Edexcel GCSE Design and Technology: Food Technology
2014 specification
Unit 1 Creative Design and Make Activities
Stage 2 Design
Stage 2.3 Communication
Students will be assessed on their ability to:
• Use a range of communication techniques and media,
including ICT and CAD where appropriate, throughout the
design section. There are many ways of presenting initial design
ideas from thumbnail pencil sketches to computer-generated
images and students should not be afraid to experiment.
• Use communication techniques with precision and accuracy.
The quality of design work should enable clear communication
of design intentions.
Link to Food – a fact of life and BNF resources:
ICT:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=85&contentId=320
CAD and CAM:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=85&contentId=321
Stage 3 Develop
Stage 3.1 Development
Students will be assessed on their ability to:
• Develop aspects of their initial design ideas into a range of
final design proposals that is significantly different, and
improved, to any previous initial design idea. Development
should refine technical aspects of the product design and not
simply focus on cosmetic changes.
• Test important aspects of the design idea as it progresses
against the design specification.
• Evaluate their ideas against relevant design criteria as they
progress. Annotation of developmental sketches and
photographic evidence of the trials should address the
specification points.
Link to Food – a fact of life and BNF resources:
Food product development:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=109&contentId=566
1
Stage 4 Plan
Stage 4.1 Production plan
Students will be assessed on their ability to:
• Produce a detailed production plan that considers the stages
of manufacture for their product. Charts should clearly
communicate the correct order of making and timings. Plans
must be forward looking and not retrospective diaries of
events.
• Identify and describe the stages during making where specific
quality control procedures should take place. Feedback in
charts should state where quality control will take place.
Link to Food – a fact of life and BNF resources:
Stage 5 Make
Stage 5.1 Quality of manufacture
Students will be assessed on their ability to:
• Attempt a challenging making task involving the manufacture
of several different dishes using a range of ingredients,
equipment, techniques and processes. Students must ensure
that their products provides an opportunity to manufacture
several different elements from different ingredients using
different processes.
• Select tools, equipment and processes, including CAD/CAM
where appropriate*, for specific uses. Students should produce
a full photographic record of their stages of manufacture
showing all the relevant processes in detail.
• Demonstrate a detailed understanding of the working
properties of materials they have selected for a specific use.
Students should use their work plan to justify their choices
• Demonstrate a wide range of making skills with precision and
accuracy. This is an opportunity for students to be rewarded for
the range of making skills they demonstrate during the making
activity.
Link to Food – a fact of life and BNF resources:
2
*Students should use no more than 50 per cent CAD/CAM in
their making activity so that other tools, equipment and
processes can be fully evidenced
Stage 5.2 Quality of outcome
Students will be assessed on their ability to:
• Produce high-quality dishes that are accurately assembled
and well finished to produce a high-quality product overall.
Where products are incomplete, it is the quality of the
manufacture of individual elements that will gain marks:
• Produce a completed product that is fully functional. The final
product should be fit for purpose and meet the requirements of
the original specification or working drawings.
Link to Food – a fact of life and BNF resources:
Stage 5.3 Health and safety
Students will be assessed on their ability to:
• Demonstrate a high level of safety awareness throughout all
stages of manufacture. Teachers will award these marks based
upon their observations of students during the make activity.
No other formal evidence is required.
Link to Food – a fact of life and BNF resources:
Food hygiene and safety:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=83&contentId=307
Interactive activity – food hygiene:
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=83&contentId=
311
3
Stage 6 Test and evaluate
Stage 6.1
Testing and evaluation:
• Devise and carry out a range of suitable tests to check the
performance and/or quality of the final product. Tests should
be measurable and refer to specification points, if appropriate,
to determine the product’s fitness for purpose
• Evaluate their final products objectively with reference to
specification points and user group feedback and sustainability
issues. No product is ever perfect so students should discuss
the positive and negative aspects of their final product. User
group feedback should provide a further perspective.
Link to Food – a fact of life and BNF resources:
Product analysis:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=85&contentId=325
Sensory evaluation:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=83&contentId=308
Interactive activity – the senses and food:
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=83&contentId=
379
Unit 2 Knowledge and Understanding of Food Technology
Topic 1 Nutrition
Topic 1.1 Fats
What students need to learn:
The dietary function and sources of the following fats:
• saturated;
• unsaturated;
• polyunsaturated;
• essential fatty acids.
Link to Food – a fact of life and BNF resources:
Nutrients:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=75&contentId=240
Fats:
http://www.foodafactoflife.org.uk/attachments/2a5ac0d6-938c-4c886705f15d.ppt
http://www.foodafactoflife.org.uk/attachments/0d8848e4-d420-4fd5d7a3cb53.doc
Video podcast – fat:
http://www.foodafactoflife.org.uk/VideoActivity.aspx?siteId=20&sectionId=84&contentId=5
07&titleId=510
Interactive activity – macronutrients:
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=75&contentId=
249
What are nutrients?
http://www.nutrition.org.uk/healthyliving/basics/what-are-nutrients
Fats:
http://www.nutrition.org.uk/nutritionscience/nutrients/fat
4
Topic 1.2 Carbohydrates
What students need to learn:
The dietary function and sources of the following
carbohydrates:
• sugar;
• starch;
• fibre/NSP (non-starch polysaccharides).
Link to Food – a fact of life and BNF resources:
Topic 1.3 Protein
What students need to learn:
The dietary function, sources and deficiency of the following
proteins:
• HBV (high biological value) protein;
• LBV (low biological value) protein.
Link to Food – a fact of life and BNF resources:
Nutrients:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=75&contentId=240
Carbohydrates:
http://www.foodafactoflife.org.uk/attachments/80c0de05-7cca-4a5565ab78e5.ppt
http://www.foodafactoflife.org.uk/attachments/900bc203-4041-4fc718b711d2.doc
Video podcast – carbohydrate:
http://www.foodafactoflife.org.uk/VideoActivity.aspx?siteId=20&sectionId=84&contentId=5
07&titleId=508
Interactive activity – macronutrients:
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=75&contentId=
249
What are nutrients?
http://www.nutrition.org.uk/healthyliving/basics/what-are-nutrients
Carbohydrate:
http://www.nutrition.org.uk/nutritionscience/nutrients/carbohydrate
Nutrients:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=75&contentId=240
Protein:
http://www.foodafactoflife.org.uk/attachments/defda2cd-d4a0-48c7cd858ce9.ppt
http://www.foodafactoflife.org.uk/attachments/6e7645dc-a6c8-423d1f25ab07.doc
Video podcast – protein:
http://www.foodafactoflife.org.uk/VideoActivity.aspx?siteId=20&sectionId=84&contentId=5
07&titleId=509
Interactive activity – macronutrients:
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=75&contentId=
249
What are nutrients?
http://www.nutrition.org.uk/healthyliving/basics/what-are-nutrients
Protein:
http://www.nutrition.org.uk/nutritionscience/nutrients/protein
5
Topic 1.4 Vitamins
What students need to learn:
The dietary function ,sources and deficiency of the following
vitamins:
• fat soluble;
o A;
o D.
• water soluble;
o B1;
o B2;
o folate/folic acid;
o C.
Link to Food – a fact of life and BNF resources:
Topic 1.5 Minerals
What students need to learn:
The functions, sources and deficiency of the following minerals:
• calcium;
• iron;
• sodium;
• fluoride.
Link to Food – a fact of life and BNF resources:
Topic 1.6 Energy balance
What students need to learn:
Knowledge and understanding of the following nutritional
concepts:
• use of energy in the body:
o mechanical, for example, movement of muscles;
o chemical, for example, metabolic reactions;
o heat, for example, maintain body temperature;
o electrical for example, transmission of nervous impulses.
Link to Food – a fact of life and BNF resources:
Nutrients:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=75&contentId=240
What are nutrients?
http://www.nutrition.org.uk/healthyliving/basics/what-are-nutrients
Vitamins:
http://www.nutrition.org.uk/nutritionscience/nutrients/vitamins
Nutrients:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=75&contentId=240
Interactive activity – micronutrients:
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=75&contentId=
248
What are nutrients?
http://www.nutrition.org.uk/healthyliving/basics/what-are-nutrients
Minerals and trace elements:
http://www.nutrition.org.uk/nutritionscience/nutrients/minerals-and-trace-elements
Energy:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=75&contentId=239
Video podcast – energy:
http://www.foodafactoflife.org.uk/VideoActivity.aspx?siteId=20&sectionId=84&contentId=5
13
Energy:
http://www.nutrition.org.uk/healthyliving/basics/what-is-energy
Interactive activity – energy
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=75&contentId=
250
6
• Energy requirements:
o age;
o gender;
o occupation;
o physical activity and exercise;
o life stage, for example, pregnancy.
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=75&contentId=
251
Energy intake and expenditure:
http://www.nutrition.org.uk/nutritionscience/energy/energy-intake-and-expenditure
Energy:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=75&contentId=239
Diet and health:
http://www.foodafactoflife.org.uk/section.aspx?siteId=19&sectionId=81
mywellbeing:
http://www.foodafactoflife.org.uk/section.aspx?t=0&siteId=19&sectionId=102
Video podcast – energy:
http://www.foodafactoflife.org.uk/VideoActivity.aspx?siteId=20&sectionId=84&contentId=5
13
Interactive activity – Energy:
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=75&contentId=
250
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=75&contentId=
251
Nutrients requirements:
http://nutrition.org.uk/nutritionscience/nutrients/nutrient-requirements
Energy:
http://www.nutrition.org.uk/healthyliving/basics/what-is-energy
Energy intake and expenditure:
http://www.nutrition.org.uk/nutritionscience/energy/energy-intake-and-expenditure
Nutrition through life:
http://www.nutrition.org.uk/nutritionscience/life
Life stages:
• Balanced diet:
o DRVs (dietary reference values);
o energy provided from;
- protein;
- fat;
- carbohydrate.
http://www.nutrition.org.uk/healthyliving/lifestages
Energy:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=75&contentId=239
Diet and health:
http://www.foodafactoflife.org.uk/section.aspx?siteId=19&sectionId=81
mywellbeing
http://www.foodafactoflife.org.uk/section.aspx?t=0&siteId=19&sectionId=102
Video podcast – energy:
http://www.foodafactoflife.org.uk/VideoActivity.aspx?siteId=20&sectionId=84&contentId=5
13
Interactive activity – Energy:
7
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=75&contentId=
250
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=75&contentId=
251
Energy:
http://www.nutrition.org.uk/healthyliving/basics/what-is-energy
Energy intake and expenditure:
http://www.nutrition.org.uk/nutritionscience/energy/energy-intake-and-expenditure
Nutrients:
http://nutrition.org.uk/nutritionscience/nutrients
Nutrients requirements:
http://nutrition.org.uk/nutritionscience/nutrients/nutrient-requirements
Topic 1.7 Dietary guidance
What students need to learn:
Knowledge and understanding of the following nutritional
concepts of healthy eating:
• eat less sugar;
• eat less saturated and hydrogenated fat;
• eat more fibre, starchy, low GI (glycaemic index) foods;
• eat less salt.
Link to Food – a fact of life and BNF resources:
Topic 1.8 Government recommendations
What students need to learn:
Knowledge and understanding of the following nutritional
concepts:
• five-a-day;
• nutritional labelling;
• ‘eat-well-plate’ (current UK food choice model);
• recommended fish intake.
Link to Food – a fact of life and BNF resources:
Health issues:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=81&contentId=274
Eatwell plate tutorial:
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=75&contentId=
245
8 tips for eating well tutorial:
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=75&contentId=
246
A healthy varied diet:
http://nutrition.org.uk/healthyliving/healthyeating/a-healthy-varied-diet
Eatwell plate tutorial:
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=75&contentId=
245
8 tips for eating well tutorial:
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=75&contentId=
246
Fish in the diet:
8
http://nutrition.org.uk/nutritionscience/fish
A healthy varied diet:
http://nutrition.org.uk/healthyliving/healthyeating/a-healthy-varied-diet
Topic 1.9 Individual nutritional requirements
What students need to learn:
Knowledge and understanding of the following ‘diets’, nutritional
requirements, good food sources of nutrients and modification
of
ingredients and recipes to suit user needs:
• pregnancy;
o foods to avoid;
o folic acid recommendation;
• infants up to one year;
• toddlers up to five years and school age children;
• adolescents;
• adults;
• senior citizens;
• illness and convalescence.
Link to Food – a fact of life and BNF resources:
Topic 1.10 Special diets
What students need to learn:
Knowledge and understanding of the following diets, nutritional
requirements, good food sources of nutrients and modification
of
ingredients and recipes to suit user needs:
• vegetarian;
o vegan;
o lacto-ovo;
o lacto;
o ovo;
• intolerances;
o lactose;
• medical;
o diabetes mellitus/diabetic;
o CHD (coronary heart disease);
o obesity;
Link to Food – a fact of life and BNF resources:
Diet through life:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=81&contentId=273
Interactive activity – diet through life:
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=81&contentId=
304
Nutrition through life:
http://nutrition.org.uk/nutritionscience/life
Life stages:
http://www.nutrition.org.uk/healthyliving/lifestages
Nutrition for baby:
http://www.nutrition.org.uk/healthyliving/nutrition4baby
Lifestyle:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=81&contentId=275
Health issues:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=81&contentId=274
Interactive activity – obesity:
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=81&contentId=
303
Healthy eating for vegetarians and vegans:
http://www.nutrition.org.uk/healthyliving/healthyeating/vegan-and-vegetarian
Food allergy and intolerance:
http://www.nutrition.org.uk/nutritionscience/allergy
Risk of disease:
http://www.nutrition.org.uk/nutritionscience/disease
Obesity and overweight:
http://www.nutrition.org.uk/nutritionscience/energy/obesity-and-overweight
9
o
allergy: nut, coeliac.
Topic 1.11 Ethnic and religious groups
What students need to learn:
Knowledge and understanding of the following ethnic and
religious groups food rules:
• Hindu faith;
• Muslim faith;
• Jewish faith.
Link to Food – a fact of life and BNF resources:
Lifestyle:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=81&contentId=275
Topic 2 Primary and secondary foods
Topic 2.1 Primary foods
What students need to learn:
Knowledge of the nutritional content, uses, types and functional
properties of the following primary foods:
• cereals;
o wheat;
o rice;
o maize/corn;
o oats;
• milk and dairy;
o milk;
o cream;
o cheese;
o yoghurt;
• meat and fish;
o alternative protein foods;
– Quorn™, TVP (soya), tofu;
– pulses and peanuts;
• fruit and vegetables;
• for eggs;
o pasteurised;
o liquid;
o frozen;
o dried;
Link to Food – a fact of life and BNF resources:
Dairy farming:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=92&contentId=416
Functional properties of food:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=83&contentId=306
Explore food:
http://www.foodafactoflife.org.uk/section.aspx?t=81&siteId=20&sectionId=115
Interactive activity – overview of functional properties of food:
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=83&contentId=
310
Basics of nutrition:
http://www.nutrition.org.uk/healthyliving/basics
Nutrients:
http://www.nutrition.org.uk/nutritionscience/nutrients
10
fresh;
• fats and oils;
o butter;
o margarine;
o low fat spread;
o plant oils;
– olive, corn, sunflower;
• sugar.
o
Topic 2.2 Functional properties and working characteristics
What students need to learn:
Knowledge and understanding of the properties and working
characteristics of raw materials and ingredients and how their
different functional properties affect finished products:
• thickening and gelatinisation;
• setting;
o coagulation;
o gelation;
• aeration;
• foaming;
• fermentation;
• shortening;
• fortification;
• browning;
• binding;
• coating;
• glazing;
• emulsification;
• dextrinisation;
• caramelisation.
Link to Food – a fact of life and BNF resources:
Food manufacturing:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=109&contentId=567
Food function cards:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=85&contentId=317
How to:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=85&contentId=322
Food fortification:
http://nutrition.org.uk/nutritionscience/foodfacts/fortification
11
Topic 2.3 Secondary foods
What students need to learn:
Knowledge and understanding that by combining primary foods
additional properties are produced:
• increased nutrition, for example;
o adding for example, eggs to a dough mixture can
increase protein content;
• improved organoleptic (sensory) qualities, for example;
o changing appearance to make product more attractive,
for example, using milk to glaze pastry to produce a
shiny finish, using icing to decorate a cake, grilled cheese
topping on a pie;
o changing texture by addition of seeds or dried fruit, for
example, seeds on top and in bread, seeds added to a
dessert, for example, crunchy crumble topping;
o changing flavour, for example, adding herbs to pastry or
butter, lemon or orange zest/;
Link to Food – a fact of life and BNF resources:
Food manufacturing:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=109&contentId=567
Food function cards:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=85&contentId=317
How to:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=85&contentId=322
Sensory evaluation:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=83&contentId=308
Interactive activity – the senses and food:
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=83&contentId=
379
Topic 3 Preservation and processing
Topic 3.1 Preservation
What students need to learn:
• Food spoilage;
o natural decay;
o action of enzymes;
o contamination by microorganisms;
• food poisoning;
o bacteria;
– toxins;
– infections;
o factors affecting growth;
– temperature, time, food, pH, O2, moisture;
• food hygiene;
o correct handling;
o correct cooking;
o correct storage of food stuffs;
o danger zone;
• kitchen hygiene.
Link to Food – a fact of life and BNF resources:
Food hygiene and safety:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=83&contentId=307
Interactive activity – food hygiene:
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=83&contentId=
311
Food life skills:
http://www.foodafactoflife.org.uk/section.aspx?t=109&siteId=20&sectionId=80
Food manufacturing:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=109&contentId=567
12
• personal hygiene;
o cross-contamination;
• The Food Safety Act 1990;
o The Food Hygiene (England), Regulations 2006.
Topic 3.2 Preservation methods
What students need to learn:
Knowledge and understanding of the methods of food
preservation:
• hot — heat in reducing number of microbes;
• cold — removal of heat;
• dry — removal of water;
• chemical — additives;
• packaging — modified atmosphere packaging (MAP)/vacuum;
• irradiation.
Link to Food – a fact of life and BNF resources:
Topic 3.3 Processing
What students need to learn:
An understanding of the principles of food processing:
• primary;
o basic treatment of raw food materials to make them
suitable for either further food processing or immediate
consumption, for example, pasteurisation of milk, milling
wheat, washing fruit and vegetables;
• secondary;
o further treatment to make food materials into food
products, for example, milk made into cheese, flour
made into bread, meat into burgers.
Link to Food – a fact of life and BNF resources:
Topic 3.4 Food preparation techniques - home
What students need to learn:
Knowledge and understanding of names, uses, advantages/
disadvantages and safety issues of food preparation techniques
used in the home:
Link to Food – a fact of life and BNF resources:
Food hygiene and safety:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=83&contentId=307
Interactive activity – food hygiene:
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=83&contentId=
311
Food packaging and labelling:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=109&contentId=568
Food manufacturing:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=109&contentId=567
Food processing:
http://www.foodafactoflife.org.uk/section.aspx?t=83&siteId=19&sectionId=109
Cooking – using equipment:
http://www.foodafactoflife.org.uk/section.aspx?t=108&siteId=19&sectionId=108
Cook club:
13
• by hand, using basic equipment, small electrical equipment;
o kitchen scales, measuring jugs, spoons;
o selecting right knife for right job, for example vegetable
knife, a small knife for preparing fruit and vegetables;
o colander and sieves;
o grater;
o cutters;
o mixing bowls and pudding basins;
o cake tins, baking trays, bun and muffin tins, cooling tray;
o hand-held whisks;
– balloon, balloon and aerator ball,
rotary, spiral (curly) and French;
o electric;
o pastry brush, spatula, fish slice, palette knife, scissors;
o correct pan for correct cooking method, quantity and
food material, for example, wok for stir frying;
o rolling pin;
• electrical equipment;
o hand-held and free standing whisk and mixers;
o hand-held and free standing blenders;
o food processor;
o attachments, for example grater/slicer;
o bread maker;
o microwave;
o kettle;
• cleaning;
• peeling;
• size reduction;
o pulp;
o slice;
o dice;
o chop;
o grate;
o mincing;
• mixing and combining;
• blanching.
http://www.foodafactoflife.org.uk/section.aspx?t=108&siteId=20&sectionId=82
Food life skills:
http://www.foodafactoflife.org.uk/section.aspx?t=82&siteId=20&sectionId=80
Food cards:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=85&contentId=317
14
Topic 3.5 Food processing techniques - home
What students need to learn:
Knowledge and understanding of names, uses, advantages/
disadvantages and safety issues of food processing techniques
used in the home:
• methods of cooking — moist;
o boiling;
o poaching;
o steaming;
o stewing;
o braising;
• methods of cooking — dry;
o baking;
o roasting;
o grilling;
o barbecuing;
• other methods;
o frying;
o microwave;
• other processing methods;
o shaping and forming;
o piping.
Link to Food – a fact of life and BNF resources:
Topic 3.6 Food preservation techniques - home
What students need to learn:
Knowledge and understanding of names, uses, advantages/
disadvantages and safety issues of food preservation techniques
used in the home:
• freezing;
• drying;
o use of oven or microwave to dry foods, for example,
herbs, fruit;
• chemicals;
o acids, for example, lemon juice, vinegar;
o sugar;
o salt.
Link to Food – a fact of life and BNF resources:
Cooking:
http://www.foodafactoflife.org.uk/section.aspx?siteId=19&sectionId=108
Food Life Skills:
http://www.foodafactoflife.org.uk/section.aspx?t=108&siteId=20&sectionId=80
Cook club:
http://www.foodafactoflife.org.uk/section.aspx?t=80&siteId=20&sectionId=82
Food hygiene and safety:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=83&contentId=307
15
Topic 3.7 Food preparation techniques - industry
What students need to learn:
Knowledge and understanding of names, uses, advantages/
disadvantages and safety issues of food preservation techniques
used in industry:
• an awareness of the stages in the commercial manufacture of
food products using machinery;
o cleaning;
o peeling;
o sorting;
• size reduction;
o pulping;
o slicing;
o dicing;
o milling;
o grinding;
o shredding;
o chopping;
o grating;
• mixing and combining;
• blanching.
Link to Food – a fact of life and BNF resources:
Topic 3.8 Food processing techniques - industry
What students need to learn:
Knowledge and understanding of names, uses, advantages/
disadvantages and safety issues of food processing techniques
used in industry:
• an awareness that food materials are processed on an
industrial scale using large machinery;
o silos and vats for storage of raw materials;
o materials pumped through pipes to preparation area;
o larger versions of domestic equipment, for example,
mixing;
o machines, rollers;
o products moved by conveyor belt;
o depositors and injectors to dispense materials;
Link to Food – a fact of life and BNF resources:
Food processing:
http://www.foodafactoflife.org.uk/section.aspx?siteId=19&sectionId=109
Food manufacturing:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=109&contentId=567
16
travelling ovens;
blast chillers and freezers.
An understanding of the concept of HACCP (Hazard Analysis and
Critical Control Point).
o
o
Topic 3.9 Food preservation techniques - industry
What students need to learn:
Knowledge and understanding of names, uses, advantages/
disadvantages and safety issues of food preservation techniques
used in industry:
• hot;
o pasteurisation;
o sterilisation;
o UHT (ultra heat treatment);
o canning;
• cold;
o chilling;
o freezing;
o cook chill/freeze;
• dry;
o sun drying;
o spray drying;
o AFD (accelerated freeze drying);
• chemical;
o preservatives;
• specialist packaging;
o MAP (modified atmosphere packaging);
o vacuum packaging.
Link to Food – a fact of life and BNF resources:
Topic 3.10 Additives that change
What students need to learn:
Knowledge and understanding that additives and standard
components are used in both home and industry food
processing. Functional properties and use of the following:
• sensory characteristics;
o colours;
o flavours;
Link to Food – a fact of life and BNF resources:
Food manufacturing:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=109&contentId=567
Food packaging and labelling:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=109&contentId=568
Additives:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=85&contentId=317
Food manufacturing:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=109&contentId=567
Additives
http://nutrition.org.uk/nutritionscience/foodfacts/additives
Fortification
http://nutrition.org.uk/nutritionscience/foodfacts/fortification
17
artificial sweeteners;
herbs and spices;
• physical characteristics;
o emulsifiers;
o stabilisers;
o gelling, setting, thickening agents;
o raising agents;
• storage characteristics;
o preservatives;
o antioxidants;
• nutritional characteristics;
o food fortification and use of nutrients;
• aids to processing;
o anti-caking agents;
• other additives;
o acidity regulators and buffers.
o
o
Chemical names and E numbers of individual additives are not
required.
Topic 3.11 Standard components
What students need to learn:
A knowledge and understanding that additives and standard
components are used in both home and industry food
processing. Functional properties and use of the following:
• pastries and doughs;
o flan cases, pizza bases, pasta;
• powdered mixes;
o cake, biscuit, pastry, scone, bread;
o soups;
o sauces and gravies;
o desserts, for example, cream, custard, lemon meringue
pie;
o filling, trifle;
• other standard components;
Link to Food – a fact of life and BNF resources:
Functional properties of foods:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=83&contentId=306
Interactive activity – Functional properties of food:
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=83&contentId=
310
Food function cards:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=85&contentId=317
Food processing:
http://www.foodafactoflife.org.uk/section.aspx?siteId=19&sectionId=109
18
o
o
o
o
stock cubes;
baking powder;
pre-blended spices;
dried and tinned fruit.
Chemical names and E numbers of individual additives are not
required
Topic 4 Product manufacture
Topic 4.1 Standard components
What students need to learn:
A knowledge and understanding of production methods within
the food industry:
• one-off;
o specialist single items, for example wedding or
celebration cake;
• batch;
o fixed quantities of identical items;
o for stock or to order, for example biscuits, sandwiches,
ready prepared meals, desserts, soups (not canned);
• high volume;
o 24/7 production line to produce large quantities of
identical items, for example bread, crisps, soft drinks.
Link to Food – a fact of life and BNF resources:
Topic 4.2 Product and recipe development
What students need to learn:
A knowledge and understanding of product and recipe
development within the food industry:
• specifications;
o design, product, nutritional, manufacturing;
o meeting user needs, for example, low calorie, sports,
functional;
o products, vegetarian, medical diet;
o recipe modification;
– changing ingredients to make product
suitable for a special diet, for example,
lactose intolerant, suitable for other
Link to Food – a fact of life and BNF resources:
Food processing:
http://www.foodafactoflife.org.uk/section.aspx?t=85&siteId=19&sectionId=109
Food product development
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=109&contentId=566
Food manufacturing
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=109&contentId=567
Sensory evaluation
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=83&contentId=308
Interactive activity – The senses and food
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=83&contentId=
379
Explore food
http://www.foodafactoflife.org.uk/section.aspx?t=109&siteId=20&sectionId=115
19
cultures, enrichment by adding eggs to
dough mixtures;
sensory analysis;
nutritional analysis;
presentation;
– appeal of product, appearance, taste,
texture, taste;
o standard components and uses;
o finishing processes;
– enhancement of appeal of product, for
example, piping and glazing;
• scaling up of recipe;
• storage and distribution of commercial food products.
o
o
o
Topic 4.3 Product and recipe development
What students need to learn:
Knowledge and understanding of technological development
within the food industry. Modern/novel/smart materials:
• man-made;
o modified starches;
• functional;
o nutraceuticals;
o pre/probiotics;
• novel function;
o sweeteners;
o stabilisers;
o emulsifiers;
o gelling agents;
• specially developed;
o meat analogues: QuornTM, tofu, soya;
• biotechnology;
o chymosin;
• nano technology.
Link to Food – a fact of life and BNF resources:
Smart Foods:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=85&contentId=368
Functional foods:
http://nutrition.org.uk/nutritionscience/foodfacts/functional-foods
Pro-biotics and health:
http://nutrition.org.uk/nutritionscience/probiotics
Sweeteners:
http://nutrition.org.uk/nutritionscience/sweeteners
Nanotechnology:
http://nutrition.org.uk/nutritionscience/nanotechnology
Knowledge, understanding and advantages/disadvantages of GM
(genetically modified) food.
20
Topic 4.4 Quality
What students need to learn:
Knowledge and understanding of quality within the food
industry:
• control;
o checking quality of product during and at end of
production;
o quality control points;
– visual inspections;
– weight;
– random sampling;
– metal detector tests;
• assurance;
o that standards have been met;
o product meets all points on specification;
o quality control has been maintained throughout the
process;
o legal requirements have been met,
• manufacture;
o accurate weighing and measuring;
o use of critical dimensions and tolerances;
• design;
o creating a design that is well planned and:
– is easy to make;
– has a clear specification;
– has a clear production process;
– meets the need of the target group.
Link to Food – a fact of life and BNF resources:
Topic 4.5 Issues
What students need to learn:
Knowledge and understanding of issues within the food industry:
• moral;
o factory farming;
o GM;
o Fairtrade;
o organic;
• environmental;
o food miles,
Link to Food – a fact of life and BNF resources:
Food and farming:
http://www.foodafactoflife.org.uk/section.aspx?t=115&siteId=19&sectionId=92
Healthy sustainable diets:
http://nutrition.org.uk/nutritionscience/sustainability
Healthy eating for vegans and vegetarians:
http://nutrition.org.uk/healthyliving/healthyeating/vegan-and-vegetarian
Food packaging and labelling:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=109&contentId=568
21
sustainability,
pollution,
packaging;
• cultural
o religious beliefs
o vegetarianism.
o
o
o
Topic 4.6 ICT
What students need to learn:
Knowledge and understanding of ICT within the food industry.
Students only need to have an awareness of the uses of ICT:
• CAD (computer-aided design);
o adding pictures to text, for example, packaging;
– clipart, scanned images, digital photographs;
o using CAD packages, for example, product development
– spider diagrams, product profiles, packaging
nets, food labels, design ideas;
o databases;
– recipes;
o modelling;
– nutritional databases
o spreadsheets;
– scaling;
– costing;
– stock control;
• CAM (computer-aided manufacture);
o monitors and controls the automatic production of food
products based on set specifications and tolerances;
– sensors and quality control;
– single item production, for example, breadmaker;
• CIM (computer-integrated manufacturing);
o all stages in a food production process are integrated
and controlled by computer systems;
o computers are linked in a network and control both the
machinery and the flow of information during the
process;
• ICT and CAM in single item production;
Link to Food – a fact of life and BNF resources:
Explore Food (nutritional analysis):
http://www.foodafactoflife.org.uk/section.aspx?t=109&siteId=20&sectionId=115
ICT:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=85&contentId=320
CAD and CAM:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=85&contentId=321
Food processing:
http://www.foodafactoflife.org.uk/section.aspx?siteId=19&sectionId=109
22
o
microwave ovens, timers, breadmakers, edible icing
printer.
Topic 4.7 Packaging
What students need to learn:
Knowledge and understanding of packaging within the food
industry:
• materials (use of packaging materials);
o glass;
o plastic;
o metal and foil;
o paper and cardboard;
• function of packaging;
o protection;
o safety and hygiene;
o increase shelf life;
o to contain contents;
o storage;
o attract consumer;
o convey information;
• uses;
o suitability for food materials;
o advantages and disadvantages of packaging materials;
• specialist packaging and reasons for use;
o MAP (modified atmosphere packaging);
o tamper-evident seals.
Link to Food – a fact of life and BNF resources:
Topic 4.8 Labelling
What students need to learn:
Knowledge and understanding of labelling within the food
industry:
• legal information for consumers;
o name of the food;
– descriptor (describes product if name does
not make this clear, for example, lasagne);
Link to Food – a fact of life and BNF resources:
Food packaging and labelling:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=109&contentId=568
Food labelling:
http://nutrition.org.uk/nutritionscience/foodfacts/labelling
Food processing:
http://www.foodafactoflife.org.uk/section.aspx?t=115&siteId=19&sectionId=109
Farming:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=92&contentId=569
Food and labelling facts:
http://www.nutrition.org.uk/nutritionscience/foodfacts
23
–
o
o
o
o
o
o
o
o
o
any special treatment or processing, for
example, Smoked;
the ingredients (in descending order);
additives;
instructions for use, cooking, storage;
date mark (use, sell by and best before);
net quantity;
name and address of manufacture;
place of origin;
special claims;
– allergies;
– nutritional, for example, low in fat or
high in fibre;
– organic;
processing and treatments.
Students only need to know that the name of the food must
include an indication of its physical condition or treatment
where a purchaser could be mislead if that information is
omitted, for example, milk (UHT), fish (smoked), cheese
(unpasteurised), vegetables (frozen).
• Additional information for consumers;
o nutritional claim (needs to be shown only if a nutritional
claim is made, for example, low in fat);
o serving suggestion;
o average portions;
o opening instructions;
o environmental issues, including disposal of waste;
o additional claims;
– free from range;
– dietary guidelines;
• Information for retailer and manufacturer;
o bar codes;
o batch numbers;
o best before, use buy and display until.
24
Topic 5 Analysing products
Topic 5.1 Importance of analysing products
What students need to learn:
To understand why product analysis is an important part of
product development:
• Who uses it?
• Why is it used?
Topic 5.2 How to analyse products
What students need to learn:
To know and understand how to analyse a food product:
• analysing products;
o similar, for example a range of own brand products
– ready meals: curry and rice, shepherd’s
pie, lasagne, pasta bake, fish pie;
– desserts: lemon meringue pie, trifle, fruit
flan;
o comparison, for example, ordinary biscuits with low fat
biscuits, own brand chocolate with market leader, value
line meat product with luxury meat product;
o consider one-off, batch and continuous products;
• disassembly;
o agreed set criteria;
– sensory analysis of product and
components;
– taste, texture, smell, appearance, flavour;
– tests;
– paired preference, hedonic ranking, triangle,
duo-trio, ranking, rating, profiling;
o weighing of product and components;
o method of production;
o individual ingredients used in product;
o investigate nutritional information;
– from labelling;
– from student’s own research;
o function of ingredients;
Link to Food – a fact of life and BNF resources:
Product analysis:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=85&contentId=325
Food product development:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=109&contentId=566
Link to Food – a fact of life and BNF resources:
Product analysis:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=85&contentId=325
Sensory evaluation:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=85&contentId=329
Interactive activity – the senses and food:
http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=83&contentId=
379
Food processing:
http://www.foodafactoflife.org.uk/section.aspx?t=92&siteId=19&sectionId=109
Farming:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=92&contentId=569
Lifestyle:
http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=81&contentId=275
25
generating specification for product;
packaging;
– information;
– environmental issues;
– shelf life;
– storage;
o moral issues;
– GM ingredients;
– Fairtrade;
– irradiated;
–
food miles;
o cultural issues;
– designed for a particular cultural
group;
o target market group;
o value for money;
o evaluation of product;
• quality of design;
o meeting needs of target group;
– value for money;
– shelf life;
– safety;
– choice and proportion of ingredients
and components;
– does it do what manufacturer claims it can
do?
o design of packaging ;
– suitability;
– promotion of product;
• quality of manufacture;
o organoleptic (sensory) qualities: appearance, taste,
texture, smell;
o sound;
o consistent quality;
o legal requirements for safety;
o quality of packaging construction.
o
o
26