St James School
Year 7
Food Technology
Name: ………………………………………….
Form Group: ………………
Technology Group: ……………………………
Food Technology Teacher: ………………………………………….
Year 7 Food Technology –St James School 2012/13 LRB
1
What is this Scheme of Work about?
Food Technology is one area within Design and Technology. In Food Technology you will
learn how to cook and how to make informed decisions about your diet and health. You will
also learn how and when to shop for food and how to store food safely. The content in the
booklet covers the following four areas:
 Cooking skills
 Wise food shopping
 Diet and nutrition
 Safety and hygiene.
What do these symbols mean?
You will find the following symbols posted throughout the booklet. The symbols tell you of a
particular activity that you need to complete.
The Chef’s Hat - Cooking Activity
The Chef’s hat means that there is a cooking activity to complete. This
focuses on your food preparation skills and will give you opportunities to
practice food hygiene, food preparation, knife skills, cooking skills and
experiment with ingredients.
The A+ Symbol - Assessment for Learning
There are lots of opportunities for you to reflect on your progress and
improve your work before your teacher awards you a final level. Read
the Level Descriptors carefully. The Level Descriptors tell you exactly
what you need to do to get a good level in this unit.
What level did you get in the last SoW?
Minimum target level for this SoW?
Year 7 Food Technology –St James School 2012/13 LRB
2
Scheme of Work
Week
1/2

Lesson 1
Introduction
Safety in the Kitchen
The 4Cs to Good Food
Hygiene
Equipment
3/4


Practical: Fruit Fusion
Washing up


5/6

Practical: Fairy Cakes

7/8
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
Practical: Cheese/Fruit
Scones

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
9/10

Practical: Jam Tarts



11/12

Practical: Pizza




Lesson 2
Starter: Do you know
what’s good for you?
The Eatwell Plate
Why do we eat food?
Breakfast
Nutrients
Demonstration: Fruit
Fusion
Using the cooker
Demonstration: Fairy
Cakes. (creaming
method)
Demonstration:
Fruit/Cheese Scones
(rubbing in method)
Going shopping
Price Comparison
Demonstration: Jam tarts
Demonstration: Pizza
V is for vegetable
Plan of making – Design
your own pizza
Evaluation of Review –
Pizza
Self-assessment of
practical cooking skills
Were you paying
attention?
Student Survey
Year 7 Food Technology –St James School 2012/13 LRB



Homework
Equipment
Equipment word
search
Spelling words

Evaluation and
Review Fairy
Cakes

Evaluation and
Review
Cheese/Fruit
Scones
5-a-Day
Evaluation and
Review Pizza


3
Assessment
During Food Technology you will be assessed on your theoretical knowledge and your practical skills.
Record your grades on this sheet.
Assessment
Theory
level
Practical Total
level
level
General Safety
General Hygiene
Equipment
Washing up
Fruit Fusion
Fairy Cakes
Scones
Jam Tarts
Pizza
Year 7 Food Technology –St James School 2012/13 LRB
4
Safety in the Kitchen
Learning Objectives
By the end of this task you should be able to:

list safety rules for working in the Food Technology room;

know how to use the fire blankets in the Food Technology room.
Keywords: safety, hazards, dangerous, prevention.
The Food Technology classroom is one of the most dangerous rooms in the school. There are 25 students using
hobs, ovens, electrical appliances, hot water and knives. Therefore, everyone must agree on some simple safety
rules to prevent accidents from happening.
Starter Activity
Below are a few safety rules. Use a post-it note to spot potential hazards in the classroom, and then write a safety
rule. Attach the post-it note to the place where the hazard might occur. Discuss these with the class.
Safety Rules
1.
Do not run.
2.
Work quietly at all times.
3.
Listen carefully to all instructions given to you.
4.
Put bags and coats on the pegs by the classroom door.
5.
Always push stools under the tables.
6.
…………………………………………………………..
7.
…………………………………………………………..
8.
…………………………………………………………..
9.
…………………………………………………………..
10.
…………………………………………………………..
Fire Safety
It is unlikely that a fire will start in the classroom. However, it is important for everyone to know
what to if there is a fire.
1. Where are the fire blankets located?
2. What are the fire blankets used for?
3. What should you do if there is a fire? Who should you tell? Where should you go?
Self Assessment.
Teacher Assessment.
Level:
Year 7 Food Technology –St James School 2012/13 LRB
Level:
5
The 4C’s for Good Food Hygiene
Learning Objective
By the end of this activity you should know the 4C’s for good food hygiene.
Keywords: hygiene, food poisoning, cross-contamination, temperature, (use the
word bacteria rather than germs.)
Food hygiene is about preventing food poisoning. Food poisoning bacteria can grow very quickly in food if it is not
handled properly, cooked properly or stored properly. There are laws which control how food manufacturers can
prepare and sell food.
The 4C’s
_____________
1. C
_____________
2. C
_____________
3. C
_____________
4. C
Self Assessment.
Teacher Assessment.
Level:
Year 7 Food Technology –St James School 2012/13 LRB
Level:
6
Equipment
Why would you use each of the following pieces of equipment?
Sieve
………………………………………………………….
………………………………………………………….
Chopping board
………………………………………………………….
………………………………………………………….
Cook’s knife
………………………………………………………….
………………………………………………………….
Saucepan with lid
………………………………………………………….
………………………………………………………….
Fish slice
………………………………………………………….
………………………………………………………….
Grater
………………………………………………………….
………………………………………………………….
Mixing bowl
………………………………………………………….
………………………………………………………….
Blender
………………………………………………………….
………………………………………………………….
Measuring jug
Scales
………………………………………………………….
………………………………………………………….
………………………………………………………….
………………………………………………………….
Year 7 Food Technology –St James School 2012/13 LRB
7
Equipment
Complete the following sentences using the words at the bottom of the page.
1.
A _____________________ and a ________________________ to chop ingredients.
2.
Vegetables should be peeled using a _________________________ not a chef’s knife.
3.
A __________________ is used to scrape a mixing bowl.
4.
To measure 150ml of milk you would use a __________________________ .
5.
To measure 150g of flour you would use a ___________________ .
6.
To stir soup in a saucepan you would use a __________________ .
7.
To grate cheese you would use a __________________ .
8.
To remove lumps from flour and aerate the flour you would use a _______________ .
9.
To cool baked foods such as cakes and muffins you would put the food on a ____________________ .
Missing words
measuring jug
chef’s knife
wooden spoon
sieve
spatula
scales
grater
chopping board
vegetable peeler
cooling rack
Common Spelling Errors in Food Technology
Circle the correct spelling
Nife
Knife
Vegetables
Vegatables
Ingredients
Ingrediants
Potatoe
Potato
Potatoes
Potatos
Self-raising flour
Self-raising flower
Meal
Meel
Brekfast
Breakfast
Sorcepan
Saucepan
Hygiene
Hyjene
Sereal
Cereal
Design
Desine
Healthiest
Helthiest
Cinnamon
Cinamon
Apricots
Apprecots
Year 7 Food Technology –St James School 2012/13 LRB
8
Equipment Wordsearch
There are the names of twelve pieces of kitchen equipment hidden in the grid below, can you find them?
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Words
Rolling pin
Colander
Spatula
Grater
Fork
Jug
Cutter
Knife
Sieve
Saucepan
Tray
Bowl
Self Assessment.
Teacher Assessment.
Level:
Year 7 Food Technology –St James School 2012/13 LRB
Level:
9
Washing Up
Fill in the missing words
To wash up properly you will need:
1. A plastic …………………… ……………….
2. ……………… ……………….. to kill bacteria and remove grease.
3. A ………………………. to scrub stubborn foods.
4. A ………………………. to wipe the equipment in the soapy water.
5. …………………….. to help remove grease.
6. A ……………………… to dry the dishes.
7. Stack up all the dirty equipment at the side of the ………………………
8. Fill the saucepans and cooking dishes with water and leave to ……………
9. Wash …………………. and cutlery first so they do not smear.
10. Do not put …………………… into the washing up bowl as you cannot see them when you into the bowl.
11. Drain the dishes ………………………………………… on the draining board.
12. Wash all work surfaces with a …………………….wrung in hot soapy water.
Missing words
dishcloth
glassware
scourer
tea towel
hot water
washing up bowl
soak
sink
knives
upside down
detergent
cloth
How should you leave your sink at the end of each lesson?
The sink should be left clean and
dry.
No food scraps in the bottom of
the sink.
The washing up bowl and
detergents are put neatly away.
Dirty teatowels and dishcloths
should be put into the laundry
basket ready for washing.
Self Assessment.
Teacher Assessment.
Level:
Year 7 Food Technology –St James School 2012/13 LRB
Level:
10
Why do we eat food?
Task: In pairs complete the activity below by brainstorming all the reasons for why we eat
food. Then brainstorm reasons why it is important to eat breakfast.
Why do we eat food?
Why is it important to
eat breakfast?
Year 7 Food Technology –St James School 2012/13 LRB
11
Breakfast really is the most important meal of the day!
Breakfast can help give us the energy we need to face the day, as well as some of the
vitamins and minerals we need for good health. Some people believe that skipping
breakfast will help them loose weight. This is not true. In fact to have a healthy weight
you should not skip meals but should have regular well balanced meals.
Read this article published by The Breakfast Cereal Information Service on 25 June
2008.
Teenage Breakfast Skippers Undermining Healthy Development
Source: http://www.breakfastcereal.org/teenagebreakfast.html
Four out of ten teenagers are regularly skipping breakfast and missing out on vital daily nutrients. Research
released by the Breakfast Cereal Information Service shows that, although the majority of UK adults understand
the importance of breakfast for improving physical and mental performance (65%) and believe it to be the most
important meal of the day (60%), 40% of teenagers are still ignoring the benefits.
When they do eat breakfast, four out of five (81%) teenagers opt for a bowl of breakfast cereal, which is also the
way the majority of teenagers consume milk (75%). However parents report that a number of factors are
consistently preventing their teenage children from eating breakfast in the morning, with:



Just over half of teenagers claiming not to be hungry (51%)
Almost half getting out of bed too late (49%)
More than two in five complaining that they can't be bothered to eat breakfast (44%)
As a result, experts warn that teenagers are missing out on important nutrients.
Prof. Tom Sanders, Head of Nutritional Sciences at Kings College London, comments: "There is a worrying trend
for kids to skip breakfast and not consume milk. A cereal breakfast makes a major contribution to some key
nutrients such as fibre, riboflavin, folate and calcium that are often in short supply in the overall teenage diet.
These nutrients help maintain health as well promote growth and development.
"Breakfast cereal with low fat milk makes a good start for the day especially during the exam period because a
carbohydrate rich meal in the morning improves mental performance."
Dr Judith Bryans, Director and Registered Nutritionist at The Dairy Council, said: "Calcium requirements are
highest during the teenage years as the majority of our bones are formed during this period. Unfortunately, the
most recent diet and nutrition survey suggests that many teenagers do not get enough calcium. Having a bowl of
breakfast cereal with milk would help them to increase their calcium intake along with many other nutrients their
bodies need for good health."
Activity
Make a list of good and unhealthy breakfast food choices. Your teacher will discuss these with the class.
Good breakfast food ideas
Unhealthy breakfast food choices
Year 7 Food Technology –St James School 2012/13 LRB
12
Making Activity 1: Fruit Fusion
Fruit Fusion is also called fruit salad, it is not only healthy and easy to make but it tastes great.
Simply prepare and chop up a mixture of different fruits and place into a bowl or serving dish.
Here are some suggestions for fruits you could include, but when choosing your fruits think
about how the individual colours will mix together, you should be aiming to make a colourful
attractive fruit salad.











Bananas
Apples
Melon
kiwi
Blueberries
Pineapple
Grapes
Strawberries
Raspberries
Peaches
Learning Objectives
By the end of this task you should be able to:

use a range of basic equipment, e.g. chopping board, knife, spoon;

prepare and cut a range of fruit e.g. peeling; bridge hold and claw grip;

measure liquids accurately using a measuring jug;

make a tasty fruit fusion.
Design Brief
Design and make a fruit fusion using fruits that are currently in season.
Activity
Buying fruit in season is an economical way of shopping. For example, strawberries are cheaper in the summer
than in the winter. Buying fruit in season is also better for the environment because it means that the food has not
been flown in by aeroplane and it hasn’t been grown in hot houses.
Make a list of fruits in season.
Summer Fruits
Autumn Fruits
Winter Fruits
Spring fruits
Year 7 Food Technology –St James School 2012/13 LRB
13
Recipe writing sheet
Name of dish:
Date of practical:
Objective:
Ingredients: (List the quantity and type needed.)
Equipment:












Method: (Explain how to make the recipe step-by-step.)
Notes: (During your practical session note
what you might do differently or improve)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Evaluation: Evaluate your finished product
Assessor
What went well?
How to improve?
Student/peer
comment
Self assessment
Teacher comment
Progress indicator
(RAG)


Current
working level
Level awarded for task;
Assessment for Learning: Working towards…
Level 3
-Choose the correct equipment when making your product.
Level 4
-Write step-by-step plans and select appropriate equipment.
Level 5
-Write detailed plans, changing them where appropriate.
Year 7 Food Technology –St James School 2012/13 LRB
14
Homework: Nutrients - What a body needs
Learning Objective
By the end of this activity you should:
 be able to use textbooks and the Internet to research information,
 know the function of different nutrients on the body,
 know good food sources for different nutrients.
Keywords: research, information source, nutrients.
1. Complete the table by listing healthy breakfast foods where each nutrient is found.
2. Draw a line to match the nutrient/food source to the function of the nutrient on the body. The first one
has been done for you.
Nutrient
Protein
Breakfast foods where the
nutrient is found
Eggs, ham, sausages,
bacon, milk, cheese, baked
beans.
Carbohydrate
Starchy and wholegrain
foods are the best.
Fats
Function (job) in the body
Healthy gums and skin.
Heals wounds and stops
infection.
For healthy sight and skin.
Healthy blood, helps to form
red blood cells, which carry the
oxygen.
Vitamin A
Build strong bones and teeth
Vitamin B1
A good source of energy.
Vitamin B2
Helps digestion.
Prevents constipation.
Vitamin C
Build and repair muscle tissue,
hair, skin and nails.
Vitamin D
.
For growth and health of eyes
and mouth.
Minerals - calcium
Helps the body use food for
energy. Helps nerves.
Minerals - iron
Protects body organs.
Concentrated form of energy.
Fibre
Forms strong bones and teeth.
Assessment for Learning
□ Working towards Level 3 – I used one information source to find correct information.
□ Working towards Level 4 – I used more than one source to find and correct information and
recorded this in detail.
Year 7 Food Technology –St James School 2012/13 LRB
15
Starter Activity - Do you know what’s good for you?
1.
2.
3.
4.
5.
6.
7.
8.
What is the most important meal of the day?
a) Breakfast
b) Break/ Morning tea
c) Lunch
d) Dinner
How many portions of fruit and vegetables should
you eat each day?
a) 2 portions
b) 3 portions
c) 5 portions
d) 7 portions
How regularly should teenagers exercise?
a) Once a month
b) Once a week
c) Twice a week
d) Once a day
Which food is the highest in Vitamin C?
a) Milk
b) Oranges
c) Bananas
d) Sprouts
Potatoes, pasta, breads and cereals have high
amounts of this nutrient.
a) Carbohydrates
b) Protein
c) Fat
d) Minerals
How many cups of water should you have every
day?
a) 1 to 3 cups
b) 3 to 6 cups
c) 6 to 8 cups
d) 8 to 10 cups
How many serves of fish should we eat each week?
a) Once a fortnight
b) Once a week
c) Twice a week
d) Once a day
How many glasses of low-fat milk or a calcium
fortified substitute should teenagers drink each day?
a) Half each day
b) One a day
c) Two a day
d) Three a day
9.
Which type of fat is
the worst for us to eat?
a) Polyunsaturated
b) Monounsaturated
c) Saturated
d) Hydrogenated (trans-fats)
10. How many teaspoons of sugar are typically found in
a can of fizzy drink?
a) 3 to 6 teaspoons
b) 6 to 7 teaspoons
c) 5 to 8 teaspoons
d) 8 to 10 teaspoons
11. What condition is excessive consumption of salt
linked to?
a) Cancer
b) Influenza
c) Strokes, heart attacks and heart failure
d) Obesity
12. What is the maximum amount of salt recommended
for adults per day?
a) 6 grams
b) 12 grams
c) 18 grams
d) 24 grams
13. Most of the salt we consume comes from:
a) Naturally occurring salt in food
b) Salt added at the table
c) Salt added during cooking
d) Processed foods
14. In the UK, what is the biggest cause of death of
women?
a) Old age
b) Breast cancer
c) Heat disease and stroke
d) Accidents and injuries
15. Which of the following foods has been highlighted as
helping to cut your risk of heart disease as part of a
healthy diet?
a) Lean steak
b) Oily fish (eg. Tuna and salmon)
c) Chicken
d) Pasta
Your score out of 15=
Year 7 Food Technology –St James School 2012/13 LRB
16
The eatwell plate shows the types and proportions of foods we need to have a healthy and well balanced diet. It
shows how much of what you eat should come from each food group. This includes everything you eat during the
day, including snacks. Look at the eatwell plate to see how much of your food should come from each food group.
You don’t need to get the balance right at every meal. But try to get it right over time such as a whole day or
week.
Record the food that you ate yesterday on the table below.
Fruit and Vegetables
Meat, fish, eggs, beans
Breads, rice, potatoes, pasta (starchy foods)
Foods and drinks high in fat
and/or sugar
Year 7 Food Technology –St James School 2012/13
Milk and dairy foods
17
Using the Cooker
Learning Objective
By the end of this activity you should be able to:
 identify the parts of the cooker and explain how each part is used in cooking food;
 explain the nutritional effect of different types of cooking;
 know how to use the cooker safely.
Keywords: grill, fry, boil, simmer, steam, bake, preheat, heat conductor.
Activities
1.
Label the parts of the cooker.
2.
Which part of the cooker would be used to cook the following?
Steamed vegetables ……………………………….
Poached eggs ………………………………….
Toast ……………………………………………….
Grilled sausages ……………………………..
Roast meat …………………………………..
Muffins ………………………………………….
3.
Which method of cooking is the healthiest – baking, grilling or frying? Explain why.
4.
When cooking on the hob, why should you always stir with a wooden spoon and not a metal spoon?
5.
What is preheating and why must you always preheat an oven before using it?
6.
When taking food out of the oven, why should you use oven gloves and not a tea towel?
Year 7 Food Technology –St James School 2012/13
18
Making Activity 2: Fairy Cakes
Learning Objectives
By the end of this activity you should be able to:
 weigh and measure ingredients accurately, e.g. flour, margarine, sugar;
 use an oven safely;
 use the creaming method;
 divide a mixture evenly between the cake cases
.
Ingredients
· 75g self raising flour
· 50g caster sugar
· 50g soft margarine
· 1 egg
· 75g dried fruit
Equipment
weighing scales, measuring spoons, mixing bowl, wooden spoon, spatula, non-stick bun tray, 12 paper
fairy cake cases
Method
1.
2.
3.
4.
5.
6.
7.
8.
Pre-heat oven at 190oC, Gas Mark 5
Cream together the sugar and margarine
Gradually add the beaten egg
Sieve and fold in the flour
Stir in the flavourings
Spoon the mixture into paper cases
Place in oven, 15-20 minutes
Place on a cooling rack
Top tips


Use different types of dried or fresh fruit e.g. dried apricots, fresh banana or glace cherries
Try adding a little spice such as cinnamon or ginger
Skills
Using the oven
Claw grip
Creaming
Year 7 Food Technology –St James School 2012/13
Dividing
Weighing/measuring
19
Recipe writing sheet
Name of dish:
Date of practical:
Objective:
Ingredients: (List the quantity and type needed.)
Equipment:












Method: (Explain how to make the recipe step-by-step.)
Notes: (During your practical session note
what you might do differently or improve)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Evaluation: Evaluate your finished product
Assessor
What went well?
How to improve?
Student/peer
comment
Self assessment
Teacher comment
Progress indicator
(RAG)


Current
working level
Level awarded for task;
Assessment for Learning: Working towards…
Level 3
-I chose the correct equipment and completed the task
Level 4
-I overcame problems and suggested improvements
Level 5
-I adapted my recipe and used my own knowledge to solve problems that arose
Year 7 Food Technology –St James School 2012/13
20
Evaluation and Review: Fairy Cakes
Name 3 different ingredients that could be Suggest 3 different topping ingredients that
used to make these fairy cakes.
could be put onto the top of these cakes once
they have cooled to make them look more
1 ………………………………………………..
appetising.
2 …………………………………………………
1………………………………………………..
3 ………………………………………………..
2 …………………………………………………
3 …………………………………………………
Identify which parts of the Eatwell Plate the fairy cakes would fall under? Can you think of how
the cakes could be made more healthy?.
………………………………………..………………………………………..………………………………
………………………………………..………………………………………..………………………………
………………………………………..………………………………………..………………………………
………………………………………..………………………………………..………………………………
Tick the appropriate box on the hedonic scale for your product.
Hedonic scale
Like a lot
Like a little
Neutral
Dislike a little
Dislike a lot
Fairy Cakes
1. What did you like about your product? (Be specific about taste, texture and appearance.)
2. What did you dislike about your product? (Be specific about taste, texture and appearance.)
3. What did your family think of your product?
Year 7 Food Technology –St James School 2012/13
21
Making Activity 3: Cheese or Fruit Scones




Learning Objectives
By the end of this activity, you should be able to:
weigh and measure ingredients accurately;
Prepare ingredients, grating;
Roll out the dough to a uniform shape
use the oven safely;
Ingredients
· 250g self raising flour
· 40g butter or margarine
· 125ml semi-skimmed milk
For Cheese Scones add;
· 75 g hard cheese (grated)
· 1 x 5ml spoon (tsp)
mustard powder (optional)
For Fruit Scones add;
· 25g sugar
· 75g currants or sultanas
Equipment
Baking tray, scales, chopping board, knife, grater, measuring jug, mixing bowl, wooden spoon, rolling
pin.
Method
1. Preheat the oven to 2100C or gas mark 7
2. Sieve the flour into the bowl. If making cheese scones sieve in the mustard.
3. Rub in the butter or margarine into the flour until it resembles breadcrumbs
1. If making cheese scones, stir in the cheese.
2. If making fruit scones, stir in the sugar and dried fruit.
3. Make a well in the middle of the flour and gradually stir in enough milk to form a soft dough
4. Place the dough on a lightly floured work surface
5. Shape the dough to about 2cm thick
6. Using a cutter cut the scones
7. Place the scones onto a baking tray and brush the top with a little milk
8. Bake for 12-15 minutes until golden brown
9. Allow to cool on a cooling rack
Top tips
· Make fruit scones – add 25g sugar and 75g currants or sultanas before the milk and leave out the cheese and
mustard.
· Add different herbs and spices to change the flavour
Skills
Weighing/ measuring Using a oven
Grating
Rolling out
Year 7 Food Technology –St James School 2012/13
Combining/
Mixing
22
Recipe writing sheet
Name of dish:
Date of practical:
Objective:
Ingredients: (List the quantity and type needed.)
Equipment:












Method: (Explain how to make the recipe step-by-step.)
Notes: (During your practical session note
what you might do differently or improve)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Evaluation: Evaluate your finished product
Assessor
What went well?
How to improve?
Student/peer
comment
Self assessment
Teacher comment
Progress indicator
(RAG)


Current
working level
Level awarded for task;
Assessment for Learning: Working towards…
Level 3 - I have explained what went well and what didn’t go well.
- I have written an evaluation with strengths, weaknesses or suggestions for
Level 4 improvement.
- I have written an evaluation and included strengths, weaknesses and suggestions for
Level 5 improvement.
Year 7 Food Technology –St James School 2012/13
23
Evaluation and Review: Cheese or Fruit Scones
Name two ingredients that could be changed Suggest two ingredients you could serve
in your scones to make them healthier
scones with (one for sweet scones and one
for savoury scones)
1 …………………………………………………
 ………………………………………..
2 ………………………………………………….

………………………………………..
Name two different occasions where savoury Suggest two different combinations of fruits
scones could be served. Suggest the type of and other flavourings that could be used in a
scones you would have.
sweet scone.
1 …………………………………………………
1 ………………………………………………..
2 …………………………………………………
2 ………………………………………………..
Tick the appropriate box on the hedonic scale for your product.
Hedonic scale
Like a lot
Like a little
Neutral
Dislike a little
Dislike a lot
Scones
1. What did you like about your product? (Be specific about taste, texture and appearance.)
Taste Texture Appearance 2. What did you dislike about your product? (Be specific about taste, texture and appearance.)
3. What did your family think of your product?
4. Suggest at least two improvements that you would make to your product. Be specific about the ingredients that
you would use or how you would change the method and what impact you would expect this to have.
Year 7 Food Technology –St James School 2012/13
24
Going Shopping
1. Plan a weekly_______________.
2. Always go with a _________ and stick to it, otherwise you end up buying things
that you don’t need and then later throw them away and you don’t buy the things
that you do need and end up doing short trips to the corner store.
3. Check the ________________ and the _______________ to see what ingredients you already have.
4. Have a ______________. Know exactly how much you can spend.
5. Keep _________ ____________ ___________ stocked up. Rice, spaghetti, pasta, tinned tomatoes,
flour, eggs, stock cubes, dried herbs and spices will keep for a while. You can turn just about any
vegetable into a healthy meal using a combination of the basics.
6. Buy in ___________ if you’ve got somewhere to store it.
7. Cut back on __________ – it’s expensive. Try eating vegetarian meals several times a week (think
pasta or chili beans). You can also make minced meat go further by adding beans and lentils.
8. Turn _________ ___________ into meals. We throw 6.7 million tonnes of food away every year in the
UK. Nearly ¼ of it has not even been touched. It’s an opportunity to be creative.
9. Look for ______________ but don’t buy them unless they’re things you will use and eat.
10. ________ cereals are a bad buy. Lots of money for no nutrition. Look for whole grain cereals with low
sugar.
11. _______________ the prices of different brands.
12. Avoid trips to the ___________ __________ and the petrol station. These are some of the most
expensive stores.
13. Read_____________. Avoid trans fat, hydrogenated oils, sugar, saturated fat and salt. Look for fibre,
good fats, protein, vitamins, calcium.
14. Avoid ____________ ____________ and frozen dinners. These are expensive.
15. Drink_____________. Soft drinks are expensive and high in sugar. Water is cheap and good for you.
Missing words
bulk
specials
fridge
sugar
pantry
compare
menu
water
list
long lasting basics
corner store
labels
left over’s
budget
ready meals
meat
Year 7 Food Technology –St James School 2012/13
25
Price Comparison
Calculate the cost of home made versus ready made muffins
Price of 12 Fruit Scones at Sainsbury’s = approx. £2.40
Now calculate the cost of making 12 scones yourself.
Example:
£0.90 / 1500g = 0.006p per gram of flour
0.06p x 250g flour= 15p (15p for 250g of flour)
Ingredients/ Quantity
Price
Cost per unit
Quantity needed to
make 12
Price to make 12
at home
(in grams, ml or number)
1.5kg SR flour
90p
250g butter or margarine
69p
1L semi-skimmed milk
1000g sugar
500g currants or sultanas
90/1500g=0.06 250g
£1.09
0.06x250= £0.15
40g
125ml
98p
25g
£1.29
75g
TOTAL=
Questions
1. Explain why it costs more to buy the scones ready made from the shop than it does to make them yourself?
2. List three advantages of making the scones yourself?
1.
2.
3.
3. Suggest ways a manufacturer might try to make the scones cheaper.
Year 7 Food Technology –St James School 2012/13
26
Making activity 4: Jam Tarts
Ingredients to make 12.




200g flour
100g butter
2/3 tablespoons of water
Filling – jam/lemon curd
Method
1.
Preheat the oven to 180 C or gas mark 4.
2.
Place the flour, butter and salt into a large clean bowl.
3. Rub the butter into the flour with your fingertips until the mixture resembles fine
breadcrumbs, working as quickly as possible to prevent the dough becoming warm.
4. Add the water to the mixture and using a cold knife stir until the dough binds together, add
more cold water a teaspoon at a time if the mixture is too dry.
5.
Place the pastry onto a lightly floured work surface and roll to 0.5cm thickness. Using a
pastry cutter, cut circles from the pastry. Gently press one disc into each hole.
will alearn
theteaspoon
rubbingofinjam
methos
andcurd
carefully
combining
6. WePlace
heaped
or lemon
into the
pastry linedingredinets.
tins. Be careful not to
overfill as the jam will spill out when hot and burn.
7.
Repeat until all the pastry is used up - you can squish the pastry trimmings back together
and reroll several times.
8.
Bake in the preheated oven for 15 mins or until golden brown. Remove from the oven and
leave to cool completely, do not eat while hot or you may burn your mouth, the jam stays hot for
a long time.
Don’t forget a container to take your jam tarts home in
Feeling adventurous? You could….


Cut shapes to use as lids.
Vary the jam that you use or make your own.
Year 7 Food Technology –St James School 2012/13
27
Recipe writing sheet
Name of dish:
Date of practical:
Objective:
Ingredients: (List the quantity and type needed.)
Equipment:












Method: (Explain how to make the recipe step-by-step.)
Notes: (During your practical session note
what you might do differently or improve)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Evaluation: Evaluate your finished product
Assessor
What went well?
How to improve?
Student/peer
comment
Self assessment
Teacher comment
Progress indicator
(RAG)


Current
working level
Level awarded for task;
Assessment for Learning: Working towards…
Level 3
-I chose the correct equipment and completed the task
Level 4
-I overcame problems and suggested improvements
Level 5
-I adapted my recipe and used my own knowledge to solve problems that arose
Year 7 Food Technology –St James School 2012/13
28
Evaluation and Review: Jam Tarts
Name two ways that you could vary your If you were to make this for a children’s party
recipe
how could you modify it? (think about how it
could be presented differently)
1 …………………………………………………
 ………………………………………..
2 ………………………………………………….
 ………………………………………..
Tick the appropriate box on the hedonic scale for your product.
Hedonic scale
Like a lot
Like a little
Neutral
Dislike a little
Dislike a lot
Jam/lemon tart
1. What did you like about your product? (Be specific about taste, texture and appearance.)
Taste Texture Appearance 2. What did you dislike about your product? (Be specific about taste, texture and appearance.)
3. What did your family think of your product?
4. Suggest at least two improvements that you would make to your product. Be specific about the ingredients that
you would use or how you would change the method and what impact you would expect this to have.
Year 7 Food Technology –St James School 2012/13
29
Making Activity 5: Pizza




Learning Objectives
By the end of this activity, you should be able to:
weigh and measure ingredients accurately;
Prepare ingredients, slicing, chopping, grating etc;
Roll out the dough to a uniform shape
use the oven safely;
Ingredients
· 225g self raising flour
· 1/2 teaspoon salt
· 4-5 tablespoons water
· 3 tablespoons of Tomato puree or 400g tinned
· tomatoes
· A range of toppings ; e.g. sliced peppers,
· mushrooms, grated cheddar or sliced mozzarella, cooked bacon, tinned sweetcorn, sliced ham or
cooked bacon, salami, pineapple.
Equipment
Baking tray, scales, chopping board, knife, grater, measuring jug, mixing bowl, wooden spoon, rolling
pin.
Method
1. Mix the flour and salt into a bowl . Make a well in the centre and pour in the water. Mix to a soft but not sticky
dough. Add either a bit more water if it is too dry or a bit more flour if it is too sticky.
2. Sprinkle some flour onto the work surface and knead the dough until smooth.
3. Roll out to a circle, the size of a dinner plate
4. Spoon over the tomato puree if using. If using tinned tomatoes drain off the liquid before spreading them over
the pizza base
5. Scatter your chosen ingredients over the pizza base, putting the cheese on last.
6. Bake for 15 minutes until the base looks cooked and the cheese is golden brown
7. A baking tray/ tin foil tray or suitable container approx. 20cm x 30cm
Top tips
· Add some herbs to your pizza base with the flour
· Try some different topping combinations
· Try some different types of cheeses
Skills
Weighing/ measuring Using a oven
Grating
Claw and bridge Rolling out
grip
Year 7 Food Technology –St James School 2012/13
Combining/
Mixing
30
V is for Vegetable
Vegetables are an excellent source of vitamins and minerals and fibre. They should be an essential part of our
daily diet. Vegetables may:
 bulb vegetables grow underground with shoots growing above ground eg. garlic, spring onions
 leafy vegetables are plants leaves that you eat eg. lettuce
 stem vegetables are edible stalks of plants eg. celery
 tubers grow underground and we eat the root of the plant eg. potatoes, parsnip
 root vegetables are also vegetables that we eat the root of but they have a stem or stalk above ground
eg. carrots, ginger
 some vegetables are fruits. These vegetable contain seeds and are ideal for stuffing. Eg tomato,
avocado.
Name these vegetables and find out if they are root, stem, bulbs, leafy vegetables, tubers or fruits.
…………………………………………….
…………………………………………….
…………………………………………….
…………………………………………….
…………………………………………….
…………………………………………….
…………………………………………….
Year 7 Food Technology –St James School 2012/13
…………………………………………….
31
5-a-Day
Fruit and vegetables are a good source of many vitamins and minerals, yet most of us
don't eat enough of them. There is mounting evidence that people who eat lots of fruit
and vegetables are less likely to develop chronic diseases such as coronary heart
disease and some cancers. Fruit and vegetables are also low in fat.
How much is one portion?
ONE portion = 80g = any of these
1 apple, banana, pear or other similar sized fruit
2 plums or similar sized fruit
½ grapefruit or avocado
1 slice of large fruit, such as melon or pineapple
3 heaped teaspoons of vegetables (raw, frozen or tinned)
3 teaspoons of beans and pulses (however much you eat, beans and pulses count as a maximum of one
portion a day
3 heaped teaspoons of fruit salad (fresh or tinned in fruit juice) or stewed fruit
1 heaped tablespoon of dried fruit (such as raisins and apricots)
1 handful of grapes, cherries and berries
A dessert bowl of salad
A glass (150ml) of fruit juice. (However much you drink, one glass of fruit juice counts for one portion a day.)
When is the best time to buy vegetables?
The best time to buy vegetables is when they are in season. It’s cheaper and buying vegetables in season is
better for the environment because the vegetables haven’t been flown over by plane and they haven’t been
grown in green houses. Complete the table below by writing the list of vegetables in the correct season.
Asparagus
Aubergine
Broccoli
Brussel Sprouts
Cabbage
Carrots
Cauliflower
Courgette
Beans
Leeks
Lettuce
Potatoes
Onions
Parsnip
Pumpkin
Tomato
Spinach
Swede
Sweetcorn
Watercress
Winter Fruits and Vegetables
Autumn Fruits and Vegetables
Summer Fruits and Vegetables
Spring Fruits and Vegetables
Year 7 Food Technology –St James School 2012/13
32
Design your own pizza
Plan of Making for Pizza
Design your own pizza recipe and add at least 2 toppings to the pizza. Plan how you are going
to make it. You can use a recipe to help you but you need to include any changes to your plan.
D&T @ ST JAMES
Recipe writing sheet
Name of dish:
Date of practical:
Objective:
Ingredients: (List the quantity and type needed.)
Equipment:












Method: (Explain how to make the recipe step-by-step.)
Notes: (During your practical session note
what you might do differently or improve)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Year 7 Food Technology –St James School 2012/13
33
Evaluation and Review: Pizza
Name 2 ingredients that could be changed in If you were to make this for a children’s party
your Pizza to make it healthier
how could you modify it? (think about how it
could be served differently)
1 …………………………………………………
 ………………………………………..
2 ………………………………………………….
 ………………………………………..
Tick the appropriate box on the hedonic scale for your product.
Hedonic scale
Like a lot
Like a little
Neutral
Dislike a little
Dislike a lot
Pizza
1. What did you like about your product? (Be specific about taste, texture and appearance.)
Taste Texture Appearance 2. What did you dislike about your product? (Be specific about taste, texture and appearance.)
3. What did your family think of your product?
4. Suggest at least two improvements that you would make to your product. Be specific about the ingredients that
you would use or how you would change the method and what impact you would expect this to have.
Year 7 Food Technology –St James School 2012/13
34
Evaluation: Evaluate your finished product
Assessor
What went well?
How to improve?
Student/peer
comment
Self assessment
Teacher comment
Progress indicator
(RAG)


Current
working level
Level awarded for task;
Assessment for Learning: Working towards…
Level 3
Level 4
Level 5
- I have written an evaluation with strengths, weaknesses or suggestions for
improvement.
- I have written an evaluation and included strengths, weaknesses and some
suggestions for improvement.
-I have written an evaluation and included strengths, weaknesses and detailed
suggestions for improvements.
Year 7 Food Technology –St James School 2012/13
35
Needs
improving
Worked well
Self-Assessment of Practical Cooking Skills in Food Technology
Organisation
I came to the lesson ready to cook.
I had my ingredients and got my equipment ready.
I followed the recipes correctly.
I worked orderly, was not messy, used a scrap bowl and kept my work area organised and
tidy.
I managed my time effectively to complete the tasks.
Hygiene and safety
I washed my hands before and during cooking.
I wore an apron, tied my hair back and removed jewellery.
I removed my blazer and jumper and rolled my sleeves up.
I cleaned my area, washed the dishes, packed the dishes away and put wet cloths in the
basket.
Food preparation skills
I can use a range of basic equipment. e.g. knife, grater
I can use the bridge hold and claw grip to slice, chop and dice food.
I can peel and grate a range of ingredients.
I can measure liquids accurately using a measuring jug.
I can weigh solids accurately using scales.
I used the creaming method to make the fairy cakes.
Cooking
I can use the cooker safely.
I can manage saucepans on the hob and keep the handles turned in.
I used oven gloves to remove trays from the oven/grill.
I can control the temperature of the hob to boil and simmer.
I can use the oven to bake foods.
Final dish
I used a range of ingredients to make a high quality product. (Good appearance, taste,
texture, nutrition and fit for purpose.)
Targets
List two targets that you need to improve on when cooking?
 .......................................................................................................................................................
 .......................................................................................................................................................
Year 7 Food Technology –St James School 2012/13
36
Were you paying attention?
Complete this quiz to find out how much you remember from your study of food technology.
Answer each question by choose the most correct answer.
1.
The most important thing in food technology is:
(a) to wash your hands
(b) personal hygiene and safety
(c) to check that food is stored in the
refrigerator
(d) to keep water away from electrical
appliances.
2.
The temperature of the refrigerator should be:
(a) -18oC
(b) 0 to 5 oC
(c) 0 to 10 oC
(d) 38 oC
3.
Foods that are most likely to give you food
poisoning are also known as:
(a) protein foods
(b) animals foods
(c) rice, meat and chicken
(d) high risk foods
4.
Breakfast is the most important meal of the day
because:
(a) it gives you energy, vitamins and minerals
to concentrate
(b) it is a cheaper alternative to eating lunch
(c) it helps us to loose weight
(d) it is healthier than eating crisps and
chocolate for break.
5.
The healthiest method of cooking is:
(a) baking
(b) grilling
(c) boiling
(d) steaming
6.
How many cups of water should you drink every
day?
(a) 1 to 3 cups
(b) 3 to 6 cups
(c) 6 to 8 cups
(d) 8 to 10 cups
7.
How many serves of fish should you eat each
week?
(a) Once a fortnight
(b) Once a week
(c) Twice a week
(d) Once a day
8.
How many glasses of low-fat milk or a calcium
fortified substitute should teenagers drink each day?
(a) Half each day
(b) One a day
(c) Two a day
(d) Three a day
Year 7 Food Technology –St James School 2012/13
9. Eating too much fat, salt and sugar can lead to:
(a) heart disease
(b) obesity
(c) stroke
(d) all of the above
10. What is the maximum amount of salt recommended
for adults per day?
(a) 6 grams
(b) 12 grams
(c) 18 grams
(d) 24 grams
11. Most of the salt we consume comes from:
(a) Naturally occurring salt in food
(b) Salt added at the table
(c) Salt added during cooking
(d) Processed foods
11. The meaning of the word ‘savoury’ is:
(a) Sweet foods. eg cakes, biscuits, fruit.
(b) Not sweet eg. Meat, vegetables
(c) Hot foods. eg Spaghetti Bolognese
(d) Breakfast foods served with milk
12. Cous cous:
(a) is a cereal grain that grows on plants
(b) is small seeds that grow on plants
(c) is finely ground wheat
(d) is tiny balls of pasta
13. The role of raising agents in food production is to:
(a) to give a light soft texture.
(b) to make the food look good.
(c) to make cakes look well rounded.
(d) to make foods taste good.
14. The most dangerous temperature for meat, chicken
and dairy food to be stored in would be:
(a) the freezer
(b) the refrigerator
(c) room temperature
(d) a hot oven.
15. What is the main function of protein in the diet?
(a) Build and repair muscle tissue including
hair, nails and skin
(b) Give you energy
(c) Transport oxygen in the blood
(d) Strengthen teeth and bones.
Your score
/15
37
Student Survey
DO NOT WRITE YOUR NAME ON THIS FORM
WHAT DO YOU THINK ABOUT LESSONS IN
FOOD TECHNOLOGY?
Strongly
agree
Agree
Disagree
Strongly
Disagree
Lessons were prepared well
I understood what I need to do in the lessons
I feel I have learned useful things
I know my target level
I know what I have to do to meet my target level
Lessons began on time
I feel I was encouraged to work well
The teacher marked my book at least once during the unit
My teacher provided constructive comments for improvement
Students are encouraged to behave appropriately
I enjoyed doing this project
Which recipes did you enjoy
making?
Like a lot
Like a little
Neutral
Dislike a little Dislike a lot
Fruit Fusion
Fairy Cakes
Scones
Pizza
Macaroni Cheese
What suggestions do you have for improving the unit?
Thank you for completing this survey. It will help the Food Technology Department to improve this subject.
Year 7 Food Technology –St James School 2012/13
38