Content Area 5 Workbook

Learner Workbook
MNCFE Level 1/2 Technical Award in Food

and Cookery (603/7014/2)
Content area 5: Food preparation, cooking skills and

techniques.
Name Tahreem Monteiro Williams
Teacher
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Introduction
Food preparation, cooking skills and techniques play an important role when creating a
successful dish. This content area will focus on the function of ingredients and the
stages and purpose of a recipe when food is prepared and cooked. You will also learn
about the importance of practice and reflection and how this relates to a dish of a high
standard that can be replicated over time.
By the end of this content area, you will understand how to present completed dishes,
develop garnishing and decorative techniques.
Lesson 1: The purpose of a recipe and factors

affecting the outcome
During this lesson we are going to learn all about the purpose of a recipe and the range
of factors that can affect the outcome. We will also look at why these factors can make a
difference to the outcome of a recipe.
To get started we will kick off the lesson with a short activity.
Starter activity
In this lesson you will be introduced to a lot of new terminology. Complete the
word search below to find out more.
O A B D S E C B H W I E F C O S T S C D E
E V K L E L J E I A A C K L D B E M O H A
F A E O M D A F M S G H A D O S A D N O F
K C M N I N E I G T L J M O E A P I S E C
A Q O B T B O A K E Q A C H R O M C I B L
H M C H N E T P C I H M X T N C A O S G A
B M T S E G M R F A Z B A E I E J M T E D
M E U N V C O P Z M L T R M Z M C S E G B
D A O B O T E O E Q U I P M E N T D N J E
A S E A J K F G B R D B K M B X A R C B C
H U H M C O A H F N A P D A N S O A Y M N
C R T G A F B Z M C X T Q G C L B M O D E
L I G P Z C O D C X B Z U T O L Z E F H U
G N N J A P K U M J A C R R X I C R P G Q
N G I A I O R C S A Q F O H E K F A R T E
I E T K L A O T I M I N G D M S N L A G S
H S A P C I B S T B F H E L B O A N C A H
G L E Y B F A X D P K A I D N B H J T N F
I O P M E T N C Q A R H O A P L K E I D A
E D E A L E I N G R E D I E N T S A C M G
W I R B D A K C B H J A E N D A F C E E B
Here are the words to look out for:
Consistency of Method Waste Weighing

practice
Oven Ingredients Repeating the Costs
temperatures outcome
Oven times Measuring Equipment Skills
Accuracy Timing Sequence
Learning outcomes
You must be able to:
• Identify the purpose of a recipe and the factors that can affect the outcome
of that recipe.
• Describe why three or more of these factors make a difference.
• Analyse a range of ingredients and see how adapting the ratio can change
the outcome.
You may also be able to:

• Explain why different people can follow the same recipe and still get
different outcomes.
Factors that impact a recipe

There are various factors that determine how you or a business would come up with
recipes and a menu. The first part of this lesson will focus on identifying which factors
they are.
Activity 1: Factors affecting a recipe
outcome
Using the word search, find the factors that affect a recipe and its outcome.
In your group write in your workbook how these factors might affect the outcome.
Share with the class.

Factor Outcome
Timing Could be burnt or overcooked
ingredients Different ones will make a difference to

colour, flavour and textue
Method This is not so important howeather in

sauces and baking its very important
Activity 2: The purpose of a recipe

Identify as many purposes of a recipe as you can think of. Why do you think we
need one?
So that the dish is accurate
Consistency of the dish
Analysing an ingredients list

If you have a group of ingredients, there are often many products you can make, for
example, ingredients like mince beef, passata, onions, garlic, stock cube, mixed herbs
can be the base for many products. For example, products like lasagne, bolognaise,
cottage pie, chilli.
Using this premise, think about the ingredients you have been given and could you
make a range of products if they were used in different amounts.
For the next activity you will need to look at the list of ingredients given in your
workbook.
Activity 3: What recipes can you make?

• Look at the list of ingredients given below. What recipes could you make using
the ingredients here?
• Flour.
• Sugar.
• Liquid (egg, milk, water).

• Fat (butter, margarine, lard).
• Pancakes
• schones
• Cakes
• Biscuits
• Cookie dough smoothie

• Using the list of factors from the first activity, which factors would have an
impact on your outcomes when making these products? Write these answers
below.
Stretch and challenge

When using a recipe what should you do before you start?
Progress check
• Name four factors that affect the outcome of a recipe.
Learning recap
Can you now:
Identify the purpose of a recipe and the factors that can affect the outcome
of that recipe?
Describe why three or more of these factors make a difference?
Analyse a range of ingredients and see how adapting the ratio can change
the outcome?
Explain why different people can follow the same recipe and still get different
outcomes?
Home study
Using recipe books and the internet, search for a recipe for each of the following:
• Scones – plain.
• Biscuits.
• Sweet pastry.
• Cakes – fairy cakes.
Then, in your workbook make a note of some of the differences you have seen
between the different recipes.
Lesson 2: Making a range of products to determine
factors affecting outcomes of a recipe
During this lesson we are going to learn all about factors affecting outcomes of a recipe.
You will be given a recipe to study and then you will be given the opportunity to create a
product from that recipe, learning about the factors that can affect your final product.
Starter activity
For this activity, prepare yourselves and your workspace ready for your practical.
Make sure you have:
• Put on your apron.
• Tied hair back.
• Removed jewellery.
• Washed hands.
• Sanitised workspace area.

• Collected the ingredients for your recipe.
Tip
Don’t forget to pre heat your oven to the correct temperature.
Reflective question
Can you think of any other ways in which you should prepare yourself and your
workspace area?
Learning outcomes
• Identify all the stages of the recipe.
• Describe why the outcome you have is perhaps different to that of
someone else’s in the class completing the same recipe.
• Analyse the factors that have affected your outcomes.

• Explain two other factors that may have affected the final product.
Recipe options (ingredients lists)

See ingredients lists below of the four recipe options. Any of the 14 recognisable
allergens are highlighted in bold. Please adjust ingredients to suit you and your family:
Scones
• 250g self-raising flour.

• 40g butter or margarine.
• 125ml semi-skimmed milk.
• 1x5ml spoon mustard powder.
• 70g hard cheese.
To change them to fruit scones, skip the cheese and add 70g sultanas or glace cherries.
Mini fruit cakes

• 100g caster sugar.
• 100g soft margarine.
• 2 eggs.
• 50g dried fruit, e.g. sultanas- check for allergens.
• 12 cake cases.
Cookies
• 225 g plain flour.

• 1 level tsp baking powder.
• 100 g English butter (block type).
• 1 egg
Variations - choose one of the following:

• 50 g coconut.
• 1 tablespoon cocoa.
• Zest of lemon or orange.
• Vanilla essence.
• 1 teaspoon ginger.
Sweet pastry
• 275g plain flour.

• 150g butter.
• 75g icing sugar.
• 2 large egg yolks.
Activity 1: Read through the recipe

You have been given one of the four recipes that is featured above this activity
box. Read through your recipe below to become familiar with the steps.
Each of the recipes should be cooked on separate areas to ensure oven

temperatures are accessible to all.
Methods of recipes
Follow the method of your chosen recipe below:
Scones
• Preheat the oven to 220oC or gas mark 7.

• Prepare a baking tray.
• Put the flour and mustard into the bowl.
• Rub in the butter or margarine into the flour until it resembles breadcrumbs.
• Grate the cheese.
• Stir in the cheese.
• Make a well in the middle of the flour and carefully pour in the milk. (Save just a little
of the milk.)
• Mix to form a soft dough.
• Place the dough on a lightly floured work surface.
• Pat out the dough to about 1½cm thick.
• Shape the scones using a cutter.
• Place the scones on a baking tray.
• Bake for 12-15 minutes, until golden brown.
• Allow to cool on a cooling rack / put in you tub with the lid off and underneath.
Mini fruit cakes
1. Preheat the oven to 200oC or gas mark 6.

2. Place the cake cases in the patty tin.
3. Sieve the flour into the mixing bowl and then add all the other ingredients.
4. Mix everything together until light and fluffy.
5. Stir in the dried fruit.
6. Divide the mixture equally between the cake cases using 2 spoons.
7. Bake for 15-20 minutes, until golden.
8. Allow to cool on a cooling rack.
Cookies
• Sieve flour and baking powder.

• Rub in butter.
• Add all other dry ingredients.
• Beat egg and add to mixture until it makes a soft dough.
• Shape into a long roll, wrap in foil.
• Refrigerate for at least 12 hours.
• Preheat oven 190° C, Gas 5. Oil baking trays, or use baking parchment.
• Slice thinly, place on baking tray with a small amount of space to allow to spread.
• Bake for 10-12 minutes, until golden brown.
• Remove onto a wire rack - they will still be soft but will harden up as they cool down.
• Store in an airtight tin.
Sweet pastry
• Rub the butter into the flour and sugar in a mixing bowl.
• Add egg yolks to bring together to a soft dough.
Activity 2: Health and safety reminders
Follow the recipe given as independently as possible – all recipes should be in the
oven within 20 minutes.
Make sure you wash and clear while cooking and follow all other hygiene, health
and safety rules, recapping on Content Area 1.
Activity 3: Sensory analysis of a range of

products
Using the chart on sensory analysis below, taste the different recipes and record
responses to taste and preference.
This is a two-part process:
• Part one – compare the samples that are supposed to be the same.
• Part two – compare the range of products using the same ingredients.
Sensory analysis chart
Product Colour Flavour Texture Smell
Scones
Mini fruit
cakes
Cookies
Sweet pastry
Progress check
Identify the range of factors affecting the outcome of your products. Share these
answers with their partner.
Feedback to the rest of the class before leaving the classroom.
Learning recap
Can you now:
Identify all the stages of the recipe?
Describe why the outcome you have is perhaps different to that of someone
else’s in the class completing the same recipe?
Analyse the factors that have affected your outcomes?
Explain two other factors that may have affected the final product?
Home study
Select some of the factors below and write a short paragraph about why they
impact your recipe. Choose a minimum of two factors.
Three would be better and for those of you who want to aim higher, pick four.
Factors affecting the recipe:
Time, waste, accuracy, preparation, consistency of practice, ability to replicate the

dish over time and cost.
Factor Short paragraph
Lesson 3: Preparation skills
During this lesson we are going to learn all about the factors that make a dish
appetising. We will also look at adapting a recipe to make it more appealing to the
consumer.
Starter activity
Using the table below, revisit your knowledge from previous Content Areas and
identify which chopping boards you should use for each task.
Clue Answers
We use this one for things that are raw and swim in the
sea. It is the colour…….
Raw meat can be bloody. What colour board would we use

to match this ……
I grow in the soil underground. What colour board would
you use if I was a carrot or an onion?
I am a lettuce, or a tomato and I love the fact that I grow

above the ground, I can see the colour of the grass. What
colour would you use?
Milk and cheese and bread go on me. What colour would
you match with a glass of milk…?
I am a bit odd, but if you think of the fat on cooked meats,

it often has a slight tinge to the colour which board would I
be?
I am a new classification. I am very special and am used
for anything that may cause an allergy. What colour am I?
Learning outcomes
• Identify the factors that make a dish appetising to the consumer and those
that can affect the outcome.
• Describe the different factors identified.
• Analyse a recipe and adapt it to make it more appetising.

• Explain why both at home, and commercially these factors are so
important.
Activity 1: Personal and kitchen hygiene

Personal hygiene and kitchen hygiene is important.
List four hygiene rules for you as a person and four for the kitchen.
The outcome of a dish
When presenting food and planning meals it is important to make them interesting and
appealing to the customer.
Look at the meal below, in Activity 2, and think about the colours, flavours and textures
of the foods and how they may impact on the customer when combined in one meal.
Activity 2: Understanding how sensory

properties affect what we choose to eat
The outcome of a dish is very important – it will determine whether someone
wants to eat it or not.
Look at the dish in your workbook. Describe the texture, taste, appearance and
aroma of each ingredient and explain why this would not be an appetising dish.
Cauliflower cheese:
Ingredients Sensory properties Ideas for adapting the dish

description
Cauliflower.
Poached
white fish.
Mashed
potatoes.
A white
sauce.
Activity 3: Adapting a dish to make it

more appealing
In the table above, explain how to adapt this dish to make it more exciting in the
next column.
What could you change, adapt or add to make this more appetising?
Plating a dish
When plating a dish, the “chef” should consider a range of factors. The overall image is
perhaps likened to it being art on a plate.
The consumer should expect each plated dish of the same product to look the same
and have the same amount of food on it.
They should expect it to be engaging and interesting to the eye. This can be achieved in
many ways.
Activity 4: Plating up a dish – factors to

consider
What other factors may affect the way a dish is plated?
Explain why the following may make a difference:
• Height.
• Where individual items sit on a plate.
• The number of items used – odd numbers always look better.
• The style of plate.
• The colour of the plate.
Other factors Why would this make a difference?
Height. More food to fill you up
Where individual items sit on a Some people do not like things mixed up with
plate. other food
The number of items used – odd So it looks neat and professional

numbers always look better.
The style of plate. the way is plated may enhance the dish
The colour of the plate.
Progress check
What do you think are the important factors to consider when preparing, cooking
and serving a dish? Write these down in your workbook.
Make sure everything is cleaned before starting the dish
Make sure the dish is not overcooked or undercooked so before you start
making your food you should watch an example
Learning recap
Can you now:
Identify the factors that make a dish appetising to the consumer and those
that can affect the outcome?
Describe the different factors identified?
Analyse a recipe and adapt it to make it more appetising?
Explain why both at home, and commercially these factors are so important?
Home study
Using the mini cakes recipe below, find five ways of presenting this dish. Try to
find interesting ones that catch your eye.
Like to do better? Annotate your pictures and explain why you like them. Even
better? Explain how you will make your cakes look appetising next lesson. What
decorations are you using?
You will need to bring these ingredients (pre weighed) next lesson and any
decorations you are using.
Any of the 14 recognisable allergens are highlighted in bold. Please adjust

recipes to suit you and your family.
• 2 eggs.
• 50g dried fruit, e.g. sultanas.
• 12 cake cases.

Find three pictures of your favourite meal and identify the differences in the style
of presentation.
Lesson 4: Baking a standard recipe
During this lesson we are going to complete a practical making mini cakes. The aim of
this practical is to gain an understanding of timings and to build on your knowledge of
factors affecting the final outcome. We will also look at how to further adapt a recipe for
an even better successful outcome.
Starter activity
Make sure you have:
• Tied hair back.
• Washed hands.
• Collected the ingredients for your recipe.
Tip
Don’t forget to pre heat your oven to the correct temperature.
Reflective question
Can you think of any other ways in which you should prepare yourself and your
workspace area?
Cover open wounds with blue plaster
Learning outcomes
• Identify the timings that are required to complete the task.
• Describe the outcome you are expecting.
• Analyse the accuracy of your outcome to expectations, success and room
for improvement.
• Explain how changes/adaptations could be made for the future.
Mini cakes
Ingredients

• 2 eggs.
• 50g dried fruit, e.g. sultanas.
• 12 cake cases.
Equipment
• Weighing scales.
• Mixing bowl.
• Sieve.
• 12 cake cases.
• Patty tin.
• Wooden spoon.
• 2 metal spoons.
• Cooling rack.
Method of recipe
1. Preheat the oven to 200oC or gas mark 6.

2. Place the cake cases in the patty tin.
3. Sieve the flour into the mixing bowl and then add all the other ingredients.
4. Mix everything together until light and fluffy.
5. Stir in the dried fruit.
6. Divide the mixture equally between the cake cases using 2 spoons.
7. Bake for 15-20 minutes, until golden.
8. Allow to cool on a cooling rack.
Activity 1: Reading a recipe and
producing the cakes for baking
Produce mini cakes as independently as possible. Work in pairs if required.
Equipment/ ingredients list, as well as the recipe method can be found in your
workbook above.
Cakes need to be in the oven in the first 20 minutes to enable cook and cool time
– this is time sensitive.
Activity 2: Washing and clearing

Complete washing and clearing activity.
Once you’ve finished this you can start preparing the mini cake decorations – you
may need help from your teacher preparing piping bags or icings.
Activity 3: Photographs
Decorate your cakes and take photographs of your outcomes as a record – you
can add these to your workbook here later.
Progress check
• How did your decoration set your cakes apart from other peoples?
• Why was it so important to get the cakes in the oven as quickly as possible?
Learning recap
Can you now:
Identify the timings that are required to complete the task?
Describe the outcome you are expecting?
Analyse the accuracy of your outcome to expectations, success and room
for improvement?
Explain how changes/adaptations could be made for the future?
Time plans
Time plans are really important as they help us to understand what we are going to do
and when. We will look at time plans in more detail towards the end of this Content
Area, but at the moment we’ll focus on the basics to help you work in a more organised
manner in the next practical’s coming up.
When writing a time plan it’s important to remember to follow these simple rules:
• Use the method within the recipe to help you write up the time plan.
• Always use ten-minute slots and make sure they are in real time.
• Explain each step in the slot in as much detail as you can.
• Remember to include food and personal hygiene procedures.
• Include as many safety points as you can.
• Always put in the important things to remember in the ‘special points’ column, for
example, checking the oven temperature and what coloured board to use.
Home study
Read the above information on time plans. Then use this to write a simple time
plan for today’s practical. Insert more rows into the time plan if you run out of
space.
Time Instruction Special points
For example, 10.20 – Personal organisation • Tie hair back.
10.30 and collect ingredients.
• Wash hands.
• Apron on.
• Fridge 5°C.
• Oven 200°C.
Lesson 5: Peeling, grating and knife skills
During this lesson we are going to learn all about peeling, grating and knife skills. We
will first look at why it is important to peel and grate a certain way with fruit and
vegetables. Then we will look at the different knives that are used in the kitchen and
what jobs they do.
Starter activity
Complete the word search below with words associated with the factors that
should be considered when choosing a knife.
M B F S H A P E A N G A
A C U F A B R Y H E I B
I D N B K L I T M P A S
N G C J E M C I A R E C
T F T Z C N E L K A D I
E B I O J B A I C H F M
N S O N A I L B L S H O
A I N E R A O A G O I N
N A K E H C D R B T J O
C G T B G A F U A W C G
E A K D H E B D E O A R
M C H A N D L E A H B E
Here are the words to look out for:
Size Price Material Shape Function

Maintenance Ergonomics Handle Durability How to sharpen
Learning outcomes
• Identify the factors to consider when choosing a knife.
• Describe why a knife has a specific purpose.
• Analyse the foods that need peeling and the different styles of knives
available.

• Explain why peeling is important to complete as carefully as possible with
as little waste as possible.
Peeling
Peeling is to remove an outer skin. The amount of waste should be minimal.
If too much is peeled, we also lose nutrition as well as increase waste and therefore
loss of profit.
Many nutrients are situated in their highest concentration just under the skin, so we
don’t want to lose them.
Activity 1: Peeling fruits and vegetables

Make a list of fruits and vegetables you could peel.
Why would you peel the fruit and vegetables?
Activity 2: Different knives have

different jobs
• Look at the different pictures of knives and label the ones you know. Use books,
teachers and the internet if you have access to find the names of the others.
Write the answers in the first box underneath the image.
1. 3.
2.
4. 5. 6.
• In the second box underneath the image, identify what each knife would be
used for – fish? Meat? etc.
Sharpening knives
Traditionally we would use steel. Although now there are several easier options on the
market. Here are a couple of examples of knife sharpeners:

Explain what you would do if you or someone else cut themselves.
Progress check
Name three fruits and three vegetables you can peel.
Why is it important to keep a knife sharp?
What may be lost if peeling is not done correctly?

Learning recap
Can you now:
Identify the factors to consider when choosing a knife?
Describe why a knife has a specific purpose?
Analyse the foods that need peeling and the different styles of knives
available?
Explain why peeling is important to complete as carefully as possible with as
little waste as possible?
Home study
Explain why a sharp knife is safer than a blunt one.
Lesson 6: Using knives correctly to produce fine

vegetable cuts
During this lesson we are going to learn all about using knives correctly when producing
fine vegetable cuts. To do this, we will complete a practical where we will practice a
variety of cuts used in vegetable preparation.
Starter activity
Make sure you have:

• Tied hair back.
• Washed hands.
• Collected the ingredients for your practical.
Tip
Have you also collected the correct boards, knives, waste plates/ tubs?
Learning outcomes
• Identify the different cuts used in vegetable preparation.

• Describe when the different cuts could be used.
• Analyse the accuracy of cuts completed and what needs practice.
• Explain why these cuts are important when considering presentation of

dishes.
Activity 1: Blocking off

Notes:
Activity 2: Julienne
Notes:
Activity 3: Macedoine
Notes:
Activity 4: Brunoises
Notes:
Activity 5: Paysanne
Notes:
Progress check
• What is the difference between a Brunoise and a Macedoine?
• Paysanne can be three different cuts – what are they? You could draw them.
• What colour board did you use for your root vegetables today?
Learning recap
Can you now:
Identify the different cuts used in vegetable preparation?
Describe when the different cuts could be used?
Analyse the accuracy of cuts completed – what needs practice?
Explain why these cuts are important when considering presentation of
dishes?
Home study
Complete the chart below on vegetable preparation and explain when you might
use these.
Basic knife cut Example of when this might be

name used
Find out what Chiffonade is. What vegetables could you use this cut on and when
could it be used?
Lesson 7: Skills versus methods of cooking

During this lesson we are going to learn all about the difference between a skill and a
method of cooking. We will develop our knowledge of these by analysing a recipe that
will include a variety of skills and methods.
Starter activity
Discuss the difference between a cooking skill and a method of cooking. Then
feedback to the rest of the class and write a group definition in your workbook.
Cooking skill:
Method of cooking:
Learning outcomes
• Identify the difference between a skill and a method of cooking.
• Describe the different methods of cooking.
• Analyse a recipe and identify how to “upskill” it by adding in skills.
• Explain which skills can be used in a range of dishes.
Activity 1: Identifying skills and methods

in a recipe
Recipe:
Skills used in this recipe:

Methods of cooking used in this recipe:
Activity 2: Methods of cooking

Match the descriptions to the methods of cooking below.
Method Definition
Boiling Using boiling water 100 C to cook vegetable, pasta or rice
Simmering
Poaching
Stir frying To use a wok and a small amount of hot fat to cook meat, fish
and vegetables quickly. A very fast method.
Grilling
Shallow frying Using a frying pan with a small amount of oil to cook meat
and vegetables
Deep frying
Microwaving
Roasting
Steaming
Sautéing
Baking
Stewing
Braising Using fat on a piece of meat or vegetables and cooking in the
oven at a high temperature.
Pot Roasting
En Papilote
Casseroling
Copy and paste these definitions below into the correct box above.
Using boiling water 100 C to cook vegetable, pasta or rice

Using fat on a piece of meat or vegetables and cooking in the oven at a high
temperature.
Using a frying pan with a small amount of oil to cook meat and vegetables.
To use a wok and a small amount of hot fat to cook meat, fish and vegetables
quickly. A very fast method.
Using direct heat form the grill. Food will need to be turned to cook both sides.
To cook meat or eggs in water. The product must touch the water for it to be
poaching.
A large vat of oil is used to submerge the food in. It should be regulated carefully
with a thermostat and supervised.
Using the microwave to cook a product. This is a fast and clean method.
To gently cook in water that has not reached boiling point.
The products are placed in a pan with hole in it over a pan of boiling water and
covered.
Using a small amount of alcohol or other liquid to complete the cooking of piece
of pan-fried meat or vegetables.
Cooking a product in dry heat in the oven – such as bread or cakes.
Cooking meat and vegetables in a stick for a long time in the oven.
Using a small amount of butter to gently colour and soften products such as
potatoes or onions.
Placing the meat and the vegetables in a covered dish and using a lo9ng slow
cook time in the oven.
Cooking vegetables or fish in a paper parcel in the oven.
Using a liquid to protect a long slow cook. This is traditionally done on the hob
but can be done in the oven.
Activity 3: Cooking skills
Make a list of the skills that have already been covered in this course. Decide
which ones are more difficult than others. They could be ordered as low, medium
and high order skills.
Baking-hard
Simmering- medium
Bolling
Sir frying

Give an example of one or more dishes that could use the skills above.

Look at another recipe that you would like to cook. Can you upskill it by adding
skills rather than using a bought product?
Activity 4: Skill definitions
There are several skills which are often used in cooking.
For each of the definitions below, give an example of a dish or action that would
explain what is happening.
Skill Example of dish or action

Creaming butter cream
Rubbing in biscuits
Whisking Whipped cream
Kneading Bread
Grating cheese
Marinating chicken
Basting steak
Blanching Tomatoes
Progress check
• Name three moist methods of cooking.
Bolling steaming simmering
• Name three dry methods of cooking.

Baking
Roasting
grilling
• Name three skills that you have used.

Baking
Bolling
Grilling
Learning recap
Can you now:
Identify the difference between a skill and a method of cooking?
Describe the different methods of cooking?
Analyse a recipe and identify how to “upskill” it by adding in skills?
Explain which skills can be used in a range of dishes?
Home study
Find out what Gelatinisation is and write a description below.
Also, don’t forget to collect your ingredients for next lesson’s practical – Cheesy
Leek Gratin.
Any of the 14 recognisable allergens are highlighted in bold. Please adjust recipe
to suit you and your family.
Ingredients
• 3-4 leeks
• 40g butter
• 40g plain flour
• 400ml milk
• 130g strong cheddar cheese
• 1 tsp mustard
• 2 slices of bread
• 1 tbsp olive oil
• Oven-proof dish – to cook this in at home.
Tip
Storage/reheating instructions
Cheesy Leek Gratin needs to be stored in the fridge in a sealed container at 0-
5°C. It can be saved for up to 48 hours as long as the ingredients would still be
within the use by dates.
Lesson 8: Cheesy leeks practical

During this lesson we are going to focus on repeating knife skills, making a roux/ all in
one sauce and blanching, gratin and boiling.
Starter activity
Make sure you have:
• Tied hair back.
• Washed hands.

Please also make sure that you have this equipment:
• Chopping board.
• Anti-slip mat.
• Large knife.
• Wooden spoon.
• X2 saucepans.
• Colander.
• Tablespoon.
• Food processor.
• Small bowl.
Learning outcomes
• Identify the separate skills involved in the recipe and the methods of
cooking.
• Describe how to make a roux sauce.
• Analyse how well the dish was made.
• Explain what you would need to do next to improve or adapt your work.
Cheesy leeks ingredients list

• 3-4 leeks
• 40g butter
• 40g plain flour
• 400ml milk
• 130g strong cheddar cheese
• 1 tsp mustard
• 2 slices of bread
• 1 tbsp olive oil
• Oven-proof dish – to cook this in at home.
Cheesy leeks method

• Put a pan containing 3cm water on to boil. - This is a method of cooking
looked at last lesson 100C rolling boil required.
• Wash the outside of the leeks.
• Slice leeks using the claw grip. Place in the colander and wash thoroughly.
Leeks are washed before and after slicing to remove dirt and to reduce the
risk of bacterial contamination. Also, to improve customer satisfaction.
• Add to boiling water. Blanch for 5 minutes. Drain well and put into your serving
dish. Leeks are blanched – part cooking to soften the cellular structure so
they are not tough when eaten. They are only part cooked as they will do
more cooking when baked in the oven.
• Grate the cheese and divide it into two piles. Grating ensures the cheese
will be evenly distributed and will melt quickly into the sauce.
• Melt butter in a saucepan. Add flour and cook for 1 minute to make the roux.
Melting the butter gently is important. If it is overheated, it will burn and
blacken, giving a bitter taste. The melting of the butter enables it to be
absorbed by the flour rather than coating it. The cooking of the “Roux” will
enable the starch molecules to start to expand and be ready to gelatinise
when reheated with the liquid. So, thicken the sauce.
• Take the pan off the heat and gradually add the milk a little at a time, stirring well
to avoid lumps. The cold milk is added gradually so that it is blended with
the roux. This enables the roux to be evenly distributed throughout the
mixture. The starch in the flour will be floating through the liquid.
• When all the milk is added, return to the heat and cook gently, stirring to prevent
lumps. Stirring continuously until the sauce boils and thickens is important.
At approximately 82 degrees the starch molecule will swell to 5 times their
original size and absorb the milk. This is how the sauce thickens and is
called gelatinisation. Overheating the sauce and not stirring at the start will
result in a thick lump or lumps throughout the mixture.
• When the sauce is well thickened and bubbling, add mustard, half the cheese
and season with salt and pepper. To cook out the floury taste it is important
to keep the sauce at boiling for about a minute. The mustard will add
flavour and pull out the flavours of the Cheese. To reduce fat content use
less of a stronger flavoured cheese.
• Pour the sauce over the leeks and mix gently. This will incorporate all the
ingredients and give an even product ensuring all consumers get the same
experience.
• Blitz the bread in the food processor, add the oil and the remaining cheese and
blitz briefly to mix. By blitzing the bread, the structure is broken into
breadcrumbs. This will mix well with the grated cheese. The small amount
of olive oil will ensure the Gratin has a slight crunch when cooked.
• Spread breadcrumb topping on top of the leek mixture. This forms a GRATIN, a
crispy crunchy layer which adds colour, flavour and texture to another wise
plain dish.
• Bake at 200⁰C for 20-30 minutes until the sauce is bubbling and the topping is
crispy. Baking in a hot oven will enable the leeks to continue cooking, will
soften the sauce and will ensure the gratin becomes crispy.
Activity 1: Practical – Cheesy leeks

Follow the recipe above to identify the separate skills involved in the recipe and
the methods of cooking.
Progress check
• What is a roux?
• Why do we need to blend the milk in cold?

• At what temperature do starch molecules burst?
• Starch molecules swell to how many times their original size?
Learning recap
Can you now:
Identify the separate skills involved in the recipe and the methods of
cooking?
Describe how to make a roux sauce?
Analyse how well the dish was made?
Explain what you would need to do next to improve or adapt your work?
Home study
Identify the skills and methods used whilst cooking in today’s practical, Cheesy
leeks.
Extend – How did you eat yours? What did you serve it with?
Extend again - How appealing did you make your plate – explain how or add a
photograph / sketch and annotate to explain.
Lesson 9: Dry and wet methods of cooking

During this lesson we are going to learn all about the difference between dry and wet
methods of cooking and look at a range of recipes that use these methods.
Starter activity
When cooking food, we think about either dry or wet methods of cooking.
In your workbook, using two different colours, highlight what cooking methods you
think are dry and wet.
Method Answers
Dry
Wet
Boiling Frying En paupiette
Baking Braising Casserole
Stewing Poaching Deep and shallow and stir fry
Toasting Simmering Pot roasting
Roasting Sautéing Grilling
Once you’ve discussed these with your class, write the correct answers in the
answer’s column above.
Learning outcomes
• Identify the difference between dry and wet methods of cooking.
• Describe which recipes/dishes use which methods.
• Analyse a recipe and explain why each is used.

• Explain which method takes longer and why it is used for certain recipes.
Activity 1: Differences between dry and

wet
Fill in the differences between dry and wet methods of cooking.
Method Differences
Dry
Wet
Activity 2: Dishes using dry and wet

Look at the chart below. Which dish would use dry methods, and which would use
wet.
Do some use both?

Dish Method of cooking
Stew.
Pancakes.
Bread.
Stir fry.
Curry.
Moussaka.
Chicken and ham pie.
Cheesy leeks.
Dry and wet cooking methods
Dry cooking methods are faster. An example of dry cooking is frying, which comes in
many forms –shallow, deep and stir.
Some of the wet methods of cooking can take a very long time and we would struggle to
do them in school – perhaps you could help someone at home to make a casserole or a
stew and practise some of your other skills, too.
Activity 3: Methods of frying

Look back in your workbook and find the definitions for stir fry/ shallow fry and
deep fat frying. Copy the definitions below.
Stir fry
Shallow fry
Deep fat frying
For each method of frying, give an example of at least one dish. You should try to
come up with two. Feedback to the group.
After the class discussion, add anything you didn’t write down in your workbook.
Activity 4: Safety when frying
Think about what the safety rules for frying are – think back to Content Area 1.
Write these in your workbook and check and amend with your teacher.
Activity 5: Stir fry and time plan

Task 1: Use the lists in your workbook and design a stir fry for next week’s lesson.
You should think about all the things we discussed about colour, flavour and
texture. Your food needs to be appealing.
Think about portion sizes and ratio of each food, too. For example, you don’t want
a stir fry that only tastes of carrots because you added too many.
Task 2: Make a time plan using the template below. This will be completed for
your home study task.
Think about how long items take to cook. For example, should you prepare
everything and then start frying? Do your noodles need soaking or boiling so they
are ready?
Make sure you also have your ingredients written down for next lesson.
Stir fry time plan

Use this template below to create a time plan for your stir fry in next lesson’s practical.
Add additional rows to the time plan where required.

Progress check
• Name three methods of frying.
• Why is it important to prepare all the ingredients before stir frying?
• When choosing your components for the stir fry what should you consider?
Learning recap
Can you now:
Identify the difference between dry and wet methods of cooking?
Describe which recipes/dishes use which methods?
Analyse a recipe and explain why each is used?
Explain which method takes longer and why it is used for certain recipes?
Home study
Complete the time plan above for next lesson – Stir fry. Add as much detail as you
can – it will help you to work more efficiently.
Remember to also bring ingredients for the stir fry next lesson and a tub to
take it home in.
Lesson 10: Stir fry practical

During this lesson we are going to practise our knife skills and order of a recipe. We will
also discover why it matters which ingredients are cooked first.
Starter activity
Make sure you have:
• Tied hair back.
• Washed hands.
• Wok or deep-frying pan.
• Appropriate chopping boards.
• Spatula.
• Sharp knives/ knife.
• Waste plate.
• Tin opener.
• Peeler.
• Grater.
• Saucepan.
• Colander.
Learning outcomes
• Identify the correct order to cook ingredients in.
• Describe the skills used in terms of low, medium and high order.
• Analyse your dish for colour, flavour, texture customer satisfaction.
• Explain why different foods take longer to cook.
Activity 1: Vegetable preparation

Prepare all of the vegetables ready for use. Refer to your time plan for support.
Use the correct terms, for example, Baton, Julienne, Paysanne.

Activity 2: Meat and meat alternatives
preparation
Now prepare the meat, or alternatives. Refer to your time plan for support.
Again, use the correct boards and consider cross contamination. Refer to Content
Area 1.
Activity 3: If using noodles prepare

water to bring to boil
If using noodles, you will need to ensure a pan is on for boiling water.
Refer to your time plan for support.
Activity 4: Frying safely?

Ensure that you are frying safely – think back to lesson 9. What are the top rules
you should follow? Take it in turns to tell your teacher.
Activity 5: Making the stir fry

Prepare the stir fry using the time plan as support.
Activity 6: Clear and tidy

Clear and wash and put away using the normal hygiene rules. Again, refer to
Content Area 1.
Stretch and challenges
Why did you choose to use this meat today?
How could you make this more colourful? Could you add different vegetables to it
to give a wider range?
Progress check
• What order should you cook your stir fry in?
• Which high order skills did you use today?

Learning recap
Can you now:
Identify the correct order to cook ingredients in?
Describe the skills used in terms of low, medium and high order?
Analyse your dish for colour, flavour, texture customer satisfaction?
Explain why different foods take longer to cook?
Home study
Answer the questions below about the stir fry that you made in this lesson.
• What did you like about your stir fry?
• What would you do differently?
• Did you cook the items in the correct order?
• Did it look appealing? If not explain how you could improve on this.
Lesson 11: Marinating, blanching and basting
During this lesson we are going to learn all about marinating, blanching and basting.
Your teacher will show you a series of demonstrations in this lesson to support you with
your learning. You will be encouraged to taste the marinade (check allergens), versus
the plain food, so please do get involved in this lesson.
Starter activity
Try and explain each of these terms. Write the answers in your workbook.
Terms Explanation
Marinade.
Infuse.
Baste.
Blanch.
Learning outcomes
• Identify the definition of each term.
• Describe how they may be used.
• Analyse the difference between the plain foods and the marinade and
basted foods.
• Explain what the different processes do to the food.
Activity 1: Marinade
Look at the pre-marinated chicken/tofu. Add the information into the function
column of your workbook.
Watch how to make up the marinade to show how simple it is.
Ingredient Function
Lemon juice
Turmeric
Garlic
Salt and pepper
Oil
Blanching versus boiling

As part of the second demonstration, your teacher will demonstrate blanching.
They will then demonstrate boiling and talk to you about the differences between
blanching and boiling.
Activity 2: Blanching versus boiling

Whilst your teacher is completing this demonstration, record the theory in your
workbooks.
After the demonstration, record the difference in colour, flavour and textures.
Activity 3: Basting
Now your teacher will show you a demonstration on basting.
Please record the theory and the differences you see between this and a pan-fried
piece of food.
Progress check
• Describe an example when blanching would be used.
• Why would a product be basted?

• What does a marinade do to a product?
Learning recap
Can you now:
Identify the definition of each term?
Describe how they may be used?
Analyse the difference between the plain foods and the marinated and
basted foods?
Explain what the different processes do to the food?
Home study
En papillote is a method of cooking mentioned in class. It means to wrap in paper
and bake.
Using paper, make a paper parcel that would not come undone in the oven, when
the food is cooking. Place your outcome in your workbook.
Lesson 12: Functional properties of foods

During this lesson we are going to learn all about the difference between a functional
property and a working characteristic. We will also look at the range of characteristics
and we will look at how this links in with the methods of aeration.
Starter activity
Consider the list of words below.
List of words in workbook:
Running, walking, swimming, breathing, talking, thinking, riding a bike and

researching.
• Highlight the ones you can do.
• Circle the ones you are actively doing now.
• Could you still do the ones that are just highlighted if you had a try?
Learning outcomes
• Identify the difference between a functional property and a working

characteristic.
• Describe the range of characteristics to be studied.
• Analyse the different methods of aeration.
• Explain why it is important to trap air in some mixtures and how this is
stabilised.
Activity 1: Definitions
In your workbook, write down the definitions of the following:
• Functional properties.
• Working characteristics.
Functional properties.
Working characteristics.
Activity 2: Functional properties

In your workbook, complete the following activity to fill in the missing words. They
are all functional properties that are important to understand.
_ _ _ATION – the addition of air to a mixture.
GEL_ _ INI_ _TION or thickening – is when starch granules are heated in a

liquid and absorb the liquid to thicken the product.
S_ _ _TENING – fats or oils coat the flour and prevent gluten from forming.
SE_ _ ING – combining ingredients with a setting agent.
Activity 3: Match up
Match up the correct terms and definitions in the table below. Copy and paste if
working on a computer.
Term Definition
Aeration Means to add air to a product to make it lighter and fluffier.

This can be done in several ways
Mechanical Whisking an egg white or whipping cream. OR creaming a
cake mixture like a Victoria sponge.
Biological Enabling yeast to grow and reproduce. While it does this it
gives off a gas which helps the bread to rise.
Chemical Adding a chemical like baking powder which when heated
gives off a gas so helping a product to rise.
Definition
Adding a chemical like baking powder which when heated gives off a gas so
helping a product to rise.
Means to add air to a product to make it lighter and fluffier. This can be done in
several ways.
Whisking an egg white or whipping cream. OR creaming a cake mixture like a
Victoria sponge.
Feedback to class for corrections.
Tip
Work in pairs for additional support.
Activity 4: Mechanical
Annotate and highlight key facts and information in the text below.
Creaming
The fat and the sugar combine and are creamed. This softens the fat and dissolves the
sugar. The creaming happens best when the fats are at room temperature. If the fat is
too cold, it has poor plasticity (it is not so easy to move) and cannot soften and trap as
much air and if it is too warm then it is too liquid to trap as much air. As the creaming
takes place pockets of air are trapped and the mixture will become light and fluffy. The
colour of the mixture will also change as the addition of air changes the light refraction
through the product. When the cake is baked in the oven the proteins in the eggs and
the flour will coagulate and set forming a structure. This will trap the gas in the risen
cake. Proteins are stretchy so they will stretch as the gas expands so giving a light and
airy mixture.
Whisking
Whisked sponge – the eggs provide protein. These proteins are unravelled by the
whisking process, they then reconnect and trap the air, which is being incorporated. The
eggs lighten the mixture in both colour and texture. The mixture of sugar and egg
should be whisked until Ribbon Stage – a trail will be left behind by the whisk when
lifted. This will ensure that all of the sugar has been dissolved into the egg and will
prevent a grainy texture when cooked. When using a whisked mixture, the egg protein
and the protein in the flour will set and coagulate in the oven. This will trap the risen air
within the product so raising the mixture. Proteins are stretchy so they will stretch as the
gas expands so giving a light and airy mixture. Especially in a whisked sponge or a
meringue mix until the proteins have coagulated the mixture is unstable. Think about the
bubbles in your bath. They are easy to pop and release the air from. The unstable
mixtures are the same until the protein sets.
Whipping cream – When whipping cream, the fat molecules collide and as they do so
they stick together, in-between them they trap air, and this lightens and aerates the
cream making it grown in volume. Over whipping will result in the fat molecules crushing
together and butter will be made instead.
Biological – yeast
This is used in bread making or other sweet doughs such as Chelsea buns or cinnamon
buns.
Yeast is a living organism. There are different types of yeast – fresh, quick acting and
dried. The quick acting is the easiest to use.
When yeast has the correct conditions, it will grow these are – time, warmth, food and
moisture. It reproduces by budding. As it buds it gives of a gas – CARBON DIOXIDE or
CO2 The CO2 rises in the warmth of the product and pushes the mixture up. The
proteins stretch around it and trap the CO2. When the dough is cooked the gas like all
gases expands and rises so raising the mixture. At approximately 55-60 degrees C the
yeast is killed off. The proteins set (coagulate) and trap the gas.
Chemical – Baking powder

Baking powder is a mixture of two chemicals and a stabiliser. The chemicals are called
Cream of tartar (an acid) and Bicarbonate of soda (an alkali). The stabiliser is a filler to
stop the other two reacting in the tub.
Cream of tartar has no ability to raise a product on its own, but it is important because it
stops the Bicarbonate of soda from leaving a soapy taste and a yellow colour in the
product. When Baking powder is in the presence of moisture it will start to react and
give off some CO2. It will react again when heat is applied – in the oven. That is why
you need to get a cake in as quickly as possible to get the best rise. AS in the other
methods this is unstable until the proteins have coagulated or set to trap the air in the
mixture.
Stretch and challenge - put some bicarbonate of soda in some warm water and see
what happens, repeat with baking powder. Record what you see.

Why don’t you try having a go at making bread dough at home.
Progress check
Name the three methods of aeration.
Give an example of a recipe that uses each of the three methods.
Learning recap
Can you now:
Identify the difference between a functional property and a working
characteristic?
Describe the range of characteristics to be studied?
Analyse the different methods of aeration?
Explain why it is important to trap air in some mixtures and how this is
stabilised?
Home study
Have a look in your fridge and cupboards at home, then plan a meal that you
could make, just using the ingredients you have.
What dishes could you make? What ingredients are needed?
In addition, remember to collect ingredients for next week’s lesson. The

ingredients list can be found in your workbook, below.
Any of the 14 recognisable allergens are highlighted in bold. Please adjust the
recipes to suit you and your family.
Option 1: Cheese roller ingredients
• A little butter for greasing.

• 2 tbsp freshly grated parmesan.
• 50 g fresh white breadcrumbs.
• 175 g finely grated Gruyere or mature cheddar cheese.
• 4 large eggs, separated.
• 150 ml/¼ pint single cream.
• Salt and black pepper.
• 2 pinches cayenne pepper.
• 2 tbsps warm water.
Filling:
• Mayonnaise for spreading.
• Rocket and watercress or iceberg lettuce. Chopped.
• Cherry tomatoes, halved Cucumber, peeled and chopped.
• Small chopped fresh herbs (optional).
• Drizzle balsamic (optional).
Option 2: Chocolate roulade ingredients
• 100g plain chocolate with 60% cocoa solids.

• 4 medium eggs, separated.
• 100g caster sugar plus a little for sprinkling.
Filling:
• 270-300ml double cream.
• 2 tbsp icing sugar.
• 230g raspberries.
• Icing sugar to dust.
• Cocoa powder to dust.
Option 3: American pancakes ingredients
• 2 large eggs.
• 90 ml milk.
• 100g blueberries.
• 1 pinch salt.
• 20g butter – for frying.
Lesson 13: Practical – using mechanical aeration

During this lesson we are going to learn about the use of mechanical aeration. You will
complete a practical production on either the Cheese Roller, Chocolate Roulade or
American Pancakes. This will help you to understand how aeration works when making
your product.
Starter activity
Make sure you have:
• Tied hair back.
• Washed hands.
Please also ensure you have this equipment ready for the dish you will be making
in class today:
Cheese Roller Chocolate Roulade American Pancakes

Handheld electric whisk. Handheld electric whisk. Large bowl.
2 large bowls. Metal or glass bowl. Small bowl.
Spatula or wooden. Other large bowl. Frying pan.
Spoon. Spatula. Spatula.
Parchment paper. Saucepan. Plate.
Swiss roll tin. Swiss roll tin.
Green chopping board. Parchment paper.
Sharp knife. Damp tea towel.
Palette knife. Palette knife.
Damp tea towel.
Tub to take it home in.
Learning outcomes
• Identify the method of aeration being used.
• Describe how to make your product.
• Analyse the product with reference to presentation, colour, flavour, texture.
• Explain how the aeration is happening.
Activity 1: Practical production of chosen

recipe
Complete your practical production of the chosen recipe. Use the method in your
workbook, below, to support you.
Anything that is highlighted in bold on the method is the science part and is useful
to understand for each step of the process.
Cheese Roller
Method
• Butter a 35 x 27 cm/14 x 10½ in Swiss roll tin. Line with baking paper slightly larger
than tin Press into corners to make little rim. Sprinkle half the Parmesan evenly over
it. The lining of a tin is important as this ensures the mixture is able to be
removed easily.
• Preheat oven to 200°C/gas 6.
• Mix breadcrumbs, Gruyere/Cheddar cheese. Egg yolks, cream, seasoning and
cayenne. Stir in water. Ensure these ingredients are combined well to ensure
even distribution. It would be advantageous if students brought the cheese and
breadcrumbs (fresh) in pre done.
• Whisk egg whites till stiff. Fold into cheese mix with metal spoon using light scooping
movements to retain air. Whisking the egg whites will cause the egg proteins to
stretch and break. Proteins are in long strands of amino acids, (link to unit 3)
and do not like to be broken they reconnect and form new bonds. Each time
this happens more air is trapped. This causes the egg whites to foam and
become stiff. When adding them to the firmer egg yolk mixture remember to try
and break as few of the bonds as possible or air will be lost. Remind students
about soap bubbles from last lesson.
• Spread lightly and evenly over tin. Pour mixture and tilt tin to level rather than
spreading will reduce the amount of bubbles that are broken.
• Bake 10-15 minutes till risen and springy. Remove to rack.
• Prep salad ingredients – these should be prepared while it is cooking as when it
comes out of the oven it will need handling immediately to ensure a good roll.
Salad pieces need to be small – cucumber as brunoises, tomatoes as small
pieces as possible, lettuce chiffonade. Repeat of skills from vegetable lesson.
• Sprinkle remaining Parmesan over another piece of baking paper the size of your tin.
Turn roulade over onto cheese. Placing a damp tea towel under the parchment
will assist rolling and keep the moisture and heat in the product.
• Peel paper off. Spread light layer of mayo and salad, drizzle balsamic. As with a
Swiss roll trim the edges and put a small indentation at the top edge to assist
the roll. By removing the crust on the long edges, a roll will be easier to
achieve.
• Use paper to help roll roulade from one end to make a clumsy roll - if may crack and
spill, but no problem. Pulling the paper up at a 45-degree angle will assist an n
efficient roll. Leave the paper wrapped around to assist a firm set.
• Lift onto plate. Get some leaves on there. Slice and serve with warm bread and
more salad.
Chocolate Roulade
Method
• Grease a non-stick baking paper and line a 23x33 cm Swiss roll tin. Preheat the oven
to gas 4, 180°C, fan 160°C. The lining of a tin is important as this ensures the
mixture is able to be removed easily.
• Melt the chocolate over a pan of gently simmering water. This called a Baine Marie.
The steam from the water heats the bowl. By reducing the contact of direct
heat the chocolate will melt and not burn. The water should not touch the
bottom of the bowl over it.
• Place the egg whites in a large grease-free bowl and using an electric whisk, whisk
them until they form soft peaks. Set aside. Whisking the egg whites will cause the
egg proteins to stretch and break. Proteins are in long strands of amino acids,
(link to unit 3) and do not like to be broken they reconnect and form new
bonds. Each time this happens more air is trapped. This causes the egg whites
to foam and become stiff. When adding them to the firmer egg yolk mixture
remember to try and break as few of the bonds as possible or air will be lost.
Remind students about soap bubbles from last lesson.
• Place the egg yolks and sugar in a large bowl and stand it over a pan of simmering
water. Whisk until the eggs are fluffy and thick enough to leave a trail when the whisk
heads are lifted from the mixture. Stir in the chocolate then gently fold in the egg
whites. When whisking the egg yolks and the sugar it can be done without the
heat. There should be no grainy texture left from the sugar. They will become
pale and lighter in texture, Fold in the chocolate until an even colour is
achieved.
When adding them to the firmer egg yolk mixture remember to try and break as
few of the bonds as possible or air will be lost. Remind students about soap
bubbles from last lesson.
• Pour into the prepared tin and bake for 20-25 mins or until the centre springs back
when lightly touched with your finger. Pour mixture and tilt tin to level rather than
spreading will reduce the amount of bubbles that are broken.
• Whilst the cake cooks, lay a sheet of non-stick baking paper out on the work surface
and sprinkle with a little caster sugar. Tip the roulade out onto the paper, carefully
peel away the lining paper, trim the edges then cover the roulade with a clean, damp
tea towel. Leave to cool.
• Whip the cream and icing sugar until it forms soft peaks; gently fold in half the
raspberries. Spread the cream mixture over the roulade, scatter over the remaining
raspberries, then starting from one of the narrow ends, and carefully roll up the
roulade using the paper to help. Transfer to a serving plate and dust with a mixture of
icing sugar and cocoa. Remember when whisking the cream, it will whip more
quickly at room temperature as the fat molecules are warm and combine more
easily. Encourage learners to stop before they think they need to especially if
using an electric whisk to ensure they do not cause over whipping.
American Pancakes
Method
• First separate the eggs, putting the whites into a small plastic bowl and the yolks into
a large mixing bowl. Do this individual as a contaminated egg white will not
whisk.
• Add a small pinch of salt to the egg whites and whisk until they form stiff peaks. .
Whisking the egg whites will cause the egg proteins to stretch and break.
Proteins are in long strands of amino acids, (link to unit 3) and do not like to be
broken they reconnect and form new bonds. Each time this happens more air
is trapped. This causes the egg whites to foam and become stiff. When adding
them to the firmer egg yolk mixture remember to try and break as few of the
bonds as possible or air will be lost. Remind students about soap bubbles from
last lesson.
• Add the flour to the large mixing bowl with the yolks and gradually add the milk,
whisking well as you go, until you have a smooth batter. Make sure there are no
lumps. The starch in the flour is absorbing the liquid. However, it will not swell
as it is cold.
• Add one third of the stiff egg whites to the batter and mix in robustly. When the
mixture is smooth, gently fold in the remaining egg whites using a large metal spoon.
When adding them to the firmer egg yolk mixture remember to try and break as
few of the bonds as possible or air will be lost. Remind students about soap
bubbles from last lesson.
• Melt half of the butter gently in a frying pan, then add spoonful’s of batter around the
pan in a clockwise direction, allowing room for the pancakes to spread. Add 3-4
blueberries per pancake. Reduce the heat to prevent the butter from burning. Butter
has a low flash point. It will burn very easily so control of the pan temperature
is very important. If the butter burns the pan will need cleaning and restarting.
• When bubbles appear on the surface of the pancakes and they start to change from
shiny to slightly matt on the surface, flip the pancakes over and fry on the other side
until fully set and golden. The drying is the setting or coagulating of the proteins
in the egg and the flour. This will trap the air and result in alight fluffy product.
Learners may notice that as they cook the first side, they see bubbles pop
before the proteins set.
• Remove the cooked pancakes to a warm serving plate and repeat until all the
pancake batter is cooked.
• Serve with maple syrup or golden syrup or natural yoghurt.

How could you present this dish in a restaurant? Draw your ideas.
Progress check
• When the egg whites are whisked what is stretching to capture the air?
• Why is it important not to “spread” the mixture but to allow it to flow?
Learning recap
Can you now:
Identify the method of aeration being used?
Describe how to make your product?
Analyse the product with reference to presentation, colour, flavour, texture?
Explain how the aeration is happening?
Home study
Draw a series of diagrams to show what happened when you whisked the eggs.
For help, you may need to look this up on the internet.
Annotate in full to explain what is happening.

Lesson 14: Thickening of sauces, shortening and
setting a product
During this lesson we are going to learn all about how different sauces can be
thickened, how ratios help us when learning to shorten a product and we will learn what
you can use to set a product.
Starter activity
Write the definitions in the blank spaces below. Try not to look back in your
workbook.
Words Definition
Functional functional properties describes how

characteristics ingredients behave during preparation and
cooking, how they affect the finished food
product in terms of how it looks, tastes, and
feels.
Working properties how the ingredient behaves, its performance or how it

is used to its best advantage, when in a recipe cooked
on its own, or as an accompaniment
Learning outcomes
• Identify how different sauces can be thickened.
• Describe why a higher fat content would make a product shorter.
• Analyse a recipe to identify the working characteristics that are being used.
• Explain how gelatine and eggs set a product.
Thickening
This is making a runny product into a thickened one. There are a number of methods
we can use. Here are some examples below:
• Roux sauce.
• Blended sauce.
• Reduction.
• Egg set (custard).
• Emulsion (mayonnaise).
Activity 1: Skills check

Look at lesson 7 in the workbook on skill levels. What skill level are the 5 sauces
mentioned above this activity?
• Roux sauce
• Blended sauce
• Reduction
• Egg set
• emulsion
Which one would you use in the practical exam?

Roux sauce
This is a high order skill. The longer you cook the roux the nuttier the flavour and the
darker the roux becomes.
You would use the darker colour for meat and ale-based sauces or gravies, where a
brown colour is more appropriate. This is called a Veloute.
A roux blended with milk is called a Béchamel – like used in the cheesy leeks recipe.
The thickening of the sauce happens when the sauce is heated.
At approximately 82 degrees the starch molecules will swell to 5 times their original size
and absorb the milk. This is called gelatinisation.
Overheating the sauce and not stirring at the start will result in a thick lump or lumps
throughout the mixture.
Blended sauce
Blended sauce is a medium order skill.
The corn flour or arrowroot is blended with cold water, or it goes lumpy. When heat is
applied, like the roux, it must be stirred continuously to prevent lumps.
Again, the starch molecules burst at approximately 82 degrees and swell to 5 times their
original size soaking up the liquid and thickening the sauce. Cornflour will always give a
more gelatinous mixture as it has higher starch content than ordinary flour used in a
roux.
Activity 2: Differences between cornflour

and arrowroot
Look at the two sauces made with arrowroot and cornflour.
What differences can you see in colour? Give an example of a dish suitable for
cornflour and one for arrowroot.
Carrot cake pancake
arrowoot
Reduction
Reduction is a low order skill. It means to reduce the amount of liquid by boiling or
simmering.
This would be done when cooking a Bolognaise sauce or a curry.
Activity 3: Activity 3: Changes in a

reduced sauce
What other changes would there be in a reduced sauce?
Taste
Colour
Thickness
Shortening
This term is used to explain the crumbly texture found in biscuits and pastry.
The greater ratio of fat to the other ingredients in a product, will affect the shortness.
Activity 4: Understanding ratios in

ingredients
Look at the ratios below. Which will be the shortest product?
• 100g fat (butter/oil/lard): 400g flour.
• 50g fat: 400g flour.
• 250g fat: 400g flour.

250g

What would happen if you were making pastry and over rubbed the fat and flour
and could not get any water into the product?
Egg protein
When a quiche is made the filling is liquid when it goes in the oven. When it comes out it
is set. The egg proteins are whisked and passed through the whole of the filling.
As usual, proteins don’t like being broken down. They return to re-join and form a new
structure. As they re-join, they trap other ingredients within them, the liquid in the
product. This is called setting.
Setting
Setting is when either egg or gelatine is used to set a product. In both egg and gelatine,
it is the protein that causes the set.
Activity 5: How are egg proteins broken
down when whisked?
Draw a diagram to show how the egg proteins are broken down, reform and then
trap the liquid. Label it carefully.
Gelatine
This works in the same way as the egg protein. The protein strands in the gelatine are
broken down as they are whisked into a product, such as a mousse or cheesecake.
As they cool down, they re-join and form new bonds, trapping the other ingredients
inside them and setting the product.
Progress check
• What is it called when proteins change structure?
When proteins change structure, this is known as denaturation
• What are the different factors that can cause proteins to denature?
The factors that can cause denaturation can be – heat, ph level
Learning recap
Can you now:
Identify how different sauces can be thickened?
Describe why a higher fat content would make a product shorter?
Analyse a recipe to identify what working characteristics are being used?
Explain how gelatine and eggs set a product?
Home study
• Make a note that you will need to collect ingredients for the pastry cases
practical next lesson. Ingredients list can be found in your workbooks below.
Pastry case important information

Any of the 14 recognisable allergens are highlighted in bold. For health reasons
you should adjust the recipe to suit you and your family.

• 100g hard margarine or butter.
OR
• 50g hard margarine or butter and 50g Lard.
• You will also need to bring in an ovenproof dish that is approximately 20cm in
diameter and 3-4 cm deep.
• Can you also explain in your workbooks why fridge surfing would be a good
idea when planning the filling for your quiche?
Lesson 15: Quiche – the pastry casing practical
During this lesson we are going to complete a practical on pastry casing for a quiche.
This will be one of two practicals for the quiche. We will continue to develop our skills on
identifying the different stages of a recipe and find out why it is important to bake blind
for this recipe.
Starter activity
Make sure you have:
• Tied hair back.
• Washed hands.

• Rolling pin.
• Ovenproof dish.
• Sieve.
• Measuring jug.
• Tablespoon.
• Palette knife.
• Flour dredger.
• Oven gloves.
Learning outcomes
• Identify the different stages of the recipe.
• Describe why it is important to bake blind when making pastry cases.
• Analyse the value of baking blind.
• Explain why over rubbing would prevent water from being absorbed.
Activity 1: Pastry case making

Follow the method below, to make the pastry case for the quiche. The science part
is in bold, so that you can understand what is happening with the ingredients at
each stage.
Pastry case method
• Sieve the flour into the large mixing bowl. This will aerate the flour as it falls and
traps air and will remove any lumps.
• Cut the fat up into small pieces and rub into form a bread crumb like mixture.
Rubbing the fat into the flour will form a waterproof layer around the flour. This
will make the pastry shorter. The waterproof layer will prevent some of the
gluten from being made.
• Add cold water to the flour and fat mixture to form pliable but not sticky dough. Do not
over handle. When the water is added it needs to be cold to ensure the butter is
not melted and absorbed by the flour rather than coating it. When adding the
water, it is approximately 1 tbsp: 25g flour, therefore approximately 8 tbsp. in
this recipe. Do not over handle the pastry as the more the pastry is worked the
more the protein – gluten- stretches and the tougher it becomes.
• Place the pastry onto a floured surface and roll out carefully to fit the size of the dish.
When rolling pastry try to get it right first time. Again, over handling will cause
it to become tough as the gluten is worked. Roll in the rhythm of one two and
quarter turn to ensure the pastry keeps moving and does not stick to the table.
• Using the rolling pin as a support lift the pastry up like a curtain and lower over the
dish. Carefully line the tin leaving an overhang. When lining the tin make sure
learners lift and lower pastry into the edges and do not push.
• Pushing will stretch and cause potential holes. An overhang is left as pastry
ideally needs to chill and rest in the fridge before rolling and using. If an
overhang is left the product can be part baked and then trimmed once
shrinkage has occurred (approx. 6-7 minutes in oven). It can then be returned
to the oven minus the baking beans/tinfoil and blind baking finished. Chilling
pastry allows the butter to solidify in the cold after handling and allows the
proteins to shrink back and rest.
• Either use parchment paper or baking beans or rice or use scrunched up tinfoil to fill
the base to prevent rising in the oven and bake blind for 6-7 minutes. Remove from
the oven using oven gloves and trim using a sharp knife. Remove the baking
parchment/tinfoil and return to the oven to finish baking blind.
• Chill, wrap and store for next lesson. Make sure learners names are attached to the
pastry. Learners are to wash and clear away.

What are the two proteins called found in flour that make gluten when water is
added?
Why might we not need all the water?
Activity 2: Baking blind

Complete the following sentences below…
• Baking blind means…
• Baking blind will prevent us from having what on the pastry cases?
• Why do we trim halfway through and not before the start of cooking?
• What is used to prevent the middle of the pastry rising during cooking – give
two alternatives?
• What happens when the fat is rubbed into the flour?
Progress check
• If you had time to rest the pastry how would this prevent shrinkage?
Learning recap
Can you now:
Identify the different stages of the recipe?
Describe why it is important to bake blind when making pastry cases?
Analyse the value of baking blind?
Explain why over rubbing would prevent water from being absorbed?
Home study
Complete the questions on baking blind that we started in class.
You should also collect ingredients for the quiche filling next lesson. The
ingredients list can be found in your workbook, below.
• 2 eggs.
• 250ml of milk.
• Plus three fillings of their choice.
Think about cololur, flavour, texture and presentation when creating the filling.
Lesson 16: Quiche – the filling practical
During this practical lesson we will continue to develop our skills when identifying
different stages of a recipe. We will practise our organisational skills, which will
strengthen our abilities to complete dovetail time planning – we’ll look at this later in this
Content Area. This practical will also demonstrate how egg protein works when setting
the centre of the quiche.
Starter activity
Make sure you have:
• Tied hair back.
• Washed hands.
• Sharp knife.
• Grater.
• Waste plate.
• Appropriate chopping boards.
• Fork.
• Small bowl or measuring jug.

Learning outcomes
• Identify the different stages of the recipe.
• Describe how the egg sets the centre of the quiche.
• Analyse how well the lesson has gone. Consider timings, organisation and
end product.
• Explain why it is important to have an even distribution of ingredients in a

product like a quiche.
Activity 1: Filling the pastry cases

Follow the method of making independently. The method can be found below.
Have a go at answering the below stretch and challenge questions whilst working
on the filling.
What skills are being used today?
What is setting the quiche?
What methods of cooking are being used?
Quiche filling method

• Pre-heat ovens to 190 C and prepare your filling independently.
• When you have prepared the filling, you should layer it up and evenly distribute
across the base with the cheese on the top layer. The cheese at the top will
ensure a good colour, which enhances the appeal to the consumer.
• Place the quiche in the oven using normal safety rules and cook until set and
golden. Remove from the oven, turn off and leave to cool.

Use this time to clear and tidy in the usual way.

Why did we bake the case blind?
Why do we whisk the eggs?
Activity 3: Quiche ingredient options

In your workbook, make a list of the ingredients other people have used in their
quiches.
Which was your favourite one today and why?
Progress check
• What colour changes did you notice in your quiche?
• How did the structure of the quiche change in the oven? Can you explain how
this happened?
Learning recap
Can you now:
Identify the different stages of the recipe?
Describe how the egg sets the centre of the quiche?
Analyse how well the lesson has gone. Consider timings, organisation and
end product?
Explain why it is important to have an even distribution of ingredients in a
product like a quiche?
Home study
Find three other recipes where eggs would be used to thicken or set the product.
Add these recipes into your workbook below.
Lesson 17: Bread making – biological aeration
During this lesson we are going to further develop our knowledge of aeration. For this
lesson’s practical we will use biological aeration. We will also investigate why kneading
is so important when making bread and what would be the outcome if we did not do
this. This is also a great lesson to build your skills on portion control.
Starter activity
Make sure you have:
• Tied hair back.
• Washed hands.

Tip
Remember to pre heat your oven to 210 °C.
Learning outcomes
• Identify the method of aeration being used.
• Describe the method of kneading to someone else.
• Analyse the importance of good portion control.
• Explain how the yeast helps the bread to rise.
Simple bread recipe

• 250g strong white, brown or wholemeal flour
• 1 level teaspoon of salt
• 1 rounded teaspoon of quick- acting dried yeast (½ sachet)
• 150mls of tepid water
• 1 tablespoon oil
Bread method
• Prepare oven by switching on to: Gas mark 8 or 220°C.
• Put the flour, salt, yeast and oil in the bowl and mix.
• Add the tepid water a little at a time and mix together. Keep adding water a little at a
time until a dough is formed.
• Knead bread firmly for 5 minutes, then cut into equal size portions. Shape each
portion as you wish. Place on a greased baking sheet.
• Put the baking sheet into a carrier bag, then leave in a warm place to rise.
• When the rolls have risen, bake for 15 minutes to 20 minutes. To see if they are
cooked, tap them underneath. If cooked, they will sound crisp and hollow. Cool on a
wire rack.
Kneading dough
Your teacher will now demonstrate how to knead a dough.
Kneading is required when making bread in order to stretch and work the gluten. When
gluten is in a product the more it is worked the stronger it becomes.
When pastry is made it is important not to over handle the product, as this will result in a
firm and tough dough. However, when making bread, a tougher dough is needed to
ensure a good rise. This means that the bread needs to be manipulated and developed
through kneading.
Activity 1: Kneading and developing the

bread dough
Now it’s over to you. Take the piece of dough given to you and knead it for 6
minutes on a floured surface, until the ball of dough is smooth and round.
Portion control
Your teacher is now going to demonstrate to you even portion control.
Take the piece of dough from the demonstration and cut into 4 or 6 even pieces. Then
weigh to adjust accuracy. An average bread roll in a restaurant would be 35 -40g
uncooked weight. While this looks small it should rise in the oven.
Then your teacher will demonstrate shaping.
Activity 2: Portion control and shaping

Return to your workspace and portion the dough evenly and shape and place on a
baking tray.
Next, place your dough balls in the oven.

What is the raising agent used in the recipe?
What type of aeration is this?

Clear and tidy your workspace in the usual way.
Activity 4: Testing the bread rolls

In your workbooks, write down how you would test if the bread was cooked.
Activity 5: Test bread rolls and remove

from the oven
Check and test your bread rolls and remove them from the oven if they’re cooked.
Leave them to cool in open tubs ready for collection later.

Why would we leave the lid off the tub with the warm rolls in?
Progress check
• When making bread what is a standard portion size for a bread roll?
• How can you test a bread roll to see if it is cooked?
Learning recap
Can you now:
Identify the method of aeration being used?
Describe the method of kneading to someone else?
Analyse the importance of good portion control?
Explain how the yeast helps the bread to rise?
Home study
In your workbook, can you identify where the different breads come from? Are they
leavened bread or unleavened?
Leavened means using yeast or other raising agents to make them rise.
Unleavened means no raising agent.
• French stick.
• Nan bread.
• Chapatti.
• Flat bread.
• Ciabatta.
• Focaccia.
Can you find a recipe for one of the breads listed above?
Lesson 18: Fish

During this lesson we are going to learn about the different types of fish and how to skin
a fish. We will work together to create a batch of fish cakes and complete a short
sensory analysis on them. Your teacher will demonstrate each step on how to produce
the fish cakes and it would be useful for you to make some basic notes in your
workbook.
Starter activity
In your workbook, put the following types of fish into the correct categories below.
Pollock Red Haddock Plaice Prawns Lobster Mackerel
mullet
Trout Cod Clams Mussels Tuna Salmon Crab
White fish Oily fish Shellfish (molluscs and

crustacean)
How do you identify an oily fish?

Is the above classification the only way to classify fish?
Learning outcomes
• Identify different types of fish.
• Describe how to skin a fish.
• Analyse the flavours and textures in the fish cakes.
• Explain how to make fish cakes.
Activity 1: Fish demonstration

Watch your teacher’s demonstration on how to start making fish cakes, including
how to prepare the potatoes, fish and court bouillon.
Make some basic notes here on each stage. An ingredients list is in the workbook
for you, below.
Fish cakes ingredients list
• 1 small onion
• 500g white fish
• 350ml fish-stock
• 500g potatoes
• 2 tbsp dill
• 2 slices lemon
• 1 glass white wine
• 1 egg beaten
• Flour for dusting
• Oil for frying
• Salt and pepper
• 15g butter
Fish cakes method

• Peel and cut the potatoes into large chunks and put on to boil in salted water.
• Finely chop the onions and sweat in a frying pan with a little oil and 1 cm water.
• Fillet fish on a blue board.
• Remove sweated onions from the frying pan into a large metal bowl.
• Into the frying pan add stock, wine, dill, lemon, salt and pepper and add the fish
fillets. Simmer until the fish is opaque and flaky.
• Remove fish to a white board and flake the fillets.
• When the potatoes are soft, drain and mash with butter, salt and pepper.
• Add mashed potatoes and flaked fish to the mixing bowl with the onions and mix well.
Shape fishcakes and coat in egg and then flour.
• Heat a little oil in a frying pan and fry fishcakes on both sides until golden.
Activity 2: Frying the fish

Continue making notes on this stage.
A mixture of oil and butter is best. Butter on its own has a low flash point and
burns quickly, oil has a higher flash point so will protect the butter. The butter will
add an extra flavour.
Activity 3: Methods and processes check

Complete the questions below on the processes watched today.
• What methods of cooking were used?
• What hygiene considerations were there?

• What colour board should you use for raw fish?
• Where should the fish be stored before use?
• What skills were used in this recipe? Are any of them high order?
Progress check
• Why can you taste a fish cake mixture before it is cooked as patties, but not a
meatball?
• How could you check for seasoning if it was a meatball?

Learning recap
Can you now:
Identify different types of fish?
Describe how to skin a fish?
Analyse the flavours and textures in the fish cakes?
Explain how to make fish cakes?
Home study
In your workbook, and using the fish cake recipe given in class, can you adapt the
recipe to use ingredient’s that you already have in the fridge, freezer or cupboard?
Or can you think of cheaper alternatives? For example, it might say red pepper on
the ingredients list – do you have yellow or green that would be fine?
Lesson 19: Dovetailed time plans
During this lesson we are going to learn all about time plans and how dovetailing can
help us to become more efficient in the way that we work in the kitchen.
Starter activity
Work together in small groups and write an explanation below of the meaning of
the word dovetailed.
Learning outcomes
• Identify the different stages of a recipe and dovetail a time plan.
• Describe how to carry out each task carefully.
• Analyse a method and a list of ingredients for all the hidden jobs.
• Explain why it is important to include all the health and safety points in a
time plan.
Time plans
Time plans enable cooks to think about the order in which to work and supports the
cook in organising their time and equipment.
At the end of a cooking session all dishes should be completed and served.
So far in this Content Area, you have planned a time plan for an individual dish.
It is important to be able to plan for more than one dish.
Have a look at the example in your workbook to discover the hidden jobs.
Example of hidden jobs in recipe

Chocolate Roulade ingredients
• 100g plain chocolate with 60% cocoa solids.
• 4 medium eggs, separated (this is a hidden job – it does not tell you to do this
in the method, but it still needs doing).
• 100g caster sugar plus a little for sprinkling.
For the filling:
• 310ml double cream.
• 2 tbsp icing sugar.
• 220g raspberries.
• icing sugar to dust.
• cocoa powder to dust.
Chocolate Roulade method
• Grease a non-stick baking paper and line a 23x33 cm Swiss roll tin. Preheat the oven
to gas 4, 180°C, fan 160°C.
• Melt the chocolate over a pan of gently simmering water.
• Separate the eggs (your hidden job needs to go here).
• Place the egg whites in a large grease-free bowl and using an electric whisk, whisk
them until they form soft peaks. Set aside.
• Place the egg yolks and sugar in a large bowl and stand it over a pan of simmering
water. Whisk until the eggs are fluffy and thick enough to leave a trail when the whisk
heads are lifted from the mixture. Stir in the chocolate then gently fold in the egg
whites.
• Pour into the prepared tin and bake for 20-25 mins or until the centre springs back
when lightly touched with your finger.
• Whilst the cake cooks, lay a sheet of non-stick baking paper out on the work surface
and sprinkle with a little caster sugar. Tip the roulade out onto the paper, carefully
peel away the lining paper, trim the edges then cover the roulade with a clean, damp
tea towel. Leave to cool.
• Whip the cream and icing sugar until it forms soft peaks, gently fold in half
the raspberries. Spread the cream mixture over the roulade, scatter over the
remaining raspberries, then starting from one of the narrow ends, carefully roll up the
roulade using the paper to help. Transfer to a serving plate and dust with a mixture of
icing sugar and cocoa.
Activity 1: Time plans

Look at the information on time plans in your workbook and the example of the
chocolate roulade recipe.
Research on the internet two recipes of your choice and re-read the instructions.
Look out for the hidden jobs first, these can be found in the ingredients list. You
must find these before you start to plan.
Time plan guidance

Here is an example of a time plan template that you can copy and paste to create your
own time plan:
You can add further rows to this time plan on the computer.
To get started, here are some top tips that we haven’t covered yet on time plans:
• Always explain in as much detail as you can. Remember to ask yourself…

• How?
• Why?
• What?
• When?
• Where?
• A task does not have to fill the ten-minute slots, you might get two tasks in one
when you’re dovetailing a time plan.
• Use different coloured pens or font colours for each separate dish. This will make
it easier to see which dish is being worked on at one particular time.
• As well as the method of making, try to include important information such as

consistency of mixtures, special finishes or how to tell if something is cooked.
Activity 2: Identifying stages for recipe

production
Look at the two recipes you have found. On a separate chart for each recipe,
make a list of all the jobs that need doing.
Don’t forget to look in the ingredients list as well.
Recipe one
Jobs to be completed Health and safety Time to complete each
in correct order recipe factors job
one
Recipe two
Jobs to be completed Health and safety Time to complete each
in correct order recipe factors job
one
Add additional rows to the charts if required.
Activity 3: Health and safety factors to

consider
For each job or step in the recipe, are there any health and safety factors to
consider? Add these to column two if there are.
How long do you think roughly each task will take? Add this into column three.
Activity 4: Drafting a time plan

Next, begin time plan writing. Using the template in your workbook or in a word
document, write a time plan. Remember that you must dovetail. Look at the
example together as a class on the PowerPoint.
Activity 5: Peer assessment of time

plans
It is important that someone else could follow your time plan, so pass your outline
to someone else in the class.
Your partner should use a pencil only and should write the words how or why or
when beside something they don’t understand.
Next, collect your work back.
Activity 6: Extending the instruction in

the time plan
Now go back into your time plan and add the further detail from activity 5.
Progress check
• Why is dovetailing important?
mportant due to it being able to cut the time it takes to finish a
dish in half.
• What health and safety factors should you include?

hands, clothes, equipment and kitchen surfaces are clean.
• Why is detail so important?
Learning recap
Can you now:
Identify the different stages of a recipe and dovetail a time plan?
Describe how to carry out each task carefully?
Analyse a method and a list of ingredients for all the hidden jobs?
Explain why it is important to include all the health and safety points in a time
plan?
Home study
Complete your dovetailed time plan at home that you started in class.
Also, remember to collect your ingredients for your final practical next lesson –
Thai chicken curry (or with meat alternative).
Ingredients can be found here for the dish:
• 1 x 10ml spoon oil

• 3 spring onions
• 1 clove of garlic
• 70g sugar snap peas
• 1 small chicken breast
• 1 x 15ml Thai green curry paste
• 210ml coconut milk (reduced fat)
• 1/2 lime
• Small bunch of coriander
Lesson 20: Chicken or meat alternative Thai curry

During this lesson we are going to complete our last practical of this Content Area. We
will make a Thai chicken curry, using some processed foods to understand the value of
them in the industry and how they can be useful in our own recipes. We will also refresh
our knowledge on the health and safety guidelines, with regards to cross contamination.
Starter activity
Make sure you have:
• Tied hair back.
• Washed hands.
• Collected the ingredients for your dish.
• X2 Chopping boards.
• X2 Knives.
• Garlic press.
• Frying pan.
• Weighing scales.
• Wooden spoon.
• Can opener.
• Juicer.
See last lesson’s home study for the list of ingredients.
Learning outcomes
• Identify the processed foods used in this recipe.
• Describe how to prevent cross contamination when using raw meat.
• Analyse the value of processed foods in some recipes.
• Explain the potential consequences of cross contamination.
Thai chicken curry method

1. Prepare the vegetables:
• slice the spring onions.
• cut sugar snap peas in half.
• crush the garlic.
2. Cut the chicken into small chunks.
3. Fry the spring onions, garlic, and chicken in the oil for 3-4 minutes.
4. When the chicken has turned ‘white’, stir in the green curry paste, followed by the
sugar snap peas.
5. Pour in the coconut milk and simmer for 15 minutes.
6. Squeeze the lime and pour over the curry.
7. Tear the coriander and add to the curry.
8. Serve.
Activity 1: Ingredients preparation

Once you have prepared yourselves, workspace and ingredients, start working on
the practical.

What is the window of time available before the curry should be in the fridge?
What is the temperature of the fridge?

Wash and clear in the usual way. Then complete a thorough anti-bacterial spray of
all areas to prevent cross contamination.
All cloths and aprons should go in the wash.
Progress check
• What is the core temperature for cooked meat?
• Explain why personal and practical hygiene is so important in this dish.
Learning recap
Can you now:
Identify the processed foods used in this recipe?
Describe how to prevent cross contamination when using raw meat?
Analyse the value of processed foods in some recipes?
Explain the potential consequences of cross contamination?
Home study
Complete the Knowledge Check at the end of your workbook to consolidate your
knowledge of this Content Area.
Knowledge check: Content area 5

• Identify three methods of cooking.
• Explain the difference between a skill and a method of cooking.

• Dry and moist methods are very different give three examples of each.
• Why is it important to peel carefully?
• Why is it dangerous to use a blunt knife?
• Explain what a roux is.
• Describe the following: Blanching, marinade, baste.
• When serving a dish what factors should you consider?

• Portion control is important. What size should a raw bread roll be?
• What is the core temperature for cooked products?
• What is the window of time before a cooked product must be fridged?
• Explain cross contamination.
• Identify the correct coloured boards for the correct foods.

Carrots –
Raw meat –
Raw fish –
Dairy products or bread –
Cooked meat –
Allergens –
Salad vegetables –
• What is a functional property?

• What is a working characteristic?
• Explain what happens when a fat is rubbed into a flour.
• What does denature mean?
• What is coagulation?
• Identify the three types of aeration.

• Why are ratios important when weighing and measuring?
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Content Area 5 Workbook

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Learner Workbook

MNCFE Level 1/2 Technical Award in Food

Content area 5: Food preparation, cooking skills and

Lesson 1: The purpose of a recipe and factors

Consistency of Method Waste Weighing

You may also be able to:

Factors that impact a recipe

Share with the class.

Timing Could be burnt or overcooked

ingredients Different ones will make a difference to

Method This is not so important howeather in

Activity 2: The purpose of a recipe

Consistency of the dish

Analysing an ingredients list

Activity 3: What recipes can you make?

• Liquid (egg, milk, water).

• Cookie dough smoothie

Stretch and challenge

• Cakes – fairy cakes.

Make sure you have:

• Put on your apron.

• Tied hair back.

• Sanitised workspace area.

You may also be able to:

Recipe options (ingredients lists)

• 250g self-raising flour.

Mini fruit cakes

• 100g self-raising flour.

• 225 g plain flour.

Variations - choose one of the following:

• 275g plain flour.

Activity 1: Read through the recipe

Each of the recipes should be cooked on separate areas to ensure oven

• Preheat the oven to 220oC or gas mark 7.

Mini fruit cakes

1. Preheat the oven to 200oC or gas mark 6.

• Sieve flour and baking powder.

Activity 3: Sensory analysis of a range of

This is a two-part process:

Feedback to the rest of the class before leaving the classroom.

Factors affecting the recipe:

Time, waste, accuracy, preparation, consistency of practice, ability to replicate the

Raw meat can be bloody. What colour board would we use

I am a lettuce, or a tomato and I love the fact that I grow

I am a bit odd, but if you think of the fat on cooked meats,

You may also be able to:

Activity 1: Personal and kitchen hygiene

Activity 2: Understanding how sensory

Ingredients Sensory properties Ideas for adapting the dish

Activity 3: Adapting a dish to make it

Activity 4: Plating up a dish – factors to

• Where individual items sit on a plate.

• The number of items used – odd numbers always look better.

• The style of plate.

• The colour of the plate.

Other factors Why would this make a difference?

Height. More food to fill you up

The number of items used – odd So it looks neat and professional

The colour of the plate.

Any of the 14 recognisable allergens are highlighted in bold. Please adjust

Stretch and challenge

Make sure you have:

• Put on your apron.