ccea.org.uk · web view2019-09-25 · this specification builds on the learning experiences from...

CCEA Planning Framework for GCSE Food and Nutrition

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GCSE Food and Nutrition

Contents Page

Introduction 1

Food Provenance 7

Food Processing and Production 11

Food and Nutrition 15

Energy and Nutrients 19

Macronutrients 23

Micronutrients 29

Fibre 35

Water 39

Nutritional and Dietary Needs 43

Priority Health Issues 49

Being an Effective Consumer 53

Factors Affecting Food Choice 57

Food Safety 65

Resource Management 71

Food Preparation 75

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IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE Food and Nutrition. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. Teachers are encouraged to adapt and develop it to best meet the needs of their students.

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Subject Skills Assessed through Food and NutritionThe following skills are assessed in GCSE Food and Nutrition:

analyzing issues and problems; identifying, gathering and recording relevant information and

evidence; analyzing and evaluating evidence; planning and carrying out practical activities; and making reasoned justifications and presenting conclusions and

evaluating outcomes.

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4CommunicationStudents should be able to:

communicate meaning, feelings and viewpoints in a logical and coherent manner;

make oral and written summaries, reports and presentation, taking account of audience and purpose;

participate in discussions, debates and interviews; interpret, analyse and present information in a range of formats;

and explore and respond, to a variety of texts.

Using MathematicsStudents should be able to:

use mathematical language and notation with confidence; use mental computation to calculate, estimate and make

predictions in a range of contexts; select and apply mathematical concepts and problem-solving

strategies in a range of contexts; interpret and analyse a wide range of mathematical data; assess probability and risk in a range of contexts; and present mathematical data in a variety of formats which take

account of audience and purpose.

Using ICTStudents should be able to:

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Make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information.

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Thinking Skills and Personal Capabilities at Key Stage 4Self- ManagementStudents should be able to:

plan work; set personal learning goals and targets to meet deadlines; monitor, review and evaluate their progress and improve their

learning; and effectively manage their time.

Working with OthersStudents should be able to:

learn with and from others through co-operation; participate in effective teams and accept responsibility for

achieving collective goals; and listen actively to others and influence group thinking and decision

making taking account of others’ opinions.

Problem SolvingStudents should be able to:

identify and analyse relationships and patterns; propose justified explanations; reason, form opinions and justify their views; analyse critically and assess evidence to understand how

information or evidence can be used to serve different purposes and agendas;

analyse and evaluate multiple perspectives; explore unfamiliar views without prejudice; weigh up options and justify decisions; and apply and evaluate a range of approaches to solve problems in

familiar and novel contexts.

Although not statutory at Key Stage 4 this specification also allows opportunities for further development of the Thinking Skills and Personal Capabilities of Managing Information and Creativity.

Assessment for LearningWhere reference is made to past papers throughout this Planning Framework, teachers will recognise opportunities for formative assessment activities.

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Key Stage 4 Statutory Skills and Personal Capabilities

Communication Skills Comm – T&L (Talking & Listening) W (Writing) R (Reading)Using Mathematics UMUsing ICT UICTProblem solving PSWorking with Others WOSelf-Management SM

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Key FeaturesThe Planning Framework: Includes suggestions for a range of teaching and learning activities

which are aligned to the GCSE Food and Nutrition specification content.

Highlights opportunities for inquiry-based learning. Indicates opportunities to develop subject knowledge and

understanding and specific skills Indicates opportunities to develop the Cross-Curricular Skills and

Thinking Skills and Personal Capabilities. Provides relevant, interesting, motivating and enjoyable teaching and

learning activities which will enhance the student’s learning experience.

Suggests the time required to teach units/options. Makes reference to supporting resources.

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Food Provenance

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Planning Framework for GCSE Food and Nutrition

Food Provenance

Unit/Option content

Learning Outcomes or Elaboration of

Content

Suggestions for Teaching and Learning Activities Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities

Food provenance

Students should be able to: Demonstrate

understanding of how food is:– Grown;– Reared; or– Caught.

Deliver a presentation using the information on the fact file provided.Incorporate pictures and links to the videos below to create links to learning.Complete a glossary of key terms and complete definitions throughout the lesson.Watch the following clips: YouTube clip on ‘Planting and Harvesting Vegetable

Crops’www.youtube.com/watch?v=iJt-dLb6djQ Beef – Farm to forkwww.eathappyproject.com/resources/videos/beef-from-farm-to-fork/ Common methods of fishingwww.seafoodwatch.org/ocean-issues/fishing-and-farming-methodsCAF TemplateFactor 1: GrownFactor 2: RearedFactor 3: CaughtThe videos will have provided background knowledge

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http://www.seafoodwatch.org/ocean-issues/fishing-and-farming-methods


http://www.eathappyproject.com/resources/videos/beef-from-farm-to-fork/

http://www.eathappyproject.com/resources/videos/beef-from-farm-to-fork/

http://www.youtube.com/watch?v=iJt-dLb6djQ


Unit/Option content


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and information. Students will record main advantages, disadvantages and interesting points

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Content


Food provenance (cont.)

Teacher led quizJigsaw activityCreate a jigsaw of key information on each of the strands of food provenance. Distribute around the room and encourage groups to find the missing pieces of their jigsaw as an instant assessment of learning.

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Resources Food a Fact of Life: 11-16 Years: Food Provenance and Farmingwww.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=92&contentId=416Meat and Education: Resources – Food Provenancehttp://meatandeducation.redmeatinfo.com/resources/112Seafood Watch Fishing and Farming Methodswww.seafoodwatch.org/ocean-issues/fishing-and-farming-methodsTesco Eat Happy Project Resources – Farm to forkwww.eathappyproject.com/resources/

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http://www.eathappyproject.com/resources/


http://meatandeducation.redmeatinfo.com/resources/112

http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=92&contentId=416


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Food Processing and Production

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Food Processing and Production

Unit/Option content


Content


Food processing and production

Students should be able to: Explore primary and

secondary stages of food processing and production in the following contexts:– growing and

harvesting wheat;– producing milk;

and– secondary

processing of wheat and milk into bread and cheese.

Explain the role of the following in food processing and production:– fortification of

food; and– food additives.

Teacher introduces topic with a general overview of food processing, including definitions and examples of primary and secondary processing, linking to food provenance.Invite arable farmer into class for hot seating activity – students can ask questions to find out about growing and harvesting wheat.Organise class trip/educational visit to creamery, Balmoral Show, cheese factory, or bakery.Online TutorialStudents complete online tutorial on milk and cheese production from British Nutrition foundation. www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=92&contentId=452Use grain chain website to research primary production of wheat and bread making process.

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http://www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=92&contentId=452



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Describe the food supply chain.

Food processing and production (Cont.)

Flow diagramCreate a flow diagram for each process, including cheese production and bread production.Carousel ActivityCarousel information on a range of different additives and their uses, students move around room to create own notes on given topic. Extension; evaluate the use of additives in foods.Case StudyUsing local food industry, discuss impact and knock-on effect if one part of food supply chain breaks down. e.g. Tayto Crisps.Factual recall test.Definition test; primary production, secondary processing, fortification, additive, food supply chain.Class discussion on how to frame a good structured written response, practise written response for long question.Use past paper examples/Suggested Assessment Materials.

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Resources www.grainchain.com/www.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=92&contentId=452 online tutorial; milk production and cheese productionwww.nutrition.org.uk/nutritionscience/foodfacts/fortification.html?limit=1&start=1www.foodafactoflife.org.uk/VideoActivity.aspx?contentId=163&sectionId=66&siteId=15&titleId=169 bread making videowww.bbc.co.uk/education/clips/zy44sg8 Food production and processing videowww.chgeharvard.org/sites/default/files/lesson-plan-files/lesson_4.pdf food supply chain lesson- push and pull factorswww.dairycouncil.co.uk/consumers/industry/what-is-pasteurisation

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http://www.dairycouncil.co.uk/consumers/industry/what-is-pasteurisation

http://www.chgeharvard.org/sites/default/files/lesson-plan-files/lesson_4.pdf

http://www.bbc.co.uk/education/clips/zy44sg8

http://www.foodafactoflife.org.uk/VideoActivity.aspx?contentId=163&sectionId=66&siteId=15&titleId=169

http://www.nutrition.org.uk/nutritionscience/foodfacts/fortification.html?limit=1&start=1


http://www.grainchain.com/


Food and Nutrition

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Food and Nutrition

Unit/Option content


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Food and nutrition for good health

Students should be able to: Discuss the current

government dietary guidelines, for example the Eatwell Guide and ‘8 tips for eating well’, as a tool to achieving a balanced diet.

Teacher overview of The Eatwell Guide. Use of graphics/pictures to allow the students to visualise the new guide. Teacher explanation of the ‘8 tips for eating well’.WebQuestUsing the resources listed below students, complete a summary table on the different sections of The Eatwell Guide.Tutorial – 8 tipswww.foodafactoflife.org.uk/CreatorActivity.aspx?siteId=19&sectionId=75&contentId=246Workstation activityStudents complete the tutorial to enhance learning.Using relevant activities from the Food a Fact of Life website, students complete each activity in groups and then give feedback to the class.www.foodafactoflife.org.uk/section.aspx?siteId=20&sectionId=129

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http://www.foodafactoflife.org.uk/section.aspx?siteId=20&sectionId=129





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Food and nutrition for good health (cont.)

Roman Rooms Memory SystemFor memorising the different areas of The Eatwell Guide and the ‘8 tips for eating well’. www.brainboxx.co.uk/A3_ASPECTS/pages/Romanroom.htmScrewballIn pairs students write two questions on a piece of paper. They screw up the piece of paper and throw it to another pair who have to answer the questions correctly. Continue until all questions are asked – the class decide if the answer is correct.Working on examination questionsDistribute an exemplar answer and discuss this within the group. Students should complete a range of past paper questions on this area.Factual Recall TestFeaturing past paper examination questions.

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http://www.brainboxx.co.uk/A3_ASPECTS/pages/Romanroom.htm

http://www.brainboxx.co.uk/A3_ASPECTS/pages/Romanroom.htm


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Resources Gov.ukwww.gov.uk/government/publications/the-eatwell-guidewww.food.gov.uk/sites/default/files/multimedia/pdfs/publication/eatwell0708.pdfNHSwww.nhs.uk/Livewell/goodfood/Pages/the-eatwell-guide.aspxwww.nhs.uk/Livewell/Goodfood/Pages/eight-tips-healthy-eating.aspxFood A Fact Of Life – this website has a range of activitieswww.foodafactoflife.org.ukwww.foodafactoflife.org.uk/section.aspx?siteId=20&sectionId=129www.foodafactoflife.org.uk/attachments/b6eeb415-fa5a-4a2d2d1932c7.pptHealthy Food Guidewww.healthyfood.co.uk/new-eatwell-guide/Food Standards Agencywww.foodstandards.govwww.food.gov.uk/northern-ireland/nutritionni/eatwell-guideBritish Nutrition Foundationwww.nutrition.org.uk/healthyliving/healthydiet/eatwell.htmlwww.nutrition.org.uk/healthyliving/healthydiet/8tips.html

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http://www.nutrition.org.uk/healthyliving/healthydiet/8tips.html

http://www.nutrition.org.uk/healthyliving/healthydiet/eatwell.html

http://www.food.gov.uk/northern-ireland/nutritionni/eatwell-guide

http://www.foodstandards.gov/

http://www.healthyfood.co.uk/new-eatwell-guide/

http://www.foodafactoflife.org.uk/attachments/b6eeb415-fa5a-4a2d2d1932c7.ppt


http://www.foodafactoflife.org.uk/

http://www.nhs.uk/Livewell/Goodfood/Pages/eight-tips-healthy-eating.aspx

http://www.nhs.uk/Livewell/goodfood/Pages/the-eatwell-guide.aspx

http://www.food.gov.uk/sites/default/files/multimedia/pdfs/publication/eatwell0708.pdf

http://www.gov.uk/government/publications/the-eatwell-guide


Unit/Option content


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Food For Lifewww.food4life.org.uk/learning-areas/key-stage-3/healthy-eating/8-tips-for-eating-wellA range of podcasts can be viewed on YouTube from the British Nutrition Foundation – www.youtube.com/results?search_query=british+nutrition+foundation+podcastPodcastwww.youtube.com/watch?v=Ml4z13Z6LPITextbook – Home Economics for CCEA GCSE – Nicola Anderson and Claire ThomsonCCEA website for specimen and examination papers www.ccea.org.uk

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http://www.ccea.org.uk/

http://www.youtube.com/watch?v=Ml4z13Z6LPI

http://www.youtube.com/results?search_query=british+nutrition+foundation+podcast

http://www.food4life.org.uk/learning-areas/key-stage-3/healthy-eating/8-tips-for-eating-well


Energy and Nutrients

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Energy and Nutrients

Unit/Option content


Content


Energy and nutrients

Students should be able to: Explain the factors

that influence individual energy requirements:– Analyse the

relationship between food intake, portion size, basal metabolic rate (BMR) and physical activity level (PAL), in achieving energy balance and maintaining a healthy weight; and

– Identify the percentage of recommended

Teacher overview of factors that influence energy requirements including energy input being balanced with energy output. Class discussion of how energy requirements change at different stages of the lifecycle (age), gender, physical activity levels, and BMR. Recap energy value of different nutrients from macronutrient topic.Teacher explains recommendations of portion sizes using examples from internet. Teacher explanation of BMR, using student handout, discussion on how BMR can be increased/decreased.Portion Size ActivityDemonstrate portion sizes, allowing students to decide on a plate how much they might eat and compare these with examples given on appropriate portion sizes.Use “choose to live better website” to weigh out and swap portion sizes. www.choosetolivebetter.com/content/eating-and-drinking-well

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http://www.choosetolivebetter.com/content/eating-and-drinking-well



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energy values provided by protein, fat and carbohydrates.

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Energy and nutrients (cont.)

Carousel ActivityTeacher sets 4 questions; food intake, portion size, physical activity level and BMR. Students move around in small groups to answer as much as possible within a time limit. Students should extract information to form their own notes on the topic.Students create model answer on achieving energy balance including all four key aspects.

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Resources www.bupa.co.uk/health-information/directory/p/portion-sizewww.teenweightwise.com/making_changes/portion_sizes.htmlwww.publichealth.hscni.net/news/new-campaign-eating-extra-will-add-extrawww.nhs.uk/Livewell/loseweight/Pages/understanding-calories.aspxwww.choosetolivebetter.com/content/eating-and-drinking-wellwww.nutrition.org.uk/attachments/article/907/Nutrition%20Requirements_Revised%20June%202016.pdfwww.nutrition.org.uk/attachments/article/734/BNF%20Toddler%20Eatwell%20Leaflet_OL.pdf Toddler Portion Sizeswww.safefood.eu/Healthy-Eating/Food-Diet/Eating-In/Portion-sizes.aspx

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http://www.safefood.eu/Healthy-Eating/Food-Diet/Eating-In/Portion-sizes.aspx

http://www.nutrition.org.uk/attachments/article/734/BNF%20Toddler%20Eatwell%20Leaflet_OL.pdf

http://www.nutrition.org.uk/attachments/article/907/Nutrition%20Requirements_Revised%20June%202016.pdf

http://www.nutrition.org.uk/attachments/article/907/Nutrition%20Requirements_Revised%20June%202016.pdf


http://www.nhs.uk/Livewell/loseweight/Pages/understanding-calories.aspx

http://www.publichealth.hscni.net/news/new-campaign-eating-extra-will-add-extra

http://www.teenweightwise.com/making_changes/portion_sizes.html

http://www.bupa.co.uk/health-information/directory/p/portion-size


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Macronutrients

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Macronutrients

Unit/Option content


Content


Macronutrients

Students should be able to: Explain the functions

and identify the main sources of the following macronutrients:– Protein (to

include biological value and complementation);

– Fat: saturated and unsaturated (to include monounsaturated and polyunsaturated); and

– Carbohydrates: sugars (simple) and starches (complex).

Teacher explanation of the key areas of macronutrients essentially functions and sources. Deeper discussion and explanation will be necessary for challenging key concepts such as biological value and types of fat.Guidance should be given on how to complete revision notes and/or a glossary of key terminology and definitions.Summary TableStudents could construct a table for macronutrients to include the main functions and sources of each.Mind Maps/Spider DiagramsThese could be used to summarise/revise key areas such as functions or the different types of fat and each of their specific functions.Roman Rooms memory systemTo help remember the functions etc.www.brainboxx.co.uk/a3_aspects/pages/Romanroom.htmJust a MinuteOne student starts to speak about the topic covered. At the first repetition, pause or mistake, another student

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http://www.brainboxx.co.uk/a3_aspects/pages/Romanroom.htm

http://www.brainboxx.co.uk/a3_aspects/pages/Romanroom.htm


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takes over until the minute is over. This could be done in relation to types of fat/indispensable and dispensable or HBV, LBV and complementation.

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Unit/Option content


Content


Macronutrients (cont.)

BingoUse bingo sheets with key words e.g. complementation, HBV, Growth and Repair etc. Teacher will read out a question or definition and students should tick the correct answer to win the Bingo!Student ResearchStudents undertake research into the types of fat and their affect on health. This could also be done in relation to type of carbohydrate – starch/free sugars/fibre.Sensory AnalysisStudents could cook and taste a range of vegetarian products and analyse them in relation to taste, nutritional qualities, sensory appeal, cost etc. A nutritional programme could be used – www.nutritionprogram.co.ukCollaborative work – analysing dataStudents are presented with a range of carbohydrate/fat/protein foods, and examine the nutritional significance of these foods and feedback to the class.

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http://www.nutritionprogram.co.uk/


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ClusteringA piece of card with a particular statement is distributed to every student. These should be different for each student. Students move around and compare their statements to other’s cards. If two students decide there is a link between their statements they form a cluster e.g. High Biological Value – contain all the essential amino acids; are mainly animal sources; only vegetable source is soya; would all be links to protein. Main findings might be written on a board or flip chart whilst students are presenting their information. A debrief afterwards is beneficial.Key terms testStudents could be tested on specific terminology such as HBV, LBV, Essential Fatty Acids etc.Past Paper QuestionsCompletion of a range of PPQ. These could be peer marked, self-evaluation to focus on improving individual performance.Hot SeatingStudents agree to sit on the hot seat and take questions from peers and teacher.

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Unit/Option content


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Self/Peer assessmentCarousel activity – what have you learnt in this unit of work? Record information on A3 page. Pass the sheet to another group and they discuss/evaluate group responses.Evaluation – Learning TreeAsk students where they feel they are on the tree in relation to the lesson/topic.

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Resources British Nutrition Foundation www.nutrition.org.uk (wide range of information suited to this module).BBC www.bbcgoodfood.com/howto/guide/best-sources-protein This site has a range of suitable information.The European Food Information Council (EUFIC) www.eufic.org/Quorn – www.quorn.co.uk/food/?gclid=CLKWsaui-8cCFSQIwwodu_AGFood Standards Agency www.food.gov.uk/northern-ireland/nutritionni/eatwell-guideA range of podcasts can be viewed: www.youtube.com/results?search_query=british+nutrition+foundation+podcastwww.youtube.com/watch?v=gyu42JQ9dJwwww.youtube.com/watch?v=7ubR606Z5iwwww.youtube.com/playlist?list=PLCO3scyKbyVaYiGLNQPqpP3kZodoLkjLiTextbook – Home Economics for CCEA GCSE – Nicola Anderson and Claire ThomsonCCEA website for specimen and examination papers www.ccea.org.uk

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http://www.youtube.com/playlist?list=PLCO3scyKbyVaYiGLNQPqpP3kZodoLkjLi

http://www.youtube.com/watch?v=7ubR606Z5iw

http://www.youtube.com/watch?v=gyu42JQ9dJw




http://www.quorn.co.uk/food/?gclid=CLKWsaui-8cCFSQIwwodu_AG

http://www.eufic.org/

http://www.bbcgoodfood.com/howto/guide/best-sources-protein

http://www.nutrition.org.uk/


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Micronutrients

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Micronutrients

Unit/Option content


Content


Micronutrients

Students should be able to: Explain the functions

and identify the main sources of the following micronutrients:– vitamins A, B1,

B12, C and D, and folate; and

– the minerals sodium, iron and calcium.

Teacher explanation of the key areas of micronutrients essentially functions and sources. Deeper discussion and explanation will be necessary for challenging key concepts such as absorption factors and bio-availability.Guidance should be given on how to complete revision notes and/or a glossary of key terminology and definitions.Summary TableStudents construct a table for micronutrients to include the main functions and sources of each, including absorption factors e.g. vitamin C and iron/tannins, phytates and oxalates.Mind Maps/Spider DiagramsThese could be used to summarise/revise key areas such as functions of each vitamin and/or mineral.

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Unit/Option content


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Micronutrients (cont.)

BingoDistribute bingo sheets with key words/phrases and the teacher will read out the definition/questions. This should be based around functions and sources of Micronutrients.ClusteringA piece of card with a fact is distributed to every student such as a function/sources of a micronutrient. This could be a different fact for every student. Students move around and compare their fact with others’ cards. If two students decide that there is a link between their facts they form a cluster e.g. This vitamin is an antioxidant; these fight free radicals to prevent CVD and cancer; makes and maintains healthy connective tissue. Vitamin C! Main findings might be written on a board or flip chart whilst students are presenting their information. A debrief by the teacher afterwards is beneficial.Collaborative work – analysing dataStudents are presented with a range of foods and they examine the nutritional significance of these foods and feedback to the class. A nutritional programme could be used for this www.foodafactoflife.org.uk and www.nutritionprogram.co.uk

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Peer teachingEach student should research the functions and sources of the different micronutrients. Each student could take a different micronutrient and create a Factfile. These could be shared amongst the class.Key Terms TestStudents could be tested on specific terminology such as functions and sources of each nutrient.Past Paper QuestionsCompletion of a range of PPQ. These could be peer marked withself-evaluation to focus on improving individual performance.Hot SeatingStudents agree to sit on the hot seat and take questions from peers and teacher.Self/Peer AssessmentCarousel activity – what have you learnt in this unit of work? Record information on A3 page. Pass the sheet to another group and they discuss/evaluate group responses. This could be done in the format of spider diagrams or a mind map.

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Evaluation – Learning TreeAsk students where they feel they are on the tree in relation to the lesson/topic.

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Resources British Nutrition Foundation www.nutrition.org.uk (wide range of information suited to this module)Food Standards Agency (www.food.gov.uk)The European Food Information Council – www.eufic.org/Food Standards Agency – www.food.gov.uk/northern-ireland/nutritionni/eatwell-guideBBC – www.bbc.co.ukA range of podcasts can be viewed on YouTube from the British Nutrition Foundation – www.youtube.com/results?search_query=british+nutrition+foundation+podcastTextbook – Home Economics for CCEA GCSE – Nicola Anderson and Claire ThomsonCCEA website for specimen and examination papers www.ccea.org.uk

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http://www.bbc.co.uk/


http://www.eufic.org/

http://www.food.gov.uk/



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Fibre

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Fibre

Unit/Option content


Content


Fibre Students should be able to: Explain the functions

and identify the main sources of fibre.

Teacher gives an overview of the key concepts in relation to the function and sources of fibre. Teacher explanation of the two types of fibre – soluble and insoluble.Analysing dataStudents use a nutritional analysis programme or food tables to examine a range of different foods www.foodafactoflife.org.uk and www.nutritionprogram.co.uk. A comparison could be made between refined foods and those with wholegrain. This could be applied to specific meals. Feedback to the class on findings.Student ResearchStudents complete individual research using a range of internet sites, textbooks and handouts to produce a Factfile or PowerPoint highlighting the functions and main sources of soluble and insoluble fibre.

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Working on past paper questionsDistribute an exemplar answer and discuss this within the group.Factual recall testTest, including past paper questions.

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Self/peer assessmentWhat have you learnt in this unit of work? Information could be recorded on post-it notes and placed on a flip chart.

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Resources British Nutrition Foundationwww.nutrition.org.ukFood Standards Agencywww.food.gov.uk/northern-ireland/nutritionni/eatwell-guideBBC websitewww.bbc.co.ukFrom the homepage > health > nutrition > healthyeating > NorthernIreland: It’s up to you-Healthy EatingA range of podcasts can be viewed on YouTube from the British Nutrition Foundation – www.youtube.com/results?search_query=british+nutrition+foundation+podcastTextbook – Home Economics for CCEA GCSE – Nicola Anderson and Claire ThomsonCCEA website for specimen and examination papers www.ccea.org.uk

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Water

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Water

Unit/Option content


Content


Water Students should be able to: Explain the functions

and identify the main sources of and recommendations for water intake;

Examine the importance of hydration in the body.

Overview of unit and explanations of key concepts where appropriate. Use of student textbooks, PowerPoint presentation or handout to explain.Watch short video on importance of water in the diet. www.webmd.boots.com/diet/ss/slideshow-7-wonders-of-water3 fold LearningStudents write functions of water down one side, fold sheet in three, cover and re write until all functions can be re-written completely.WebQuestStudents complete internet research to identify valuable sources of water in the diet and recommendations for daily intake.

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Think pair shareDiscuss factors which influence hydration with a partner.Exam PracticeStudents could construct a 2 mark response for each factor individually.End of unit test based on Past Paper Questions –

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http://www.webmd.boots.com/diet/ss/slideshow-7-wonders-of-water



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include opportunities for recall and application of knowledge.Create mind map/factsheet of key points to learn.

Resources Video on importance of water in the diet www.webmd.boots.com/diet/ss/slideshow-7-wonders-of-waterBritish Nutrition Foundation www.nutrition.org.uk/healthyliving/hydration/healthy-hydration-guide.htmlFood a Fact of Life www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=75&contentId=241Leaflet British Dietetic Association www.bda.uk.com/foodfacts/fluid.pdfNHS www.nhs.uk/Livewell/Goodfood/Pages/the-eatwell-guide.aspxwww.nhs.uk/Conditions/Dehydration/Pages/Symptoms.aspx

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http://www.nhs.uk/Conditions/Dehydration/Pages/Symptoms.aspx

http://www.nhs.uk/Livewell/Goodfood/Pages/the-eatwell-guide.aspx

http://www.bda.uk.com/foodfacts/fluid.pdf


http://www.nutrition.org.uk/healthyliving/hydration/healthy-hydration-guide.html

http://www.nutrition.org.uk/healthyliving/hydration/healthy-hydration-guide.html



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Nutritional and Dietary Needs

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Nutritional and Dietary Needs

Unit/Option content


Content

Suggestions for Teaching and Learning Activities Supporting Cross

Curricular Skills,

Thinking Skills and Personal Capabilities

Nutritional and dietary needs

Students should be able to: Discuss dietary

needs of:– School-aged

children (4-11years);

– Adolescents (12-18 years);

– Adults, including pregnant women (19-64 years); and

– Older adults (65 years and over).

Discuss the nutritional and dietary needs of the following

Diet through life PowerPoint.www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=81&contentId=273Complete journey through food journal.www.foodafactoflife.org.uk/attachments/b2f04ec5-8197-4723927960df.pdfComplete energy and nutrition case study questions.www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=85&contentId=323Provide factsheets and/or information packs.www.vegsoc.org/factsheetswww.vegsoc.org/infobooklets

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http://www.vegsoc.org/infobooklets

http://www.vegsoc.org/factsheets



http://www.foodafactoflife.org.uk/attachments/b2f04ec5-8197-4723927960df.pdf

http://www.foodafactoflife.org.uk/attachments/b2f04ec5-8197-4723927960df.pdf




Unit/Option content


Content

Suggestions for Teaching and Learning Activities Supporting Cross

Curricular Skills,

Thinking Skills and Personal Capabilities

groups of people with specific lifestyle needs:– vegetarians;

and– vegans.

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Unit/Option content


Content


Nutritional and dietary needs (cont.)

Discuss the nutritional and dietary needs of the following groups with differing energy requirements:– people with an

active lifestyle that includes sport; and

– people with a sedentary lifestyle.

Differentiate between the terms food allergy and food intolerance.

Discuss the dietary and lifestyle advice for groups of people with the following:– food allergies

(nut, egg or fish); and

– food intolerance (lactose).

Webquest activity complete the eatwell plate for vegetarians.www.vegsoc.org/eatwellplatePlan a recipe for 2 people incorporating each section of the eatwell plate: Use shopping list template Provide a justification based on nutritional valueRecipe Modification – Food Allergies and IntolerancePresent PowerPoint of information on Gluten Free diet.www.foodallergy.orgFood allergy myth buster-Learn more about symptoms, treatment and how many people are affected.www.nhs.uk/Tools/Pages/Food-allergy-myth-buster.aspx

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http://www.nhs.uk/Tools/Pages/Food-allergy-myth-buster.aspx


http://www.foodallergy.org/

http://www.vegsoc.org/eatwellplate


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Content


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Unit/Option content


Content


Nutritional and dietary needs (cont.)

Plan, prepare and evaluate meals and diets and modify recipes for different groups of people with specific nutritional and dietary needs to reflect current government nutritional guidelines;

Apply and demonstrate knowledge and understanding of ingredients in planning and developing menus; and

Calculate energy and nutritional values of recipes, meals and diet.

Carousel activityDistribute a range of labels with allergens and ask students to identify key allergens/intolerances on each label. Record the ingredients linked to the allergen from the food labels in a board blast activity.Glossary of key words and definitions. Use www.healthyfoodhealthyplanet.org/swapping-ingredients/special-dietsallergies/ for key terms (Gluten Free, Egg Free, Lactose Free, Vegetarian, Vegan).FishboneComplete fishbone template for main intolerances and allergensCauses, consequences and effects.Calculate energy and nutritional values of recipe, meals and dietsDemonstrate the use of Explore food with a basic recipe card. http://explorefood.foodafactoflife.org.uk/Provide each group with a different recipe card and ask them to use explore food app to calculate the nutritional value.Present findings to the class, on a graph.Justify the suitability of the dish for particular groups.

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http://explorefood.foodafactoflife.org.uk/

http://www.healthyfoodhealthyplanet.org/swapping-ingredients/special-dietsallergies/



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Content


Complete a nutritional table with functions, sources and food examples based on the recipes used.

Resources Food for Life – Livestock and Meat Commission Recipe Cardswww.food4life.org.uk/teaching-resourcesBritish Nutrition Foundationwww.nutrition.org.uk/healthyliving/resources.htmlVegetarian Societywww.vegsoc.orgNHS Tools – Food allergy and intolerance myth busterwww.nhs.uk/Tools/Pages/Food-allergy-myth-buster.aspxHealthy Food Planet Swapping ingredients – Special diets and allergieswww.healthyfoodhealthyplanet.org/swapping-ingredients/special-dietsallergies/Food a Fact of Life- Explore Food Toolhttp://explorefood.foodafactoflife.org.uk/Fast Food Nutritionwww.fastfoodnutrition.org

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http://www.fastfoodnutrition.org/




http://www.vegsoc.org/

http://www.nutrition.org.uk/healthyliving/resources.html

http://www.food4life.org.uk/teaching-resources


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Priority Health Issues

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Priority Health Issues

Unit/Option content


Content


Priority health issues

Students should be able to: Discuss the dietary

and lifestyle factors that may contribute to the development of the following health issues:– Obesity;– Cardiovascular

disease (CVD);– Type 2 diabetes;– Osteoporosis;– Dental caries; and– Iron deficiency

anaemia; Suggest and justify

dietary and lifestyle advice to manage these health issues; and

Identify the groups

Teacher initiates discussion on what students already know around each of these health issues.Teacher provides explanation on factors which increase risk of each disease, using PowerPoint or pupil notes.Debate“Technology is to blame for the increase in obesity in UK”.WebQuestUse appropriate websites to research diet and lifestyle advice for health issues; NHS; British Heart Foundation; British Nutrition Foundation; British Dietetics Association.Each one teach oneStudents share selected piece of information with peers, and move round classroom to share key fact with as many people as possible.

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Unit/Option content


Content


of people most at risk of these health issues.

Priority health issues (cont.)

Fish BoneStudents create a fish bone for causes of CVD.CarouselStudents move around stations in the classroom with newspaper articles, leaflets, journals and key information on causes of diabetes. Students can make bullet points at each station to form own notes.Hot SeatingCEIAG opportunity; invite dietician from local hospital to talk about impact of diet on range of health issues, students can ask questionsInvite dentist for discussion on dental caries.FactsheetCreate factsheet on iron deficiency anaemia; factors which cause, diet and lifestyle advice to manage, identifying groups of people most at risk.End of Unit Test – using past paper questions.Students create 9 mark response on one of key health issues, outlining causes, and diet and lifestyle advice on management.

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Unit/Option content


Content


Resources CCEA Textbook Home Economics – Anderson & Thomson

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Being an Effective Consumer

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Being an Effective Consumer

Unit/Option content


Content


Being an effective consumer when shopping for food

Students should be able to: Define the term

effective consumer; Explore the barriers

to being an effective consumer, including:– access;– age;– ethnicity;– knowledge; and– resources.

Teacher explanation of what a consumer is and the barriers affecting consumers. Advantages and disadvantages of the different shopping options should be addressed. Deeper discussion and analysis given in relation to what the most appropriate shopping option is for consumers from different backgrounds/occupation etc.Carousel/speed dating activityStudents work in groups to consider the range of barriers affecting consumers. They should be encouraged to consider the impact each barrier has on consumers.

WOPS

Scenario cards/photographsUse scenarios or photographs/images to stimulate class discussion on the listed barriers and how these prevent the individual from being an effective consumer. Found at: www.shoparound.org.uk

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Summary tableList advantages and disadvantages for each shopping option identified.

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http://www.shoparound.org.uk/


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Being an effective consumer when shopping for food (cont.)

Evaluate the following food shopping options for a range of consumers:– independent

grocery shops;– supermarkets;– markets;– farm shops;– online shopping;

and– shopping apps.

Scenario examplesStudents consider the most appropriate shopping option for different people for example:A busy parent; an elderly consumer; a student on a limited budget or an environmental/health conscious consumer.

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End of unit testTest on the advantages and disadvantages of different shopping options and the barriers affecting consumers. Students should be encouraged to explain how the barrier affects consumers in different contexts.Past Paper QuestionsCompletion of a range of PPQ. These could be peer marked, self-evaluation to focus on improving individual performance.Hot SeatingStudents agree to sit on the hot seat and take questions from peers and teacher.

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Self/peer assessmentCarousel activity – what have you learnt in this unit of work? Record information on A3 page. Pass the sheet to another group and they discuss/evaluate group

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responses.Resources www.shoparound.org.uk

PowerPoint Presentation: ‘Barriers’ and ‘Influences’ Affecting Consumer Behaviour from the Consumer Council

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Unit/Option content


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Being an effective consumer when shopping for food (cont.)

Explain how the Northern Ireland Trading Standards Service offers protection for consumers when buying food;

Teacher explanation of the work of the Trading Standards Service Northern Ireland including examples of work they are involved with.Mind MapStudents mind map knowledge of trading standards or as a class discussion share examples of consumer issues trading standards can deal with.

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ScenariosTeacher can suggest a few scenarios, students must decide if trading standards deal with this or not. This could be completed as a walking debate if time allows.

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WebQuestOutline role of TSS, what is their purpose? Give examples of work they have completed or traders that have been convicted.

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Students complete an essay style response to explain how the consumer is protected when buying food.End of Unit test (based on Past Paper Examination questions).

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Resources Trading Standards NIwww.economy-ni.gov.uk/topics/consumer-affairs/trading-standards-servicewww.economy-ni.gov.uk

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http://www.economy-ni.gov.uk/

http://www.economy-ni.gov.uk/topics/consumer-affairs/trading-standards-service


Factors affecting food choice

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Unit/Option content


Content



Students should be able to: Discuss the

following factors affecting individual food choice:– personal, social

and economic;– religious and

cultural;– ethical and

environmental; and

– health issues; Assess the following

marketing strategies that food retailers use to influence consumer food choice:– financial

incentives;– store layout; and

Teacher explanation of the range of factors that can affect individual’s food choices e.g. personal, social and economic. Further discussion on the range of marketing strategies that food retailers use to influence consumer food choice.Teacher explanation of the mandatory and voluntary information on food packaging and also ethical, environmental and food quality assurance schemes.Think Through TalkingStudents could be encouraged to think and talk through any of the topics in this section. Stimulus material could be provided to initiate this activity for example, the specification content, a sample examination question, image cards of examples of marketing strategies e.g. adverts, podcast, textbooks, key terms e.g. FoP labelling, and scenarios e.g. in relation to ethical issues.Flipped ClassroomStudents could read a Factfile at home and then prepare a brief talk for the class on e.g. Fairtrade or Bord Bia.

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Unit/Option content


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– advertising; Analyse the

mandatory and voluntary information on food labels and packaging;

Factors affecting food choice (cont.)

Identify and explain the purpose of ethical and environmental food labelling schemes of the following:– The Fairtrade

Foundation; and– The Soil

Association. Identify and explain

the following food quality assurance schemes:– The Northern

Ireland Beef and Lamb Farm

Active ResearchStudents research a range of information on food packaging/products e.g. date marks, FoP, Ingredient Lists etc. These could be collected for homework. Collaboratively students could discuss the reasons for the mandatory information on labelling. Students could construct their own food label which could include all the relevant mandatory information.Chinese WhispersIn groups or a whole class, send whispers round summarising the learning. Compare the end result with the summary and then explore the learning, maybe referencing communication, memory and listening. This should be used for key terminology.Change the WorldHow could what you have learnt today change the world? In a small, medium or large way? On a local,

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Unit/Option content


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Quality Assurance Scheme (NIBL FQAS); and

– The Bord Bia Quality Mark.

national, global scale? This could be used in relation to Fairtrade and Quality Assurance Schemes.List-O-ManiaList as many… e.g. mandatory information on labels, reasons for Fairtrade.

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Show Me The AnswerUsing mini – whiteboards, true/false cards, hand signals, different coloured cards etc. Students must show you the answer to a series of questions.HangmanOn key terminology such as ‘net quantity’, ‘QUID’, ‘Food Allergies’, ‘Nutrition Information’, ‘Functional food’ etc.Tell me three thingsAbout the topic we are studying. What you learnt in the last lesson? Etc.Mystery BagTake a bag into the classroom that contains an object which has a connection to the lesson e.g. a Fairtrade product or a food which has been certified by a Quality Assurance Scheme. Students must then explain/discuss the item in relation to work completed in class previously.Odd One OutIn relation to food packaging labels e.g. health and nutrition claims, use-by and best–before dates, different types of names on products – legal, customary etc.Just a MinuteOne student starts to speak about a topic. At the first repetition, pause or mistake another takes over – and

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Unit/Option content


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Pair it UpHand out a set of cards that students have to sort into matching pairs e.g. as provided by CCEA for food labels.DingbatsSay what you see! Could be used in relation to mandatory and voluntary labelling. This could be completed on the white board with pictures of mandatory and voluntary information which could be found on labels.TabooStudents have to describe a key word without using that word (it’s a taboo) e.g. FoP labelling, Fairtrade.Student as TeacherOne or more students are the teacher. They have to summarise the last lesson(s) and question the class on what was studied.Carousel ActivityStudents could be given an A3 page where they record what they have learnt within this unit of work. The sheet should be passed to the next group and they could discuss/evaluate group responses.This activity could also be teacher led with the A3 page containing questions which the students answer. These could be swopped with other groups to gain their

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Graffiti BoardA particular area of the room is dedicated as a graffiti board where students can write and record their thoughts on the issues being discussed. The graffiti board could be used at the end of the topic for summarising issues and drawing conclusions.Mind MapsStudents write the main topic or issue in the centre of a large page. Using branches students draw the main ideas around the central concept, connecting them to the centre. They could use a different colour for each main idea and highlighters to underline key words and concepts. They could also add images to enhance further the visual aspect of their map. Students draw sub-branches in order to highlight ideas connected to the main branch.Objective Traffic LightsAsk the students how they feel about the lesson objectives?Red = don’t think I have grasped this!Amber = feeling Ok about this, have just about got there!Green = confident I have achieved this!Quiz the GroupOne group comes to the front and are quizzed by the rest of the class on what they have learnt, how they

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SummaryAsk students to provide a summary of what they learnt last lesson or across the unit. Develop by asking for different styles, i.e. a newspaper report, 60 second news flash or mime etc.Working on Past Paper QuestionsDistribute an exemplar question and discuss this within the group.Factual Recall TestTest, including past paper questions.Re-draftGet students to peer-assess work and then re-draft it according to the feedback (can probe understanding by questioning students as to why they have assessed as such and why they have changed it as they have).

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Resources Safefood – www.safefood.eu/Education/Post-primary-(NI)/What-s-on-a-label.aspxBritish Nutrition Foundation – www.nutrition.org.uk/nutritionscience/foodfacts/labelling.htmlFood.Gov.UK – www.food.gov.uk/science/microbiology/use-by-and-best-before-datesFood a Fact Of Life – http://explorefood.foodafactoflife.org.ukVegetarian Society – www.vegsocapproved.comRed Tractor – www.redtractor.org.uk/who-we-areBord Bia – www.bordbia.ieLivestock And Meat Commission – www.lmcni.comFairtrade – www.fairtrade.org.ukThe Soil Association – www.soilassociation.orgBBC – www.bbc.co.uk

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http://www.ethicalconsumer.org/


http://www.soilassociation.org/

http://www.fairtrade.org.uk/

http://www.lmcni.com/

http://www.bordbia.ie/

http://www.redtractor.org.uk/who-we-are

http://www.vegsocapproved.com/


http://www.food.gov.uk/science/microbiology/use-by-and-best-before-dates

http://www.nutrition.org.uk/nutritionscience/foodfacts/labelling.html

http://www.safefood.eu/Education/Post-primary-(NI)/What-s-on-a-label.aspx


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http://www.youtube.com/user/EthicalConsumer

http://www.youtube.com/watch?v=BmnKyhOZkNk

http://www.youtube.com/watch?v=9_XWp5fnXKc

http://www.youtube.com/watch?v=f9l5r8dBoDc

http://www.youtube.com/user/redtractoruk

http://www.youtube.com/user/bordbia

http://www.youtube.com/user/Fairtradefoundation

http://www.youtube.com/watch?v=VGPQoN8VJyY

http://www.independent.co.uk/news/business/news/the-secrets-of-our-supermarkets-8228864.html

http://www.realsimple.com/food-recipes/shopping-storing/more-shopping-storing/grocery-store-layout/produce


Food Safety

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Food Safety

Unit/Option content


Content


Food safety Students should be able to: Describe the

following conditions needed for bacterial growth:– warmth;– moisture;– food;– time; and– suitable pH

range; Discuss the

symptoms, sources and methods of control of the following food poisoning bacteria:– campylobacter;– E.coli;– listeria;– salmonella; and– staphylococcus

Teacher will address the specification and the learning intentions. May use KWL grid as opening activity.Teacher can show BBC Clip – 3 second rule.Teacher explanation of the protection the environmental health practitioner, the FSA Food Hygiene Rating Scheme, the Food Safety order and the Food Hygiene Regulations offer to the consumer in relation to food safety. Deeper discussion and explanation may be necessary to highlight the protection each aspect provides the consumer with.Post it collectionUse Post-its to create a ‘board blast’ of key points gathered from the teaching materials above.Complete journey through food ‘Food Safety Journal’ www.foodafactoflife.org.uk/attachments/84271d50-9835-4b5c845b1689.pdfInterview an Environmental Health PractitionerStudents could prepare questions to ask an Environmental Health Practitioner about their role in relation to food safety.

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http://www.foodafactoflife.org.uk/attachments/84271d50-9835-4b5c845b1689.pdf

http://www.foodafactoflife.org.uk/attachments/84271d50-9835-4b5c845b1689.pdf


Unit/Option content


Content


aureus; Explain food safety

in relation to the following:– food purchase;– food storage;– personal hygiene;

and– food preparation

and cooking; and

Unit/Option content


Content


Food safety (cont.)

Outline the protection that the following offer to the consumer in relation to food safety:– the environmental

health practitioner (EHP);

– the Food

Investigate food hygiene ratingsStudents could investigate the food hygiene ratings at: http://ratings.food.gov.uk. Students should reflect on the impact these ratings may have in relation to a consumer choosing where to eat.PowerPoint presentation and worksheetsTeacher can use the following PowerPoints to provide information:Food Poisoning PowerPoint

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http://ratings.food.gov.uk/


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Food safety (cont.)

Standards Agency’s Food Hygiene Rating Scheme;

– the Food Safety (Northern Ireland) Order 1991; and

– the Food Hygiene Regulations (Northern Ireland) 2006.

www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=132&contentId=815Food Contamination and spoilage PowerPointwww.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=132&contentId=815The four C’S PowerPoint (Food Hygiene)www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=132&contentId=815CampylobacterTeacher provides each student with the campylobacter ‘infographic’ and the four rules to prevent campylobacter www.food.gov.uk/news-updates/campaigns/campylobacter/fsw-2014#toc-3Watch clip on campylobacter www.food.gov.uk/news-updates/campaigns/campylobacter/fsw-2014

ListeriaTeacher provides leaflet on Listeria. www.food.gov.uk/sites/default/files/multimedia/pdfs/publication/over60listerialeaflet.pdf

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http://www.food.gov.uk/sites/default/files/multimedia/pdfs/publication/over60listerialeaflet.pdf


http://www.food.gov.uk/news-updates/campaigns/campylobacter/fsw-2014


http://www.food.gov.uk/news-updates/campaigns/campylobacter/fsw-2014#toc-3

http://www.food.gov.uk/news-updates/campaigns/campylobacter/fsw-2014#toc-3








Unit/Option content


Content


Use worksheets to create learning opportunities and/or to assess understanding of the information from the PowerPoints www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=132&contentId=815Food hygiene worksheet Food poisoning worksheet Food contamination and spoilage worksheetWatch PowerPoint and complete worksheets found at: www.food4life.org.uk/learning-areas/key-stage-4/keeping-food-safe/food-poisoning-the-lawWeb questStudents could research the two different pieces of legislation using the websites below:www.food.gov.uk/northern-ireland/niregulation/niguidancenotes/guidefoodbusniwww.food.gov.uk/business-industry/guidancenotes/hygguidKWL gridComplete ‘L’ section of KWL grid.

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http://www.food.gov.uk/business-industry/guidancenotes/hygguid


http://www.food.gov.uk/northern-ireland/niregulation/niguidancenotes/guidefoodbusni


http://www.food4life.org.uk/learning-areas/key-stage-4/keeping-food-safe/food-poisoning-the-law





Unit/Option content


Content


Food safety (cont.)

Infographic/leafletCreate an ‘infographic’ to incorporate each type of food poisoning – link common symptoms, high risk foods and people at risk.QuizFood Hygiene Quiz www.food.gov.uk/news-updates/campaigns/germwatch/resourcesPast Paper QuestionsCompletion of a range of PPQs. These could be peer marked, self-evaluation to focus on improving individual performance.Hot SeatingStudents agree to sit on the hot seat and take questions from peers and teacher.Self/peer assessmentCarousel activity – what have you learnt in this unit of work? Record information on an A3 page. Pass the sheet to another group and they discuss/evaluate group responses.

PSUICT

Comm – R,PS

SMPS

WOPS

SMWO

Resources www.foodafactoflife.org.uk/www.food.gov.uk/news-updates/campaigns/campylobacter/fsw-2014www.food.gov.uk/sites/default/files/multimedia/pdfs/publication/over60listerialeaflet.pdfwww.food.gov.uk/news-updates/campaigns/germwatch/resources

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http://www.food.gov.uk/news-updates/campaigns/germwatch/resources







Unit/Option content


Content


www.food.gov.uk/northern-ireland/niregulation/niguidancenotes/guidefoodbusniwww.food.gov.uk/business-industry/guidancenotes/hygguidhttp://ratings.food.gov.ukwww.food4life.org.uk/learning-areas/key-stage-4/keeping-food-safe/food-poisoning-the-law

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http://ratings.food.gov.uk/




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Resource Management

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Resource Management

Unit/Option content


Content


Resource management

Students should be able to: Discuss how to

manage time, energy and money for food choice, food shopping, food preparation and food storage for the following groups of people;– people on a low

income;– people living on

their own; and– families with

children; Describe a range of

strategies to reduce food waste; and

Evaluate methods of paying using:

Food WasteTeacher explanation of resource management and the importance of it.Use fact file on food waste to introduce the topic.Discussion of to new and existing methods of payment.Case StudyStimulate interest with real life experiences from the media of: Food poverty Fraud (contactless, credit card fraud)Did you know?www.lovefoodhatewaste.com/content/facts-about-food-waste-1Open lesson with key facts from love food hate waste. Allow discussion.Diamond RankingCreate a ranking activity with a range of foods wasted.Allow students to rank in order of most wasted to least wasted.Discussion should follow into reasons for this.Activity may allow opportunity to discuss date labelling, utilising of ingredients, how to reduce waste

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http://www.lovefoodhatewaste.com/content/facts-about-food-waste-1

http://www.lovefoodhatewaste.com/content/facts-about-food-waste-1


Unit/Option content


Content


– cash;– credit card,

including contactless; and

– debit card, including contactless.

Resource management (cont.)

Scenario CardsStudents state clearly which method of payment would suit for buying a range of goods. A range of scenarios could be given based on income, employment and family circumstances.LeafletCreate a leaflet to advise consumers how to be more resourceful with their food www.lovefoodhatewaste.com/Give students a rubric as success criteria. Assess using rubric.Summary TableComplete summary table highlighting advantages and disadvantages on a range of methods of payment after scenario card activity.

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http://www.lovefoodhatewaste.com/


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Resources www.safefood.eu/Publications/Research-reports/Food-on-a-low-incomewww.lovefoodhatewaste.com/

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http://www.lovefoodhatewaste.com/

http://www.safefood.eu/Publications/Research-reports/Food-on-a-low-income


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Food Preparation

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Planning Framework for GCSE Food & Nutrition

Food Preparation

Unit/Option content


Content


Food preparation, cooking and presentation skills

Students should be able to: Demonstrate the

following planning skills necessary for cooking a range of dishes for a range of contexts in one session:– creating

ingredient, equipment and shopping lists;

– costing a portion, dish and range of dishes and;

– devising time plans that demonstrate sequencing and dovetailing.

Demonstrate the following technical

Teacher demonstrates skill of devising, time plans sequencing and dove-tailing practical activities, takes student through process, allows opportunity to practise using a range of scenarios.Students prepare shopping list, cost per unit, cost used and total cost. Use Microsoft Excel programme.Invite LMC for live cooking demonstration. Students: devise time plans that demonstrate

dovetailing and sequencing.

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Students practise skill at home and send ‘selfie’ with the product to teacher school email – these can be displayed around the classroom.

Allow students opportunity to adapt recipe and suggest improvements if the practical was repeated again.

Use YouTube to watch video on chosen skill and recreate during practical class.

Complete practical activities using a range of cooking methods; making a roux, meringue making, custard making, rolling a roulade or swiss roll,

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Unit/Option content


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Food preparation, cooking and presentation skills (cont.)

skills:– appropriate

selection and use of small and large equipment;

– preparation of equipment

– cooker management; and

– a range of cooking methods.

Demonstrate the following food preparation skills:– weighing and

measuring accurately;

– knife skills for meat, fish and alternatives;

– techniques for preparing fruit and vegetables;

– soup and sauce making;

– combining and shaping mixtures;

making and handling pastry – tartlets and mini quiches.

Use Pinterest social media account to research ways to garnish and present a range of different foods.Students use iPad to make movie, demonstrating particular skill, share with other students using fronter or school VLE.Complete practical evaluation, two skills they completed well and how they would improve if they were to complete the practical again.Students suggest a range of dishes suitable for a range of diet related disorders; diabetes, CVD, obesity and anaemia.

UICT

UICT

SM

SMPS

77


Unit/Option content


Content


– dough making and shaping;

– using raising agents; and

– setting a mixture.


Demonstrate the following skills in the creative presentation of food:– judging and

modifying the sensory properties of dishes;

– presenting and styling finished dishes using appropriate

Complete controlled assessment using marking pro-forma and assessment grids.

PS

78


Unit/Option content


Content


garnishes and decoration to improve aesthetics; and

– demonstrating a suitable choice of cooking and serving dishes.

Demonstrate the ability to:– select and use

ingredients appropriately based on their understanding of food and nutrition;

– use appropriate techniques to plan, prepare, cook and serve a range of meals and dishes;

– work safely and hygienically; and

– work


79


Unit/Option content


Content


independently and make their own judgements.

Resources www.youtube.comwww.pinterest.comwww.bbcgoodfood.comCCEA Controlled Assessment guidance

80

http://www.bbcgoodfood.com/

http://www.pinterest.com/

http://www.youtube.com/

ccea.org.uk · web view2019-09-25 · this specification builds on the learning experiences from...

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