0648 Scheme of Work (For Examination From 2020)

Scheme of Work
Cambridge IGCSE™
Food & Nutrition 0648
Cambridge O Level
Food & Nutrition 6065
For examination from 2020
© Cambridge University Press & Assessment 2021 v1 (updated 2023)
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Contents
Introduction............................................................................................................................................................................................................................................... 4
1. Key concepts and terminology.............................................................................................................................................................................................................. 8
2. Kitchen safety, planning and equipment............................................................................................................................................................................................. 10
3. Nutritive value of foods....................................................................................................................................................................................................................... 14
4. Digestion and absorption.................................................................................................................................................................................................................... 25
5. Meal planning and dietary guidelines.................................................................................................................................................................................................. 28
6. Composition and value of the main foods in the diet.......................................................................................................................................................................... 35
7. Cooking of food................................................................................................................................................................................................................................... 50
8. Convenience foods............................................................................................................................................................................................................................. 59
9. Raising agents.................................................................................................................................................................................................................................... 63
10. Food spoilage and hygiene in the handling and storage of food....................................................................................................................................................... 65
11. Food preservation............................................................................................................................................................................................................................. 69
Scheme of Work
Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. You can choose what approach to take and you know the nature of
your institution and the levels of ability of your learners. What follows is just one possible approach you could take and you should always check the syllabus for the
content of your course.
Suggestions for independent study (I) and formative assessment (F) are also included. Opportunities for differentiation are indicated as Extension activities; there is
the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for
activities and feedback are left to the judgment of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is another
possible area for differentiation.
Guided learning hours

Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around
130 hours for Cambridge IGCSE and O Level courses. The number of hours may vary depending on local practice and your learners’ previous experience of the
subject. The table below give some guidance about how many hours we recommend you spend on each topic area.
Topic Suggested teaching time (hours / % of the course)

1. Key concepts and terminology It is recommended that this should take about 3 hours (2% of the course).
2. Kitchen safety, planning and equipment It is recommended that this should take about 9 hours (8% of the course).
3. Nutritive value of foods It is recommended that this should take about 8 hours (6% of the course).
4. Digestion and absorption It is recommended that this should take about 4 hours (3% of the course).
5. Meal planning and dietary guidelines It is recommended that this should take about 8 hours (6% of the course).
6. Composition and value of the main foods in the diet It is recommended that this should take about 16 hours (12% of the course).
7. Cooking of food* It is recommended that this should take about 58 hours (44% of the course).
8. Convenience foods It is recommended that this should take about 6 hours (5% of the course).
9. Raising agents It is recommended that this should take about 4 hours (3% of the course).
10. Food spoilage and hygiene in the handling and It is recommended that this should take about 6 hours (5% of the course).
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Scheme of Work
Topic Suggested teaching time (hours / % of the course)

storage of food
11. Food preservation It is recommended that this should take about 8 hours (6% of the course).
* The practical skills of cooking food, basic proportions management and methods of making are spread throughout the plan of teaching in this scheme of work, as
well as appearing within a section of their own. You will need to embed practical work with the learning of theory according to your own circumstances and the
abilities and progress of your learners.
Resources
Suggested resources are listed on the School Support Hub. These have not been through the Cambridge quality process but have been found suitable for use with
various parts of the syllabus by teachers. This resource list includes website links providing direct access to internet resources. Cambridge is not responsible for the
accuracy or content of information contained in these website. Throughout this scheme of work we have referred to our Cambridge IGCSE Food and Nutrition 0648
past papers. The 0648 syllabus runs parallel to the 6065 syllabus content and assessment criteria. Cambridge IGCSE and Cambridge O Level syllabuses are at the
same level. In addition to reading the syllabus, teachers should refer to the updated specimen assessment materials.
Teaching tools – designed to help you to deliver interactive classroom activities and engage learners.
Tool to support remote teaching and learning – find out about and explore the various online tools available for teachers and learners.
School Support Hub

The School Support Hub is a secure online resource bank and community for Cambridge teachers, where you can download specimen and past question papers,
mark schemes and other teaching and learning resources. This scheme of work is available as PDF and an editable version in Microsoft Word format. If you are
unable to use Microsoft Word you can download Open Office free of charge from www.openoffice.org
Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge Assessment International Education is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).
The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only
the particular resources are recommended.
Useful resources may include:
https://www.foodafactoflife.org.uk/resources/
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Scheme of Work
http://food.gov.uk/
https://www.abpischools.org.uk/
https://kahoot.com/
https://www.deliaonline.com/cookery-school
https://quizizz.com/admin/search/Food%20and%20Nutrition
https://www.ifst.org/lovefoodlovescience/resources
Textbook:
Home Economics, OCR Food and Nutrition for GCSE. Tull, A. et al. 2009. Hodder. (www.hoddereducation.co.uk / export@bookpoint.co.uk)
This textbook was written for another examination board, but the theory section is generally relevant to the 0648/6065 syllabus.
Recipe ideas:
http://www.highburyquadrantprimary.co.uk/wp-content/uploads/2017/04/GET-COOKING-recipe-book.pdf
http://parentappinfo.bristolgrammarschool.org.uk/ParentAppInfo/Senior-School/Other%20Information/Schemes%20of%20Work/Food%20and%20Nutrition/Year
%2011/Recipes/Ultimate-GCSE-Recipe-Book-no%20password.pdf
PLEASE REFER TO THE PRACTICAL TEST HANDBOOK FOR GUIDANCE ON PREPARING LEARNERS FOR THEIR PRACTICAL TEST. The latest version can
be downloaded from the School Support Hub.
6
Scheme of Work
How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
We have written this scheme of work for the Cambridge Food and Nutrition syllabus and it provides some ideas and suggestions of how to cover the content of the
syllabus. We have designed the following features to help guide you through your course.
Learning objectives help your learners by making it

clear the knowledge they are trying to build. Pass Suggested teaching activities give you lots of
these on to your learners by expressing them as ‘We ideas about how you can present learners with
are learning to / about…’. new information without teacher talk or videos.
Try more active methods which get your learners
Syllabus ref. Learning objectives Suggested teaching activities
motivated and practising new skills.
10 Identify Theory: Food spoilage
Food spoilage microorganisms and Ensure that learners can define the term ‘food spoilage’. They should be able to state the signs that indicate food Independent
and hygiene in chemicals that cause spoilage.
the handling and food spoilage Slides, factsheets and worksheets can help learners understand the actions of enzymes, bacteria, moulds and yeasts,
study (I) gives
storing of food including the types of foods typically affected by each and the conditions required for the spoilage to take place. your learners
Describe the actions the opportunity
of microorganisms and (I) Learners can carry out research into foods which spoil more quickly than others (perishable foods) and why these to develop their
chemicals that cause foods are more susceptible to spoilage. Linking to topic 7, food labelling; they can revise how these foods should be
food spoilage and labelled (F)
own ideas and
state how to destroy (I) Learners need to build on their knowledge that enzymes, bacteria, yeasts and moulds can produce desirable as well understanding
them as undesirable effects on food. https://www.foodafactoflife.org.uk/resources/?q=food%20spoilage without direct
(F) quizzes available online for this topic input from you.
Compare the useful
Extension activities provide yourand harmful functions Learners need to give reasons for natural decay and describe how this happens. Practical experiments, such as
more able learners with further of microorganisms and observing and recording by photographs the ripening of bananas or the enzymic browning of cut apples, avocados,
challenge beyond the basic content of
chemicals that cause potatoes or aubergines can be carried out; they can also observe mould growing on bread and comment on the
the course. Innovation and food spoilage conditions needed for the changes to take place. As an extension activity, they can suggest ways to prevent the
spoilage.
independent learning are the basis of
these activities. (F) Use of beneficial microorganisms in food production can also be revised:
Formative assessment (F) is on-going
https://www.foodafactoflife.org.uk/14-16-years/food-science/functional-and-chemical-properties-
assessment which informs you about
of-food/#FF the progress of your learners. Don’t
forget to leave time to review what your
Past and specimen papers learners have learnt, you can try
question and answer, tests, quizzes,
Past/specimen papers and mark schemes are available to download from the School Support Hub (F) ‘mind maps’, or ‘concept maps’. These
kinds of activities can be found in the
scheme of work.
Past papers, specimen papers and mark schemes
are available for you to download from the School
Support Hub
Using these resources with your learners allows you to
check their progress and give them confidence and
understanding.
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Scheme of Work
1. Key concepts and terminology

1 Understand the Theory: Key terms
Terms used terms used in Learners to build up a key word glossary with precise definitions of key words for each section of work. This should also
in nutrition nutrition and include command words as learners complete past examination questions.
and nutrition- nutrition-related
related problems: Learners need to understand the concept of ‘diet’ as an individual’s normal daily food intake and that there are also
problems Diet, balanced diet, special diets, such as slimming diets, low-fat diets or vegetarian and vegan diets, for example.
metabolism,
malnutrition, The term ‘balanced diet’ as one that provides the correct amount of nutrients for the needs of an individual.
undernutrition, https://www.abpischools.org.uk/topic/balanced-diet/1/1 contains a balanced diet activity (adobe flash player is required)
overnutrition, and teaching resources
deficiency disease Practical: ‘Balanced diet’ can then be linked to the term ‘balanced meal’ as used in the practical test
Define and explain ‘Metabolism’ is understood as the sum of all the chemical reactions in the cell or the body, and can be related to the role
the terms used in and importance of food for humans. https://www.youtube.com/watch?v=7ZQQUi2DPMw includes a brief overview of
nutrition and human metabolism with a definition of the term.
nutrition-related
problems. Learners to define and understand the differences between the terms ‘malnutrition’, ‘undernutrition’, and ‘over-
nutrition’ and be able to give relevant examples of these.
Learners to define ‘deficiency’ in relation to specific nutrients and the associated risk of disease. Typical deficiency
diseases include scurvy, rickets (also risk of osteomalacia and osteoporosis in adulthood), night-blindness, anaemia, beri-
beri, spina bifida, pellagra, goitre, protein energy malnutrition (PEM).
https://www.foodafactoflife.org.uk/11-14-years/healthy-eating/diet-and-health/
Learning notes on the key terms can be placed around the classroom and learners given time to move around and collect
their definitions and examples on their notebooks. (I)
https://www.abpischools.org.uk/topic/dietanddigestion/4/1 This web page enables learners to further explore the concepts
of diet and health with a short quiz at the end. (I)
Assessment for learning can include practice exam questions of definitions or descriptions of the key terms learnt; a 10-
point quiz; or a ‘Just a minute’ game (this involves learners working in twos or threes; nominate each as Person A, B or C;
taking turns, each learner is given a topic from the lesson and minute to tell the others everything they have learnt about it.
Listeners feedback to speakers on their recall and accuracy). (F)
Extension activity: Learners devise a menu plan for a ‘balanced meal’ for themselves and a friend or a menu for
8
Scheme of Work
someone with specific dietary needs. Learners can then peer assess the completed menus according to a pre-agreed set
of standards.
Past and specimen papers

Past/specimen papers and mark schemes are available to download from the School Support Hub (F)
9
Scheme of Work
2. Kitchen safety, planning and equipment
14 Awareness of Theory: The kitchen in practice

Kitchen potential danger
safety and areas in the kitchen Learners need to be safety-aware before they begin practical work. Ensure that learners are familiar with the range of
first aid equipment available for them to use and allow time for questions and discussion about equipment, tools and procedures of
Safety precautions practical work as well as the practical test.
First aid for burns, Working in pairs, learners can be given a ‘map’ to explore the practical room and to identify potential danger areas. They
scalds, cuts, electric can then share their findings with others in the group. (I)
shock, fainting,
shock Learners can visit the main school kitchen or a local restaurant to find out about safe working practices in kitchens.
Identify potential Slides, factsheets and videos can be used to help learners understand the safety precautions to take during practical work
danger areas in the and they can collaborate to produce a set of ‘rules’ in poster format for their classroom or create leaflets using the
kitchen information.
Describe safety Guest speakers may be invited to present or demonstrate simple first aid techniques, where learners develop awareness
precautions during of how to deal with burns, scalds, cuts, electric shock, fainting and shock.
practical lessons
Working in small groups, learners can demonstrate and explain safety techniques to each other. (F)
Demonstrate and
explain simple first Case studies or quizzes or a short test can be used to assess learning of the concepts and learners can be presented with
aid techniques a school ‘certificate’ of competence. (F)
Online first aid lesson plans are available, such as https://www.sja.org.uk/get-advice/key-stage-first-aid-lesson-plans/key-

stage-4-first-aid-lesson-plans/
Extension activities: Some learners may go further and take a recognised first aid certificate. Versions of these may be
found online or a local provider may be invited to run a short course.
12 Organisation of Theory: The kitchen in practice

Kitchen cooking area and
planning equipment for Learners can be given a ‘tour’ of the food room, if they are new to the subject. They can explore cupboards and
efficient work equipment. They can be given a ‘checklist’ of items to find and identify uses for. (I)
Learners can discuss the layout of the food room and compare with their home kitchen. What is meant by the term ‘kitchen
10
Scheme of Work
Choice, use and care work triangle’?

of: Using ‘snowball’ activities, they can share ideas on how to organise the cooking area, the equipment and themselves.
 Work surfaces They can create a poster or fact sheet on how to work efficiently in and how to care for the cooking area (I)
 Flooring
 Walls and wall Practical test link: This knowledge can then link to the practical test on Cleaning (three wash-up sessions at convenient
coverings points) and Tidy and methodical work
 Lighting
 Ventilation Provide learners with images or templates of kitchen cooking areas (tables, work-tops, cupboards, sinks) and main pieces
of equipment (such as cookers, fridges, freezers). Provide learners with key information on suitable work surfaces, flooring
Describe how to materials, walls and wall coverings, lighting and ventilation. Provide learners with criteria for efficient planning and
organise the cooking checklists for suitable materials to use in a kitchen. Working in small groups, learners can be given a template of a kitchen
area and equipment floor plan with a list of requirements they then use to plan an ideal kitchen. They can search online for ideas and
for efficient work interactive kitchen design tools. This can be devised as a ‘jigsaw’ activity, where teams of ‘specialist’ learners research a
particular area such as flooring or lighting and they then advise the group on suitable materials for the kitchen designs (I)
Justify the choice of Competed kitchen plans can be displayed or presented by groups and then peer assessed. (F)
and explain the use
and care of the Use past paper questions and mark schemes to assess learners’ understanding of the concepts within the topic. (F)
cooking area of the
Extension activities: Learners can use 3D online kitchen planners, such as:
kitchen
https://www.ikea.com/ms/ar_QA/rooms_ideas/splashplanners.html or
https://www.roomsketcher.com/kitchen-planner/?campaign=s-fsw-uk-
002&gclid=EAIaIQobChMI_YPu_aGP7gIVBsPVCh0G0w5qEAMYAiAAEgKiyPD_BwE
13 Choice, use and care Theory: Kitchen equipment

Kitchen of:
equipment  Modern and Learners need to be familiar with a range of equipment in the practical room as well as explain the choice use and care of
traditional equipment in the family home.
cookers
 Thermostatic Learners can carry out research to find examples of different types of cookers – both modern and traditional. They need to
control and be able to differentiate between traditional and modern cookers, including those with either thermostatic control and
automatic time- automatic time-controlled ovens as well as electric slow cook pots. They can make fact sheets, leaflets or ‘advertisements’
controlled ovens for specific equipment, with details on choice, use and care of the equipment. (I)
 Microwave
ovens Slides and fact sheets can be provided to help learners understand the choice and use of microwave cookers and the
 Slow electric principles of microwave cooking. Learners can complete worksheets or tables to identify the advantages and
cook pots disadvantages of microwave cooking. (I)
 Refrigerators
and freezers Learners can carry out research to find examples of different refrigerators and freezers. They can make fact sheets,
 Small kitchen leaflets or ‘advertisements’ for specific equipment, with details on choice, use and care of the equipment. (I)
equipment, e.g.
Slides and fact sheets can be provided to help learners understand the variety, choice and use of small electrical
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Scheme of Work
knives, pans equipment for the kitchen, including food mixers, processors, electric kettles, deep fat fryers for example. Learners must
 Small electrical also be able to explain the choice care and safe use of a range of small equipment and tools such as knives, pans and
kitchen other utensils.
equipment, e.g.
food processors, Printable worksheets are available online to help learners understand the uses of a range of tools and equipment, for
electric kettles example:
https://www.google.com/search?q=high%20school%20kitchen%20utensils%20printable
Advantages and %20worksheets&tbm=isch&safe=strict&rlz=1C1CHBF_en-GBGB927GB927&hl=en-
disadvantages of US&sa=X&ved=0CB8QtI8BKAFqFwoTCNCa_4vh3-0CFQAAAAAdAAAAABAX&biw=1414&bih=690
microwave ovens
Extension activities: learners can use recipes of dishes they have made in practical lessons and create tables to explain
Justify the choice of, the various equipment and tools used in each of the processes during making of the dishes.
and describe the use
and care of, large Past papers can be used for practice questions on kitchen equipment as well as principles of cooking methods.
and small equipment Learners can create interactive quizzes or matching games to challenge each other on their knowledge of the equipment
and tools. (F)
Evaluate microwave
cookers
Compare microwave
cooking with another
named method
Explain how to use

tools and equipment
safely and efficiently
6 To develop Practical: [baking] Basic cake making using the creaming method.
Cooking of knowledge of oven
food management and Suggested dishes:
skilful preparation of  Victoria sandwich,
food  Cup, fairy or butterfly cakes
 Chocolate cake
8 To define and  Madeira cake
Basic understand the main  Pineapple upside-down cake
proportions methods to be used  Lemon drizzle tray-bake
and methods and the functions of
of making the main ingredients The cakes to be filled and decorated as appropriate.
in the dishes being Learners need to be able to describe the concept of ‘baking’ as a method where foods are cooked in a hot oven without fat
prepared or oil. Learners need to explain the concept of the ‘creaming method’ including method of making, basic proportions and
12
Scheme of Work
To judge and modify functions of each ingredient. They need to begin to develop awareness of successful cake-making using the creaming
sensory properties of method. They need to develop awareness of how to test when cakes are ready to be removed from the oven and the
food length of time required for cooling prior to slicing and decoration.
Extension activities: Learners to be provided with a glossary of sensory evaluation terms for flavour, taste, texture (these
can be found in the practical test handbook) and they then evaluate their own and/or peers’ dishes.
Learners to build a recipe file and a log of dishes they have made with photographs of dishes made, self and peer
evaluative notes. For example https://www.foodafactoflife.org.uk/media/1651/cooking-ws-1416apfr.pdf
Learners can practice scaling up or down the basic recipes.
Teacher feedback in the log can guide the learner to improve by noting their strengths and weaknesses in the practical
lesson, as well as for the prepared dishes. (F)
Learners can explore recipe books and online recipes for suitable variations of cakes to be made from the basic creaming
method. (I)

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Scheme of Work
3. Nutritive value of foods
2 Sources and uses of Theory: Energy – where it comes from and how it is used in the body
Nutritive food energy
value of Learners need to be aware of the different ways that energy is used by the body and the factors that influence how much
foods List the principle energy is required by individuals, to include age, gender, activity levels, health status, pregnancy and lactation.
sources of, and Learners must be able to identify the sources of energy in terms of macronutrients found in food, and need to understand
describe the uses of that different foods have different energy values
food energy ‘Basal metabolic rate (BMR)’ also needs to be understood in terms of how energy in food is measured, along with the
concept of energy balance and imbalance.
Define the term Learners should continue to develop their glossary of key terms (I)
‘energy balance’ and Learners can access an online tool to calculate their own or others’ energy requirements – such as
explain the https://globalrph.com/medcalcs/schofield-equation-bmr/ (I)
consequences to Slides or fact sheets can be used to help learners understand the consequences of a diet that is imbalanced, to include
individuals of energy obesity and anorexia nervosa. Card matching games can be used to consolidate learners understanding of the key terms
imbalance and definitions.
Case studies can be used where learners analyse typical daily food intake of imaginary individuals and suggest
improvements, for example to make food intake less ‘energy dense’. Past paper exam questions give learners practice in
interpreting questions and developing their exam technique. (F)
Learners need to understand the difference between food groups and nutrients. They need to be aware that different foods
each contain a range of nutrients.
Learners can be provided with nutritional labels from food packets to compare nutritional content and the relative merits of
different foods. The information on multi-vitamin packets lists the vitamin contents and their requirements in the human
body. The concept of ‘empty calories’ can be explored along with discussion on how to improve the nutritive value of foods
by modifying basic recipes.
Learners can keep a record of food they eat during a short period of time and then consider whether they are obtaining the
nutrients they need. The diet can be analysed using standard food tables or by accessing interactive online nutritional
analysis tools, such as https://www.foodafactoflife.org.uk/14-16-years/nutritional-analysis/
Alternatively, they can use the balanced diet interactive activity https://www.abpischools.org.uk/topic/balanced-diet/2
Learners can carry out research into food composition, using https://www.nutrition.gov/topics/whats-food (I)
Learners can create their own online quizzes, such as Quizizz https://quizizz.com/admin/search/Food%20and%20Nutrition
or Kahoots https://kahoot.com/ and challenge each other using the games app. (F)
14
Scheme of Work
Extension activities: Learners can work in pairs to use mark schemes and compile model answers. Examples of high
and low grade answers to exam questions can be provided along with mark schemes so that learners can analyse the
exemplars. Learners can find health-related reports and articles and report their findings.
6 To develop Practical: [baking] Sweet and savoury scone making using the rubbing in method
food management and Learners need to understand the concept and principles of the ‘rubbing in method’ including method of making, basic
skilful preparation of proportions and functions of the ingredients.
food They need to develop awareness of successful scone making, including suitable rolling and shaping of the dough. They
need to develop awareness of how to test when scones are ready to be removed from the oven and the length of time
8 To define and required for cooling prior to slicing and serving. Ways to serve scones can be linked to work required for the practical test.
Basic understand the main https://www.deliaonline.com/cookery-school/first-term-perfect-cakes/lesson-3-little-cakes
proportions methods to be used Learners can explore recipe books and online recipes for suitable variations of scones to be made from the basic rubbing
and methods and the functions of in method. (I)
of making the main ingredients
in the dishes being Extension activities: Learners to use a glossary of sensory evaluation terms for flavour, taste, texture (these can be
prepared found in the practical test handbook) and they then evaluate their own and/or peers’ dishes.
Learners continue to build a recipe file and a log of dishes they have made with self and peer evaluative notes.
To judge and modify Learners can practice scaling up or down the basic recipes.
sensory properties of
food Teacher feedback in the log can guide the learner to improve by noting their strengths and weaknesses in the practical
2 Sources and Theory: Protein – sources and functions

Nutritive functions of proteins
value of (high biological and Ensure that learners have some understanding of the terms: nutrient, element and molecule.
foods low biological)
Slides or fact sheets can be used to help learners to understand protein as a macronutrient and as one of the five main
Identify the sources groups of nutrients; to know the elements that make up protein and that protein molecules are made up of amino acid
of protein in the diet chains. The mnemonic NCHOPS may help learners to remember the relevant elements.
(including dairy Learners to understand the various functions of protein in the body and the health issues that may occur as a result of
products, eggs, fish, deficiencies
meat, soya, pulses Beads that string together, or similar modelling kits, can be used to illustrate the idea of amino acids joining together to
and nuts) make different proteins and to explain that different sequences of amino acids give different protein molecules. This can
then illustrate the differences between ‘essential’ and ‘non-essential amino acids’, leading on to learning about high and
Describe the low biological proteins.
functions of protein in
the diet and in the Learners can research the difference between animal and plant sources of protein in terms of high and low biological value
body and give examples of these. Learners can use a collection of images of protein foods and discuss whether these are high
or low biological proteins. (I)
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Scheme of Work
Learners to understand how to combine low biological protein foods together in order to make high biological protein
meals (protein complementation)
Think, pair, share activities can help learners to build their knowledge of the functions of protein in the body.
Mind maps or bubble diagrams can be used to summarise key learning points; practice exam questions from past papers
used to test learners’ knowledge and develop exam technique. (F)
Learners can develop a table, or a collection of flash cards can be used to identify the classes of nutrients. Headings:
class of nutrient; source of nutrient; uses of nutrient in the body. (I)
Learners can investigate how to incorporate extra protein in dishes for small appetites or fussy eaters. (I)
Extension activities:
Plan menus for a balanced meal for each of the following: two vegetarians, two vegans and two meat-eaters.
Further extend this work with practice of sequencing a time plan for a practical session where two protein dishes are made
along with the creaming method cake or scones from previous practical work.
All learners should gain experience and confidence with dove-tailing their time plans.
6 To develop Practical: [stewing, simmering] Two main course dishes (one for a vegan or vegetarian and one for a meat or fish eater)
Cooking of knowledge of oven Suggested dishes:
food management and  Curries
skilful preparation of  Thai green curries
food  Chilli
 Bolognaise
8 To define and  Stews
Basic understand the main Learners need to be able to define and describe the principles of simmering as a cooking method where food is heated in
proportions methods to be used water to just below 100OC and stewing as a slow, moist method; giving examples of food that can be cooked using these
and methods and the functions of methods.
of making the main ingredients Learners need to develop competence in meat, fish and vegetable preparation and cooking. They need to develop
in the dishes being competence in cooking by these methods, judging quantities, seasoning and ensuring the food is perfectly cooked.
prepared Learners need to develop awareness of how to test when dishes are thoroughly cooked, for example chicken and fish, or
when vegetables are cooked ‘to the bite’. The use of food probes can be introduced.
To judge and modify
sensory properties of Extension activities: Learners to use a glossary of sensory evaluation terms for flavour, taste, texture (these can be
food found in the practical test handbook) and they then evaluate their own and/or peers’ dishes.
Learners continue to build a recipe file and a log of dishes they have made with self and peer evaluative notes.
Learners can explore recipe books and online recipes for suitable variations or adaptations of basic main course dishes to
accommodate individual needs for types of protein foods. (I)
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Scheme of Work
2 Sources and Theory: Carbohydrates – sources and functions

Nutritive functions of https://www.ifst.org/lovefoodlovescience/resources
value of carbohydrates
foods (monosaccharide, Ensure that learners can identify the elements that make up carbohydrate. The use of “CHO” as an abbreviation of
disaccharide and carbohydrate may help learners remember the elements.
polysaccharide) Slides or fact sheets can be used to help learners to understand carbohydrate as a macronutrient and as one of the five
main groups of nutrients. Learners must understand the functions of carbohydrates in the diet and in the body.
Identify the sources Learners need to understand the difference between ‘starches’ and ‘sugars’ and name sources of these. Is both starch
of and sugar found in all carbohydrate foods?
carbohydrates in the
diet They need to understand that diets in most countries depend on a staple food such as bread, potatoes or rice, which is
usually the main source of carbohydrate. Learners should be aware of the main sources of carbohydrate in their own
Describe the country, but also be prepared to consider how diets differ in other parts of the world.
functions of
carbohydrates in the Learners to understand the different types of sugars. i.e. mono, di and polysaccharides and be able to name examples of
diet and in the body these.
Matching games can be used to assess learning on the units of mono saccharides that combine to make disaccharides;
learners can also use card sort games to consolidate learning of polysaccharides. (F)
Health issues associated with diets high in sugars and starches as well as health issues associated with energy deficiency
need to be understood. Use of slide presentations to show images and descriptions linked to the deficiency diseases as
well as disease caused by over-consumption.
Learners can develop their own leaflets or fact-sheets on specific health problems. These can include ideas for ways to
reduce sugar in the diet, linking to nutritional guidance. (I)
Short interactive games may be used to assess learning, such as https://wordwall.net/resource/569014/212-carbohydrates

or https://wordwall.net/resource/7911699/pe/carbohydrates Use practice exam questions to test learning.
(F)
Plan menus for a balanced meal for each of the following: two athletes or manual workers, two young school children or
two sedentary workers.
Further extend this work with practice of sequencing a time plan for a practical session where two main meal dishes are
made along with the creaming method cake or scones from previous practical work.
Learners should gain experience and confidence with dove-tailing their time plans.
6 To develop Practical: [boiling, frying, simmering, baking/grilling] Cooking with carbohydrates. Making a roux sauce.
food management and Suggested dish:
skilful preparation of  Macaroni cheese pasta bake to include roux sauce; added vegetables, chicken or tuna.
17
Scheme of Work
food Learners need to understand the concept of ‘boiling’ as a method used to tenderise foods in water at 100OC – this is used
to cook the pasta.
To define and Learners need to understand the concept of different types of frying – in this dish, extra ingredients such as chicken,
8 understand the main onions, peppers or mushrooms can be ‘sautéed’ before adding to the dish.
Basic methods to be used Learners need to develop competence in making a successful roux sauce, to define the key term ‘roux’ and be able to
proportions and the functions of explain how it is made and then used to thicken a sauce. They need to be able to describe the step-by-step process of
and methods the main ingredients making a roux sauce, including how the sauce thickens by ‘gelatinisation’.
of making in the dishes being Learners need to understand the concept of a ‘pouring’ sauce and a ‘coating’ sauce; they need to be able to distinguish
prepared between the two, stating how each may be used in dishes as well as how the basic recipe is modified to make either type
of sauce.
To judge and modify Learners need to develop awareness of how to test when dishes are thoroughly cooked, for example pasta, or chicken.
sensory properties of Learners need to develop awareness of the browning process, known as Maillard browning, of the baked pasta and this
food can be accomplished by baking in the oven or under the grill. Learners need to understand the concept of ‘grilling’ as a
fast method of cooking or browning food.
Extension activities: Learners to use a glossary of sensory evaluation terms for flavour, taste, texture (these can be
found in the practical test handbook) and they then evaluate their own and/or peers’ dishes.
Learners continue to build a recipe file and a log of dishes they have made with self and peer evaluative notes. Key
technical terms can be added to the log.
Learners can explore recipe books and online recipes for suitable variations or adaptations of basic main course dishes to
accommodate individual needs for types of carbohydrate foods. (I)
2 Sources and Theory: Fats – sources and functions

Nutritive functions of fats https://www.ifst.org/lovefoodlovescience/resources
value of
foods Identify the sources, Ensure that learners can identify the elements that make up fats and that fats are technically known as ‘lipids’
and explain the Slides or fact sheets can be used to help learners to understand fats as a macronutrient and as one of the five main
functions of fats groups of nutrients. Learners must understand the functions of fats in the diet and in the body.
Learners need to be able to differentiate between saturated and unsaturated fats, naming sources of each.
Describe the Health issues associated with diets high in fat as well as health issues associated with energy deficiency need to be
functions of fats in understood. Use of slide presentations to show images and descriptions linked to the diseases and complications.
the diet and in the
body Learners can develop their own leaflets or fact-sheets on specific health problems. These can include ideas for ways to
reduce fat in the diet, linking to nutritional guidance. (I)
interactive puzzles can be used to assess learning, such as fats and oils starter - Flip tiles (wordwall.net) or
https://wordwall.net/resource/7593322/find-good-fats . Learners can create their own ‘Kahoots’ https://kahoot.com/ or
18
Scheme of Work
similar interactive games and challenge each other. (F)
Plan menus for a balanced meal for low cholesterol diets or people with medical conditions linked to diet, such as diabetes
or obesity. Further extend this work with practice of sequencing a time plan for a practical session where the dishes for a
balanced meal are made along with a creaming method cake or scones from previous practical work. Learners should
gain experience and confidence with dove-tailing their time plans.
6 To develop Practical: Uses of fat in cooking [roasting, frying, baking]

skilful preparation of  Shallow frying with meat, fish, potatoes or other vegetables
food  Roasting of meats or vegetables
 Biscuit making using the melting method
8 To define and  Healthy option (low fat) cakes / cakes or muffins made with vegetable oil
Basic understand the main
proportions methods to be used Learners need to develop competence in making two dishes in an hour by dovetailing their tasks. They can create a time
and methods and the functions of plan by sequencing the steps for two or more of the dishes listed.
in the dishes being Learners need to develop competence in the use of appropriate amounts of fats in recipes and cooking methods. They
prepared need to be able to describe key processes of making chosen dishes and the functions of each ingredient.
To judge and modify Learners need to be able to describe the concept and principles of ‘roasting’ as a method where food is cooked in a hot
sensory properties of oven with a little oil and name examples of food that can be cooked using this method.
food
Learners need to be able to describe the concept of ‘shallow frying’ as a method that uses a little fat or oil and name
examples of food that can be cooked using this method
Learners need to develop awareness of how to test when dishes or ingredients are thoroughly cooked, for example meat,
vegetables and baked dishes such as biscuits.
Learners need to be able to state the processes used in the melting method and explain the concept of caramelisation
as part of the cooking process.
19
Scheme of Work

Learners can explore recipe books and online recipes for suitable dishes to use when practical test tests require menus for
low-fat diets. (I)
2 Sources and Theory: Vitamins – sources and functions

Nutritive functions of vitamins
value of (A, C, D, E, K, B Ensure that learners can define the term ‘vitamin’
foods group – thiamine, Slides or fact sheets can be used to help learners to understand vitamins as micronutrient and as one of the five main
riboflavin, nicotinic groups of nutrients. Learners must understand the functions of different vitamins in the diet and in the body.
acid and cobalamin) The information on multi-vitamin tablet packets lists the vitamin contents and their requirements in the human body.
Learners need to be able to differentiate between fat-soluble and water-soluble vitamins, naming good sources of each.
Identify the sources Scientific names of certain vitamins, namely thiamine (B1); riboflavin (B2); nicotinic acid (B3) and cobalamin (B12) must be
of and explain the remembered.
functions of Health issues associated with diets deficient in specific vitamins need to be understood. Health issues arising from over-
vitamins in the body consumption also need to be understood. Use of slide presentations to show images and descriptions linked to the
diseases and complications can help learners to understand the different health issues that may arise.
A summary table can be produced with vitamins and minerals, their source, function in the body and details of
deficiencies. Learners can develop their own leaflets or fact-sheets on specific deficiency diseases (I)
Online games and quizzes may be used to assess learning, such as

https://sharemylesson.com/teaching-resource/vitamins-minerals-hide-and-seek-162277. Use of past papers and mark
schemes can help to develop exam technique. (F)
Learners can be given a set of questions on vitamins with mark schemes which can be placed around the room; they then
have to circulate and identify the correct answers to match. Team games or challenges can be set up using this method.
(F)
Extension activities: learners can carry out research into vitamins and minerals using the site Nutrition.gov.
https://www.nutrition.gov/topics/whats-food/vitamins-and-minerals
Learners can explore ways to increase vitamin content of meals, by adding extra fruit or vegetables
6 To develop Practical: Uses of fruit in savoury and sweet dishes

skilful preparation of  Curries, Bobotie
food  Sweet & sour sauce
 Complex salads
 Fruit crumble, Eve’s pudding
To define and  Fruit muffins, using the one-stage method
20
Scheme of Work
8 understand the main  Fruit cakes, using the rubbing-in method

Basic methods to be used
proportions and the functions of Learners need to develop competence in choosing and following recipes for chosen dishes. They need to be able to
and methods the main ingredients describe key processes of making chosen dishes. They need to be able to describe the functions of the ingredients in the
of making in the dishes being dishes they make.
prepared Learners need to develop awareness of how to test when dishes or ingredients are thoroughly cooked, for example meat,
vegetables and baked dishes.
To judge and modify Learners need to be able to state the processes used in recipes and explain key concepts of the cooking processes.
food Extension activities: Learners to use a glossary of sensory evaluation terms for flavour, taste, texture (these can be
meals that include certain fruits or vegetables, or that provide good sources of specific vitamins. Past paper questions for
the practical component may be used to guide learners.
Learners should practice their skills in developing time plans. They should create a plan to sequence two or more dishes
with accurate timings of processes and stages; as well as details of cooling times or how to keep dishes warm if
necessary. They should include a short plan of how the dishes would be served. Examples of time plans can be found in
the Practical Test Handbook. (I)
2 Sources and Theory: Minerals – sources and functions

Nutritive functions of mineral
value of elements (calcium, Ensure that learners can define the term ‘mineral’.
foods iron, phosphorus, Slides or fact sheets can be used to help learners to understand minerals as micronutrient and as one of the five main
potassium, sodium, groups of nutrients. Learners must understand the functions of different minerals in the diet and in the body, namely
fluoride, chloride, calcium, iron, phosphorus, potassium, sodium, fluoride, chloride and iodide. Learners need to be able to state good
iodide) sources of each.
Learners need to develop awareness of interactions between certain minerals and vitamins, for example calcium,
Identify the sources phosphorus and vitamin D; iron and vitamin C and explain these connections.
of, and explain the Health issues associated with diets deficient in specific minerals need to be understood. Health issues arising from over-
functions of consumption also need to be understood. Slide presentations that show images and descriptions can be linked to the
mineral elements in diseases and complications.
the body
A summary table can be produced with vitamins and minerals, their source, function in the body and details of
deficiencies. Learners can develop their own leaflets or fact-sheets on specific deficiency diseases (I)
21
Scheme of Work
Learners can carry out research into the effects of high sodium diets and the associated health issues. They can create
leaflets from their findings, identifying foods high in salt and suggest ways to reduce salt in the diet.
https://www.nutrition.gov/topics/whats-food/salt-and-sodium (I)
Online games and quizzes may be used to assess learning, such as

https://sharemylesson.com/teaching-resource/vitamins-minerals-hide-and-seek-162277 . Use of past papers and mark
schemes to develop exam technique.
Learners can be given a set of questions on vitamins with mark schemes which can be placed around the room; they then
have to circulate and identify the correct answers to match. Team games or challenges can be set up using this method.
(F)
Extension activities: learners can carry out research into vitamins and minerals using the site Nutrition.gov.
https://www.nutrition.gov/topics/whats-food/vitamins-and-minerals
Learners can plan menus for a balanced meal for high in iron and vitamin C or calcium and vitamin D. Further extend this
work with practice of sequencing a time plan for a practical session where the dishes for a balanced meal are made along
with a batch of biscuits made by melting method or scones from previous practical work. Learners should gain experience
and confidence with dove-tailing their time plans.
6 To develop Practical: Uses of vegetables in savoury and sweet dishes

skilful preparation of  Stir-fry with a selection of vegetables and meats.
food  Stews, curries, bolognaise, cottage pie
 Complex salads
8 To define and  Vegetable pasties
Basic understand the main  Cakes or tray bakes made using carrots, beetroot, courgettes
proportions methods to be used
and methods and the functions of Learners need to understand the concept of ‘stir-fry’ as a fast-cook method traditionally carried out in a hot wok with very
of making the main ingredients little oil.
in the dishes being ‘Dry-frying’ can be used to gently heat minced meats so that the fat in the meat melts to cook the food. This method is
prepared useful for making dishes such as Bolognaise sauce.
Learners should plan and make suitable accompaniments for savoury dishes; cakes are to be decorated as appropriate.
To judge and modify Learners need to develop competence in choosing and following recipes for chosen dishes. They need to be able to
sensory properties of describe key processes of making chosen dishes, such as dextrinisation and Maillard browning when baking cakes or
food pastries.
Learners need to develop awareness of how to test when dishes or ingredients are thoroughly cooked, for example meat,
vegetables and baked dishes.
Learners need to be able to state the processes used in recipes and explain key concepts of the cooking processes
22
Scheme of Work
meals that include certain fruits or vegetables, or that provide good sources of specific vitamins. Learners can identify
ways to increase fruit and vegetables in the diet. Past paper questions for the practical component may be used to guide
learners. (I)
2 Sources and Theory: NSP/Dietary fibre and water – sources and functions
Nutritive functions of non-
value of starch Ensure that learners can define dietary fibre as a type of carbohydrate. They need to differentiate between soluble and
foods polysaccharide non-soluble dietary fibre. Learners need to be able to discuss the roles of fibre in the body and the importance of fibre in
(NSP/dietary fibre) the diet. They should also be able to identify foods that are good sources of dietary fibre as well as poor sources of fibre
and explain this.
Sources and
functions of water Learners need to be able to discuss the importance of water in the diet and list several functions of water in the body.
Ensure they can identify natural food sources as well as identify foods where water has been added during preparation or
List the principal cooking.
sources of, and
describe the Learners need to able to describe the consequences of a diet deficient in fibre and water and the associated health issues.
functions in the body
of: Learners can research and create posters or mind-maps on fibre and water to include good sources and functions in the
 non-starch diet and in the body. https://www.nutrition.gov/topics/whats-food/fiber or https://www.food4life.org.uk/learning-areas/key-
polysaccharide stage-4/whats-in-food/dietary-fibre offer relevant information on fibre and water(I) Online quizzes are also available. (F)
(NSP)/dietary
fibre Learners can assess the fibre content of food products popular with children, using online information or food packing they
 water have collected. (I)
Learners can create posters for a school campaign to encourage pupils to drink more water and/or increase fibre in the
diet. They can create a leaflet for the campaign with ideas and recipes (F)
Extension activities: Plan menus for a balanced meal for high in NSP/dietary fibre. Further extend this work with practice
of sequencing a time plan for a practical session where the dishes for a balanced meal are made along with a tray bake or
scones from previous practical work. Learners should gain experience and confidence with dove-tailing their time plans.
6 To develop Practical: Short-crust pastry making with wholemeal flour [rubbing-in method, frying, baking]
23
Scheme of Work

skilful preparation of  Vegetable quiche
food  Chocolate tarts
 Lentil pasties
8 To define and
Basic understand the main Learners need to develop competence in successful pastry-making. They need to be able to describe principles and key
proportions methods to be used processes of making short-crust pastry, including the half fat to flour ratio for the dough. They should be able to describe
and methods and the functions of the rules for preparing the dough, resting the dough and for rolling out and shaping as well as develop awareness of
of making the main ingredients ‘baking blind’ for quiches and tarts.
in the dishes being Learners need to develop awareness of how to test when dishes or ingredients are thoroughly cooked and how to avoid
prepared errors such as over-filled pastry cases or under-cooked pastry.
To judge and modify Learners need to develop understanding of the functions of the ingredients in pastry and in the dishes they choose to
sensory properties of make. What are the different types of flour that can be made from wheat? Which types of flour can be used for short crust
food pastry? Which type of fat is best for short-crust pastry? How do eggs set the filling for the quiche or tarts? How is the
mixture thickened for the pasties? How are eggs used for glazing pastry?
A gapped worksheet can help learners revise the process of dextrinisation or Maillard browning when baking pastry
dishes. (I)
meals that include shortcrust pastry. They can explore ways to modify standard recipes to increase NSP content. (I)
24
Scheme of Work
4. Digestion and absorption
3. Digestion at each Theory: The digestive system

Digestion stage of the digestive
and system Learners should be able to differentiate between mechanical digestion as the breakdown of food into smaller pieces
absorption without chemical change to the food molecules and chemical digestion as the breakdown of large, insoluble molecules into
Describe digestion at small, soluble molecules. Digestion breaks food down into individual nutrients.
each stage of the Learners need to be able to explain these processes at various stages in the mouth, stomach, duodenum and the ileum
digestive system to and state the products of these digestive processes.
include: Learners need to be able to define absorption as the movement of small molecules of nutrients and ions through the wall
 Mouth of the intestine into the blood.
 Stomach Learners often do not understand that the alimentary canal is essentially a long tube through which food passes. A long
 Duodenum flexible rubber tube can demonstrate the idea.
 Ileum A schematic diagram on A3 paper can clarify the main events that take place from ingestion by the mouth to egestion from
the anus. Arrows in different colours can show which enzymes are involved along the canal and this can include the action
Enzymes as of bile. Learners should understand that food cannot be considered to have entered the body until it crosses the wall of the
catalysts in digestion, canal.
including amylase, The importance of optimum pH and temperature for enzyme activity should be emphasised, as well as the importance of
erepsin, invertase, enzymes in the whole process of digestion.
lactase, lipase, Learners should understand how nutrients enter the blood at the ileum, including the roles of villi and lacteals in absorbing
maltase, pepsin, different nutrients. How is the ileum designed to ensure this process is effective?
rennin and
trypsinogen Learners can draw a spider diagram or a flow chart of the alimentary canal. This can help them visualise from where the
enzymes are secreted and where they act on specific substrates. (I)
List enzymes and
explain the role of Practical experiment: The role of bile as an emulsifier can be demonstrated by attempting to mix oil with vinegar without
enzymes in named and then with egg yolk.
stages of digestion
Learners can research the process of digestion using interactive resources such as: Diet and digestion
Role of bile in (abpischools.org.uk); https://www.edumedia-sciences.com/en/media/649-digestive-enzymes or Enzymes | S-cool, the
emulsifying fats. revision website (s-cool.co.uk) (I)
Describe the role of Interactive resources can help learners self-assess their knowledge, such as digestion - Teaching resources
bile in emulsifying (wordwall.net) Interactive and printable resources can be found, for example https://www.teachwire.net/teaching-
fats resources/digestive-system-resources-for-key-stage-3-and-4#login-box24 (F)
25
Scheme of Work
Absorption of
nutrients Resource Plus
Designed for IGCSE/O Level science, Resource Plus contains videos and activities related to experiments
Explain the structure including a Digestion: Model gut experiment. There is a related Teaching Pack containing lesson plans and
of the ileum in resources that you could adapt for your learners.
relation to the
absorption of Extension activities: Learners can create a ‘story board’ of the journey of a burger (or other food containing protein,
nutrients carbohydrate and fats) through the alimentary canals (“from food to faeces”), describing the processes and the products of
digestion at each stage in terms of digesting each macronutrient.
Learners can create a poem or rap to describe the stages of digestion, or they can create a whole-class ‘live performance’
where each students takes on the role of a component of the digestive system, explaining the stages of digestion of a
named food.
6 To develop Practical: Bread making – use of yeast

Cooking of knowledge of oven Working in pairs, learners can produce one sweet and one savoury dish using yeast dough batches.
food management and
skilful preparation of Suggested dishes:
food  Bread rolls or loaves – various shapes
 Pizza – various toppings
8 To define and  Pizza pinwheels
Basic understand the main  Fruit pizza
proportions methods to be used  Fruit loaves
and methods and the functions of  Chelsea buns
in the dishes being Learners need to understand the requirements and functions of yeast as a raising agent in terms of successful
prepared fermentation to allow bread to rise adequately.
They need to understand the concept of gluten development in terms of the structure of bread and that this is why
9 To judge and modify ‘strong’ plain flour with a high gluten content is required for bread dough.
Raising sensory properties of
agents food Fact sheets and work sheets help learners to understand the method and stages of bread-making, basic proportions and
functions of ingredients. What are the top tips for successful bread-making? What substance forms on the bread during
Describe ways of baking and how does this occur? (I)
introducing air, CO2
and water vapour Quizzes on yeast dough formation and bread-making can be used as well as revision of previously learnt concepts, such
into a mixture. as dextrinisation, functions of carbohydrates or balanced diet, for example. (F)
Learners can be provided with a range of ideas for different dishes that can be made using a basic bread dough.
They need to develop awareness of how to test when bread is ready to be removed from the oven and the length of time
required for cooling prior to cutting and serving. What happens to the product if bread is cut before it has cooled down?
They need to be able to describe the principles and key processes of making yeast doughs and bread including the
26
Scheme of Work
‘dextrinisation’ of starch during baking

Learners can explore recipe books and online recipes for suitable variations of bread to be made from the basic recipe.
They can investigate traditional breads from different countries, finding out how different cereal grains are used, how the
basic proportions differ and how bread can be unleavened as well as leavened. (I)
Learners to continue to build a recipe file and a log of dishes they have made with self and peer evaluative notes.
27
Scheme of Work
5. Meal planning and dietary guidelines
4 Identify and explain Theory: Planning meals for individual needs and use of nutritional tools
Meal factors affecting food
planning and requirements Learners need to develop awareness of the many reasons that influence the food choices and requirements of individuals,
dietary including age, budget, climate, culture, food availability, health status, personal preferences, personal beliefs and values,
guidelines Explain the use of religious rules and traditions and time constraints.
nutritional tools https://www.foodafactoflife.org.uk/14-16-years/healthy-eating/nutritional-needs-through-life/
Spider diagrams, busy mind-maps or charts can be made to help learners distinguish between and make links between
factors. They can complete surveys, for example on food preferences or prices of a range of food products that can then
be used to make comparisons of quality or value. Working in small groups, learners can discuss the food preferences and
eating habits of their own families. (I)
Interactive resources can help learners to build on and assess their knowledge; for example:
https://www.foodafactoflife.org.uk/11-14-years/activity-packs/food-life-skills/?t=101&siteId=19&sectionId=144 or
https://www.foodafactoflife.org.uk/14-16-years/consumer-awareness/food-choice/ (I)
Case studies can be used to help learners apply their knowledge to a range of scenarios. Alternatively, they can be asked
to write their own case studies and then challenge each other. (F)
Learners can explore dietary guidelines and nutritional tools online. Do all countries use the same guidance or tools? How
are these tools designed to help individuals make healthy choices and what part do they play in preventing malnutrition in
its various forms? (I)
Learners can interview a health professional about the nutritional needs of a specific group, such as a person with coeliac
disease or a 5-year-old child.
Plan menus for a balanced meal for specific dietary requirements – these can be based on age, health status or personal
beliefs. Further extend this work with practice of sequencing a time plan for a practical session where the dishes for a
balanced meal are made along with a batch of small cakes or biscuits from previous practical work. Learners should gain
experience and confidence with dove-tailing and sequencing their time plans.
6 To develop Practical: Batters:

food management and Pouring batter - suggested dishes:
28
Scheme of Work
skilful preparation of  pancakes,

food  Yorkshire pudding,
 toad in the hole
To define and
8 understand the main Coating batter - suggested dishes:
Basic methods to be used  battered fish
proportions and the functions of  chicken goujons
and methods the main ingredients  fruit or vegetable fritters
of making in the dishes being
 bhaajis
prepared
 tempura
To judge and modify
Learners need to be aware that a ‘batter’ in the context of this syllabus is not the same as a ‘cake batter’. This is essential
in terms of making choices for the practical test.
food
Learners can be provided with a range of ideas for different dishes that can be made using a basic pouring or coating
batter.
Describe ways of
Learners can explore recipe books and online recipes for different dishes to be made from the basic recipe. (I)
9 introducing air, CO2
Raising and water vapour
Learners need to be able to list the main ingredients used to make basic batter mixtures and understand the functions of
agents into a mixture.
the ingredients. What are the basic proportions for each type of batter? What are the raising agents in batter? How do
these work? What are scientific processes that occur when batter is a) baked and b) fried? Why are certain foods coated
in batter before deep-frying?
Fact sheets and worksheets can be provided to help learners understand the food science of cooking batters by baking or
frying. These can also help learners to link to knowledge of raising agents in terms of the batter mixtures.
Learners need to be aware that dishes made with batter generally require fat for cooking and be able to explain the impact
that this has on the nutritional content of the food.
Learners need to develop awareness of how to test when a dish using batter is cooked and how to remove excess fat that
may have been used for cooking. (F)
4 Special needs of Theory: Planning meals for individual needs

Meal named groups
planning and The diverse special needs of named groups must be understood; slides, fact sheets tables or printed mind maps can be
29
Scheme of Work
dietary Describe the special used to help learners identify specific needs. They must also understand when specific food are prohibited, for example
guidelines nutritional needs of: during pregnancy; the ways that people with food allergies and intolerances can be impacted by ‘hidden’ ingredients in
pregnant and food products as well as the ways that people with special requirements can compensate nutritionally for foods that must
lactating women, be removed from their diets, for example vegans and those with coeliac disease.
people with food https://www.foodafactoflife.org.uk/14-16-years/healthy-eating/health-issues/
allergies and https://www.foodafactoflife.org.uk/11-14-years/healthy-eating/diet-and-health/
intolerances https://www.coeliac.org.uk/home/
(including coeliac https://www.diabetes.org.uk/
disease), people with https://vegsoc.org/
medical conditions https://www.vegansociety.com/
linked to diet, such
as diabetes, This work can be given as an individual study project where learners carry out their own research, using prepared
hypertension and guidance. (I)
bowel diseases), Past exam papers provide examples of short, structured and free response question that can assess knowledge and help
convalescents, learners to develop their exam technique. (F)
vegetarians
(including vegans Fact sheets can be used to help learners understand the key terms DRV and RDI.
and lacto- Data tables of nutritional requirements for different groups can be provided along with questions for learners to answer,
vegetarians) using the data provided. (F)
Define and explain Learners can make their own flash cards and then use these to answer questions on individual topics (I)
key terminology:
Dietary Reference Interactive learning tools can be used, such as https://www.foodafactoflife.org.uk/search-results?q=DRV
Value (DRV) and https://www.edgalaxy.com/journal/tag/RDI https://www.abpischools.org.uk/topic/energychallenge/2/0 (F)
Reference Daily
Intake (RDI)
6 To develop Practical: Gluten-free cooking

skilful preparation of  gluten-free pasta dishes. Sauces can be made with pesto, yogurt and learners can prepare a blended cheese
food sauce made with corn starch. This then provides an opportunity to compare with the roux sauce made
previously
8 To define and  rice dishes
Basic understand the main  fish cakes coated with gluten-free bread crumbs
proportions methods to be used  gluten-free cakes or biscuits
of making the main ingredients Learners can explore recipe books and online recipes for different dishes to be made to suit specific needs.
in the dishes being Linking to the practical test, they can plan one or more balanced meals for individuals with particular dietary needs. They
prepared
30
Scheme of Work
To judge and modify can then practice writing time plans to include the balanced meal. (I)
sensory properties of Exemplar time plans can be provided and learners can then peer-assess their own time plans. (F)
food
4 Identify and explain Theory: Planning and serving of family meals

Meal factors affecting food
planning and requirements. Revise and extend learning of food requirements. Define ‘family’. What are the diverse needs of a family in terms of
dietary meals? How might eating habits or preferences and nutritional requirements vary? How might family meals be planned
guidelines Explain how to plan and served? What are the rules for food in certain religions? How can families ensure they get value for money when
and serve family shopping for food? How can food waste be avoided when planning family meals?
meals
Information on ways to adapt food or meals when planning, shopping preparing and cooking can be given, learners then
Explain how to plan can use the information to create leaflets aimed at supermarket customers. (I)
and serve meals for
different ages, Case studies can be provided for learners to plan meals and suggest ways to serve food for maximum appeal and
occupations, cultures nutritional value, for example to young children, the elderly or convalescents (F)
and religions
Extension activities: Learners can use the menus or individual dishes they have planned in previous work and analyse
them to find out if they would meet specific nutritional needs in practice. The dishes can be analysed using standard food
tables or by accessing interactive online nutritional analysis tools, such as
https://www.foodafactoflife.org.uk/14-16-years/nutritional-analysis/
6 To develop Practical: Cooking for specific needs

skilful preparation of  Low calorie savoury dish and sweet dish (suitable for sedentary workers, people trying to lose weight)
food  High calorie savoury dish and sweet dish (suitable for manual workers, athletes)
 Light, nutrient-rich dishes for convalescents
8 To define and
Basic understand the main Learners can explore recipe books and online recipes for different dishes to be made for particular needs.
proportions methods to be used Linking to the practical test, they can plan one or more balanced meals for individuals with particular dietary needs. They
and methods and the functions of can then practice writing time plans to include the balanced meal. (I)
in the dishes being Exemplar time plans can be provided and learners can then peer-assess their own time plans. (F)
prepared
31
Scheme of Work
To judge and modify Extension activities: Learners to be provided with a glossary of sensory evaluation terms for flavour, taste, texture (these
sensory properties of can be found in the practical test handbook) and they then evaluate their own and/or peers’ dishes.
food Learners to continue to build a recipe file and a log of dishes they have made with self and peer evaluative notes.
4 Identify and describe Theory: Planning meals for specific occasions

Meal how to plan and
planning and serve meals for Learners can carry out an independent research project on particular meals or dishes eaten during special occasions or
dietary special occasions, festivals in different countries. (I)
guidelines festivals, packed Provide or ask learners to bring different foods from these categories in and set up taste testing activities, using sensory
meals, snacks and evaluation techniques.
beverages Carousel activities can be used, where learners circulate and ‘collect’ dishes (images can be used) to build a menu for a
special occasion or a festival. In what ways do the dishes differ for these types of events? (I)
Describe the use of
herbs, spices and Define ‘snack’. Learners can carry out research to investigate: what is the purpose of this meal? How can snacks be
garnishes in cooking made healthier? What are the benefits and drawbacks of snacking? What are the current trends around snacking? They
could carry out a survey in school to find out how snacking is used and what the most popular snack foods are (I)
Describe ways to
prepare attractive Think, pair, share or ‘snowball’ activities, where learners also have to justify their suggestions can help to develop
presentation of food awareness of the types of dishes that are suitable for packed meal. They can create posters with images and recipes for
suitable options. What types of food are most suitable for transporting and eating outdoors, or without cutlery?
What beverages are suitable for serving with each different type of meal?
Learners can search for recipes for some of the dishes and assess their suitability for use in the practical test. (I)
Sensory analysis of herbs and spices can be used help learners understand the properties of these ingredients.
Interactive or printable activities, such as https://www.lessonplanet.com/search?keywords=herbs%20and%20spices can
be used to help learners develop knowledge of different herbs and spices and their uses in cooking. Do all cultures use the
same flavourings and seasonings? Which are most commonly used? What are the different ways they be incorporated into
savoury or sweet dishes? What nutritional or health benefits do any of the herbs or spices have? How can they be used as
garnishes to dishes and what benefits do they have?
https://www.deliaonline.com/how-to-cook/and-the-rest/herbs-how-to-use-them
Learners can search for recipes using herbs and spices they may or may not commonly use. (I)
Demonstrations of attractive presentation of foods can be given. Learners need to develop confidence in presenting
their dishes for the practical test.
32
Scheme of Work
Use of past paper questions to assess knowledge, learners can be asked to plan menus based on the topics in this
section and then self-assess or peer-review these. Learners can be given basic recipes and asked to show how they
would adapt them using different herbs and spices. (F)
Plan menus for a balanced meal for a special event or a packed meal. Further extend this work with practice of
sequencing a time plan for a practical session where the dishes for a balanced meal are made along with one or two more
dishes from previous practical work. Learners should gain experience and confidence with dove-tailing their time plans.
Learners need to develop awareness of serving sequences and timing of dishes to be served in their practical test. In the
serving section of their time plan, they should practice writing the serving detail, including decoration/garnish, serving
dishes to be used, temperature and sequence.
Linking to the practical test, learners can explore the internet for creative ways to garnish and present food, such as
https://www.youtube.com/watch?v=akk4aG5nnoc
6 To develop Practical: Developing piping skills

skilful preparation of  Fish or cottage pie using piped potato topping (fish for the pie to be cooked by poaching)
food  Piped Viennese biscuits (biscuits made by the creaming method)
 Cakes or small cakes decorated with piped cream or buttercream
8 To define and
Basic understand the main Ensure learners can explain the principles and concept of ‘poaching’ and name several examples of foods that can be
proportions methods to be used successfully cooked using this method
and methods and the functions of Learners should be able to describe the process of making biscuits using the creaming method and describe the functions
of making the main ingredients of the ingredients.
in the dishes being Learners need to be aware of dovetailing tasks so that dishes that require cooling before piping are made sooner.
prepared
Learners can explore recipe books and online recipes for different dishes to be made that use herbs and spices. Linking to
To judge and modify the practical test, they can plan one or more balanced meals that use specific herbs or spices and suggest how herbs and
sensory properties of spices can be used to modify basic recipes. They can then practice writing time plans to include the balanced meal. (I)
food
Exemplar time plans can be provided and learners can then peer-assess their own time plans. They can identify different,
attractive ways to serve the dishes. (F)
33
Scheme of Work
34
Scheme of Work
6. Composition and value of the main foods in the diet
5 Composition and Theory: Composition and value of fats and oils

Composition value of:
and value of Fats and oils Ensure that learners can define oils and fats, identifying any differences in properties and list examples of each.
the main
foods in the List the main types of Learners need to develop awareness of the origins of fats and oils, including in terms of saturated and unsaturated lipids.
diet fats and oils used in Slides, videos such as https://www.youtube.com/watch?v=rjdttw1rqt8 and worksheets can help learners understand the
the diet structure of fats and oils as well as their different uses in cooking. Do fats and oils all have the same composition? How do
they differ? What are the many roles of fats in the diet and in cooking? How do fats contribute to sensory properties of
Explain the food? Are all fats and oils interchangeable? Do all fats and oils have the same nutritional value?
composition and https://www.foodafactoflife.org.uk/search-results?q=fats+and+oils
values of animal fats
such as butter, lard, Learners need to understand the term ‘shortening’ in relation to dishes such as pastry, cakes or biscuits, as well as how
suet and plant oils fats contribute to aeration in cooking.
including uses of https://www.foodafactoflife.org.uk/14-16-years/food-science/experiments-and-investigations/
plant oils in
margarine Learners can create posters, spider-diagrams or mind-maps to show named examples of different types of fats and oils
and the cooking processes for which they are suitable(I)
Learners can develop glossaries of properties, functions and value in the diet of fats. (I)
Learners can access online learning tools, such as https://www.foodafactoflife.org.uk/14-16-years/food-science/functional-
and-chemical-properties-of-food/ to help with compilation of the glossary and for quizzes (F)
Provide learners with named dishes or recipes, such as chicken pie or sponge cake, where they then have to match given
functions to ingredients in the dish. (F)
Practical experiment: Learners can test and compare fats for pastry making. Working in pairs, they can test short-crust
pastry made with different types of fats or mixtures of different fats. The results can be taste-tested and evaluated. (I)
https://www.sciencebuddies.org/science-fair-projects/project-ideas/FoodSci_p055/cooking-food-science/role-of-fats-in-
making-delicious-pastry#summary
Extension activities: Learners can link to and revise nutritive values of fats (topic 2) https://www.youtube.com/watch?
v=QhUrc4BnPgg
Learners can use food labels or the internet to find out what type of fat would be used for given methods of cooking – for
example pastry or cake making, frying, roasting or spreading.
35
Scheme of Work
6 To develop Practical: Uses of fats in cooking

skilful preparation of  Deep fat frying - Scotch eggs, doughnuts, fritters
food  Biscuits or cookies made by the rubbing-in method
8 To define and Ensure learners can discuss the concept of deep-frying to include the scientific principles, suitable foods and equipment,
Basic understand the main procedures to be used for this cooking process. (F) Why are some foods coated before deep-frying?
proportions methods to be used https://www.bbcgoodfood.com/howto/guide/how-deep-fry-safely
and methods and the functions of Learners should be able to discuss how to store fats and oils and how to deal with oils after they have been used for
of making the main ingredients cooking. Can fats be re-used? What are the changes to the composition of fats when they are heated?
in the dishes being
prepared Ensure learners can discuss the concept of the ‘rubbing in’ method to include the functions of ingredients used, different
dishes that can be made from a rubbed-in mixture, top tips for successful rubbed-in method dishes.
To judge and modify https://www.stem.org.uk/system/files/community-resources/2017/01/rubbing%20in%20method%20-%20cookies.pptx
sensory properties of https://whatsarahbakes.com/baking-secrets/mixing-methods/the-rubbing-in-method/
food
Learners can explore recipe books and online recipes for different dishes to be made using different types of fats and oils.
(I)
5 Composition and Theory: Uses of cereals in the diet

and value of Cereals Ensure that learners can define cereals as a source of starch and list examples of these. They need to understand that
the main cereals can be used as discrete products, such as rice or maize as well as milled to make flour. Learners need to develop
foods in the List the main cereals awareness of the production of flour from cereals, including wholegrain and refined versions.
diet used in the diet
Slides, videos such as https://www.youtube.com/watch?v=f0im--5zC5M and worksheets can help learners understand the
Explain the structure of cereals as well as their different uses in cooking and in the diet. Do cereals all have the same properties and
composition and nutritional profile? How do they differ? How do cereals contribute to the structure and sensory properties of food? What
values of maize are the advantages and disadvantages of different types of cereals in cooking? What are the advantages and
millets, oats, rice and disadvantages of using wholemeal flours?
wheat
Learners can create charts, spider-diagrams or mand-maps to show named examples of different types of cereals and the
36
Scheme of Work
cooking processes for which they are suitable. Linking to topic 4, learners can investigate which cereals are not suitable
for people with coeliac disease, and which might be most suitable for young babies. (I)
Learners can develop glossaries of properties, functions and value in the diet of cereals. (I)
They can access online learning tools, such as https://www.foodafactoflife.org.uk/14-16-years/food-science/functional-and-
chemical-properties-of-food/ to help with compilation of the glossary and for quizzes (F)
Practical experiment: Learners can make sauces from different flours and compare the results for thickness and
clearness ( a basic sauce can be made from 30g flour and 300ml water); they can then write a report on the thickening
ability of different starches (I)
Learners can investigate the gluten content of different flours. Using 100g of each type of flour and sufficient water to
make a dough ball. Wrap each one in a disposable cloth before running water over the dough. Learners can observe the
starch running out into the water. The dough should be squeezed until no more starch come out. Learners can pull the
gluten ball to see how it stretches and shrinks. The dough balls can then be baked in a hot oven until puffed up and
golden. Sizes of the dough balls can be compared – strong flour should make the largest dough ball as it contains the
most gluten. https://foodafactoflife.org.uk/media/5528/food-science-in-action-proteins.pptx (I)
Extension activities: Learners can link to and revise nutritive values of carbohydrates (topic 2)
Learners can use food labels or the internet to find out what type of cereal products should be used for given methods of
cooking – for example pastry, bread, sauce or cake making
6 To develop Practical: Rough puff or flaky pastry to freeze

food management and Learners do need to understand how to make both types of pastry. They can work in pairs to make both, comparing notes
skilful preparation of on the ingredients used and method of making. What are the functions of all the ingredients? What is meant by ‘lamination’
food and how is a good result achieved? What are the possible errors and problems arising from making rough puff and flaky
pastry? What process turns the pastry brown during cooking? What are the top tips for successful pastry making?
8 To define and Learners can teach each other how to make one type of pastry. The results can be peer reviewed. Learners can question
Basic understand the main each other on both types of pastry. (F)
and methods and the functions of Learners can explore ways of using the pastry and develop a recipe book for other students, with hints and tips on making,
of making the main ingredients storing and using both types of pastry. They can compare the pastry with short crust recipe, noting differences in
in the dishes being ingredients, method of making and uses. They can freeze a portion of pastry and bake a portion to compare with others. (I)
prepared Learners can be tested on their knowledge of the stages of pastry making, and what makes successful pastry. They need
to be able to identify how to test when pastry is cooked. Use of past paper questions can help learners assess their
To judge and modify knowledge and develop exam technique. (F)
food
5 Composition and Theory: Eggs as a source of protein
37
Scheme of Work

and value of Sources of protein Learners need to know the nutritional content of eggs.
the main Learners need to be able to describe the structure and composition of eggs: https://www.youtube.com/watch?
foods in the List the main sources v=jWICfj4D9_k
diet of high biological
protein in the diet Learners need to know how to test for freshness of eggs: https://www.youtube.com/watch?v=E2OWXN80NZQ as well as
being able to explain how eggs should be stored.
Explain the Learners need to be able to explain the different uses and functions of eggs in cooking: https://www.youtube.com/watch?
composition of eggs v=jrpCY0Z5OBM; https://www.deliaonline.com/how-to-cook/eggs; The Delia Online Cookery School or
https://www.youtube.com/watch?v=N4UOxLGnFfY
State the nutritional
value of eggs Spider diagrams, mind-maps, such as https://getrevising.co.uk/diagrams/eggs-10; worksheets, such as
https://www.stem.org.uk/system/files/community-resources/2017/01/Egg%20student%20worksheet.pdf can be found
Identify uses of eggs online to help learners process the information required. They can create or be provided with tables that outline functions,
in cooking reasons for use and examples of uses of eggs in cooking. (I)
Suggest dishes that Practical experiment: Poaching or boiling eggs can be used as an experiment to illustrate coagulation of protein. For
can be made using example: https://www.ifst.org/lovefoodlovescience/protein-coagulation-experiment;
eggs https://foodafactoflife.org.uk/media/5528/food-science-in-action-proteins.pptx or
https://www.exploratorium.edu/cooking/eggs/eggscience.html (I)
Extension activity: Learners can create a chart to suggest egg dishes that can be used for different meals, including
breakfast, midday meals, evening meals and packed meals
Learners can work in pairs to devise a board game to use for revision of eggs or create quizzes to challenge each other.
Use of past paper questions on different aspects of eggs in the diet and in cooking to help learners develop exam
technique. A series of quiz cards can be provided (or learners make their own) where a different dish using eggs is given
on each card and learners have to identify the functions of the eggs in the recipe. (F)
6 To develop Practical: Use of eggs in cooking

skilful preparation of  Frittata – shallow frying & grilling – aeration and coagulation
food  Eggs Benedict – boiling and use of eggs to emulsify a sauce;
 Lemon meringue pie – enriching and thickening the lemon filling, aeration of the meringue
8 To define and  Egg custard tart - coagulation
Basic understand the main  Swiss roll using the whisking method
and methods and the functions of Ensure learners understand that ‘whisking method’ refers to a mixture of eggs and sugar that are whisked together until
of making the main ingredients thick and creamy, before folding in flour and other added ingredients to make sponge cakes, gateaux or desserts such as
in the dishes being
38
Scheme of Work
prepared sponge flans. Ensure learners know the principles and the basic proportions of a whisking method sponge as well as the
functions of each ingredient. Often learners confuse this key technical process with using an electric whisk to make a
To judge and modify creaming method or one-stage cake mixture. Recipes, instructions and video demonstrations at:
sensory properties of https://www.deliaonline.com/recipes/international/european/british/swiss-roll
food Learners must develop awareness of successful cake-making using the whisking method. They need to develop
awareness of how to test when cakes are ready to be removed from the oven and the length of time required for cooling
prior to slicing and decoration. Why does a cake made by the whisking method become dry and stale sooner than a cake
made by the creaming or rubbing-in method?
Learners can explore recipe books and online recipes for suitable variations of cakes to be made from the whisking
method (I)
5 Composition and Theory: Meat and poultry

and value of Sources of protein Ensure learners can define the different classifications of meat https://getrevising.co.uk/revision-cards/meat
the main
foods in the List the main sources Learners need to be able to identify the different cuts of meat, including offal and different meat products, such as sausage
diet of high biological and burgers.
protein in the diet
Learners must be able to describe the structure and nutritional value of meat and poultry. They must be able to describe
Name classifications how to tell if meat is fresh when shopping for food.
of meat
Learners can explore different ways of cooking with meat and meat products. What are the advantages and disadvantages
Identify different cuts of the different methods? Which cuts or types of meat are the most economical? What factors might affect an individual’s
of meat and suggest choice of meat? How can tough cuts of meat be tenderised? How might the nutritional value of meat be affected by
uses for them cooking processes? (I)
State the nutritional They can use past paper questions from the practical component to compile ideas for suitable dishes to choose,
value of meat identifying the type and cut of meat, the cooking method used and then justify their choices in terms of meeting the test
requirements. (I)
Matching games can be provided, or learners can design their own cards, where types and cuts of meat are matched with
nutritional profiles. (F)
39
Scheme of Work
Functional properties of protein:

https://www.foodafactoflife.org.uk/14-16-years/food-science/functional-and-chemical-properties-of-food/
Use of past paper questions on meat and poultry to assess learning can help learners to develop exam technique.
A series of quiz cards can be provided (or learners make their own) where a different dish using meat is given on each
card and learners have to identify the type or cut of meat used and the cooking method. (F)
Learners can explore recipe books and online recipes for different dishes to be made that use named types or cuts of
meat. Linking to the practical test, they can plan one or more balanced meals that use specific types of meat. They can
then practice writing time plans to include the balanced meal plus two more dishes from previous practical work. (I)
Learners can then peer-assess their time plans. They can suggest different ways to garnish and serve the dishes. (F)
Extension activities: Learners can extend their learning by researching consumer trends related to meat and write a
short report on their findings.
6 To develop Practical: Cooking with meat

Cooking of knowledge of oven Learners need to develop confidence with using different types of meat in cooking. https://www.deliaonline.com/how-to-
food management and cook/meat
skilful preparation of
food Learning to joint a raw chicken is a useful skill and can link to economical use of ingredients: How to joint a raw chicken |
How to Cook | Delia Online
8 To define and
Basic understand the main Suggested dishes:
proportions methods to be used  Chicken or sausage pie made using the frozen puff or flaky pastry from previous practical work
and methods and the functions of  Sausage rolls made using the frozen pastry
of making the main ingredients  Chicken pasties made using the frozen pastry
in the dishes being  Beef cobbler using scone-mix topping
prepared  Grilling a piece of meat, add a sauce and vegetable accompaniments to extend skills
To judge and modify https://www.deliaonline.com/how-to-cook/chicken-and-other-birds
sensory properties of Learners need to explain how prepare and cook meat according to the recipes they choose.
food They need to develop awareness of how to test when meat is thoroughly cooked and how dishes should be kept warm
during their practical test, if appropriate
40
Scheme of Work
5 Composition and Theory: Fish

Composition value of: Ensure learners can define the different classifications of fish, including white (round and flat); oily; and shellfish
and value of Sources of protein
the main Learners should be able to describe how to tell if fish is fresh https://getrevising.co.uk/revision-notes/fish-2
foods in the List the main sources
diet of high biological Learners must be able to describe the structure and nutritional value of different types of fish.
protein in the diet
Name classifications Link to topic 4, Meal planning for special needs of certain groups: what are the rules for eating fish during pregnancy? (F)
of fish
Learners can explore different ways of cooking with fish. They can use past paper questions from the practical component
State the nutritional to compile ideas for suitable dishes to choose, identifying the type of fish to be used, the cooking method used and then
value of fish justify their choices in terms of meeting the test requirements. (I)
https://www.deliaonline.com/how-to-cook/fish-and-shellfish
Knowledge organisers can be provided or created by learners, such as https://www.twinkl.co.uk/resource/t4-dt-128-gcse-

food-commodities-meat-eggs-and-fish-knowledge-organisers Learners can be given questions taken from comprehension
of information provided or to be answered from their own research. (F)
Learners can explore recipe books and online recipes for different dishes to be made that use named types of fish. Linking
to the practical test, they can plan one or more balanced meals that use fish. They can then practice writing time plans to
include the balanced meal plus two more dishes from previous practical work. (I)
Learners can then peer-assess their time plans. They can suggest different ways to garnish and serve the dishes. (F)
Extension activities: Learners can extend their learning by researching consumer trends related to fish and write a short
report on their findings. They can design a poster to encourage people to eat more fish, especially oily fish in their diet.
6 To develop Practical: Cooking with fish

food management and Learning how to prepare a whole fish is a useful skill for learners: https://www.youtube.com/watch?
skilful preparation of v=zDz7ep6nIc4&list=PLUD8sRGrTKloxjjJoUnReHAUlSZI8SUS7&index=5
food
They should also be shown how to check for bones in filleted fish pieces and how to remove these with tweezers or a
knife.
To define and
8 understand the main Suggested dishes:
Basic methods to be used  Breaded or battered fish goujons, using different types of fish;
41
Scheme of Work
proportions and the functions of  Fish parcels using the frozen flaky pastry from previous practical work, to include a coating roux or blended
and methods the main ingredients sauce
of making in the dishes being  Tuna pasta bake – to include a roux sauce
prepared  Seafood risotto
 Fish pie using different types of fish and piped potato topping or rosti potato topping
To judge and modify  Fish cakes
sensory properties of  Thai fish curry
food
 Sushi with dipping sauce
Learners need to explain the concept of the cooking methods they use, such as sauce-making, frying, grilling, baking,
poaching or steaming for example. They should be able to state basic proportions and describe the functions of each
ingredient in a dish.
They need to begin to develop awareness of successful cooking with fish. They need to develop awareness of how to test
when fish and dishes made with fish are thoroughly cooked. Use of food probes can help learners link this knowledge to
food safety rules. Can fish dishes be kept warm during a practical test? What is the best way to serve the dish they have
made?
Learners can explore recipe books and online recipes for suitable variations of dishes to be made from fish that would be
suitable for use in the practical test (I)
5 Composition and Theory: Alternative protein foods, Soya, Quorn, nuts, seeds and pulses
and value of Sources of protein Ensure learners can differentiate between high biological and low biological proteins and give examples of each.
the main
foods in the List the main sources Learners need to be able to state the nutritional value of each type of alternative protein, including in relation to their value
diet of high and low in vegetarian or vegan diets and suggest ways of using these in cooking.
biological protein in https://www.foodafactoflife.org.uk/search-results?q=alternative+protein
the diet
State the nutritional Learners can carry out research into soya as a HBV protein, its origins as a pulse and how it is processed into a range of
values of soya, products https://www.ucsfhealth.org/education/a-guide-to-foods-rich-in-soy. (I)
42
Scheme of Work
pulses and nuts

Learners can research Quorn and its uses (they need to be aware that Quorn can be made with or without egg white and
Suggest uses for why this relates to vegans) https://www.youtube.com/watch?v=CK5_Yn3eAnk. (I)
soya, pulses and
nuts in meal planning Learners can research nuts and seeds, including nutritional value and variety of uses in cooking, such as nut flours and
oils https://www.health.harvard.edu/nutrition/why-nutritionists-are-crazy-about-nuts. They need to be aware that peanuts
are actually a type of pulse. (I)
Learners can research pulses and need to be able to define ‘pulses’ and ‘legumes’. They need to be able to state the
nutritional profile of pulses and identify the various ways they can be used in cooking. They must understand pulses as a
source of LBV protein as well as being categorised as vegetables.
They need to be aware of the principles of soaking and cooking pulses to ensure they are safe to eat.
https://www.nhs.uk/live-well/eat-well/beans-and-pulses-nutrition/ and https://pulses.org/future-of-food/pulses-nutrition (I)
They can compile a chart with ideas for uses in their practical test. (I)
Revision of topic 2 Nutritive value of protein can be linked to this section, along with relating nut allergies to topic 4, Meal
planning for special dietary needs. Protein complementation can also be revised in this section. (F)
6 To develop Practical: Sweet and savoury dishes using alternative protein foods
skilful preparation of  Lasagne or moussaka made with soya or Quorn mince
food  Stews, curries, chilli or enchiladas using pulses
 Samosas or pasties made with alternative proteins
8 To define and  Veggie burgers made with soya, nuts or pulses
Basic understand the main  Bread rolls with added seeds
proportions methods to be used  Desserts made with tofu or nuts
of making the main ingredients Learners can explore different ways of cooking with alternative proteins. They can use past paper questions from the
in the dishes being practical component to compile ideas for suitable dishes to choose, identifying the type of alternative protein to be used,
prepared the cooking methods used and then justify their choices in terms of meeting the test requirements. (I)
To judge and modify Learners can answer questions on the ingredients, cooking methods and skills they have used in practical work so far. (F)
food Extension activities: Learners to be provided with a glossary of sensory evaluation terms for flavour, taste, texture (these
43
Scheme of Work
Learners can explore recipe books and online recipes for suitable variations of dishes to be made from alternative proteins
that would be suitable for use in the practical test (I)
5 Composition and Theory: Uses of fruit and vegetables in the diet and in cooking
and value of Fruits and Learners can research and create posters or fact files on the different categories of vegetables, for example:
the main vegetables https://www.shiveshskitchen.com/2015/09/classification-of-vegetables.html and fruit, for example:
foods in the https://www.berries.com/blog/types-of-fruit (I)
diet Categorise a range Learners can research the nutritional value of common or a given list of fruit and vegetables, creating posters or fact files
of fruit and (I)
vegetables Learners can investigate different ways to use fruit and vegetables in cooking and link to past paper question for the
commonly used in practical test to plan menus that include a variety of fruit and vegetables. (I)
the diet
Learners can investigate the correct way to zest and juice citrus fruit
Explain the https://www.deliaonline.com/cookery-school/techniques/zesting-and-juicing-citrus-fruits
nutritional values of Learners can investigate correct ways to prepare vegetables, such as:
fruit and vegetables https://www.deliaonline.com/cookery-school/techniques/how-to-prepare-peppers-and-chillies or
https://www.deliaonline.com/cookery-school/techniques/sharpening-a-knife-and-chopping-onions
Learners can explore ways of and benefits of replacing sugar with fruit or vegetables in baking, for example.
https://www.bbcgoodfood.com/howto/guide/sugar-free-baking or https://www.organicauthority.com/eco-chic-table/using-
fruits-to-replace-sugar-in-your-recipes (I)
Revision of topic 2 Sources of carbohydrate and Sources of NSP can be done using past paper questions and linking to
the value of fruit and vegetables in the diet. Link to topic 4 Meal planning and dietary guidelines using case studies to
show how to increase the use of fruit and vegetables in the diet of named groups. (F)
Learners can be challenged using Kahoots or Quizlet on vegetable categories, for example (F)
https://quizlet.com/212067860/8-types-of-vegetables-with-an-example-flash-cards/
Extension activities: Learners can create knowledge organisers, based on https://www.foodafactoflife.org.uk/14-16-

years/knowledge-organisers/
They can carry out a healthy eating campaign in school, showing their peers how to increase and benefit from fruit and
vegetables in their diets.
44
Scheme of Work
6 To develop Practical: Use of fruit and vegetables in cooking

skilful preparation of  Steamed sponge using fresh or dried fruit instead of jam
food  Pineapple upside down cake
 Carrot cakes
8 To define and  Fruit tarts or flan
Basic understand the main  Fruit sponge cakes or tray bakes using the one-stage method
proportions methods to be used  Fruit fool with biscuits
of making the main ingredients Making a steamed sponge pudding: https://www.youtube.com/watch?v=Y7D3JYK8IVw
in the dishes being One-stage cake: https://www.deliaonline.com/recipes/meals-and-courses/afternoon-tea/iced-lemon-curd-layer-cake or
prepared https://www.deliaonline.com/recipes/type-of-dish/cake-recipes/a-classic-sponge-cake-with-passion-fruit-filling
To judge and modify Learners need to be able explain the concept and principles of the cooking methods they use, such as steaming and the
sensory properties of one-stage method for cakes. They should be able to state basic proportions and describe the functions of each ingredient
food in a dish.
Extension activities: Learners can work in small groups to film a short instructional video on how to make one of their
chosen dishes, highlighting the functions of the ingredients and explaining the cooking methods.
Learners to be provided with a glossary of sensory evaluation terms for flavour, taste, texture (these can be found in the
practical test handbook) and they then evaluate their own and/or peers’ dishes.
Learners can explore recipe books and online recipes for suitable variations of dishes to be made from fruit and
vegetables that would be suitable for use in the practical test (I)
Extension activities: Different ways to garnish with fruit and vegetables can be researched and practiced.
5 Composition and Theory: Dairy products – milk, butter and cream

and value of Sources of protein Ensure that learners can define and identify ‘dairy products’ and understand that this does NOT include eggs.
the main https://www.foodafactoflife.org.uk/14-16-years/food-commodities/dairy/
foods in the List the main sources https://snma.org.uk/resources-for-schools
diet of high biological https://www.milk.co.uk/
45
Scheme of Work
protein in the diet

Slides, fact sheets and worksheets can help learners understand the production of different types of milk, including
State and describe pasteurisation, sterilisation, UHT, evaporated, condensed and dried milk as well as butter and cream.
the composition and Buying and storing of dairy products should also be understood.
values of dairy
products Learners can create charts to show the nutritional content of different types of milk and link this to revision of functions of
the nutrients; examples of uses in cooking of different types of milk and the relative merits of different types of milk in the
Key points involved diet.
in milk pasteurisation Learners can investigate the different types of cream that can be bought, noting how the nutrient content varies and
11 and sterilisation and building a table of uses of different types of cream and butter. (I)
Food in the production of
preservation UHT milk, Link to topic 4 allergies and special needs and explain why dairy foods may not be suitable for certain groups of people.
evaporated and Use think, pair, share activities where learners suggest interesting ways that milk can be included in the diet, other than as
condensed milk and a drink. Use ‘just a minute’ games where learners have to tell their partner everything they know about a given topic for
dried milk one minute; swapping over for the other learner to speak about a different topic. They then peer assess knowledge. (F)
Describe and Learners can plan two dishes using different types of milk and create a time plan for preparation and cooking of these. (I)
compare the key
points involved in the Practical experiment: Learners can carry out an investigation to compare butter with soft and block margarine, low fat
production of spread and spreadable butter; considering texture, colour, flavour, nutritional value, energy value, cost and uses in
different types of milk cooking.
Extension activities: Learners can carry out an investigation to find out the range of milks and milk products that are
available in local supermarkets. They should include milks, cheeses, yogurts, creams and dairy ice cream. Learners can
compare the costs and energy value of the products and then write a short report on their findings.
6 To develop Practical: Cooking with dairy products

skilful preparation of  Cakes or desserts made using the whisking method. Developing piping skills with cream
food  Quiches, flans or tarts using milk or cream fillings
 Making custard sauces and comparing different methods
8 To define and  Meals for convalescents using milk and cream
proportions methods to be used Learners can create a chart to explain the different cake/dessert making methods – creaming, whisking, rubbing-in,
and methods and the functions of melting and one-stage and give examples of each. They can add photographs of the cakes they have made using each
of making the main ingredients method (I)
in the dishes being
prepared They need to be able to explain how to whip cream to the optimum consistency for spooning or piping.
They need to develop neat piping skills to gain high marks for results in the practical test. (F)
To judge and modify
46
Scheme of Work
food Learners need to develop confidence in planning and making multiple dishes in one session and be able to effectively
dovetail their tasks. They should be able to comfortably make two dishes in an hour.
Learners need to develop awareness of how to test when food is ready and be able to describe this in the Special Points
section of their time plans. They need to understand timing and sequencing, including how long a cake needs for cooling
before it can be decorated (I)
Learners can explore recipe books and online recipes for suitable variations of dishes to be made from milk and cream
that would be suitable for use in the practical test (I)
5 Composition and Theory: Dairy products – yogurt and cheese

and value of Sources of protein Ensure that learners can define ‘yogurt’ and ‘cheese’, understanding that these are products that add variety to the diet
the main and help to preserve milk.
foods in the List the main sources https://www.foodafactoflife.org.uk/14-16-years/food-commodities/dairy/
diet of high biological https://snma.org.uk/resources-for-schools
protein in the diet https://www.milk.co.uk/
State and describe Slides, fact sheets and worksheets can help learners understand the production of different types of yogurt and cheese.
the composition and Learners can create a flow chart to show the stages of production of cheese. (F)
values of dairy Buying and storing of yogurt and cheese should also be understood.
products
Learners can create charts to show the nutritional content of different types of cheese and of yogurt and link this to
11 The use of enzymes revision of functions of the nutrients; examples of uses in cooking of different types of cheese and the relative merits of
Food and bacteria in the different types of cheese in the diet. (F)
preservation manufacture of
cheese and yogurt Learners can investigate the different types of cheese or yogurt that can be bought locally, noting how the nutrient content
varies and building a table of uses of different types of cheese and yogurt. (I)
Explain the process
of making cheese Learners can work in pairs to create a poster to show where in the world different cheeses come from and suggest uses
and yogurt for these. (I)
Learners can test different cheeses and carry out sensory analysis of them. (I)
47
Scheme of Work
Link to topic 4 allergies and special needs and explain why dairy foods may not be suitable for certain groups of people.
Which types of cheese are not suitable during pregnancy? Use think, pair, share activities where learners suggest
interesting ways that cheese or yogurt can be included in the diet. Use ‘just a minute’ games where learners have to tell
their partner everything they know about a given topic for one minute; swapping over for the other learner to speak about a
different topic. They then peer assess knowledge.
Learners can use online quizzes or create their own to challenge each other (F)
Learners can plan two dishes suitable for the practical test using different types of cheese and create a time plan for
preparation and cooking of these (I)
Practical experiment: Learners can investigate how different types of cheese react during cooking; for example when
melted into a sauce or browned under the grill. They can write a short report on their finding and suggest types of cheese
most suitable for specific dishes/methods of cooking
Extension activities: Learners can carry out some practical work to find out how to encourage people to use more milk,
milk products and different cheeses in their cooking. They can test and taste some recipes and work out the cost and
nutritional value of the recipes. A short evaluation of the work can be written.
Learners could make their own cheese, creating a video of the process and the results.
6 To develop Practical: Cooking with cheese and yogurt

Cooking of knowledge of oven https://www.deliaonline.com/search?s=cheese or https://www.deliaonline.com/search?s=yoghurt
food management and
skilful preparation of Suggested dishes:
food
 Cheesecake – Learners can investigate the use of gelatine to set the cheesecake.
8 To define and  Yogurt as salad dressing or made into a dip
Basic understand the main  Yogurt as an ingredient in cakes or desserts
proportions methods to be used  Yogurt as an ingredient to replace cream in curry or other sauces
and methods and the functions of  Beef and mozzarella meatballs
of making the main ingredients  Cheese scotch eggs
in the dishes being
 Cheese and onion pasties
prepared
 Pizza – using different types of cheese
To judge and modify  Home-made pasta with a cheese sauce or a cheese filling for home-made ravioli
food Extension activities: Learners need to understand the origins and nutritional value of gelatine and how to use this
effectively in cooking. They can investigate different uses for gelatine and make two different dishes that require setting.
Learners need to develop confidence in planning and making multiple dishes in one session and be able to effectively
48
Scheme of Work
section of their time plans. They need to understand timing and sequencing of dishes by dovetailing tasks. (I)
Learners can explore recipe books and online recipes for suitable variations of dishes to be made from cheese and
yoghurt that would be suitable for use in the practical test (I)
49
Scheme of Work
7. Cooking of food
6 Explain the transfer Theory: Methods of heat transference

Cooking of of heat by
food conduction, Ensure learners can define heat as a type of energy and that they have some understanding of the formation of molecules
convection and from atoms and that molecules produce heat when they vibrate. They need to understand how heat is passed from
radiation molecule to molecule.
https://www.foodafactoflife.org.uk/14-16-years/food-science/functional-and-chemical-properties-of-food/#heat
https://www.tes.com/teaching-resource/food-science-heat-transfer-worksheet-11880264
https://www.youtube.com/watch?v=vg5k6t6uZwE&feature=emb_logo
Slides, videos, diagrams and worksheets can help learners to understand the principles of each method of heat
transference.
Learners can produce mind-maps, spider diagrams or tables to show the different methods and uses in cooking. Which
materials are most suitable for each method? Which dishes can be made using each method? Which dishes use more
than one method during cooking? (I)
Matching pictures of food being cooked to heat transfer descriptions can be used to assess learning. Learners can be
given a list or grid of statements of knowledge; they then tick the statements they can confidently answer and highlight the
topics they need to go over again or investigate further.
Use of past paper questions can assess learning on methods of heat transfer (F)
6 To develop Practical: Uses of different methods of heat transfer

skilful preparation of  Biscuits made by the melting method
food  Potato and vegetable gratin – include use of the grill to brown the surface
 Vegetable soup with bread or savoury biscuits
8 To define and
Basic understand the main Learners need to develop confidence in planning and making multiple dishes in one session and be able to effectively
proportions methods to be used dovetail their tasks. They should be able to comfortably make two dishes in an hour.
and methods and the functions of Learners need to develop awareness of how to test when food is ready and be able to describe this in the Special Points
of making the main ingredients section of their time plans. They need to understand timing and sequencing of dishes by dovetailing tasks. (I)
in the dishes being
prepared Learners to be provided with a glossary of sensory evaluation terms for flavour, taste, texture (these can be found in the
50
Scheme of Work
To judge and modify Learners to build a recipe file and a log of dishes they have made with photographs of dishes made, self and peer
sensory properties of evaluative notes. For example https://www.foodafactoflife.org.uk/media/1651/cooking-ws-1416apfr.pdf
food Learners can practice scaling up or down the basic recipes.
Learners can identify the different methods of heat transfer in all the dishes recorded in their log(F)
6 Reasons for cooking Theory: Reasons for cooking food and cooking methods
Cooking of food
food https://www.eufic.org/en/food-safety/article/the-why-how-and-consequences-of-cooking-our-food
Explain the reasons https://www.foodafactoflife.org.uk/search-results?q=effects+of+cooking
for cooking food
Think, pair, share or snowball activities can help learners to compile a comprehensive list of reasons for cooking food
Principles involved in along with examples for each reason. (I)
the different methods Revision of sensory properties of food (F)
of cooking
Slides, videos, fact sheets and worksheets can help learners understand the different principles to include:
List the cooking Baking – define baking as: cooking foods in a hot oven without fat or oil. Explain the principles of baking. Identify the
methods used in methods of heat transfer used. Name a variety of dishes to be cooked using this method. Compare baking to two other
preparation of food methods of cooking. State the advantages and disadvantages of baking food.
and give examples of Boiling – define boiling as: cooking foods in boiling water to tenderise them. Explain the principles of boiling. Identify the
dishes cooked using methods of heat transfer used. Name a variety of dishes to be cooked using this method. Compare boiling to two other
each method methods of cooking. Describe the effect that boiling may have on specific foods, for example vegetables.
Braising – define braising as; a type of stewing that uses less liquid. Explain the principles of braising. Identify the
Explain the principles methods of heat transfer used. Name a variety of dishes to be cooked using this method. Compare braising to steaming or
involved in the boiling. State the advantages and disadvantages of braising food.
different cooking Microwave – define microwave cooking as: using high-frequency electromagnetic waves that penetrate food to heat and
methods cook it. Explain the principles of microwave cooking. Identify the methods of heat transfer used. Name a variety of dishes
to be cooked using this method. Compare microwaving to two other methods of cooking. Describe the effect that
Compare different microwave cooking may have on specific foods. State the advantages and disadvantages of microwave cooking. Which
cooking methods foods may not cook well in a microwave? Which are most suited? Which materials can or cannot be used in a microwave
cooker? What are the symbols on food that give information about cooking, heating or defrosting in a microwave?
Evaluate the different Frying - Define and explain deep, shallow, dry and stir fry methods. Explain the principles of each type of frying. Identify
cooking methods the methods of heat transfer used. Name a variety of dishes to be cooked using each type of frying. Compare different
methods of frying. State the advantages and disadvantages of each type of frying
Grilling – define grilling as: a fast method of cooking or browning food. Explain the principles of grilling. Identify the
methods of heat transfer used. Name a variety of dishes to be cooked using this method. Compare grilling to other
methods of cooking. State the advantages and disadvantages of grilling food.
51
Scheme of Work
Poaching – define poaching as: a gentle method of cooking food, using little water. Explain the principles of poaching.
Identify the methods of heat transfer used. Name a variety of dishes to be cooked using this method. Compare poaching
to steaming or simmering.
Pressure cooking – define pressure cooking as: the process of cooking food under high pressure steam in a sealed pot.
https://www.bbcgoodfood.com/howto/guide/10-tips-using-pressure-cooker
https://www.youtube.com/watch?v=TWV3FbgPPXo
Explain the principles of pressure cooking. Identify the methods of heat transfer used. Name a variety of dishes to be
cooked using this method. Compare pressure cooking to steaming or stewing. State the advantages and disadvantages of
using a pressure cooker.
Roasting – define roasting as: cooking foods in a hot oven using a little oil or fat. Explain the principles of roasting. Identify
the methods of heat transfer used. Name a variety of dishes to be cooked using this method. Compare roasting to other
methods. State the advantages and disadvantages of roasting food.
Simmering – define simmering as: a gentle cooking method using liquid. Explain the principles of simmering. Identify the
methods of heat transfer used. Name a variety of dishes to be cooked using this method. Compare simmering to braising
or poaching.
Steaming – define steaming as: a gentle method of cooking over heated water. Explain the principles of steaming. Identify
the methods of heat transfer used. Name a variety of dishes to be cooked using this method. State the advantages and
disadvantages of steaming food. Compare steaming to pressure cooking or frying.
Stewing – define stewing as: a slow, moist method of cooking. Explain the principles of stewing. Identify the methods of
heat transfer used. Name a variety of dishes to be cooked using this method. Compare stewing to steaming or boiling.
State the advantages and disadvantages of stewing food.
Use of a slow cooker – Electric slow cookers can be used for stewing or roasting foods. Explain the principles of using a
slow cooker. Identify the methods of heat transfer used. Name a variety of dishes to be cooked using this method.
Compare slow cooking to other methods. State the advantages and disadvantages of using a slow cooker
https://www.bbcgoodfood.com/videos/techniques/how-use-slow-cooker-video [Note that this method would not be used in
the practical test, due to the length of time required for cooking].
Learners need to develop confidence to select the appropriate methods for cooking different dishes, justifying their choices
and explain the principles, advantages and disadvantages of each method.
Learners can create tables, mind-maps, spider diagrams of fact files to compile the required content (I)
https://www.nestleprofessional.us/sites/g/files/gfb131/f/media/nutripro_poster_cooking_methods.pdf
https://www.nestleprofessional.us/sites/g/files/gfb131/f/media/nutripro_magazine_healthy_cooking_methods.pdf
https://agritech.tnau.ac.in/nutrition/pdf/cooking%20methods.pdf
Learn to cook (deliaonline.com)
Reading and comprehension activities with information on the cooking methods can be provided along with questions for
learners to answer (F)
Demonstrations of different methods such as microwaving, pressure cooking, steaming, poaching or braising help learners
to visualise the principles of the methods in practice.
52
Scheme of Work
Interactive revision tools, such as https://app.memrise.com/course/967655/gcse-catering-prep-cooking-and-presentation/2/

can help learners self-assess their knowledge. Use of past paper questions and mark schemes can help learners develop
exam technique and accuracy of answers. (F)
Extension activities: Plan to make five dishes, each using a different method of cooking. Explain and evaluate the
choices made. Write a time plan and schedule for the dishes to fit a 2.5 hours practical session. Further extend this by
writing down expected sensory properties of the results.
6 To develop Practical: Pressure cooking or use of microwave

food management and Suggested dishes
food  Using pressure cooker to fast-cook pulses
 Stews or joints of meat in the pressure cooker
8 To define and  Steamed puddings in the pressure cooker
Basic understand the main  Cooking a whole meal in a pressure cooker
proportions methods to be used  Kedgeree (fish poached in the microwave)
and methods and the functions of  Cakes, cookies or puddings cooked in the microwave
 Pasta dishes or risotto cooked in the microwave
in the dishes being
prepared
To judge and modify
food
Learners can identify the different methods of heat transfer in all the dishes recorded in their log (F)
6 Effects of dry and Theory: Effects of heat during cooking

Cooking of moist heat on
food proteins, fats and https://www.foodafactoflife.org.uk/14-16-years/food-science/functional-and-chemical-properties-of-food/#heat
oils, sugars and https://www.slideshare.net/JhanieceGayya/effects-of-heat-on-food
starches, and
53
Scheme of Work
vitamins Learners need to understand what is meant by each key term, explain how the effect happens and which nutrients are
affected by the change.
Describe the effects Learners need to understand the difference between non-enzymic browning (caramelisation and Maillard rection) and
of dry and moist heat enzymic browning (food spoilage); coagulation; dextrinisation; gelatinisation; rancidity and smoking points.
on nutrients and
foods Learners should note that dietary fibre softens when heated in a liquid, although it remains indigestible
Also consider the effects of acids and alkalis on food
Identify nutrients that
can be affected by Revision of rancidity and smoking points of fats and oils – already seen in previous work for topic 5. (F)
preparation and
cooking of food Dextrinisation:
https://www.youtube.com/watch?v=ayuZjfjUJbM
Define and explain
the terms ‘rancidity’ Non-enzymic browning:
and ‘smoking point’ https://www.youtube.com/watch?v=NtwwjRYNw9c
for fats and oils https://www.youtube.com/watch?v=n6wpNhyreDE
Enzymic browning and how to prevent it:

https://www.youtube.com/watch?v=OGROjRU17VA
Coagulation:
https://www.ifst.org/lovefoodlovescience/resources/protein-coagulation
https://www.foodafactoflife.org.uk/search-results?q=coagulation
Gelatinisation: revision of this principle already seen in roux sauce-making. Learners also need to be aware that
gelatinisation occurs when starchy foods are baked.
Gelatinization - YouTube
Rancidity:
Learners need to understand how fats become ‘rancid’ and the impact this has on the product. They also need to know
how this applies to plant foods that contain fats, such as flour.
Smoking point:
Learners can investigate ‘smoke points’ for different types of fats and then discuss the most suitable fats for particular
uses in cooking. Link to topic 14 and discuss how to prevent as well as deal with a pan of oil catching fire. (I)
Learners should be able to discuss how to store fats and oils and how to deal with oils after they have been used for
cooking. Can fats be re-used? What are the changes to the composition of fats when they are heated?
Practical experiments to investigate the different reactions help learners to visualise the effects in practice. For example,
use of eggs to demonstrate coagulation; cooking of dough balls in moist and dry heat to compare results; comparison of
three methods of making custard – gelatinisation and coagulation
54
Scheme of Work
https://www.foodafactoflife.org.uk/14-16-years/food-science/functional-and-chemical-properties-of-food/#FF
https://www.foodafactoflife.org.uk/14-16-years/food-science/experiments-and-investigations/
Potatoes can be used in different methods to produce different effects (worksheet available at:
https://www.foodafactoflife.org.uk/11-14-years/cooking/cooking/ ) (I)
Use of past paper questions help learners to assess their knowledge and develop exam technique.
Online quizzes or use of past papers can help assess knowledge of effects of heat.
Learners can make spider of bubble diagrams to summarise key points. (F)
6 Preparation and Theory: Preserving nutritive value of food

Cooking of cooking of food to
food preserve nutritive Ensure that learners understand that fat-soluble vitamins are not affected by the cooking process and that normal cooking
value methods have little effect on minerals. Slides and fact sheets can help learners understand the different ways that water-
soluble vitamins can be affected, including when storing, preparing, cooking and re-heating.
Identify nutrients that https://timesofindia.indiatimes.com/life-style/food-news/how-to-preserve-nutrients-while-cooking-vegetables/photostory/
can be affected by 70293490.cms?picid=70293503
preparation and https://stories.bosch-home.com/global/cooking-methods-preserve-nutrients/
cooking of food
Learners need to develop awareness of effective preparation and cooking techniques that preserve water-soluble vitamins
State and explain during preparation and cooking of food. The ‘Three R’s’ rule may help learners to remember how to conserve nutrients
ways of preparation when preparing and cooking – Reduce the surface area exposed; Reduce the amount of water used and Reduce the
and cooking of food cooking time
to preserve nutritive
value Learners can investigate the vitamin C content of food using practical experiments. They can compare the content of fresh
fruit or vegetables with those at different stages of preparation and cooking. (I)
https://learning-center.homesciencetools.com/article/test-for-vitamin-c-activity/
https://www.youtube.com/watch?v=1P3W9DykGBg
Learners can carry out research into ‘best practice’ methods to use for preservation of nutrients and create a ‘Top Tips’
guide (I)
Use of past paper questions help learners to assess their knowledge and develop exam technique. (F)
Extension activities: Provide learners with a relevant practical test question. Learners can create a time plan for cooking,
where the schedule involves ways to prepare and cook food to preserve nutrients. They can include instructions for this in
the Special Points column of the time plan
6 To develop Practical: Use of dry and moist heat on nutrients

skilful preparation of  Bread-dough pizza; home-made sauce
food
55
Scheme of Work
8 To define and  Bread rolls with added caramelised onions

Basic understand the main  Roasted vegetable pasta, using roux cheese sauce
proportions methods to be used  Biscuits, cakes or cookies or scones
and methods and the functions of  Pastry dishes
of making the main ingredients  Steamed filled dumplings
in the dishes being  Crème caramel or crème brulee
prepared
 Sticky toffee pudding
To judge and modify
Learners can choose and plan to make two dishes using different cooking methods, reporting the results. (I)
food
Learners can identify the different effects of heat in all the dishes recorded in their log (F)
6 Economical use of Theory: Economical use of food, equipment and labour

Cooking of food, equipment, fuel
food and labour Learners can be given prompts, taken from past paper mark schemes, to spark discussion in think, pair share or snowball
activities to explore different ideas for economical use of food, including use of left-overs. Examples of past paper
Identify and discuss questions found on the School Support Hub, such as Paper 13, November 2019; June 2019 and June 2020. They can
ways to get value for explore online for ides to create a presentation or poster activity, for example:
money when https://www.lovefoodhatewaste.com/why-save-food
shopping for food https://www.nhs.uk/live-well/eat-well/20-tips-to-eat-well-for-less/
https://www.foodafactoflife.org.uk/media/2915/gastronomy-p-316.pdf
Identify and describe https://www.foodafactoflife.org.uk/search-results?q=economy
ways to use food https://www.foodafactoflife.org.uk/14-16-years/consumer-awareness/consumer-awareness/ (I)
economically when
preparing dishes or Learners can carry out research to find out the most popular kitchen gadgets and find the reasons why some are more
meals useful than others. They can compile a report on their findings to say how each piece of equipment saves time and
56
Scheme of Work
evaluate its usefulness. (I)

Identify and discuss Extension activity: Learners can work in groups or individually to carry out a practical analysis of specific piece of labour-
ways to save time saving equipment. They can devise a list of questions to investigate, including cost, features, and range of practical tasks
and labour when the equipment can perform. They can present their findings as a consumer report on the advantages and disadvantages of
preparing and the equipment.
cooking food.
Learners can present their ideas to each other in pairs or groups; they can devise quizzes to challenge each other. (F)
Identify and discuss
labour-saving
equipment and
economical use of
kitchen equipment
6 To develop Practical: Economy in the kitchen

skilful preparation of  One stage cakes – use of electric whisk First Term: Lesson 1 - Classic Sponge Cake (deliaonline.com)
food  Pressure cooking https://www.bbcgoodfood.com/howto/guide/pressure-cookers-and-how-use-them-0 or
https://www.thekitchn.com/a-primer-on-pressure-cooking-193715
8 To define and  One-pot meals, such as stews or casseroles.
Basic understand the main  Cooking a complete meal in a steamer - https://learn.compactappliance.com/tips-to-using-steamer/#:~:text=The
proportions methods to be used %20concept%20is%20rather%20simple,and%20amount%20you%20are%20cooking.
and methods and the functions of  Wok cooking
in the dishes being Extension activity: Challenge learners to invent new ways to use up left-over food or ingredients. They can be given a list
prepared of items or list items in their own home and create a recipe leaflet to show how to avoid waste by making new dishes from
left-over food or ingredients.
To judge and modify
sensory properties of Learners need to develop confidence in planning and making multiple dishes in one session and be able to effectively
food dovetail their tasks. They should be able to comfortably make two dishes in an hour. (I)
section of their time plans. They need to understand timing and sequencing of dishes by dovetailing tasks.
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Scheme of Work
8. Convenience foods
7 Foods partly or Theory: Convenience food

Convenience totally prepared by a
foods food manufacturer – Ensure learners can define ‘convenience food’, give examples and state the purpose of these products.
dehydrated, tinned, Slides, fact sheets and work sheets can help learners to develop awareness of a range of convenience foods and
frozen, ready-to-eat, ingredients, and their manufacturing processes; to include canned food and ingredients, cartons of drinks and liquid foods,
cook-chill dried food and mixes such as bread mix, pancake or cake mixes, ready-to-eat, frozen and cook-chilled food.
https://www.cannedfood.co.uk/education/
Identify and define a
range of Learners can carry out research for an individual or group project on convenience foods, finding examples of the different
convenience foods categories, including meals, parts of meals such as sauces, soups, desserts, and ingredients; the principles of
manufacture and use of the products. How do convenience foods get their name? Who might find convenience foods very
Describe ways of useful? What are the links between some convenience foods and health issues, such as tooth decay, hypertension and
manufacturing obesity? How can convenience foods be used intelligently as part of a healthy balanced diet? (I)
convenience foods
Working in groups, learners can research and discuss the advantages and disadvantages of convenience foods.
Intelligent use of Factors such as comparison of cost to home-made, value for money, short and long term health implications, cooking
these foods skills required, consumer trends, use of resources such as time, energy or materials, environmental impact of production,
packaging and disposal can be considered. (I)
Explain ways to use
convenience foods Extension activities: Learners can carry out a survey to find out the most popular convenience foods and then discuss
intelligently the relative merits of these. Learners should get their questionnaires filled in by 10 different people and analyse and
present their findings.
Advantages and Alternatively, using case studies, learners can suggest foods that make intelligent use of convenience foods, which can be
disadvantages served at specific event or organisations such as after-school sports clubs where cooking facilities are limited.
Evaluate
convenience foods
6 To develop Practical: Intelligent use of convenience foods

food  Filo pastry – spring rolls; apple strudel
 Enchiladas – wraps and some of the filling components to be convenience ingredients
59
Scheme of Work
To define and  Cottage pie - Instant mash, use of some frozen vegetables in the filling
8 understand the main  Fruit flan – whisked method sponge flan, tinned fruit, quick-gel
Basic methods to be used  Comparison (cost, skills, sensory, nutrition) of bought and home-made products – e.g. lasagne, apple pie with
proportions and the functions of custard or learner’s own choice of a dish to compare ready-made and home-made
and methods the main ingredients  Comparison of one food, such as vegetable soup. Compare different versions, e.g. all freshly made; made with
of making in the dishes being fresh and part convenience (frozen or canned) vegetables; fresh convenience; dried convenience; canned
prepared convenience. Learners can set up a tasting panel for preference; they can compare cost, time taken vs saved,
sensory qualities, nutritional value. They can evaluate the findings.
To judge and modify
sensory properties of Learners need to develop confidence in planning and making multiple dishes in one session and be able to effectively
food dovetail their tasks. They should be able to comfortably make two dishes in an hour.
7 Food additives – Theory: Food additives

Convenience types and function https://www.foodafactoflife.org.uk/search-results?q=additives
foods https://www.food.gov.uk/business-guidance/approved-additives-and-e-numbers
Identify and give
reasons for additives Ensure learners have some knowledge of the different categories of additives: natural – made from natural products, such
in food products. as turmeric or beetroot juice for colour; nature identical – manufactured to the same chemical formula as natural
products, such as caramel used for colouring or vanillin used for flavour; and artificial – made entirely from chemicals,
Explain the use and such as saccharin.
purpose of additives
in food products. Learners can carry out research to find out about the different purposes of additives in food, namely to improve: keeping
properties, flavour, colour, texture, appearance and stability; they may also be used to improve the nutritional profile of
Evaluate food foods (fortification). (I)
additives Learners can create charts to show examples of these and examples of foods they are typically found in. Are all additives
safe? How are additives regulated? Which additives are potentially harmful? Why might some consumers choose not to
buy food containing additives?
Learners need to be able to explain, with examples of, the functions of different types of additives, including preservatives,
60
Scheme of Work
antioxidants, colourings, flavourings emulsifiers and stabilisers, and sweeteners.
Using pictures of food, learners can report on the additives typically found in the food, the functions and benefits of the
additives. Using the ingredients labels from processed food products, they can identify the additives listed and suggest
what purpose each one has in the product. (F)
Learners can create charts to identify advantages and disadvantages of additives in food (I)
Extension activity: Working in pairs or groups, learners can prepare a short presentation to persuade a supermarket to
take their products. With two versions of the same product (for example a pasta bake or a dessert), product A does not
contain any additives and product B uses additives – which one will the supermarket take and why?
6 To develop Practical: Use of additives

food  Loaf cakes, marble cake or small cakes - using different colourings or flavourings such as vanilla, almond, lemon
 Icing or butter-cream for the cakes – using different colourings and flavourings
8 To define and  Investigate how sweeteners can be used in traditional baked products such as Victoria sandwich cake, scones or
Basic understand the main biscuits
and methods and the functions of Learners need to develop confidence in planning and making multiple dishes in one session and be able to effectively
of making the main ingredients dovetail their tasks. They should be able to comfortably make two dishes in an hour.
in the dishes being Learners need to develop awareness of how to test when food is ready and be able to describe this in the Special Points
prepared section of their time plans. They need to understand timing and sequencing of dishes by dovetailing tasks. (I)
To judge and modify Learners to be provided with a glossary of sensory evaluation terms for flavour, taste, texture (these can be found in the
sensory properties of practical test handbook) and they then evaluate their own and/or peers’ dishes.
food Learners to build a recipe file and a log of dishes they have made with photographs of dishes made, self and peer
7 Packaging – types, Theory: Packaging and labelling

Convenience materials used,
foods advantages and Slides and fact sheets can help learners develop awareness of food packaging. They need to be able to state different
disadvantages packaging materials and give examples of their uses as well as discuss the advantages and disadvantages of different
materials and types of packaging. These can include paper and board, plastic, metals, glass, Modified atmosphere
Describe functions of packaging, vacuum packing, tamper-proof and biodegradable packaging. They should consider recycling of packaging and
61
Scheme of Work
and evaluate be able to identify recycling symbols found on packaging.

different types of
food packaging Learners can use examples of packaging from food at home and investigate how the packaging contains the food,
Labelling – identifies the food, protects the food and increases the shelf-life of the food product. (I)
information found on https://ypte.org.uk/lesson-plans/food-packaging-and-recycling?hide_donation_prompt=1
labels, reasons for it https://www.teachengineering.org/lessons/view/duk_foodpackage_music_less
https://www.wrap.org.uk/
State and explain the
information found on Extension activity: Learners can set up a recycling campaign in school.
food labels
Labelling
Describe the benefits https://www.food.gov.uk/safety-hygiene/best-before-and-use-by-dates
and limitations of https://www.foodafactoflife.org.uk/14-16-years/consumer-awareness/food-labelling/
food labelling https://www.foodafactoflife.org.uk/11-14-years/healthy-eating/nutrition-labels/
information https://www.foodstandards.gov.scot/education-resources/label-it
Do all countries use the same regulations or formats? What information must be provided by law on food labels ? What
other information might be included? What symbols are used and what do these mean? What is the reason for each piece
of information? How does the information help consumers to make informed choices? What are the benefits of food
labelling information to specific groups, for example elderly, those on a strict budget, those with food allergies or
intolerances, parents of small children, those with food-related health issues? Does everyone notice labelling information?
How do food labels influence consumer purchases?
Learners can use examples of food labels from popular products and create a mood-board to show what each piece of
information means, the reason for it and the benefits of it to named groups. (I)
Learners can make revision aids using bubble or circle diagrams about food packaging, labelling and additives. Use of
past paper questions that focus on food labelling can help learners to assimilate knowledge and develop exam technique
(F)
Extension activity: Learners can create a specification or list of criteria from which to make their own food labels for
dishes made in practical sessions.
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Scheme of Work
9. Raising agents
9 Air, carbon dioxide, Theory: Raising agents

Raising water vapour
agents Ways of introducing Learners need to develop awareness of air, carbon dioxide and water vapour as raising agents in food science.
these gases into a Ensure learners can define ‘raising agent’ and state the gases that cause mixtures to rise and give lightness to the finished
mixture (to include products.
bicarbonate of soda, Slides, videos and factsheets can help learners to understand the properties of different raising agents.
baking powder,
yeast) Practical experiments can help learners visualise the action of the raising agents as well as develop awareness of the
need for precision when using raising agents.
Identify different https://redstaryeast.com/science-yeast/yeast-experiments/
raising agents used https://www.exploratorium.edu/cooking/bread/activity-yeast.html
in cooking https://www.ifst.org/lovefoodlovescience/resources/raising-agents-chemical
https://recipes.howstuffworks.com/cakes1.htm
Explain ways of https://www.foodafactoflife.org.uk/14-16-years/food-science/experiments-and-investigations/
introducing the gases
(air, water vapour, What are six different ways to introduce air into mixtures? How is steam created in cooking and how does this vapour
CO2) into mixtures cause mixtures to rise? What two types of raising agent produce CO2?
Identify and explain Learners can investigate a range of recipes for dishes such as cakes, scones, pastries, bread, doughnuts, meringues,
common faults in batters, sponge puddings, certain biscuits or cookies and create a report or chart to show the raising agent used,
cooking due to proportions required for basic recipes, the properties of the agent, texture created and guidance for use to achieve the
inaccurate use of desired texture. (I)
raising agents
Provide learners with a report on five or six failed dishes, such as a heavy, flat cake, flat, crisp Swiss roll, dry, soapy
tasting scones, heavy, chewy bread rolls, flat, greasy puff pastry, soggy meringues. Ask them to determine the reasons for
the problems related to use of the raising agents. (F)
Practical experiments: Working in small groups, learners can investigate the effects of varying quantities, or incorrect
usage (such as wrong temperature for yeast to ferment in dough or over-proving of dough) of named raising agents in
dishes. They can report on their findings.
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Scheme of Work
6 To develop Practical: Use of raising agents

food  Gingerbread, date & walnut loaf, tea breads or other cakes made using baking powder and/or bicarbonate of soda
 Anzac or other biscuits made using bicarbonate of soda or baking powder
8 To define and  Meringues
Basic understand the main  Whisked sponge cakes
proportions methods to be used  Bread dough – sweet or savoury dishes
and methods and the functions of  Steamed buns or filled dumplings
in the dishes being Learners need to develop confidence in planning and making multiple dishes in one session and be able to effectively
prepared dovetail their tasks. They should be able to comfortably make two dishes in an hour.
To judge and modify section of their time plans. They need to understand timing and sequencing of dishes by dovetailing tasks. (I)
food Learners to be provided with a glossary of sensory evaluation terms for flavour, taste, texture (these can be found in the
64
Scheme of Work
10. Food spoilage and hygiene in the handling and storage of food
10 Action of enzymes, Theory: Food spoilage

Food bacteria, yeasts and
spoilage and moulds. Ensure that learners can define the term ‘food spoilage’. They should be able to state the signs that indicate food
hygiene in spoilage.
the handling Identify Slides, factsheets and worksheets can help learners understand the actions of enzymes, bacteria, moulds and yeasts,
and storage microorganisms and including the types of foods typically affected by each and the conditions required for the spoilage to take place.
of food chemicals that cause
food spoilage Learners can carry out research into foods which spoil more quickly than others (perishable foods) and why these foods
are more susceptible to spoilage. (I)
Describe the actions
of microorganisms Linking to topic 7, food labelling; they can revise how these foods should be labelled (F)
and chemicals that
cause food spoilage Learners need to build on their knowledge that enzymes, bacteria, yeasts and moulds can produce desirable as well as
and state how to undesirable effects on food. https://www.foodafactoflife.org.uk/resources/?q=food%20spoilage
destroy them Quizzes available online here for this topic (F)
Compare the useful Learners need to give reasons for natural decay and describe how this happens. Practical experiments, such as observing
and harmful and recording by photographs the ripening of bananas or the enzymic browning of cut apples, avocados, potatoes or
functions of aubergines can be carried out; they can also observe mould growing on bread and comment on the conditions needed for
microorganisms and the changes to take place. As an extension activity, they can suggest ways to prevent the spoilage.
chemicals that cause
food spoilage Use of beneficial microorganisms in food production can also be revised (F):
https://www.foodafactoflife.org.uk/14-16-years/food-science/functional-and-chemical-properties-of-food/#FF
6 To develop Practical: Food spoilage awareness

skilful preparation of  Potato rosti
food  Moussaka – potatoes, aubergine
 Plantain and avocado salad; guacamole; baba ghanoush
8 To define and  Apple cake- creaming method, fresh, sliced apples
Basic understand the main  Pear tart tatin – using puff pastry from previous practical work
proportions methods to be used  Apple pie or crumble and custard
 Banana loaf or banoffee pie
65
Scheme of Work
of making the main ingredients Learners need to develop confidence in planning and making multiple dishes in one session and be able to effectively
in the dishes being dovetail their tasks. They should be able to comfortably make two dishes in an hour.
prepared Learners need to develop awareness of how to test when food is ready and be able to describe this in the Special Points
To judge and modify
sensory properties of Learners to be provided with a glossary of sensory evaluation terms for flavour, taste, texture (these can be found in the
food practical test handbook) and they then evaluate their own and/or peers’ dishes.
10 Personal, food and Theory: Food safety

Food kitchen hygiene,
spoilage and including hygiene in Learners should define ‘contamination’ and ‘cross-contamination’
hygiene in shops and markets https://www.foodafactoflife.org.uk/14-16-years/cooking/food-safety/
the handling https://www.food.gov.uk/food-safety
and storage Food storage at https://www.ifst.org/lovefoodlovescience/resources
of food home, refrigeration, The ‘four C’s’ rule can help learners to remember the key points in food safety: Cleaning, Cooking, Chilling, Cross-
waste disposal contamination
Identify and explain Personal hygiene:

measures needed to Learners can investigate different types of food poisoning, including causes and symptoms
maintain food safety https://www.abpischools.org.uk/topic/diseases/5/0 or https://www.foodafactoflife.org.uk/14-16-years/cooking/food-safety/
#poison They can list the ten main causes of food poisoning and how these can be avoided. They can research cases of
food poisoning outbreaks, reporting on the causes and suggesting ways the outbreak can be avoided. (I)
Using evidence such as prepared case studies or news reports of food poisoning outbreaks, learners can create a video
advertisement or vlog on how to reduce the risk of food spoilage, contamination or cross-contamination. (I)
Learners can make posters or bubble diagrams to show all the rules for personal hygiene when cooking. They need to be
able to give reasons for each of the rules. (I)
Food hygiene and food storage: Ensure learners are able to identify ‘high risk foods’.
Learners can investigate the different controls required for food hygiene, to include time and temperature controls and
create a ‘do and don’t’ guide for handling food. The use of food probes needs to be understood.
What is “the danger zone” in relation to temperature controls? What are the correct hygiene and safety procedures for
cooking, reheating and keeping food warm? What are the correct conditions required for killing specific bacteria that can
be found in food? What are the necessary conditions for cooling and keeping food cold? How should food be stored? What
66
Scheme of Work
is meant by ‘stock rotation’? What is meant by ‘cross-contamination’ and how can this be avoided? (I)
Refrigeration:
Learners can complete worksheets on how to store food in a refrigerator, for example:
https://www.tes.com/teaching-resource/food-storage-worksheet-6160980
What is the optimum temperature for refrigerated food? Which foods should be stored in which section of the refrigerator?
In what type of containers or packages should specific foods be refrigerated? What happens if hot foods are placed in the
refrigerator?
Link to revision of topic 7 – Labelling of food. What information is provided on food labels regarding refrigeration? (F)
Safe food handling:

Ensure learners can explain the procedures for safe food handling in kitchens, shops and markets. They can
investigate local shops and markets to find out what food hygiene measures are being implemented.
What are the rules to follow when shopping for, transporting and preparing food? Give reasons for each of the rules. (I)
Kitchen hygiene and waste disposal

Using case studies or images, learners can identify ‘danger’ areas of the kitchen. They should be able to explain what the
risks are in terms of food hygiene and safety and suggest ways to correct the practises that have created the risks. How
should waste be disposed of in kitchens, shops and markets? What are the reasons for waste disposal procedures? (I)
Extension activities: Learners can keep a food safety journal to be completed as part of their practical sessions, such as
https://www.foodafactoflife.org.uk/media/1647/food-safety-ws-1416apfr.pdf
Learners can carry out a risk assessment of the food room, their home or a local market. They can identify the hazards
and suggest the measures to be implemented so that food hygiene and safety can be maintained. Staff, equipment used
to display, prepare and serve the food as well as the serving area should be considered.
https://www.foodafactoflife.org.uk/search-results?q=food+storage for risk assessment and cleaning schedule examples
Learners can undertake an online Food hygiene course. Alternatively, some learners can devise an interactive food
hygiene ‘course’ for their peers and produce a certificate for those answering questions accurately.
Learners can investigate food safety legislation and write a short report on their findings.
Learners can produce a food hygiene and safety guide with essential advice and guidelines for a trainee food worker who
has just started to work in a local restaurant. Using information from foodafactoflife.org.uk to assist. Information to include
an outline of may include:  What is good personal hygiene?  What is good kitchen hygiene? How does food become
contaminated?  What conditions do bacteria need to grow?  How does food poisoning occur?  How do we stop bacteria
growing in food?  What are high risk foods and how do we ensure we cook them safely?  How does cross contamination
occur and how can we prevent it from causing food poisoning?  What are the essential rules for reheating and storing
foods and how can you use a temperature probe to check temperatures of food?
Learners can select a recipe which has one or more high risk ingredients in it. They can identify essential points they need
67
Scheme of Work
to consider to ensure that the dish is made with the highest standards of hygiene and safety throughout. (I)
Learners can select four or more rules for food hygiene, using the information to create posters for a classroom display.
Learners devise their own key word puzzle/game or board game. Provide learners with key facts and figures about food
hygiene. (F)
https://www.highspeedtraining.co.uk/hub/food-safety-awareness-quiz/
6 To develop Practical: High risk foods

skilful preparation of  Sweet & sour chicken with egg fried rice
food  Chicken pie
 Sausage pie or rolls
8 To define and  Scotch eggs
Basic understand the main  Prawn risotto
and methods and the functions of Learners need to develop confidence in planning and making multiple dishes in one session and be able to effectively
of making the main ingredients dovetail their tasks. They should be able to comfortably make two dishes in an hour.
in the dishes being Learners need to develop awareness of how to test when food is thoroughly cooked and safe to eat, and be able to
prepared describe this in the Special Points section of their time plans. They need to understand timing and sequencing of dishes by
dovetailing tasks. Use of food probes can help learners to make informed decisions about their cooking (I)
To judge and modify
sensory properties of Learners to be provided with a glossary of sensory evaluation terms for flavour, taste, texture (these can be found in the
food practical test handbook) and they then evaluate their own and/or peers’ dishes.
Learners can identify key food hygiene and safety points in their practical log (I)
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Scheme of Work
11. Food preservation
11 Reasons for Theory: Methods of food preservation in the home and commercially
Food preserving food
preservation https://extension.umn.edu/food-safety/preserving-and-preparing#food-preservation-basics-1960960
State reasons for https://extra.shu.ac.uk/cse/makethelink/files/MTL_FoodPreservation_Guide.pdf
preserving food https://www.food.gov.uk/safety-hygiene/best-before-and-use-by-dates#freeze-and-defrost-your-food-correctly
https://www.foodafactoflife.org.uk/14-16-years/cooking/food-safety/#FR
Methods of
preservation and an Ensure that learners have some understanding of the methods of food preservation:
understanding of the  Use of high temperatures – stops the action of enzymes and kills many microorganisms
principles involved:  Use of cold temperatures – inactivates microorganisms and slows down chemical reactions
 Heating –  Dehydration – destroys many microorganisms and prevents some enzymic actions taking place
canning and  Use of acids – kills many microorganisms and halts enzyme activity
bottling  Use of salt or sugar – kills microorganisms by removing water from them
 Removal of  Controlling the atmosphere inside packaging – halts growth of microorganisms by removal of O2 and prevents
moisture – contamination by other microorganisms
dehydrating  Irradiation
 Reduction in
temperature – Think, pair, share activities can spark discussion around reasons for preserving food.
freezing Learners can research other ideas and create a comprehensive list of reasons for food preservation. (I)
 Chemical
preservation – Learners can design a booklet to show how to carry out methods of preservation in the home; to include jam making,
sugar, salt, pickling, drying, freezing, bottling and salting. Include examples of foods that can be preserved by these methods and
vinegar explain how the methods preserve the food. (I)
 Modified
atmosphere Slides, fact sheets and videos can help learners to understand the principles of the various methods of preservation:
packaging https://science.howstuffworks.com/innovation/edible-innovations/food-preservation.htm
 Irradiation
Use of heat: canning and bottling
Identify and describe How are foods prepared for canning or bottling? What is the process for canning and bottling? Which foods are generally
the principles of preserved in this way? What impact does this method have on the nutritional value of the food? What are the advantages
named methods of and disadvantages of this method? Why might these foods be useful for certain groups of people?
preserving food https://www.foodbuddies.in/canning-process-in-food-preservation/#:~:text=Canning%20is%20a%20preservation
%20method,a%20vacuum%20seal%20is%20formed.
Evaluate methods of https://extension.umn.edu/food-safety/preserving-and-preparing#canning-1960961
69
Scheme of Work
food preservation Removal of moisture – dehydration

How are foods prepared for drying? What are the different ways that food can be dried? Which foods are generally
Revise the key points preserved in this way? What impact does this method have on the nutritional value of the food? What are the advantages
involved in the and disadvantages of this method? Why might people find these foods useful?
production of https://www.britannica.com/technology/vegetable-processing/Fresh-and-minimally-processed-vegetables#ref501590
different types of milk https://www.meatsandsausages.com/drying-preservation/drying-food
https://extension.psu.edu/lets-preserve-drying-fruits-and-vegetables-dehydration
Revise the use of https://extension.umn.edu/food-safety/preserving-and-preparing#drying-1960963
enzymes and
bacteria in the Reduction in temperature – freezing
manufacture of What are the different methods of freezing? Which foods are generally preserved in this way? Are all foods suitable for
cheese and yogurt freezing? How are foods prepared for freezing? What impact does this method have on the nutritional value of the food?
What are the advantages and disadvantages of this method? How does this method help families plan balanced meals?
https://extension.umn.edu/preserving-and-preparing/science-freezing-foods
https://www.eufic.org/en/food-safety/article/chilling-out-freezing-foods-for-quality-and-safety
http://www.foodreference.com/html/a-commercial-freezing-1208.html
Chemical preservation – using salt, sugar, vinegar

What are the different ways that food can be chemically preserved? What are the processes involved? Which foods are
generally preserved in these ways? What impact do these methods have on the nutritional value of the food? What are the
advantages and disadvantages of these methods?
https://thefactfactor.com/facts/pure_science/chemistry/applied-chemistry/use-of-chemicals-in-food-additives-
preservatives/13208/
https://www.highspeedtraining.co.uk/hub/food-preservation-methods/
Modified atmosphere packaging (MAP)

How are foods prepared for MAP? What are the different ways that food can be M.A. packaged ? Which foods are
generally preserved in this way? What impact does this method have on the nutritional value of the food? What the
advantages and disadvantages of this method? Who might these types of foods be most useful for?
https://food-product-development-hannah.weebly.com/map-packaging-advantages-and-disadvantages.html
https://www.generon.com/what-is-modified-atmosphere-packaging-and-how-does-it-work/
Irradiation
How are foods prepared for irradiation? What are the processes involved? Which foods are generally preserved in this
way? What impact does this method have on the nutritional value of the food? What the advantages and disadvantages of
this method? Who might these types of foods be most useful for?
https://science.howstuffworks.com/innovation/edible-innovations/food-preservation9.htm
Revision of milk, cheese and yogurt production covered in Topic 5 Dairy Products
Learners can design a knowledge organiser to summarise key points from food preservation methods(I)
https://www.s-cool.co.uk/gcse/food-technology/packaging-preserving-and-food-poisoning/revise-it/preservation-of-food
70
Scheme of Work
Learners can be provided with a list of foods typically preserved, one example for each method of preservation. They can
answer questions on how the food should be packaged following preservation and the importance of this to maintain the
quality of the food; they can answer questions about how the food should be stored before and after opening. (F)
Use of past paper questions can help learners assess knowledge and develop exam technique. Kahoots and other online
quizzes can be used for assessment for learning. (F)
6 To develop Practical: Home preservation methods

skilful preparation of  Home-made jam or fruit curd (learners can compare with bought products)
food  Home-freezing – preparation, blanching, packing of vegetables and/or fruit
 Home-freezing – pastry. Practice of one or more types of pastry listed in the syllabus
8 To define and  Batch cooking for the freezer
proportions methods to be used Learners need to develop confidence in planning and making multiple dishes in one session and be able to effectively
and methods and the functions of dovetail their tasks. They should be able to comfortably make two dishes in an hour.
of making the main ingredients Learners need to develop awareness of how to test when food is ready and be able to describe this in the Special Points
in the dishes being section of their time plans. They need to understand timing and sequencing of dishes by dovetailing tasks. (I)
prepared
To judge and modify practical test handbook) and they then evaluate their own and/or peers’ dishes.
sensory properties of Learners to build a recipe file and a log of dishes they have made with photographs of dishes made, self and peer
food evaluative notes. For example https://www.foodafactoflife.org.uk/media/1651/cooking-ws-1416apfr.pdf
6 To develop Practical: Using home preserved foods

skilful preparation of  Cakes or desserts using home-made jam or fruit curd
food  Savoury or sweet dishes using frozen vegetables and/or fruit
 Savoury or sweet dishes using frozen pastry
8 To define and
Basic understand the main Learners need to develop confidence in planning and making multiple dishes in one session and be able to effectively
proportions methods to be used dovetail their tasks. They should be able to comfortably make two dishes in an hour.
and methods and the functions of Learners need to develop awareness of how to test when food is ready and be able to describe this in the Special Points
of making the main ingredients section of their time plans. They need to understand timing and sequencing of dishes by dovetailing tasks. (I)
in the dishes being
71
Scheme of Work
prepared Learners to be provided with a glossary of sensory evaluation terms for flavour, taste, texture (these can be found in the
To judge and modify practical test handbook) and they then evaluate their own and/or peers’ dishes.
sensory properties of Learners to build a recipe file and a log of dishes they have made with photographs of dishes made, self and peer
food evaluative notes. For example https://www.foodafactoflife.org.uk/media/1651/cooking-ws-1416apfr.pdf
6 To develop Theory: Faults and remedies in cooking

food management and Practical experiments, along with fact sheets and videos can help learners to understand common errors or faults in
skilful preparation of cooking and how to avoid or correct these.
food
For example, learners can be provided with an ‘incorrect’ recipe or an example of a faulty sponge cake, bread dough,
8 To define and pastry or batter dish. Working in small groups, learners can discuss possible reasons for the problems that have occurred
Basic understand the main and carry out research into the possible solutions (I)
and methods and the functions of Learners can make examples of products, using modified recipes to test the issues that may occur – such as too little or
of making the main ingredients too much of certain ingredients, over- or under-mixing, excessive handing of pastry, under-proving or under-kneading of
in the dishes being dough, or too little or too long cooking times, wrong oven temperatures. (I)
prepared
Learners can report on their findings, including reporting on the sensory qualities of each product. Learners can quiz or
To judge and modify challenge each other with questions about errors and remedies in cooking; they can use past paper questions to assess
sensory properties of knowledge. (F)
food
Extension activity: Learners can research how to remedy a sauce that ‘splits’, and how to avoid this happening during
preparation. They can make a ‘Top Tips’ poster for these activities
72
Cambridge Assessment International Education
The Triangle Building, Shaftsbury Road, Cambridge, CB2 8EA, United Kingdom
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e: info@cambridgeinternational.org www.cambridgeinternational.org
© Cambridge University Press & Assessment 2021 v1 (updated 2023)

0648 Scheme of Work (For Examination From 2020)

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0648 Scheme of Work (For Examination From 2020)

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Learning objectives help your learners by making it

1. Key concepts and terminology

Syllabus ref. Learning objectives Suggested teaching activities

Past and specimen papers

2. Kitchen safety, planning and equipment

Syllabus ref. Learning objectives Suggested teaching activities

14 Awareness of Theory: The kitchen in practice

Online first aid lesson plans are available, such as https://www.sja.org.uk/get-advice/key-stage-first-aid-lesson-plans/key-

12 Organisation of Theory: The kitchen in practice

Choice, use and care work triangle’?

13 Choice, use and care Theory: Kitchen equipment

Explain how to use

Past and specimen papers

3. Nutritive value of foods

Syllabus ref. Learning objectives Suggested teaching activities

2 Sources and Theory: Protein – sources and functions

2 Sources and Theory: Carbohydrates – sources and functions

Short interactive games may be used to assess learning, such as https://wordwall.net/resource/569014/212-carbohydrates

2 Sources and Theory: Fats – sources and functions

similar interactive games and challenge each other. (F)

6 To develop Practical: Uses of fat in cooking [roasting, frying, baking]

lesson, as well as for the prepared dishes. (F)

2 Sources and Theory: Vitamins – sources and functions

Online games and quizzes may be used to assess learning, such as

6 To develop Practical: Uses of fruit in savoury and sweet dishes

8 understand the main  Fruit cakes, using the rubbing-in method

2 Sources and Theory: Minerals – sources and functions

Online games and quizzes may be used to assess learning, such as

6 To develop Practical: Uses of vegetables in savoury and sweet dishes

food management and Suggested dishes:

Past and specimen papers

4. Digestion and absorption

Syllabus ref. Learning objectives Suggested teaching activities

3. Digestion at each Theory: The digestive system

6 To develop Practical: Bread making – use of yeast

‘dextrinisation’ of starch during baking

Past and specimen papers

5. Meal planning and dietary guidelines

Syllabus ref. Learning objectives Suggested teaching activities

6 To develop Practical: Batters:

skilful preparation of  pancakes,

4 Special needs of Theory: Planning meals for individual needs

6 To develop Practical: Gluten-free cooking

4 Identify and explain Theory: Planning and serving of family meals

6 To develop Practical: Cooking for specific needs

4 Identify and describe Theory: Planning meals for specific occasions

6 To develop Practical: Developing piping skills

lesson, as well as for the prepared dishes. (F)

Past and specimen papers

6. Composition and value of the main foods in the diet

Syllabus ref. Learning objectives Suggested teaching activities

5 Composition and Theory: Composition and value of fats and oils

6 To develop Practical: Uses of fats in cooking

5 Composition and Theory: Uses of cereals in the diet

6 To develop Practical: Rough puff or flaky pastry to freeze

5 Composition and Theory: Eggs as a source of protein

Composition value of:

6 To develop Practical: Use of eggs in cooking