Unit/Lesson Title Food for specific needs – eclairs gf vs Lesson duration 2 hours (double Stage 5 Year 9/10 Class

Year 9/10 Class 9/10 FT

conventional
Rationale
Students continue to use their
understanding of allergens to adapt
recipes to cater for certain dietary
requirements. In this lesson students will
make conventional eclairs while Mr
Phillips makes a Gluten free version. As a variety of foods FT5-3
class students will evaluate and compare
the products.
lesson)
Syllabus Outcomes
- demonstrates hygienic handling of food to ensure a
safe and appealing product FT5-1
- describes the physical and chemical properties of a
- justifies food choices by analysing the factors that
influence eating habits FT5-7
Syllabus Content
- demonstrate safe and hygienic work practices
- discuss the impact of food allergies and intolerances on
an individual’s food choices
- investigate the role of nutritionally modified foods in
meeting the requirements of individuals with
specific needs

- selects and employs appropriate techniques and
equipment for a variety of food-specific purposes
FT5-10
- plans, prepares, presents and evaluates food
solutions for specific purposes FT5-11
- design, plan and prepare safe and nutritious food items
for a specific food need
- demonstrate appropriate selection of techniques and
equipment used in food preparation

Prior Knowledge Risk Assessment Resources

Students have a good understanding of common Hair nets
allergens and kitchen safety. They will use these Potential risks Chux
skills to decipher and discuss who could consume - Slips and trips Aprons
their Eclairs, who couldn’t and how it could be - Cuts – knives Sanitiser
altered to cater to these groups. - Burns – hot surfaces and equipment Handwash
- Covid 19 Pot
Wooden spoon
Minimise and manage risk Measuring cup
- Direct supervision of class Measuring spoons
- No running in the classroom Whisk
- Correct cutting techniques taught Bowls
- Students directed to use oven mits Piping bag and nozzles
- Removal or control of trip hazards Baking sheet
- Electrical appliances tested and tagged Greaseproof paper
 - No food sharing Oven/Stovetop
- Sanitising work surfaces Serrated Knife
- Handwashing for a minimum of 20sec Airing rack
- Social distancing 150g Gluten free flour

Gluten free flour handout

Filigree template

Students
Container
Tea towel
iPad

Learning Outcomes Time Content/Learning Experience Teaching Class Organisation Assessment

Guide Strategies Techniques
Students will cook in
Introduction (Engagement) their designated bays.
Explicit direction Observation
Meet students at the door, remind students on entry they should Bay 5 will use the front
FT5-1 5min
put on PPE, wash hands, and sanitise their workspaces. and prep kitchen
ovens instead of theirs
Reintroduce (dodgy door).
Open their tablets to recipe – reread recipe
5min information
Piping bags on front
bench
Intro to the lesson – today we will be making eclairs and working
Clarifying
on your piping skills. Regardless of allergen everything likes On arrival teacher will
Leaping off point – questions,
something sweet/ experience foods they were once able to have gluten free
discussion feedback
enjoy. Just like in restaurants it has seen the growth of allergen panada already made.
10min
friendly products (lactose, gluten free), so today with the aid of a
few students the teacher will also make a gluten free version of
your eclairs. At the end of the lesson we’ll then compare and
evaluate both types of éclair.
FT5-3
Handout on gf
Handout on Gluten free flours and their qualities – discuss / what
FT5-7 flours
will be used in todays recipe.
FT5-1 5min Observation
Discuss cross contamination – between two batches of eclairs
Discussion
Body (Exploration/Transformation/Presentation)
10min
 - Students collect ingredients set up on the front table
Observation
- Preheat oven 190c, line tray – (note: groups will probably need
to share baking sheets to all fit in ovens (on racks). Don’t use
5min bay 5 oven use front and prep kitchen ovens instead. Observation,
feedback,
FT5-10 - Make Panada, allow to cool. Add eggs one at a time, move to workflow related
10min piping bag questioning

- Teacher will Demo, correct piping technique, using gf recipe. Demonstration Observation
Students then move to their bays and attempt themselves.

Teacher circulates the room checking student progress and re- Observation, one Observation,
FT5-11 demonstrating where needed. on one small group feedback
demonstrations
10min Eclairs all go in together ( oven specific for 25mins) – explain where needed
how escaping steam can effect end product

10min Prick shells and cook for further 10mins, cool on airing rack

FT5-1 Quick clean up – explain the importance of a clean and Observation,

organised work station feedback
Observation,
10min Pastry cream – warm milk mixture, whisk egg mix combine then feedback
cook out, allow to cool.
10min
Transfer pastry cream to piping bag once cool

15min When eclairs are cool cut and fill with pastry cream
Observation Observation
10min Melt chocolate and butter over a double boiler, dip eclairs allow
to set on airing rack

Clean up, pack down, sanitise and complete rostered jobs. Observation Observation

FT5-7 5 mins As a class, students will try their eclairs and a portion of the Discussion, Feedback,
gluten free eclairs. Class will discuss and evaluate. Note the evaluative evaluative
FT5-3 differences texturally and in flavour between the two. Would questioning questioning
students eat a gluten free option? What is the perception of
 Gluten free alternatives? Is it unfounded?

Extension – Using left over chocolate students can practice

making chocolate filigree garnishes – Teacher to demo and
provide a template to go under a sheet of greaseproof
paper

Conclusion

Differentiation
H has a teacher’s aide for practical activities to aide her with
mobility

Regular check ins with C to ensure he is on task

Conclusion (Presentation/Reflection)
The point of this lesson was to highlight the growth of allergen free alternatives on the market in line with the seemingly growing presence of
intolerances. While the products often look quite similar their make up is quite different from flour to flour and how in this recipe we used a blend to try
get a similar result. It is growing food trend due to demand
Table 1 – Lesson plan
Figure 1- Self-reflection page 1

Figure 2 - Self-reflection page 2

Figure 3 - Supervisor feedback sheet 1

Figure 4 - Supervisor feedback sheet page 2

Figure 5 - Supervisors official feedback