YEAR 9

FOOD AROUND THE WORLD

BOOK A
2023

Name: _______________________________________ Year Group: _________

Lesson 1 Day: Period:

Lesson 2 Day Period:

Teacher Name: ____________________________________

 CURRICULUM LINKS & ASSESSMENT
OUTLINE
Knowledge and understanding
Social, ethical and sustainability considerations that impact on designed solutions,
complexity of design, and production processes involved
Technologies and Society Impact of emerging technologies on design decisions, and/or economic,
environmental and social sustainability
Healthy eating through the skills and knowledge of nutrients and the application
Food Specialisations of the principles of food safety, preservation, preparation, presentation and
sensory perceptions
Processes and production skills
Creating solutions by:
Identify the needs of the client/stakeholder to determine the basis for a solution
Investigating and Create and critique briefs to solutions
defining Investigate components/resources to develop increasingly sophisticated solutions,
identifying and considering associated constraints
Apply design thinking, creativity, enterprise skills and innovation to develop,
modify and communicate design ideas of increasing sophistication
Design possible solutions, analysing designs against criteria, including
Designing functionality, accessibility, usability and aesthetics, using appropriate technical
terms and technology

Producing and Select, justify, and safely implement and test appropriate technologies and
implementing processes, to make solutions
Analyse design processes and solutions against student-developed criteria
Evaluating
Work independently, and collaboratively to manage projects, using digital
Collaborating and technology and an iterative and collaborative approach. Considers time, cost, risk,
managing safety, production processes, sustainability and legal responsibilities

ASSESSMENT OUTLINE
Assessment Description Curriculum Link Due Date
All written class work contributes Food Specialisations Ongoing
Foods
towards final grades Investigating and defining
Workbooks
Designing
All practical lessons allow Producing and Implementing Ongoing
Practical lessons students to demonstrate their Evaluating
practical knowledge and skills.
Students are to research a western Food Specialisations Term 1, Week 7
Country
country and produce a dish from All Processes and Production
Investigation
that country. Skills
Students are to complete an All Processes and production Term 2, Week 7
Fusion Food
investigation, then design and skills
Truck
create a muffin product

JUDGING STANDARDS
WELL ABOVE STANDARD ABOVE STANDARD AT STANDARD APPROACHING STANDARD
KNOWLEDGE AND UNDERSTANDING
Explains, with relevant examples, Describes, with examples, Identifies social, ethical and States some social or ethical or
TECHNOLOGIES social, ethical and sustainability social, ethical and sustainability factors. sustainability factors.
AND
factors. sustainability factors.
SOCIETY
 Describes economic,
environmental and social
sustainability in the development
of designed solutions for
products, services and
environments.
Uses a range of relevant examples
to explain, in detail, the principles
of food safety, nutrition,
FOOD preparation, presentation,
SPECIALISATIONS preservation, physical and
sensory properties and
perceptions.
PROCESSES AND PRODUCTION SKILLS: Creating solutions by:
Creates a brief for a solution that
explains the needs of a
stakeholder.
INVESTIGATING Investigates and explains a
AND selection of
DEFINING components/resources to develop
solution ideas, identifying
constraints.
Consistently applies detailed
design thinking, creativity and
enterprise skills.
Provides detailed design solutions
DESIGNING assessing alternative designs
against given criteria using a
range of relevant examples and
appropriate technical terms and
technology.
Consistently selects, safely
implements, tests with
PRODUCING AND modifications (when necessary),
IMPLEMENTING using a range of appropriate
technologies and processes, to
make solutions.
Provides a comprehensive
evaluation, justifying reasons for
design processes and outcomes
EVALUATING against student-developed
criteria, using a range of relevant
examples.
Consistently works independently
and collaboratively to effectively
manage projects, considering
COLLABORATING time, cost, risk and safety factors.
AND MANAGING Using relevant digital technology
and an iterative and collaborative
approach.
Considers economic,
environmental and social
sustainability in the
development of designed
solutions for products,
services and environments.
Uses relevant examples to
explain the principles of food
safety, nutrition, preparation,
presentation, preservation,
physical and sensory
properties and perceptions.
Creates a brief for a solution
that describes the needs of a
stakeholder.
Investigates and describes a
selection of
components/resources to
develop solution ideas,
identifying and considering
constraints.
Applies detailed design
thinking, creativity and
enterprise skills.
Provides design solutions
assessing alternative designs
against given criteria using
examples and appropriate
technical terms and
technology.
Selects, safely implements,
tests and uses a range of
appropriate technologies and
processes, to make solutions.
Provides a detailed
evaluation of design
processes and outcomes
against student-developed
criteria, using relevant
examples.
Works independently and
collaboratively to manage
projects, considering time,
cost, risk and safety factors.
Using relevant digital
technology and an iterative
and collaborative approach.
Considers economic,
environmental and social
sustainability in the
development of designed
solutions for products, services
and environments.
Describes the principles of food
safety, nutrition, preparation,
presentation, preservation,
physical and sensory properties
and perceptions.
Creates a brief for a solution
that identifies and defines the
needs of a stakeholder.
Investigates a selection of
components/resources to
develop solution ideas,
identifying and considering
constraints.
Applies design thinking,
creativity and enterprise skills.
Provides design solutions
assessing alternative designs
against given criteria, using
appropriate technical terms and
technology.
Selects, safely implements,
tests and uses appropriate
technologies and processes.
Evaluates design processes and
outcomes against
student-developed criteria.
Works independently and
collaboratively to manage
projects, considering time, cost,
risk and safety factors. Using
digital technology and an
iterative and collaborative
approach.
Considers social, economic
and/or environmental
sustainability in the
development of designed
solutions for products, services
and/or environments.
Lists some of the principles of
food safety, nutrition,
preparation, presentation,
preservation, physical and
sensory properties and
perceptions.
Lists some needs of a
stakeholder for a solution.
Lists some familiar
components or resources in an
attempt to develop ideas.
Applies some design thinking,
creativity or enterprise skills,
although ideas may be unclear.
Provides simple design
solutions to assess alternative
designs against given criteria,
using few technical terms
and/or technology.
Selects and implements some
appropriate technologies to
make simple solutions.
Provides a simple and brief
evaluation of design processes
and solutions, using
student-developed criteria.
Works independently and
collaboratively to manage
projects, briefly referring to
time, cost, risk and/or safety
factors. Using some digital
technology.

TERM OVERVIEW

Week Lesson A Lesson B

1 Welcome Safety
Semester overview Measuring recap
World map
All about me
Ice breaker
2 AUSTRALIA PRACTICAL:
Our own backyard Cheese and vegemite scrolls
Multiculturalism
Dem- Damper with butter with lemon
myrtle and bush tomato
3 ENGLAND PRACTICAL:
Practical: Shortcrust pastry Cornish pasties
4 SCOTLAND PRACTICAL:
Sensory properties of food tasting session. Tattie Scones
5 ITALY PRACTICAL:
Spaghetti Carbonara
INVESTIGATE A COUNTRY TASK
Investigating and Defining
6 MEXICO PRACTICAL:
Chilli Con Carne
INVESTIGATE A COUNTRY TASK
Designing
7 Practical week: Produce a meal focusing on PRACTICAL: ASSESSMENT
presentation PRACTICAL
Present dish and visual display
8 AUSTRIA PRACTICAL:
Apple strudel with custard (custard
demonstration)
9 GREECE PRACTICAL:
Greek lemon yoghurt cake with lemon syrup

10 Review week Cleaning

CLASSROOM EXPECTATIONS IN
FOOD SPECIALISATIONS
Welcome to Food Specialisations! We are so excited to have you in our class!

To make sure that everyone in our class remains safe, we need to make sure that our
class follows the following Safety and Food Hygiene practices.

o Make sure that your hair is tied back, and you have closed in shoes
o When coming to practical lessons, you need to make sure that you wash your hands
thoroughly before starting the lesson.
o If you have any cuts or scrapes, make sure they have a sterile, coloured band-aid on
them.
o When collecting ingredients for our practical lessons, please use tongs to pick up
ingredients instead of your hands.
o If you taste your food while it is cooking, make sure that you use a spoon… and
wash it straight away! No double dipping.
o It is your groups responsibility to make sure that all of the equipment in your bench
and your whole workstation is clean, dry and put away into the correct place at the
end of each lesson.
o Make sure that your sink is dried, and a fresh tea towel and dishcloth is placed at
your bench at the end of each practical lesson.
o If you get injured during class time, you need to make sure that you tell your
Teacher or Home Ec Assistant straight away!
o If some of the equipment in your workstation is missing, broken or gets broken
while you are working, please make sure that you tell your Teacher J

I understand the behaviour and conduct expectations in Home Ec and will behave in a
safe and productive manner at all times.

Student Signed: ______________________________ Date: ______________

Checked by Teacher: ________________________ Date: ______________

A LITTLE BIT ABOUT ME

I was born in? ___________________________________________________
My parents were born in?

Language spoken most at home is?

The cuisine (types of foods) we eat most at home are?

The meal I would generally eat at least once a week is?

My favourite foods are?

My least favourite foods are?

I am allergic to and/or dislike? -

Places I have travelled outside of Australia are?

The meal I consider to be a classic Australian dish is?

ICE BREAKER
Find someone who…

Has eaten tofu

Has eaten bread dipped in olive oil
Can name a dish that has eggplant in it
Prefers to eat with their hands rather than cutlery
Has eaten raw fish
Knows what coriander is
Usually eats pasta as part of their main meal
Likes the taste of garlic
Has eaten feta cheese and knows which animal it comes from
Doesn’t like spinach
Name an indigenous food or drink
Knows what paella is
Eats rice with most main meals
Has tried bubble tea
Has tried haggis and knows what it is made of

Would you classify your class as adventurous eaters? Why or why not?
List some of the countries people at your bench have visited.

KITCHEN HYGIENE
Contamination of the food we eat is one of the major health concerns that face all communities in the world.
Australia has a positive reputation for having an extremely safe food supply, although many cases of food
poisoning still occur – about 14 000 cases of food poising occur in Australia daily!!

Personal Hygiene:
One of the most important factors of safe food handling is personal hygiene. Personal cleanliness and
behaviours are critical aspects of safe food handling, as this is often the main cause of food contamination.
Bacteria are on the skin, in the hair, on the clothing and jewellery and can easily be spread to food when it is
being prepared. Hygiene means to be clean.

Clues for kitchen hygiene:

 Wash hand thoroughly before handling food
 Comb hair in place – tie long hair back
 Cover clothes with clean apron
 Protect food from flies with a clean throw over
 Use thoroughly clean utensils and work areas.
 Do not sneeze or cough over food
 Keep nails short and clean
 Do not wear rings or other jewellery
 Cover cuts and sores with a clean Band-Aid and gloves

Hand Washing
To reduce the risk of food poisoning it is vital to wash your hands regularly when preparing food. Wash
your hands when…
 Visit the toilet
 Handle rubbish
 Blowing your nose
 Handling pets
 Combing or touching your hair
 Coughing or sneezing
 Handling raw food

The best method of washing your hands well is to soap the palms well, between
each finger, around the fingernails, the back of the hands and around the wrists.
Rinse in warm water and dry on paper towel.

SAFETY IN THE FOOD ROOM

Look at the picture of a food classroom below.
What dangers can you spot? Highlight 10 and describe what the hazard is.
What hazards have you found? List them in the table below.

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

MEASURING
In the space below, draw and label the different size dry measuring cups that are in
your workstation.

Mental Math Measuring

Describe how you would measure ¾ C of flour.

⅓ C + ⅓ C = _______ C ¾ C – ½ C = ________ C

⅔ C - ⅓ C = ________ C
½ C + ¼ C = _______ C

¾ C + ½ C = _______ C

Find the Liquid Measuring Jug in your station and draw it into the space below and
label it with the different liquid measurement
What are the different sizes for the measuring spoons? Draw and label them.

Fill in the gaps using the words on the side to complete each sentence.

1. There are _____ ⅓ cup measurements in 1 cup. 250

2. In 1 Cup, there is ________millilitres. 12.5
3. There are _______ millilitres in 1 teaspoon.
3
4. There are _______ millilitres in 1 Tablespoon.
125
5. In 1 kilogram, there are ________ grams.
20
6. There are _____ teaspoons in 1 Tablespoon.
5
7. There are _____ tablespoons in 1 Cup.
4
8. 1 Cup of dry ingredients weighs _______ grams
1000

Abbreviations used in our recipes

The equipment and measurements that we use can sometimes be shortened. Write the
full name of the abbreviations in the spaces below.

T = ____________________________
T = ____________________________
C = ____________________________
g = ____________________________
Kg = ___________________________
ml = ___________________________
L = ____________________________

I demonstrated that I can successfully measure 1C flour.

Teacher Signature: ___________________

WORLD MAP
 AUSTRALIA
A MULTI-CULTURAL SOCIETY

The History of Australian Food

Before the European explorers and settlers colonisation of Australia

in the 18th century, Aboriginal Australians survived for thousands
of years on a hunter-gatherer diet. They were experts at finding food and water in the Australian landscape.
This ‘bush tucker’ diet often included emu, kangaroo, moths, lizards and snakes as well as berries, roots
and honey. Seafood, which was caught with spears or hooks, was a staple of the Aboriginal diet. The diet
and cooking techniques of a particular tribe varied with their location. Despite the hardships of this
lifestyle many Aborigines thrived and were healthy and well fed.

The British settlers who arrived following Captain James Cook in 1770 did not adjust easily to the staples
of the indigenous diet, much of which they didn't recognise. Lack of vegetables and fruit meant many of
them suffered from ’scurvy’. Scurvy is a disease caused by a lack of vitamin C and symptoms include
swollen bleeding gums, bleeding under the skin, extreme weakness and the opening of previously healed
wounds.

The First Fleet arrived in Sydney in 1788 with basic food supplies to last for two years, including flour,
sugar, butter, rice, pork and beef, expecting to grow food when they arrived. By the time they arrived in
Sydney half of the food was gone and the other half was old. They found that the soil around Sydney
Harbour was so poor they headed west to Parramatta to establish farms. They also traded their stodgy
offerings for bush tucker from the local Aborigines, but the European palate didn't take to this unfamiliar
fare very well and relied on food arriving by ship. Flour was a staple, usually baked into bread or damper.
Meat was salt-preserved, apples worm-enriched, and tea was the beverage of choice (apart from much-
abused rum).

The scarcity of water was also a shock after its abundance in the United
Kingdom. They did find some foods that were familiar: fish, geese, swans
and pigeons. The settlers put much effort into developing agriculture to
provide a more familiar European diet. Sheep and cattle were introduced
throughout the continent and familiar crops were planted. Flour was a
staple of the settler's diet and was used to make bread or damper (a dense
thick bread).

Familiar game animals such as rabbit and deer were introduced for hunting. The success of some of these
introduced species led them to become pests in the eyes of farmers and environmentalists in later years.
Rabbit was to become an important food during the Great Depression of the 1930’s as it was the only
affordable meat for poorer families. In the last twenty years rabbit has lost its reputation as a poor person's
food and has gained popularity as a gourmet choice in Australian restaurants.

The Chinese came to Australia during the gold rush period, after 1850. They brought their cooking
philosophy with them, which is all about balance and cooking methods, helping to retain the natural qualities
of food (mainly fresh green vegetables) by steaming or heating it very quickly. China towns, sprung up
everywhere featuring restaurants, noodle houses and butchers in the Chinese quarters.

By the 1950s, there were Italian and/or Greek cafés in nearly every country town in Australia, serving
Mediterranean food, coffee instead of tea, sorbets, and ice creams.

By the year 2000, Australians were regularly enjoying Italian, Greek, Chinese, Indian and Vietnamese
cuisines cooked in restaurants and in their homes. In the new century, immigrants from the Middle East
and Africa are influencing the taste and style of foods we eat in our homes, cafés and restaurants. This has
coincided with a growing awareness of cultural and religious food requirements, such as Halal and Kosher
practices, and vegetarianism.
The many waves of migration influenced the way Australians cook and eat. Many new vegetables and fruit
appeared, new cooking techniques that made food more crispy and tasty featuring new blends of aromas
and spices.

Modern Australian cuisine has been strongly influenced by the palettes of migrants to the country. The
influx of immigrants from Eastern Europe, Asia and the Middle East has brought a vast range of new
flavours. Chinese, Thai, Japanese, Lebanese, French, African and Greek cuisines have become strong
influences on Australian tastes and the major cities have a wide choice of restaurants. Australian chefs are
renowned worldwide for their fusion cuisine, combining traditional European cooking with Asian flavours.

In recent years vegetarianism and veganism have gained a wider

acceptance in Australian culture, in part because of the importance of
vegetables in Asian and Indian cuisine. There has also been a growth in
awareness of Kosher and Halal eating practices. In modern Australia
traditional bush tucker foods and game meats (eg; kangaroo) are novelty or
speciality food items. Meat pie, normally filled with steak, is considered a
national dish.

DAILY MEALS IN AUSTRALIA

Breakfast tends to be light and is typically made up of cereal, toast, or fruit with tea, coffee or juice. In
colder regions a cooked breakfast of porridge, or bacon and eggs is common. Vegemite, a brown spread
made from yeast extract, is popular on toast.
Lunch is generally a mid-sized meal (eg; café style foods.)
Dinner is the main meal of the day in Australia. Typical choices include roast meat with vegetables, pasta,
pizza, a stir-fry or barbecued meat. The meal is usually eaten at home.
Take Away-Food Australians are one of the world's biggest consumers of fast-food. As in most western
countries, take-aways and fast food reflect a wide range of cultures. There are a large number of Chinese,
Indian and other Asian restaurants in Australia's major cities offering take-away food. Australian fast food
restaurants serve hamburgers, fried chicken, kebabs and fish and chips. ‘Sausage sizzles’ are stalls selling
barbecued sausages and fried onions on white bread with a tomato or barbecue sauce.

FAMOUS AUSSIE FOOD ICONS!

The iconic image of Australian eating is that of a barbecue (BBQ or ‘Barbie’) under sunny skies. Most
homes have a barbecue and they can also be found at beaches, in camping and caravan
parks and on business sites. The type of food cooked on barbecues has changed with
Australian tastes. Traditional choices such as chops or sausages are being replaced with
marinated steaks and fresh seafood served with gourmet salads and wine. Barbecues
are also becoming increasingly popular as a Christmas meal rather than the traditional
hot meal of turkey and roast vegies.

Vegemite is probably the most famous iconic Australian foodstuff. This much-loved
spread was invented in 1923 by Melbourne scientist Dr Cyril Callister, as a way to
exploit the yeast left over from beer production. After a few initial misgivings, many Australians
soon embraced the ‘tar-like paste. It tends to be a food that people either ‘love or hate’.

Others include a honeycomb chocolate bar named Violet Crumble; Dim Sim, a dumpling
inspired by the popular Chinese dim-sum; vanilla slices and wheat biscuits.
 Lamingtons are square sponge cakes covered with chocolate icing and desiccated coconut. They were
named after Baron Lamington who was Governor of Queensland at the end of the 19th century. Original
Lamingtons had strawberry or raspberry jam in the centre but now it is usually whipped cream.

Damper is a traditional Australian bread made without yeast. It was originally cooked over
hot coals and often wrapped around a stick before being eaten with honey and tea. Today it is
often baked with nuts or dried fruit to enhance the flavour and is popular with butter and jam.
There is much debate between Australia and New Zealand over who created

ANZAC biscuits and Pavlova.

ANZAC biscuits are generally made from rolled oats, golden syrup and
desiccated coconut. They were made by women during World War One and
named after the Australian and New Zealand Army Corps to whom they were
sent. These biscuits were created as a nutritional boost for soldiers during
World War I. The ANZAC biscuit was designed to withstand long sea
journeys.

Pavlova is a meringue shell topped with whipped cream and fruit. The oldest known recipes for both
ANZAC biscuits and Pavlova appear to originate in New Zealand. Although some New Zealanders claim
this dessert as their own, Australian chef Herbert Sasche is believed to have created it to honour the 1935
Australian visit of Russian ballerina, Anna Pavlova.

MULTICULTURAL AUSTRALIA
After the war thousands of new immigrants came to Australia. Most were from Europe, but many also came
from Asia, particularly Indonesia and India. These new immigrants brought their food traditions with them,
including which were unfamiliar to the majority of Australians. Some opened restaurants and food stores so
that they could continue to eat foods which they were accustomed, and gradually the ‘new’ food became
common-place items which were accepted by everyone and were readily available in ordinary shops. Many
of the common items in supermarkets were unknown to ‘most’ Australians 40 years ago. One of these is
yoghurt. Another is the wide range of different shapes of pasta.

Can you list five other foods now readily available which were introduced by migrants from other countries?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

Another factor which led to the changes in the Australian food pattern was an increase in the number of
people who were able to travel overseas, as air travel became more affordable. People who sampled the
food from other countries while they were overseas often wished to continue to eat these dishes once they
were home again, and so they asked for the ingredients to be stocked in stores or went to eat in ethnic
restaurants.

Complete the following table about food and its’ country origin.
 FOOD COUNTRY OF ORIGIN

Pizza
Salami
Pate
Crepes
Lasagne
Curry
Satay
Tacos
Fried chicken
Minestrone Soup
Fish & Chips
Garlic Bread
Quiche
Lamingtons
Torte
Sauerkraut

LEMON MYRTLE DAMPER

Ingredients Equipment
2 C SR flour ____________________
¼ t salt ____________________
15 g margarine ____________________
½ C milk ____________________
____________________
¼ C water ____________________
Lemon Myrtle ____________________
____________________
____________________
____________________
Method
1. Tie up hair, put on apron and wash hands with soap.
2. Sift the flour and rub in the margarine.
3. Add salt and gently mix in the milk and water.
 4. Using your hands, knead the dough until smooth and then flatten into a round
shape. Place on a lightly greased baking tray and dust with flour. Cut across the
top using a floured knife.
5. Bake in a hot oven for 20 minutes, lower the heat for a further 10 -15 minutes.
The damper is cooked when it sounds hollow after tapping the bottom.
6. Enjoy with butter J

Describe the flavour of the damper. What could you serve this with?

CHEESE AND VEGEMITE SCROLLS

Equipment
Ingredients ____________________
2 cups self-raising flour, plus extra for dusting ____________________
80g butter, chilled, chopped ____________________
2 teaspoons caster sugar ____________________
2/3 cup milk ____________________
2 tablespoons Vegemite ____________________
1 cup grated Devondale Tasty Cheese Block (500g) ____________________
____________________
Method ____________________
1. Tie up hair, put on apron and wash hands with soap. ____________________
2. Preheat oven to 220C/200C fan-forced. Grease a
12-hole (1/3-cup-capacity) muffin pan.
3. Process flour, butter and sugar in a food processor until mixture resembles fine
crumbs. Transfer to a bowl. Make a well. Add milk. Season with salt and pepper.
Stir with a butter knife to form a sticky dough. Turn out onto a well-floured
surface. Knead gently. Using a floured rolling pin, roll out to form a 20cm x
40cm rectangle.
4. Spread dough with Vegemite, leaving a 1cm border. Sprinkle with cheese. Roll
up dough from 1 long edge to enclose filling. Trim ends. Cut into 12 equal
slices. Place, cut-side up, into holes of prepared pan
 5. Bake for 15 to 20 minutes or until golden and just firm to the touch. Stand in pan
for 5 minutes. Carefully transfer to a baking paper-lined wire rack. Serve warm
or cold.
6. Enjoy your scrolls J

TEACHER USE ONLY

WELL ABOVE ABOVE AT BELOW
ABSENT
STANDARD STANDARD STANDARD STANDARD

PRACTICAL EVALUATION
Did your recipe turn out as expected? YES or NO. Explain:

Ask a friend to rate your recipe out of ten for:

Presentation _______/ 10

Taste _______/ 10

Time management and kitchen cleanliness _______/ 10

Use the chart below to evaluate your performance by ticking the appropriate box.

Criteria Yes No
I displayed good personal hygiene
I had all the necessary equipment ready before I started cooking
I measured ingredients accurately
I followed my production plan
I kept my work area clean and tidy
I cleaned all equipment thoroughly after cooking
I worked cooperatively with my group
I showed respect and consideration for all my class members
I completed my assessment to the best of my ability

If you were to cook this recipe again, what changes would you make to your production plan?
What changes would you make to improve the taste and presentation of your final food product?

Pick a sensory property and evaluate it below.

Sensory Property Description

ENGLAND
British cuisine has always been multicultural. In ancient times influenced by the
Romans and in medieval times the French. When the Frankish Normans invaded,
they brought with them the spices of the east,, such as cinnamon, saffron, mace,
nutmeg, pepper and ginger. Sugar came to England at that time, and was
considered a spice (rare and expensive). Before the arrival of cane sugars, honey
and fruit juices were the only sweeteners.

For centuries the English aristocracy ate French food, which they felt distinguished them from the peasants.
One of the benefits of having an empire is that the British did learn quite a bit from the colonies. From East
Asia (China) they adopted tea (and exported it to India), and from India they adopted curry-style spicing and
even developed a line of spicy sauces including ketchup, mint sauce, Worcestershire sauce and devilled sauce
to indulge these tastes. Today it would be fair to say that curry has become a national dish.

Among English cakes and pastries, many are tied to the various religious holidays of the year. Hot Cross Buns
are eaten on Good Friday, Simnel Cake is for Mothering Sunday, Plum Pudding for Christmas, and Twelfth
Night Cake for Epiphany.

By the 1960’s the British tradition of stews, pies and breads, according to the taste buds of the rest of the
world, became less popular and the French art of Nouvelle Cuisine was adopted. Nouvelle cuisine is
characterized by lighter, more delicate dishes with an increased emphasis on presentation.

Although some traditional dishes such as roast beef and Yorkshire pudding, Cornish pasties, steak and kidney
pie, bangers and mash, fish and chips, bread and butter pudding, treacle tart and spotted dick (a pudding made
from a flat sheet of suet pastry sprinkled with dried fruit such as currants and raisins) remain popular, there has
been a significant shift in eating habits in Britain. Rice and pasta have accounted for the decrease in potato
consumption and the consumption of meat has also fallen. Vegetable and salad oils have largely replaced the
use of butter.

Roast beef is still the national culinary pride. It is called a "joint," and is served at midday on Sunday with
roasted potatoes, Yorkshire pudding, two vegetables, a good strong horseradish, gravy, and mustard.

Today there is more emphasis on fine, fresh ingredients in the better restaurants and markets in the UK offer
food items from all over the world. Salmon, Dover sole, exotic fruit, Norwegian prawns and New Zealand
lamb are choice items. Wild fowl and game are other specialties on
offer.

Fish is still important to the English diet. Many species swim in the
cold offshore waters: sole, haddock, hake, plaice, cod (which is the
most popular choice for fish and chips), turbot, halibut, mullet and John
Dory. Oily fishes also abound (mackerel, pilchards, and herring) as do
crustaceans like lobster and oysters.
 CORNISH PASTIES
Ingredients
Pastry Filling Equipment
2 cups flour 125gm mince ________________
1 teaspoon baking powder ½ onion, finely chopped ________________
½ teaspoon salt 1 potato, diced ________________
125 gm butter ½ carrot, diced ________________
¼ - ½ cup iced water 1 teaspoon salt ________________
squeeze lemon juice pepper
________________
1 Tablespoon water ________________
1/2t parsley ________________
________________
Method
Lesson One - Pastry
1. Collect ingredients
2. Sift flour, baking powder and salt
3. Add butter, rub into the flour using finger tips, until mixture resembles breadcrumbs.
4. Gradually add sufficient water and lemon juice to mix to a firm dough, leaving the basin
clean.
5. Sprinkle board lightly with flour, turn dough onto board and knead lightly until smooth.
6. Sprinkle flour on rolling pin, roll pastry to size and shape required

Lesson Two - Filling

1. Collect ingredients using tongs and enamel plate
2. Preheat oven to 200oC
3. Place meat, vegetables, salt, pepper, water and parsley in a basin and mix well.
4. Divide pastry into 6 equal parts, knead each into a ball. Roll each piece into a round the
size of a saucer.
5. Place an equal portion of prepared mixture on each round, using all of the mixture.
6. Brush half way around the edges of the pastry with water, join edges together over the top
of the mixture, pinch a small frill over the join and shape into a crescent.
7. Place on oven tray, prick top with fork. Glaze.
8. Bake at 200oc for 10 minutes, then at 180oc for 30-35 minutes.

TEACHER USE ONLY

WELL ABOVE ABOVE AT BELOW
ABSENT
STANDARD STANDARD STANDARD STANDARD

PRACTICAL EVALUATION
Did your recipe turn out as expected? YES or NO. Explain:
Ask a friend to rate your recipe out of ten for:

Presentation _______/ 10

Taste _______/ 10

Time management and kitchen cleanliness _______/ 10

Use the chart below to evaluate your performance by ticking the appropriate box.

Criteria Yes No
I displayed good personal hygiene
I had all the necessary equipment ready before I started cooking
I measured ingredients accurately
I followed my production plan
I kept my work area clean and tidy
I cleaned all equipment thoroughly after cooking
I worked cooperatively with my group
I showed respect and consideration for all my class members
I completed my assessment to the best of my ability

If you were to cook this recipe again, what changes would you make to your production plan?

What changes would you make to improve the taste and presentation of your final food product?

Pick a sensory property and evaluate it below.

Sensory Property Description

NAME THESE FOODS

Name these common British foods by filling in the table below.

Custard Bacon Rashers Cauliflower Mustard Gravy

Sausages Yorkshire Puddings Trifle Brussel Sprouts Parsnips
Cheddar Crumble Batter Pancake Chop
Large, white carrot-like root vegetables. Often served roasted
with a roast dinner.
 A sweet yellow sauce which can be served hot or cold.

Slices of meat which come from a pig. Often included in a traditional English
breakfast.

A white broccoli-like vegetable with a mild flavour. Sometimes

served with a cheese sauce.

A thick slice of pork or lamb on the bone.

A hot (spicy) yellow, thick condiment, usually eaten with meat.

Cylinder shaped portions of minced meat, which are usually

made of pork.
A brown savoury sauce for meat. Served hot.

A mixture of eggs, flour and water or milk. Used for coating food
before cooking and for making pancakes and Yorkshire puddings.

A small savoury ‘cake’ made of batter and baked in an oven.

Usually eaten with roasted meat and vegetables.

A dessert made of cake, custard and cream. Sometimes

contains sherry (fortified wine).

Small, round, green cabbage-like vegetables.

A thin, flat ‘cake’ made of batter and fried. Can be folded or rolled
up and served with either sweet of savoury fillings.

A hot fruit pudding with a mixture of flour and fat on the top, like
breadcrumbs.

A firm, pale yellow cheese which can have a mild or strong

flavour.

Country SCOTLAND
Geography
Climate

Religion and Social

Customs

Staple foods and common

ingredients
 Meal patterns and
traditional recipes

Cooking utensils and

techniques

Flag

Traditional celebrations or
ceremonies

Interesting facts

TATTIE SCONES Equipment

____________________
Ingredients ____________________
250g kestrel potatoes, peeled, chopped ____________________
pinch sea salt ____________________
pinch baking powder ____________________
30g butter, chopped ____________________
1/3 cup plain flour
____________________
40g grated double Gloucester cheese
____________________
____________________
Method ____________________
1. Tie up hair, put on apron and wash hands with soap.
2. Place potato in a large saucepan. Cover with cold
water.
3. Bring to the boil over high heat. Boil for 12 to 15 minutes or until potato is
tender. Drain.
 4. Transfer to a bowl. Stand for 10 minutes to cool.
5. Mash potato until smooth. Add sea salt, baking powder and 40g butter.
6. Stir to combine. Add flour and cheese. Stir until just combined (don't over mix).
7. Turn out onto a lightly floured surface. Divide into 3 balls. Pat each ball out to a
1cm-thick, 12cm round. Cut into quarters.
8. Melt half the remaining butter in a frying pan over medium heat.
9. Add half the scones. Cook for 3 minutes on each side or until golden and crisp.
Transfer to a baking tray lined with paper towel to drain.
10. Repeat with remaining butter and scones. Season with salt and pepper.
11. Serve immediately.

TEACHER USE ONLY

WELL ABOVE ABOVE AT BELOW
ABSENT
STANDARD STANDARD STANDARD STANDARD

PRACTICAL EVALUATION
Did your recipe turn out as expected? YES or NO. Explain:

Ask a friend to rate your recipe out of ten for:

Presentation _______/ 10

Taste _______/ 10

Time management and kitchen cleanliness _______/ 10

Use the chart below to evaluate your performance by ticking the appropriate box.

Criteria Yes No
I displayed good personal hygiene
I had all the necessary equipment ready before I started cooking
I measured ingredients accurately
I followed my production plan
I kept my work area clean and tidy
I cleaned all equipment thoroughly after cooking
I worked cooperatively with my group
I showed respect and consideration for all my class members
I completed my assessment to the best of my ability
If you were to cook this recipe again, what changes would you make to your production plan?

What changes would you make to improve the taste and presentation of your final food product?

Pick a sensory property and evaluate it below.

Sensory Property Description

ITALY
Italians take their food very seriously. The main meal of the day is at lunch
time.
The word for 'the lunch ' is il pranzo. You start with antipasti: these are
nibbles like olives, cheese and salami, followed by il primo (the first course
which is pasta or minestrone) then
il secondo (the main course which is meat or fish with salad or vegetables)
then there is fruit and perhaps a dessert. Finally there is espresso coffee.

Italians only drink milky coffee, like cappuccino and caffelatte, first thing in the morning for breakfast.
The word for 'the breakfast' is la prima colazione.
Italians are often seen dunking cakes and biscuits into the milky coffee or
making a 'soup' by mashing biscuits into the cup of coffee and eating it
with a spoon. Italians do not drink milky coffee at any other time of day.

Before eating a meal, Italians say to each other 'Buon appetito!'. This
means 'Good appetite!' and it is wishing everyone a good appetite so that
they enjoy their meal.

The pizza was invented in Naples in 1889.

Originally, it was just a dry, flat bread and was considered food for poor people. During a
tour of her country in 1889, Queen Margherita of Italy tried some of the flat bread. She
liked it so much that she ordered her chef to prepare various types of pizza for her. He
decided to make a pizza containing the three colours of the Italian flag with mozzarella
cheese (white), tomato (red) and basil (green). He then named the pizza in her honour -
Pizza Margherita. It became one of her favourite foods.

At Christmas, Italians eat a special bread-cake called il panettone. On the 1st. of January,
Italians eat lentils for good luck in the new year. At Easter, they eat a special bread-cake in the shape of a
dove. It is called la colomba.

Other popular Italian foods are:

Calzone: folded up pizza bread filled with tomatoes, ham, cheese and all kinds of filling
Pesto: thick green sauce with olives, herbs and olive oil, pine kernels and parmiggiano cheese.
Gelato: ice-cream is an Italian invention.
Lasagna: layered pasta dish with tomato, mozzarella cheese and mincemeat filling.
Mozzarella: Italian cheese balls, originally made from buffalo milk.
Sweet cakes: like the Panettone (a yeast cake with raisins), Panforte (a hard and flat fruit cake) and almond
pastries like amaretti.

Pasta is the most important food in Italy. It means 'paste' because it is a paste of water, flour and sometimes
egg. It can be either 'dried' or 'fresh.' There are hundreds of different shapes and types of pasta. Pasta dishes
are normally eaten as a first course (un primo piatto).

Here are a few pasta shapes and the meanings of their names:

farfalle = butterflies, penne = quills / pens, fusilli = spindles, spaghetti = strings

vermicelli = little worms, conchiglie = shells, tortellini = little pies, fettucine = little slices

The original name for 'spaghetti' was 'maccheroni.' The word 'spaghetti' actually means 'strings'. Before the
existence of pasta factories, people made their own spaghetti and would hang it outside to dry. Below is a photo
of people in Palermo, Sicily, hanging out spaghetti to dry.

The long pasta known as 'tagliatelle' (it looks like flat

spaghetti) was created by a chef in honour of
Lucrezia Borgia's long blond hair (who was Duchess
of the town of Ferrara).

There are different types of premises serving food in Italy.

For example:
Ristorante - serves all foods but not pizza.
Trattoria - serves all foods but not pizza. This is an 'informal'
restaurant where you may be expected to share your table with
strangers.
Pizzeria - specialises in pizza.
Agriturismo - a restaurant on a farm, serving home-produced food.
Tavola calda - self-service restaurant, literally meaning 'hot
table.'
Rosticceria - a 'take-away' serving roast meat, especially
chicken.
Paninoteca - a sandwich shop bar.
Spaghetteria - specialises in pasta.

Often, an eating place is a combination of categories, e.g.

Ristorante - Pizzeria, Bar-Paninoteca, Bar-Pizzeria,
etc ....

On the
dining table
in
Italian
homes there
is always
water, wine and
bread. For
 some people there is an Italian superstition is not to place bread upside down on the table as it is considered to
bring bad luck!

HOW TO COOK PERFECT PASTA

What you’ll need:

Water, large pot, pasta, salt, tongs, colander/sieve

Ingredients
 dried pasta (based on 400g) - in this case spaghetti
 salt – large pinch
 Medium sized saucepan
 Water

Method
1. Fill a medium sized pot halfway up the sides with cold water. Place it on
the stove top on high heat. Bring water to the boil.

2. Carefully place the pasta into the boiling water, making sure that the
spaghetti is completely covered with water (don’t break it; push it against
the bottom of the pot and as you feel it give, keep pushing. It will soften up
and collapse to fit in the pot within 30 seconds). Bring water back to the
boil and stir the pasta with a fork or tongs (gently to keep it from sticking)
and reduce the heat so it doesn't boil over.

3. Keep the lid off. The water will return to a boil fairly quickly. Do not put a
lid on the pot, the lid will cause the water to boil over.

4. Different pastas will take different amounts of time to cook. Use the
directions on the package as your guideline. As a general rule dried pasta
will be done in 10-12 minutes, but start checking ‘doneness’ at 8 minutes,
then again at 9 minutes, etc. Just pull a piece out gently with tongs and taste
or check the texture.

5. Always taste a strand or piece of pasta before draining to make sure the
texture is right. Pasta cooked properly should be a little chewy (al dente –
which is an Italian word meaning ‘firm to bite’ but not soft).
6. Drain cooked pasta in a colander. No need to drain it too thoroughly, a few
drops of cooking water will keep the pasta moist.

7. Add sauce right away and serve.

 PASTA: STAPLE FOOD OF ITALYWhat are the main ingredients of
pasta?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Briefly explain how pasta is made.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Briefly explain how pasta is cooked.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Name six different types of pasta.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

What does ‘al dente’ mean?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Name six dishes where pasta is a prominent ingredient.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 FETTUCINE CARBONARA Equipment
Ingredients ____________________
200g pasta (spaghetti for this lesson) ____________________
cold water ____________________
pinch of salt ____________________
½ T olive oil ____________________
2 bacon rashers - fat & rind removed ____________________
½ brown onion - diced ____________________
1 tsp clove garlic – crushed ____________________
200 mls cream ____________________
2 tbs sour cream ____________________
1 egg - whisked
½ cup grated tasty cheese
¼ cup freshly grated parmesan,
1 T flat-leaf parsley - finely chopped

Method
1. Tie up hair, put on apron and wash hands with soap.
2. Cook pasta (see separate notes) and put aside.
3. In a frypan add oil and place over medium heat on the oven top.
4. Dice bacon rashers & onion and add to frypan with crushed garlic and cook for
3 minutes.
5. Add cream and sour cream and simmer for approximately 10 minutes.
6. While stirring add whisked egg, parsley and grated tasty cheese.
7. Continue stirring until all of the cheese is melted through. Add cooked pasta
and toss until mixed well.
8. Transfer to serving bowls, sprinkle with grated parmesan cheese.
9. Serve immediately with garlic bread.

TEACHER USE ONLY

WELL ABOVE ABOVE AT BELOW
ABSENT
STANDARD STANDARD STANDARD STANDARD

PRACTICAL EVALUATION
Did your recipe turn out as expected? YES or NO. Explain:

Ask a friend to rate your recipe out of ten for:

 Presentation _______/ 10

Taste _______/ 10

Time management and kitchen cleanliness _______/ 10

Use the chart below to evaluate your performance by ticking the appropriate box.

Criteria Yes No
I displayed good personal hygiene
I had all the necessary equipment ready before I started cooking
I measured ingredients accurately
I followed my production plan
I kept my work area clean and tidy
I cleaned all equipment thoroughly after cooking
I worked cooperatively with my group
I showed respect and consideration for all my class members
I completed my assessment to the best of my ability

If you were to cook this recipe again, what changes would you make to your production plan?

What changes would you make to improve the taste and presentation of your final food product?

Pick a sensory property and evaluate it below.

Sensory Property Description

MEXICO
Mexican food has been always considered to be very spicy. Well, that is partially true; however, history
shows that Mexico has given chocolate to the world, as well as several other
specialties, including peanuts, vanilla, beans, coconuts and tomatoes.

Traditional Mexican cooking makes use of these native elements to produce tasteful
meals. With the arrival of specialties like pork, lamb, beef, wine, vinegar and cheese
from Spain (brought by the conquerors), the Mexican cuisine evolved, by integrating
these European elements into their own traditional meals.
Mexican food continued evolving as new products and techniques were introduced into Mexico from
different places. We can find recipes and ingredients originally from South America, the Caribbean and even
Africa.

The Mexican cuisine eventually met the cuisine from the north, and ‘Tex-Mex’ food was created. Tex-Mex
food is a blend of flavours and recipes from the Mexican, Texan and American culture. Today we can find
several different kinds of foods Mexicans eat, from enchiladas, tacos and burritos to award-winning gourmet
creations.

Regardless of the foreign elements present in Mexico’s cuisine, the main ingredients remain the same recipe
after recipe. The most common ingredient used in Mexican food is corn. Like the ancient civilizations that
lived in the region, Mexicans have learned how to cook almost every
meal with corn. Corn flour is the main component involved in the
preparation of the Mexican food, and corn is also used in many forms
for a wide variety of meals, including candy.

Another typical ingredient is the chilli, which has a strong, hot

flavour. It is used to condiment several meals and is the main
component of the Tabasco Hot Sauce. “Chilli con Carne”, or Chilli
and Meat, is a typical
preparation involving
Chilli. It’s a sort of stew, with small pieces of meat and some
vegetables all mixed together with hot Chilli sauce.

Mexican candy is not only a piece of Mexican food,

but also a piece of Mexican art. The “Calaveras de
Azúcar”, or sugar skulls, are specially prepared for
the Dia de los Muertos (the Day of the Dead). Corn-
flavored candy is also a typical product.

CHILLI CON CARNE Equipment

Ingredients ____________________
½ onion ____________________
1 garlic clove minced ____________________
300g beef mince ____________________
½ t salt ____________________
¼ t chilli powder ____________________
¼ C water ____________________
1 red capsicum
____________________
1 carrot, grated
½ C kidney beans
____________________
1 Can tinned tomatoes ____________________
2 T tomato paste
Method:
1. Organise equipment and collect all ingredients
2. Chop onion finely, dice capsicum and peel and grate carrot.
 3. Using a large saucepan, sauté onion and garlic in oil over a medium heat, until
the onion is translucent.
4. Add mince and cook until the beef browns. Stir constantly with a wooden spoon.
5. Add chopped capsicum and fry for 30 seconds.
6. Add tomato paste, salt, chilli powder, water, carrot, rinsed beans and tinned
tomatoes.
7. Cover and simmer for 15 minutes.
8. Serve with boiled rice.
Absorption method Rice
1 ½ C Rice
3 ½ C water
Method:
1. Wash rice in a sieve until the water runs clean.
2. Place rice in a medium sized pan. Bring to the boil, cover with a tight fitting lid.
3. Once boiling turn heat to low and cook for 13-15 minutes. Stand covered for 5
minutes, fluff up with a fork and serve.
TEACHER USE ONLY
WELL ABOVE ABOVE AT BELOW
ABSENT
STANDARD STANDARD STANDARD STANDARD

PRACTICAL EVALUATION
Did your recipe turn out as expected? YES or NO. Explain:

Ask a friend to rate your recipe out of ten for:

Presentation _______/ 10

Taste _______/ 10

Time management and kitchen cleanliness _______/ 10

Use the chart below to evaluate your performance by ticking the appropriate box.

Criteria Yes No
I displayed good personal hygiene
I had all the necessary equipment ready before I started cooking
I measured ingredients accurately
I followed my production plan
I kept my work area clean and tidy
I cleaned all equipment thoroughly after cooking
I worked cooperatively with my group
I showed respect and consideration for all my class members
I completed my assessment to the best of my ability

If you were to cook this recipe again, what changes would you make to your production plan?

What changes would you make to improve the taste and presentation of your final food product?

Pick a sensory property and evaluate it below.

Sensory Property Description

AUSTRIA
Breakfast is of the "continental" type, usually consisting of bread rolls with either jam or cold
meats and cheese, accompanied by coffee, tea or juice. The midday meal was traditionally
the main meal of the day, but in modern times as Austrians work longer hours further from
home this is no longer the case. The main meal is now often taken in the evening.

A mid-morning or mid-afternoon snack of a slice of bread topped with cheese or ham is

referred to as a Jause, and a more substantial version akin to a British "Ploughman's Lunch"
is called a Brettljause named after the wooden board on which it is traditionally served.

Meats - The most popular meats in Austria are beef, pork, geese and
chicken. The prominent Wiener Schnitzel is traditionally made of veal.
Pork in particular is used extensively, with many dishes using offal and
parts such as the snout and trotters. Austrian butchers use a number
of special cuts of meat, including Tafelspitz (beef), and Fledermaus
(pork), named for its shape, which resembles a bat. Austrian cuisine
has many different sausages, like Frankfurter, Krainer Wurst from
Carniola (Krain), Debreziner (originating from Debrecen in Hungary),
or Burenwurst, Blunzn made out of pig-blood and Grüne Würstl –
green sausages. Green means raw in this context – the sausages are air dried and are
consumed boiled.

Bacon in Austria is called Speck, bacon can be smoked, raw, salted, spiced etc. Bacon
is used in many traditional recipes as a salty spice. Leberkäse is a loaf of corned beef,
pork and bacon, it does not contain either liver or cheese despite the name.
Vanillerostbraten is a beef dish prepared with lots of garlic.
Austria has an old hunting tradition since there are many woods across the country.
In the Autumn season many restaurants in Austria traditionally offer game (such as
wild boar, deer and geese) on their menu along with seasonal vegetables and fruits
like pumpkins from Styria.
Cakes - Austrian cakes and pastries are a well-known feature of its cuisine. Perhaps
the most famous is the Sachertorte, a chocolate cake with apricot jam filling,
traditionally eaten with whipped cream. Among the cakes with the longest tradition is
the Linzer torte. Other favourites include the caramel-flavoured
Dobostorte and the delicately layered Esterhazy Torte, named in
honor of Prince Esterházy (both originating from
Hungary during the Austro-Hungarian empire), as
well as a number of cakes made with fresh fruit
and cream. Punschkrapfen is a classical Austrian
pastry, a cake filled with cake crumbs, nougat
chocolate, apricot jam and then soaked with rum.

Desserts - Austrian desserts are usually slightly

less complicated than the elaborate cakes described above. The
most famous of these is the Apfelstrudel (apple strudel), layers of
thin pastry surrounding a filling of apple, usually with cinnamon
and raisins. Other strudels are also popular, such as those filled
with sweetened curd cheese called Topfen, sour cherry (Weichselstrudel), sweet
cherry and poppy seed strudel (Mohnstrudel).

What do you remember about AUSTRIAN FOOD?

Explain what a JAUSE is?

What are the four most popular MEATS cooked in Austria?

___________________________________________________________________________________

___________________________________________________________________________________

What word do Austrians use to call ‘bacon’?

___________________________________________________________________________________

Name at least 3 different types of sausages made in Austria

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Explain what GAME is. What type of ‘game’ do Austrian restaurants often serve in Autumn?

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________
Explain what a Sachertorte is

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

APPLE STRUDEL WITH Equipment

CUSTARD ____________________
____________________
Ingredients ____________________
½ Granny Smith apples ____________________
2T raisins ____________________
1 T sugar ____________________
1 T breadcrumbs ____________________
½ t cinnamon ____________________
1 T butter ____________________
____________________
1 ½ sheets puff pastry

Method
1. Tie up hair, put on apron and wash hands with soap.
2. Pre-heat oven to 200°c
3. Wash, peel and grate apple, then drain off extra liquid.
4. Combine apple, raisons, sugar, breadcrumbs and cinnamon in a small bowl.
5. Cut pastry into six equal squares.
6. Divide the apple mixture into six equal portions.
7. Place apple mixture down the middle of each square of pastry leaving 1 cm at
the top and bottom (see picture below).
8. Cut both sides of each of the six squares into 1cm strips horizontally from
filing to the outside edges.
9. Melt butter in glass jug in the microwave for 10 seconds then brush pastry
down the sides of the apple mixture. Fold the top and bottom strips around the
mixture to form a box. Criss-cross the remaining strips over the apple mixture,
over-lapping as you go at a slight angle to form a lattice pattern (alternating
between each side) – see picture below as a guide.
10.Brush top of each pastry with melted butter then bake in the moderately hot
oven for about 20 mins or until pastry is cooked through and golden brown.
11.Wash dishes as pastries cool on a cooling rack.
 TEACHER USE ONLY
WELL ABOVE ABOVE AT BELOW
ABSENT
STANDARD STANDARD STANDARD STANDARD

PRACTICAL EVALUATION
Did your recipe turn out as expected? YES or NO. Explain:

Ask a friend to rate your recipe out of ten for:

Presentation _______/ 10

Taste _______/ 10

Time management and kitchen cleanliness _______/ 10

Use the chart below to evaluate your performance by ticking the appropriate box.

Criteria Yes No
I displayed good personal hygiene
I had all the necessary equipment ready before I started cooking
I measured ingredients accurately
I followed my production plan
I kept my work area clean and tidy
I cleaned all equipment thoroughly after cooking
I worked cooperatively with my group
I showed respect and consideration for all my class members
I completed my assessment to the best of my ability

If you were to cook this recipe again, what changes would you make to your production plan?

What changes would you make to improve the taste and presentation of your final food product?

Pick a sensory property and evaluate it below.

Sensory Property Description
 GREECE
Greek cuisine has a long tradition and its flavours change with the seasons. Greek cookery,
historically a leader of Western cuisine, spread its culinary influence - via ancient Rome -
throughout Europe and beyond. Greece has a culinary tradition of some 4,000 years.

The Greek diet has been influenced by traditions from both the East and West. In ancient
times, the Persians introduced Middle Eastern foods, such as yogurt, rice, and sweets made
from nuts, honey, and sesame seeds. In 197 B.C. when Rome invaded Greece, the Romans
brought with them foods that are typical in Italy today including pasta and sauces. Arab
influences have left their mark in the southern part of Greece. Spices such as cumin,
cinnamon, allspice, and cloves play a prominent role in the diet of these regions. The Turks
later introduced coffee to Greece. Potatoes and tomatoes were brought from New World after
exploration of the Americas began about five hundred years ago.

Fresh fruits and vegetables play a large role in the Greek diet. With its long coastline, Greece
also relies heavily on fish and seafood. Meat tends to play a less important role. It is often
used as an ingredient in vegetable dishes instead of as a main dish. The islands and coastal
areas of Greece favour lighter dishes that feature vegetables or seafood. In contrast, the
inland regions use more meat and cheese in their cooking.

Modern Greek cookery makes wide use of olive oil, lemon

juice, vegetables, and herbs, grains and bread, wine, fish, and
various meats, including lamb, poultry, rabbit and pork. The
most commonly seen grain is wheat, however barley is also
used. Also important are olives, cheese, eggplant
(aubergine), zucchini (courgette), and yogurt. Greek desserts
are characterized by the dominant use of nuts and honey. Some dishes use filo pastry.

Mezés is a collective name for a variety of small dishes, typically served with wines or anise-
flavored liqueurs as ouzo or homemade tsipouro. Orektika is the formal name for appetizers
and is often used as a reference to eating a first course of a cuisine other than Greek cuisine.
Dips are served with loaf bread or pita bread. In some regions, dried bread (paximadhi) is
softened in water.

The most characteristic and ancient element of Greek cuisine is olive oil, which is used in
most dishes. It is produced from the olive trees prominent throughout the region, and adds to
the distinctive taste of Greek food; however, they are also widely eaten. The basic grain in
Greece is wheat, though barley is also grown. Important vegetables include tomato,
aubergine (eggplant), potato, green beans, okra, green peppers, and onions. Honey in Greece
is mainly honey from the nectar of fruit trees and citrus trees: lemon, orange, bigarade (bitter
orange) trees, thyme honey, and pine honey.
Greek cuisine uses some flavourings more often than other Mediterranean cuisines do,
mainly: oregano, mint, garlic, onion, dill and bay laurel leaves. Other common herbs and
spices include basil, thyme and fennel seed. Parsley is also used as a garnish on some dishes.
Many Greek recipes, especially in the northern parts of the country, use "sweet" spices in
combination with meat, for example cinnamon, whole spice and cloves in stews.

A little bit of Trivia - It is believed that Archestratos wrote the first cookbook in history in 320
B.C..

Modern chefs owe the tradition of their tall, white chef's hat to the Greeks. In the middle ages,
monastic brothers who prepared food in the Greek Orthodox monasteries wore tall white hats to
distinguish them in their work from the regular monks, who wore large black hats.

1. Where is Greece located on the globe? (Colour on map)

2. What is the Capital City of Greece?

__________________________________________________
3. Draw the Country’s Flag

4. What is the current population of Greece?

 _______________________________________________________________________________
5. What is the currency in Greece?

_______________________________________________________________________________
6. What is the predominant religion/culture in Greece?

_______________________________________________________________________________
7. What is the national dress?
________________________________________________________________________________
8. What are some major events that have occurred in this Country?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
9. What sports/activities are popular in Greece?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
10. Name some indigenous animals to Greece
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
11. Identify the traditional/staple diet of Greece.

_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
MEZE - a well known cuisine in Greece. These foods are a selection of small dishes served to accompany alcoholic drinks as a course
or as appetizers before the main dish. They are often served at the beginning of large-scale meals.

MEZE FOOD APPEARANCE SMELL TEXTURE TASTE

1

8
 GREEK LEMON YOGHURT Equipment
CAKE WITH LEMON ____________________
____________________
SYRUP ____________________
Ingredients ____________________
125g butter, softened ____________________
¾ cup caster sugar ____________________
Rind of one large lemon, finely grated ____________________
2 eggs ____________________
1 ½ cups self-raising flour, sifted
____________________
1/2 cup Greek yoghurt
1/4 cup fresh lemon juice ____________________

Lemon syrup
Juice of 2 large lemons
Rind of one large lemon, finely grated
½ cup caster sugar
1 T water

Method
1. Tie up hair, put on apron and wash hands with soap.
2. Preheat oven to 180°C (160°C fan forced.) Grease 3 x mini loaf tins
3. Cut butter into small cubes
4. Using an electric mixer, cream butter, sugar and rind in a bowl until light and fluffy.
5. Add eggs, one at a time, beating well after each addition.
6. Add half the flour, yoghurt & lemon juice to egg mixture. Gently stir to combine.
7. Fold in remaining flour, yoghurt & lemon juice.
8. Spoon mixture evenly into loaf tins.
9. Bake for 25 minutes or until a skewer inserted into the centre comes out clean.
WHILE THE LOAVES ARE COOKING MAKE THE SYRUP MIXTURE.

10. Combine sugar, lemon zest, lemon juice and water in a saucepan and cook, stirring, over
low-medium heat until sugar dissolves. Simmer for 3 minutes or until syrup thickens. Makes
125ml (1/2 cup).
11.Using a skewer, poke approximately 10 holes all over each loaf. Pour a little of the
hot syrup over each loaf, allowing it to sink in, before adding more. Stand loaves in
tins for 10 minutes. Release from tins and drizzle with remaining syrup.
12.Serve sliced loaves (best while still warm) with extra dollops of Greek-style
yoghurt. TEACHER USE ONLY
WELL
ABOVE AT BELOW

PRACTICAL
ABOVE ABSENT
STANDARD STANDARD STANDARD
STANDARD

EVALUATION
Did your recipe turn out as expected? YES or NO. Explain:
Ask a friend to rate your recipe out of ten for:

Presentation _______/ 10

Taste _______/ 10

Time management and kitchen cleanliness _______/ 10

Use the chart below to evaluate your performance by ticking the appropriate box.

Criteria Yes No
I displayed good personal hygiene
I had all the necessary equipment ready before I started cooking
I measured ingredients accurately
I followed my production plan
I kept my work area clean and tidy
I cleaned all equipment thoroughly after cooking
I worked cooperatively with my group
I showed respect and consideration for all my class members
I completed my assessment to the best of my ability

If you were to cook this recipe again, what changes would you make to your production plan?

What changes would you make to improve the taste and presentation of your final food product?

Pick a sensory property and evaluate it below.

Sensory Property Description