St James School
Year 8
Food Technology
Name: ………………………………………….
Form Group: ………………
Technology Group: ……………………………
Food Technology Teacher: ………………………………………….
St James Food Technology KS3
LRB. 2012
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?
Scheme of Work
Week
1/2
Lesson 1



3/4


5/6


7/8

9/10



11/12
Ext.



Introduction. Where is
everything in the room?
Which unit are you cooking
in?
Safety in the kitchen.
Food Standards Agency
Video
4 Cs to Food Hygiene.





Lesson 2
Equipment
Equipment wordsearch.
Spelling errors.
Washing up
Using the Cooker.
Demonstration 1 –
Risotto.
Reading food labels.
Traffic light labelling.

Practical 1 – Risotto

Demonstration 2:
Cauliflower Cheese
Practical 2: Cauliflower
Cheese

Foods from around the

World
Vegetarianism
Fair Trade
Practical 3 – Carrot Cake 
.
Evaluation of
Cauliflower Cheese


Evaluation of Pizza.
Evaluation of
Fajitas


Demonstration 3 – Carrot 
Cakes
Research
Designing your own
Risotto
Demonstration 4: Pizza. 
Demonstration 5: Fajitas 
High risk foods.


Practical 4 –Pizza.
Practical 5 – Fajitas
Self-assessment of this
SoW.
Student Voice/ School
Self-evaluation.


Homework
Review Food
Safety and
Hygiene.
Nutrition internet
search.
Evaluation of
Carrot Cake
Assessment
During Food Technology you will be assessed on your theoretical knowledge and your practical skills.
Record your grades on this sheet.
Assessment
General Safety
General Hygiene
Food Storage
Nutrition
Risotto
Cauliflower Cheese
Mini Carrot Cakes
Pizza
Fajitas
Theory
level
Practical Total
level
level
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.
2.
3.
4.
5.
Do not run.
Work quietly at all times.
Listen carefully to all instructions given to you.
Put bags and coats on the pegs by the classroom door.
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:
Level:
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:
Level:
Equipment
Why would you use each of the following pieces of equipment?
Sieve
………………………………………………………….
………………………………………………………….
Colander
………………………………………………………….
………………………………………………………….
Electric whisk
Blender
………………………………………………………….
………………………………………………………….
………………………………………………………….
………………………………………………………….
Measuring jug
………………………………………………………….
Scales
………………………………………………………….
Correct the spelling errors in Food Technology
Incorrect spelling
Correct spelling
Incorrect spelling
Vegatables
choclate
Ingrediants
bactiria
Potatoe
food poosening
Potatos
contamenation
Tomatoe
wisk
Tomatos
Creeming method
Self-rasing flower
Need the doe
Cauliflour
Brocoli
Mesure
Simer
Correct spelling
Making Activity 1: Mushroom Risotto
.
Learning Objectives
By the end of this activity you should be able to:
 use a hob safely;
 prepare a range of ingredients safely e.g. – chopping, slicing, de-seeding chillies
 handle raw meat safely, if using

make a curry based dish
.
Ingredients









150g chestnut mushrooms
1 onion
2 cloves garlic
1 x 15ml spoon olive oil
250g risotto rice
1 x 5ml spoon vegetable stock powder
1-1.5 litres water, boiling
1 x 15ml spoon parmesan, grated
1 x 10ml spoon thyme, chopped
Equipment
Weighing scales, chopping board, knife, wooden spoon, frying pan, spoon, mixing bowl
Method
1.
2.
3.
4.
5.
6.
7.
8.
9.
Prepare the vegetables:
peel and chop the onion;
slice the mushrooms;
Peel and crush the garlic.
Fry the onion and garlic in the oil until softened.
Add the mushrooms, and fry for another 2 minutes.
Stir in the rice.
Mix the stock powder with the water.
Add a little of the stock to the rice - a little at a time. Wait for the stock to be absorbed, stirring
constantly.
10. Continue adding the stock until the rice cooks – this will take 20-25 minutes. The rice should be soft, but
still retain a nutty bite.
11. Stir in the parmesan and thyme into the rice.
Top tips


Try using different ingredients, such as chicken, prawns or Mediterranean vegetables.
Use different herbs and spices e.g. basil, parsley or chilli.
Skills
Using the hob
Claw and bridge grip
Frying
simmering
Weighing/measuring
Research
Use the recipe cards and cookbooks to find out other ingredients you can add to risotto. You will then design your
own risotto.
Name 3 different combinations of ingredients that
could be added to risotto. Give reasons for your
answers.
List four different herbs that are used to add flavour
in a risotto?
1
2
3
How could you make this a complete, balanced
meal? (Consider the Eatwell Plate: vegetable and
protein needs.)
What would be your top tips for making a risotto?
Design your own Mushroom Risotto
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 6
-I used a range of sources to help me develop my ideas
Level 7
-I used a wide range of appropriate sources to develop my ideas
Level 8
-I used a range of different research strategies & based my design on my research
Evaluation and Review: Mushroom Risotto
Tick the appropriate box on the hedonic scale for your product.
Hedonic scale
Like a lot
Like a little
Neutral
Dislike a little
Mushroom Risotto
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?
Dislike a lot
Making Activity 2: Cauliflower Cheese
Ingredients

1 head of cauliflower OR 1 head of broccoli OR a mix of both

50g plain flour

500ml milk

50g butter

100g grated cheese

Black pepper

1-2 tblsp fresh breadcrumbs
Don’t forget a container to take your cauliflower cheese home in
Method
1.
2cm hot water into a pan
2.
Bring to the boil, add the vegetables and cover with a lid
3.
dish
Cook for 5mins maximum then drain using a colander then place them in a
4.
Put the butter into a pan and melt it
5.
Add flour and stir to form a paste
6.
Gradually add the milk – keep stirring until it thickens.
7.
Remove from the heat and stir in most of the cheese. Season.
8.
Pour over the veg.
9. Sprinkle on breadcrumbs and the remaining cheese
10. Grill under a hot grill until golden brown.
Feeling adventurous? You could….

Try using different vegetables

Add herbs to the sauce
Starch Sauces
Sauces are an important food product. They add flavour, colour, moisture and nutritional value to food. Starch is
a polysaccharide carbohydrate and is found in wheat, corn, rice and potatoes. Starches are often used to thicken
a sauce by a process known as gelatinisation.
Starchy sauces can be thickened with
What starches are used to thicken the sauces in the following foods?
Macaroni cheese
Lemon meringue pie
Lasagne cheese sauce
Chicken and mushroom
pie
Spinach, potato and
chickpea curry
Gravy
Leek and potato soup
Commercial custard
powder
How does starch thicken a sauce?
Starch thickens a sauce by a process called gelatinisation. This is where starch granules swell and thicken
when they are heated with a liquid. When the starch granule is heated with water, the wall of the starch granule
softens and the granules absorb the liquid and swell and the mixture begins to thicken. Gelatinised starch
products are easier for the body to digest than are uncooked starchy products.
Rules for Gelatinisation of Starch Flours
Blending with a separating agent - starch (flour) must be blended with a separating agent before it is heated,
otherwise the starch granules join together to form lumps. The separating agent may be:
 melted fat (eg. Melted butter in a roux.)
 cold water or another cold liquid such as milk
 other dry ingredients – such as sugar
Stirring – The product needs to be stirred continually when it is heated, otherwise the starch granules settle to the
base on the saucepan and the sauce becomes lumpy.
Temperature – the temperature needs to be high enough so that the mixture will simmer, but not so high that it
will burn. The product will not gelatinise if boiling point is not reached.
Amount of liquid – The consistency of the gelatinised product depends on the proportion of starch to liquid. The
greater the amount of starch, the thicker the product will be.
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 6
-I used a range of sources to help me develop my ideas
Level 7
-I used a wide range of appropriate sources to develop my ideas
Level 8
-I used a range of different research strategies & based my design on my research
Evaluation and Review: Cauliflower Cheese
Tick the appropriate box on the hedonic scale for your product.
Hedonic scale
Like a lot
Like a little
Neutral
Dislike a little
Cauliflower cheese
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?
Dislike a lot
Reading a Food Label
Learning Objectives
By the end of this task, you should be able to:
 know the legal requirements for food labelling;
 make decision about food based on the label.
Keywords: label, analysis.
It is a legal requirement to inform customers about the food products
they are buying. The Food Labelling Regulations 1996 states the
information that must be displayed.
Legally the following information must be displayed
 Name of the food (people should know what the product is.)
 List of ingredients
 Food allergies
 Nutritional information
 Date Marking. There are two types:
 Use by Day and Month or Day, Month Year for perishable foods
 Best Before - date until which the food will maintain its optimum quality, e.g. foods that become
stale or develop off-flavours, such as biscuits, crisps, or soft drinks.
 Storage conditions
 Instructions for use
 Business name and address
 Place of origin
Traffic Light Labelling
You're standing in a supermarket aisle looking at two similar products, trying to decide which to choose. You
want to make the healthier choice but, you're in a hurry. Well, help is at hand. A growing number of supermarkets
and food manufacturers are using traffic light colours on the labels of some products.
Watch the tv ads on traffic light labelling http://www.eatwell.gov.uk/foodlabels/trafficlights/
Traffic Light Labelling
Activity
Use coloured pencils and the information from the PowerPoint to decide whether each
nutrient below should be green, orange or red. Which of these breakfast cereals is the
healthiest? The nutrition tables below are all per 100g.
Cornflakes £2.26 for 750g
kJ
Protein
Carbohydrate
- sugar
- starch
Fat
Saturates
Fibre
Sodium
1580
7g
84g
8g
76g
0.9g
0.2g
3g
0.7g
Frosties £2.38 for 750g
kJ
Protein
Carbohydrate
- sugar
- starch
Fat
Saturates
Fibre
Sodium
1587
4.5g
87g
37g
50g
0.6g
0.1g
2g
0.45g
Bran Flakes £1.76 for
500g
kJ
1503
Protein
10g
Carbohydrate
67g
- sugar
22g
- starch
45g
Fat
2g
Saturates
0.5g
Fibre
15g
Sodium
0.4g
Nutri-Grain raspberry bake bar£2.26 for 8bars
kJ
1720
Protein
4.5g
Carbohydrate
64g
- sugar
33g
- starch
31g
Fat
15g
Saturates
2g
Fibre
2.5g
Sodium
0.1g
Questions
1) Explain the importance of eating breakfast each day? (Use the word ‘energy’ in your answer.)
2) Which of the above breakfast cereals is the healthiest and why?
3) Calculate and compare the cost of eating a Mars Bar and cola drink every morning for 5 mornings to the cost
of eating the healthiest breakfast cereal on this page.
Mars Bar and Cola Drink
Healthiest breakfast cereal with milk
Mars bar
£0.43 x 5= ____________
Price ÷ Weight bought= price per gram
Price per gram x weight used = price of product used
Cola drink
£0.50 x 5= ____________
TOTAL= ____________
TOTAL= ____________
4) Suggest three ideas for improving the nutritional value of the healthiest breakfast cereal?
Nutrition Internet Search
How good are you at finding information on the Internet?
The British Nutrition Foundation, the Food Standards Agency and the National Health
Service worked together to write 8 Tips for Eating Well. See how good you are at finding
information on the Internet by completing the table below. Let’s if you get the 8 Tips for
Eating Well right!
Tips for Eating Well
Why is this important?
Extension: Why did the government spend so much money on writing the 8 Tips for Eating Well?
Self Assessment.
Teacher Assessment.
Level:
Year 8 Food Technology –St James School 2012/13
Level:
18
Foods From Around the World
Think of ten foods from around the world and list below.
Choose one of the foods and explain what it is.
Assessment for Learning
□ Working towards Level 6 – I used a range of sources to help me develop my ideas and show
my understanding of ingredients.
□ Working towards Level 7 – I used a wide range of appropriate sources of information when
developing my ideas.
□ Working towards Level 8 – I used a wide range of appropriate sources of information and then
further developed my ideas based on what I had found out.
Year 8 Food Technology –St James School 2012/13
19
Vegetarianism
A vegetarian is someone living on a diet of grains, pulses, nuts, seeds, vegetables and fruits with or without the
use of dairy products and eggs.
A vegetarian does not eat any meat, poultry, game, fish, shellfish or crustacea, or slaughter by-products.
Types of Vegetarian
Lacto-ovo-vegetarian. Eats both dairy products and eggs. This is the most common type of vegetarian diet.
Lacto-vegetarian. Eats dairy products but not eggs.
Vegan. Does not eat dairy products, eggs, or any other animal product.
Others
Pescetarianism, also called pesco-vegetarianism, is the practice of a diet that includes seafood and excludes
other animals.
Why Become Vegetarian?
People become vegetarians for all kinds of different reasons.

Maybe they simply don’t like the taste of meat.

They could choose to be vegetarian for health reasons; a meat based diet is higher in saturated fats.

They could be concerned that meat production is potentially damaging to the environment.

Maybe they simply don’t want an animal to die to reach their plate.
Year 8 Food Technology –St James School 2012/13
20
Fairtrade
What is Fairtrade?
Fairtrade is about better prices, decent working conditions, local sustainability, and fair terms of trade for farmers
and workers in the developing world. By requiring companies to pay sustainable prices (which must never fall
lower than the market price), Fairtrade addresses the injustices of conventional trade, which traditionally
discriminates against the poorest, weakest producers. It enables them to improve their position and have more
control over their lives.
What is the Fairtrade mark?
The FAIRTRADE Mark is an independent consumer label which appears on UK products as a guarantee that
they have been certified against internationally agreed Fairtrade standards. It shares internationally recognised
Fairtrade standards with initiatives in 20 other countries, working together globally with producer networks as
Fairtrade Labelling Organisations International (FLO). The Mark indicates that the product has been certified to
give a better deal to the producers involved – it does not act as an endorsement of an entire company’s business
practices.
How many Fairtrade products are there in the UK?
The Fairtrade Foundation has licensed over 3,000 Fairtrade certified products for sale through retail and catering
outlets in the UK.
1. Think of three benefits of using Fairtrade products and list them on the Spider Diagram below.
Benefits
2. Can you think of any reasons not to use Fairtrade products?
Go to the Fairtrade website for further details on Fairtrade products and issues.
http://www.fairtrade.org.uk
Year 8 Food Technology –St James School 2012/13
21
Making Activity 3: Mini Carrot Cakes




Learning Objectives
By the end of this activity, you should be able to:
weigh and measure ingredients accurately;
Prepare ingredients, grating;
Divide the mixture evenly into the cake cases
use the oven safely;
Ingredients
 150g margarine
 250g carrots
 200g sugar
 2 large eggs
 200g flour
 2 x 5ml cinnamon
 2 x 5ml baking powder
 125g sultanas
 50g nuts
Equipment
Muffin tray, scales, sieve, saucepan chopping board, knife, grater, small bowl, mixing bowl, wooden
spoon,
Method
1. Preheat the oven to 200oC or gas mark 6.
2. Melt the margarine in a saucepan.
3. Top and tail, and then peel and grate the carrots.
4. Combine the carrots, sugar and margarine in the mining bowl.
5. Sift in the flour, cinnamon and baking powder.
6. Beat the eggs in a small bowl, and then add to the mixture.
7. Mix in the sultanas and nuts.
8. Divide the mixture equally between the muffin cases, using the two metal spoons.
9. Bake for 20 minutes.
Top tips
 When the mini-carrot cakes are cool, you may wish to make a cream cheese topping. Combine 50g
cream cheese and 25g icing sugar together.
Skills
Weighing/ measuring Using a oven
Grating
Dividing the mixture evenly Combining/ Mixing
Year 8 Food Technology –St James School 2012/13
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 6
-
I produced plans that showed my understanding of the ingredients
Level 7
-
I produced detailed plans showing understanding of ingredients and timings
Level 8
-I produced details plans as above and organised myself to achieve accuracy and
precision.
Year 8 Food Technology –St James School 2012/13
23
Evaluation and Review: Mini Carrot Cakes
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
Mini Carrot Cakes
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 8 Food Technology –St James School 2012/13
24
Making Activity 4: 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;
 Make a yeast based bread dough
 Roll out the dough to a uniform shape
 use the oven safely;
.
Ingredients








500g white strong bread flour
1x 7g packet or 2 teaspoons fast action dried yeast
1 tablespoon oil
2 teaspoons salt
1 teaspoon sugar
Warm 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
weighing scales, measuring spoons, mixing bowl, wooden spoon, rolling pin, baking tray
Method
1. Preheat the oven at 2200 C or Gas Mark 7
2. Sieve the flour and salt into a bowl and stir in the dried yeast and sugar
3. Add the oil and start to add warm water gradually adding a little at a time. With your hands or a spoon
gradually bring the dough together. It should feel slightly sticky. If it is very sticky add a little more flour, if
it is very dry still add a little more warm water.
4. Flour a work surface and knead the dough until it is smooth and stretchy, at least 5 minutes
5. Roll the dough out to a large circle and place it onto the baking tray. Place into the top oven to prove if there is
time.
6. Spoon over the tomato puree if using. If using tinned tomatoes drain off the liquid before spreading them over
the pizza base
7. Scatter your chosen ingredients over the pizza base, putting the cheese on last.
8. Bake for 15 minutes until the base looks cooked and the cheese is golden brown .
Top tips



Add some herbs to your pizza base with the flour
Try some different toppings combinations
Try some different types of cheeses
Skills
Using the oven
Claw grip
Yeast based
dough
Year 8 Food Technology –St James School 2012/13
Rolling out evenly
Weighing/measuring
25
Design your own Pizza
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 6
Level 7
Level 8
-I evaluated the judgements that I made as well as the end product
-I selected appropriate techniques to evaluate my work and identified
improvements that I could make.
-I evaluated my work in detail and justified how improvements could be made. I
took social, environmental or cultural factors in to account.
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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.)
2. What did you dislike about your product? (Be specific about taste, texture and appearance.)
3. What did your family think of your product?
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Making Activity 5: Fajitas
Learning Objectives
By the end of this activity you should be able to:
 use a hob safely;
 prepare a range of ingredients safely eg – chopping, slicing, de-seeding chillies
 handle raw meat safely, if using

make a curry based dish
.
Ingredients
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1/2 lime
1/2 green chilli
1 clove garlic
1x15ml spoon coriander
1x10ml spoon oil
1 small chicken breast (or 3-4 boneless thighs or vegetarian substitute eg quorn
1/2 onion
1/2 green pepper
2 tortillas
1 tomato
25g Cheddar cheese
1x15ml spoon guacamole (or salsa), optional
Equipment
weighing scales, chopping board, knife , wooden spoon, frying pan/wok, spoon, mixing bowl
Method
1. Prepare the marinade:
· squeeze the lime;
· peel and crush the garlic;
· de-seed and slice the chilli;
· chop the coriander;
· stir everything together with the oil.
2. Remove any skin from the chicken and cut into strips. Mix with the marinade and place in the fridge, covered,
until needed.
3. Prepare the remaining ingredients with a fresh knife on a clean chopping board:
· slice the onion and green pepper;
· chop the tomato;
· grate the cheese.
4. Add the marinated chicken to the wok or frying pan and stir-fry for about 4 minutes. Check that the chicken is
cooked.
5. Add the onion and green pepper and continue to cook for a further 2 minutes.
6. Spread a little chicken in the centre of the tortilla, add some tomato, cheese and guacamole, then roll up.
Top tips


Go for extra vegetables for a vegetarian alternative.
Warm the tortillas in the microwave to soften them before filling and rolling
Skills
Using the hob
Claw and bridge grip
grating
Year 8 Food Technology –St James School 2012/13
Dividing
Weighing/measuring
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Storing and Cooking Meat Safely
Cooking meat safely
It's very important to cook meat properly to make sure that any harmful
bacteria have been killed. Otherwise you might get food poisoning.
Bacteria can be found all the way through certain meat. So this means you need to cook the following sorts of
meat until the juices run clear and there is no pink or red left in them:
 poultry and game such as chicken, turkey, duck and goose
 burgers and sausages
 kebabs
 rolled joints
Storing meat safely
Store raw meat/poultry in clean sealed containers on the bottom shelf of the fridge,
so it can't touch or drip onto other food. When you have cooked meat and you're not
going to eat it straight away, cool it as quickly as possible and then put it in the fridge
or freezer. Remember to keep cooked meat separate from raw meat.
Store raw meat on the
bottom shelf!
1. Why are red chopping boards used for raw meat in the Food Technology room?
2. What colour chopping board would you use for the following foods.
Vegetables -
Fish Fruit and Salads -
Self Assessment.
Teacher Assessment.
Level:
Year 8 Food Technology –St James School 2012/13
Level:
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Recipe writing sheet
Name of dish:
Date of practical:
Objective:
Ingredients: (List the quantity and type needed.)
Equipment:
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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 6
Level 7
Level 8
-I produced a plan with details showing that I understand the characteristics of
the ingredients and equipment chosen.
- I produced a plan with details showing that I understand the characteristics of
the ingredients and equipment chosen and I included timings.
-In addition to Level 7- I organised my work to allow accuracy and precision.
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Evaluation and Review: Fajitas
Name 3 different ingredients that could be Suggest 3 different foods you could serve with
added to make these fajitas healthier
fajitas
1 ………………………………………………..
1………………………………………………..
2 …………………………………………………
2 …………………………………………………
3 ………………………………………………..
3 …………………………………………………
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
Fajitas
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?
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Needs
improving
Worked well
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.
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?
 .......................................................................................................................................................
 .......................................................................................................................................................
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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
Risotto
Cauliflower Cheese
Mini Carrot Cakes
Pizza
Fajitas
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.
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