spoon salt
Group 3 1 x 2.5 ml spoon mixed herbs
Group 4 25 g cheese (grated)
Group 5 1/2 onion – peel and chop and fry in 10 ml cooking oil
Group 6 pinch nutmeg
Group 7 1/2 egg
Group 8 1 x 15 ml spoon low fat natural yoghurt
Method
1. Set oven to 200°C, gas mark 6.
2. Peel potatoes and cut into four.
3. Half-fill a medium pan with water, bring to the boil, add potatoes and cook until soft.
4. Mash potatoes and add chosen flavouring.
5. With a star nozzle pipe the potato onto a greased baking tray.
6. Cook in oven until golden brown (approximately 15-20 minutes).
7. Allow to cool before tasting.
Typical analysis per bowl of potato
Calories
Protein (g)
Fat (g)
Carbohydrate (g)
Sodium (mg)
1. 150 g potato (control)
120
2.1
0.15
30
4.5
2. 150 g potato + 3 g salt
120
2.1
0.15
30
1170
3. 150 g potato + 1 x 5 ml
120
2.1
0.15
30
4.5
4. 150 g potato + 25 g cheese
222
8.6
8.6
30
158
5. 150 g potato + 1/2 medium
fried onion (25 g)
207
2.6
8.5
33
9.5
6. 150 g potato + pinch
nutmeg
120
2.1
0.15
30
4.5
7. 150 g potato + 1/2 egg (25 g)
157
5.2
3
30
40
8. 150 g potato + low fat
natural yoghurt
128
2.9
0.3
31
16
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.53
Apple tart – traditional shortcrust pastry
Ingredients
Pastry
100 g plain flour
50 g margarine
water to mix
pinch of salt
Filling
1 cooking apple
1 x 10 ml spoon sugar
Method
1. Preheat oven to 220°C, gas mark 7.
2. Sieve flour and salt. Rub fat into the flour until the mixture resembles fine breadcrumbs.
3. Add water gradually and mix to a firm dough.
4. Turn dough onto a floured surface and knead gently until smooth. Cut pastry in half.
5. Roll out one piece of pastry to fit plate.
6. Quarter, core, peel and slice the apple. Layer with sugar onto pastry base.
7. Roll out remaining pastry to fit the top of the tart. Brush edge of pastry base with water
and fit top in place. Seal edges and trim. Pierce hole in the lid to release steam.
8. Bake in oven for 20 minutes or until pastry is golden brown in colour.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.54
Apple tart – sunflower oil shortcrust pastry
Ingredients
Pastry
100 g wholemeal flour
1 x 5 ml spoon baking powder
2 x 15 ml spoons sunflower oil
50 ml water to mix
pinch of salt
Filling
1 cooking apple
1 x 10 ml spoon sugar
Method
1. Preheat oven to 220°C, gas mark 7.
2. Mix flour and baking powder together in large mixing bowl.
3. Add all remaining pastry ingredients and mix well.
4. Turn dough onto a floured surface and knead gently until smooth. Cut pastry in half.
5. Roll out one piece of pastry to fit plate.
6. Quarter, core, peel and slice the apple. Layer with sugar onto pastry base.
7. Roll out remaining pastry to fit the top of the tart. Brush edge of pastry base with water
and fit top in place. Seal edges and trim. Pierce hole in the lid to release steam.
8. Bake in oven for 20 minutes or until pastry is golden brown in colour.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.55
Spaghetti Bolognese
Ingredients
75 g mince
25 g margarine
1/2 onion
2 tinned tomatoes
3 x 15 ml spoon tomato juice
1 x 5 ml spoon tomato puree
salt and pepper
50 ml beef stock
pinch of mixed herbs
50 g spaghetti
salt
Method
1. Peel and chop onion.
2. Melt margarine in a small pan and brown mince. Add onion and cook for 2 minutes.
3. Stir in tomatoes, juice, puree, stock and seasoning and herbs. Leave to simmer gently for
20 minutes, stirring occasionally.
4. Half-fill a medium pan with water. Add a good pinch of salt and bring to the boil.
5. When boiling add spaghetti and cook for 12 minutes, until spaghetti is tender.
6. Drain spaghetti using a sieve. Arrange in serving dish.
7. Pour sauce over spaghetti.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.56
Spaghetti Bolognese with meat extended by addition of vegetables
Ingredients
75 g lean mince
1/2 onion
1 small carrot
2 tinned tomatoes
2 x 15 ml spoon tomato juice
1 x 5 ml spoon tomato puree
fresh pepper
50 ml beef stock
pinch of mixed herbs
50 g wholewheat spaghetti
Method
1. Peel and chop onion. Grate carrot finely.
2. Brown mince in a small pan. Add onion and cook for 2 minutes.
3. Stir in carrot, tomatoes, juice, puree, stock, pepper and herbs. Leave to simmer gently for
20 minutes, stirring occasionally.
4. Half-fill medium pan with water. Bring to the boil.
5. When boiling add spaghetti and cook for 12 minutes, until spaghetti is tender.
6. Drain spaghetti using a sieve. Arrange in serving dish.
7. Pour sauce over spaghetti.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.57
Haddock mornay – roux method
Ingredients
300 g potatoes
a little butter and milk
1 small fillet haddock
12 g margarine
12 g (1 rounded dessertspoon) flour
125 ml milk
25 g cheddar cheese
salt and pepper
Method
1. Preheat oven to 200°C, gas mark 5.
2. Peel potatoes and quarter. Cook in boiling salted water for 20 minutes or until soft.
3. Meanwhile wipe the fish and fold in three. Place in a greased ovenproof dish and bake
for 10 minutes. (When the fish is ready it will be easy to separate the flakes, it will be
whiter in colour and juices will have come out of the fish.)
4. Grate the cheese. Melt the margarine in a small pan. Mix in the flour and cook over a
low heat for 1 minute.
5. Remove from heat. Add milk a little at a time until all the milk is used. Bring to the boil
stirring all the time, and simmer for 2 minutes.
6. Remove from the heat and add cheese and seasoning.
7. Drain any juices from fish and coat with sauce.
8. Mash the potatoes with the butter and milk until very smooth.
9. Pipe a border of potato round the fish and sauce.
10. Garnish with parsley.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.58
Haddock mornay – cornflour sauce
Ingredients
300 g potatoes
a little skimmed milk
1 small fillet haddock
1 x 15 ml spoon cornflour
125ml skimmed milk
25 g low-fat cheddar cheese
pinch mustard
fresh pepper
Method
1. Preheat oven to 200°C, gas mark 5. Half-fill a pan with water and bring to the boil.
Add a small pinch of salt.
2. Peel potatoes and quarter. Cook in boiling water for 20 minutes or until soft.
3. Meanwhile wipe the fish and fold in three. Place in a greased ovenproof dish and bake
for 10 minutes. (When the fish is ready it will be easy to separate the flakes, it will be
whiter in colour and juices will have come out of the fish.)
4. Grate the cheese. Blend the cornflour with a little of the measured milk in a small pan.
5. Add the remaining milk. Bring to the boil, stirring all the time.
6. Remove from the heat and add cheese and seasoning.
7. Drain any juices from fish and coat with sauce.
8. Mash the potatoes with milk until very smooth.
9. Pipe a border of potato round the fish and sauce.
10. Garnish with parsley.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.59
Chocolate fairy cakes
Ingredients
50 g self-raising flour
1 x 15ml spoon cocoa
50 g caster sugar
50 g margarine
1 egg
2 teaspoons water
Method
1. Preheat oven to 170°C, gas mark 4.
2. Place six paper cases in a bun tin.
3. Measure all the ingredients into a large bowl.
4. Cream with a wooden spoon.
5. Divide evenly between the six paper cases.
6. Bake for 15-20 minutes until well risen and springing back.
Wholemeal Chocolate Fairy Cakes (reduced sugar)
Ingredients
50 g self-raising wholemeal flour
1 x 15 ml spoon cocoa
40 g caster sugar
50 g margarine
1 egg
2 teaspoons water
Method
Preheat oven to 170°C, gas mark 4.
Place six paper cases in a bun tin.
Measure all the ingredients into a large bowl.
Cream with a wooden spoon.
Divide evenly between the six paper cases.
Bake for 15-20 minutes until well risen and springing back.
Hospitality: Practical Cookery: Food Preparation for Healthy Eating (Int 2)
S.60