Key Stage 3 Year 8 Diet and Health

Scheme of Work

Key Stage 3 Year 8 – Diet and health

Time: 18 hours

Introduction This scheme of work has been developed to enable pupils to learn how to cook a range of dishes safely and hygienically and to apply their knowledge of nutrition. In addition, they will consider the factors that affect food choice, food availability and food waste.

Pupils will have the opportunity to work through the following contexts: . Domestic and local (home and health); . Industrial (food).

Aims . Pupils will deepen their knowledge and understanding of food and nutrition; . Pupils will further develop food preparation and cooking techniques; . Pupils will deepen their knowledge of consumer food and drink choice; . Pupils will be able to apply their knowledge to make informed choices; . Pupils will develop the creative, technical and practical expertise needed to perform everyday tasks confidently; . Pupils will build and apply a repertoire of knowledge, understanding and skills in order to design and make high quality products for a wide range of users; . Pupils will evaluate and test their ideas and products and the work of others.

Learning outcomes overview Through this scheme of work, pupils will: . Recall and apply the principles of The Eatwell Guide and the 8 tips for healthy eating; . Explain energy and how needs change through life; . Name the main nutrients, sources and functions; . Adapt and follow recipes using appropriate ingredients and equipment to prepare and cook a range of more complex dishes; . Demonstrate a wider range of food preparation and cooking techniques; . Apply the principles of food safety and hygiene; . Explain the factors that affect food and drink choice; . Demonstrate the knowledge, understanding and skills needed to engage in an iterative process of designing and making in a range of contexts such as home, health and agriculture; . Be given regular opportunities to demonstrate and apply their knowledge and understanding of food science; . Be given regular opportunities to consolidate their literacy and numeracy skills by using them purposefully in order to learn. . Track their progress using the My learning journey booklet (cooking, nutrition, ingredients and creativity).

Prior learning Pupils will build on the learning in Year 7 Design and Technology. Knowledge and skills include: . The Eatwell Guide and the 8 tips for healthy eating; using and adapting recipes; using appropriate ingredients and equipment to prepare and cook a range of dishes; source, seasonality and characteristics of a range of ingredients. . Developing the knowledge, understanding and skills needed to engage in an iterative process of designing and making.

Teaching and learning overview

© British Nutrition Foundation 2017 www.foodafactoflife.org.uk N.B. The recipes suggested are examples and may be substituted. Alternative recipes should provide the same opportunity to meet the practical learning objectives.

Lesson Learning objectives 1 Recall the principles of The Eatwell Guide and relate it to their own diet. To list and explain the main nutrients provided by the diet. To explain the importance of hydration. 2 To prepare and cook a main meal dish that demonstrates the use of starchy foods, such as savoury rice, pasta primavera. To demonstrate the safe use of the hob, sharp knives and other small equipment. To carry out an evaluation of a range of prepared rice or pasta products. To demonstrate and apply the principles of food safety and hygiene when cooking. 3 To define energy and explain why it is needed. To identify sources of energy in the diet. To describe how energy needs change throughout life. To define energy balance and relate the consequences of imbalance. 4 To prepare and cook a dish which demonstrates the role of carbohydrate in the diet, such as mini carrot cakes, apple cakes or berry cakes; demonstrate the safe use of the oven, weighing, mixing and dividing. To demonstrate cake making methods. To demonstrate and apply the principles of food safety and hygiene when cooking. To calculate the nutritional content and create a food label for a dish. 5 To explain the sources, types and functions of carbohydrate. To explain the sources and functions of fibre in the diet. To describe the dietary recommendations for carbohydrate (including fibre) and how it relates to their diet. To identify varieties of bread and bread products available to the consumer. To investigate the functions of ingredients used in bread making. 6 To prepare and cook a dish using yeast dough, such as flavoured bread rolls, pizza wheels. To demonstrate the skills of preparing, kneading, shaping and finishing yeast dough. To demonstrate and apply the principles of food safety and hygiene when cooking. To compare and evaluate a range of bread based products. 7 To explain the sources, types and functions of protein. To describe the dietary recommendations for protein and how it relates to their diet. To define protein complementation. 8 To prepare and cook a main meal dish using one or more ingredient that provides a source of protein, such as frittata or tortilla. To demonstrate the skills of preparing filling ingredients, using a variety of small equipment, using the oven. To demonstrate and apply the principles of food safety and hygiene when cooking. To describe the functions of eggs in cooking. 9 To name the micronutrients and state why they are needed in the diet. To explain the sources, types and functions of vitamins, A, D, B group and C. To explain the sources, types and functions of calcium, iron and sodium. To investigate and compare a range of pre-prepared pasta products. To explain the process of gelatinisation in sauce making. 10 To prepare and cook a main meal dish which demonstrates the role of calcium in the diet, such as, tuna pasta bake, vegetarian pasta bake. To demonstrate the preparation of an all-in-one sauce; demonstrates safe use of the hob/grill, accurate weighing and measuring, boiling, draining, mixing. To demonstrate and apply the principles of food safety and hygiene when cooking. To calculate the nutritional profile and compare the effect of using alternative ingredients. 11 To identify and explain the factors that affect individual food choice. To investigate the dietary needs of young adolescents. To summarize the actions in the School Food Plan related to school lunches. To plan a dish suitable for a hot school lunch to help meet the nutritional needs of the identified group. (Context: Industrial – food) 12 To prepare and cook a main meal dish suitable for a hot school lunch, such as chicken biryani, chicken Chow Mein.

© British Nutrition Foundation 2017 www.foodafactoflife.org.uk To demonstrate the preparation of vegetables, the use of herbs and spices, use of the hob. To demonstrate and apply the principles of food safety and hygiene when cooking. 13 To prepare and cook a main meal dish suitable for a hot school lunch, such as Rogan Josh with rice, Italian tuna balls with pasta. To demonstrate the preparation of vegetables, meat or fish, the use of herbs and spices, use of the hob, cooking rice/pasta. To demonstrate and apply the principles of food safety and hygiene when cooking. 14 To prepare and cook a dessert dish suitable for a hot school lunch such as, oaty apple crumble, fruit cobbler. To demonstrate the preparation of fruit, a rubbed in mixture, use of the oven. To demonstrate and apply the principles of food safety and hygiene when cooking. To create a recipe card that includes a nutritional profile to accompany the dish. 15 To plan and create a specification for a healthier option main meal dish to be served in a leisure centre, sports centre or cinema. To investigate the availability and benefits of locally or regionally sourced food and/or ingredients that is available to meet consumer demand. To calculate the nutritional profile of the dish and compare with existing products. (Context: Local – health) 16 To prepare and cook a healthier option main meal dish, such as fish cakes, turkey burgers, chick pea burgers, root veg rosti. To demonstrate the skills of fish/meat handling, portioning, shaping and finishing, use of the oven. To investigate how and why food is wasted; list ways in which food waste can be reduced. To demonstrate and apply the principles of food safety and hygiene when cooking. 17 To prepare and cook a main meal dish to demonstrate cuisine from other countries such as, tapas, tacos, fajitas. To demonstrate the use of herbs and spices to enhance the flavour of a dish. To demonstrate and apply the principles of food safety and hygiene when cooking. To calculate the cost of the dish(es) prepared. 18 Plenary To appraise and evaluate their learning journey. To evaluate their practical cooking experiences.

Resources www.foodafactoflife.org.uk www.nutrition.org.uk www.food.gov.uk cyop.potato.org.uk dairy.ahdb.org.uk www.grainchain.com meatandeducation.redmeatinfo.com http://www.nhs.uk/Livewell/Goodfood/Pages/the-eatwell-guide.aspx www.lovefoodhatewaste.com eatseasonably.co.uk

Risk assessment Appropriate risk assessment will be undertaken prior to work being carried out in a practical food room. Consult BS4163:2014 and local authority and/or school guidance or other resources.

Risk assessment should address the following areas and those specific to the school, level of supervision, pupils and/or environment: . Personal hygiene; . Hygiene and storage of ingredients; . Food allergens; . The use of heat sources; . The use of sharp and bladed equipment; . The use of electrical equipment; . Class size and level of supervision.

© British Nutrition Foundation 2017 www.foodafactoflife.org.uk Differentiated learning outcomes summary All pupils will: Most pupils should: Some pupils will have progressed further and could: Carry out 10 hours practical Carry out with skill and Independently, with skill and accuracy cooking, making a range of accuracy 10 hours practical carry out 10 hours practical cooking, dishes. cooking, making a range of making a range of dishes adapting or dishes adapting or modifying modifying the recipe as necessary. the recipe when required. List the principles of food safety Describe the principles of food safety and hygiene when preparing Explain the principles of food and hygiene when preparing and and cooking ingredients. safety and hygiene when cooking ingredients and manage their preparing and cooking implementation independently. ingredients. Recall the principles of The Use the principles of The Eatwell Eatwell Guide and relate it to Explain the principles of The Guide, when devising meals and their own diet. Name the Eatwell Guide and relate it to menus for themselves and others. nutrients provided by The the diet. Name the main Name the nutrients and their functions Eatwell Guide groups. nutrients and their functions provided by The Eatwell Guide and provided by The Eatwell Guide recognise that the amount of energy Explain the importance of groups. and nutrients provided by food hydration. Explain the sources and depends on the portion eaten. functions of water and the Explain the sources and functions of Define energy, state why it is importance of hydration. water, discuss the importance of needed and list sources of hydration and apply the principles to energy in the diet. Describe Define energy, explain why it is their own diet. how energy needs change needed and identify sources of through life stages. Define energy in the diet. Describe and Define energy, explain why it is energy balance and describe explain why energy needs needed and categorise different the consequences of an changes throughout different sources of energy in the diet. Describe imbalance. life stages. Explain energy and evaluate the energy needs balance and the consequences required throughout different life State the main sources of of an imbalance. stages. Explain energy balance and carbohydrate, fat and protein the consequences of an imbalance to why they are needed in the diet. Explain why carbohydrate, a range of the population. State the main dietary protein, fat and fibre are needed recommendations for in the diet. Name and explain Name the macronutrients; explain why carbohydrate, protein, fat and the sources and dietary they are needed in the diet and the fibre. recommendations for consequences of over or under carbohydrate, protein, fat and consumption. Explain the sources, List the sources, types and fibre. functions and dietary functions of vitamins A, D, B recommendations for carbohydrate, group and C and the minerals Explain the sources, types and protein, fat and fibre. calcium, iron and sodium. List functions of vitamins A, D, B the dietary recommendations group and C and the minerals Name the micronutrients; explain why for these nutrients and how it calcium, iron and sodium. they are needed in the diet. Explain relates to their diet. Describe the dietary the sources, types and functions of recommendations for these vitamins A, D, E, K, B group and C Identify the factors that can nutrients and how it relates to and the minerals calcium, iron and affect individual food choice. their diet. sodium. Describe the dietary recommendations for these nutrients Write a specification for a main Explain and summarise the and how it relates to their diet and the meal dish to meet a specific factors that affect individual diet of others. need. food choice. Explain the factors that affect Plan and create a specification individuals’ food choice and the for a main meal dish to meet a effects it may have on health. specific need.

Note: Apply the assessment strategies in your school.

National Curriculum (focus areas for Year 8 D&T shown in bold) Design & Technology Cooking and nutrition Through a variety of creative and practical activities, pupils should be As part of their work with food, taught the knowledge understanding and skills needed to engage in an pupils should be taught how to iterative process of designing and making. cook and apply the principles When designing and making, pupils should be taught to: of nutrition and healthy eating. Design . use research and exploration, such as the study of different Pupils should be taught to: cultures, to identify and understand user needs . Understand and apply . Identify and solve their own design problems and understand how the principles of to reformulate problems given to them nutrition and health . Develop specifications to inform the design of innovative, . Cook a repertoire of functional, appealing products that respond to needs in a predominantly savoury variety of situations dishes so that they are . Use a variety of approaches, to generate creative ideas and avoid able to feed stereotypical responses themselves and others . Develop and communicate design ideas using annotated a healthy and varied sketches, detailed plans, 3-D and mathematical modelling, oral diet and digital presentations and computer-based tools . Become competent in Make a range of cooking . Select from and use specialist tools, techniques, processes, . Understand the equipment and machinery precisely, including computer-aided source, seasonality manufacture and characteristics of . Select from and use a wider, more complex range of materials, a broad range of components and ingredients, taking into account their properties ingredients. Evaluate . Analyse the work of past and present professionals and others to develop and broaden their understanding . Investigate new and emerging technologies . Test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups . Understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists English: Reading Pupils should be taught to understand increasingly challenging texts through:

© British Nutrition Foundation 2017 www.foodafactoflife.org.uk . Learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries; Writing Pupils should be taught to write accurately, fluently, effectively and at length for pleasure and information through: . Summarising and organising material, and supporting ideas and arguments with any necessary factual detail; . Applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form; Pupils should be taught to plan, draft, edit and proof-read through: . Considering how their writing reflects the audiences and purposes for which it was intended; . Paying attention to accurate grammar, punctuation and spelling; Grammar and vocabulary Pupils should be taught to consolidate and build on their knowledge of grammar and vocabulary through: . Using Standard English confidently in their own writing and speech; Spoken English Pupils should be taught to speak confidently and effectively, including through: . Using Standard English confidently in a range of formal and informal contexts, including classroom discussion; . Giving short speeches and presentations, expressing their own ideas and keeping to the point; . Participating in formal debates and structured discussions, summarising and/or building on what has been said.

Mathematics: Number Pupils should be taught to: . Understand and use place value for decimals, measures and integers of any size . Order positive and negative integers, decimals and fractions . Interpret percentages and percentage changes as a fraction or a decimal . Use standard units of mass, length, time, money and other measures, including with decimal quantities; . Use a calculator and other technologies to calculate results accurately and then interpret them appropriately. Ratio, proportion and rates of change Pupils should be taught to: . change freely between related standard units [for example time, length, area, volume/capacity, mass] Statistics . Construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data.

Science: Nutrition and digestion . Content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water, and why each is needed; Energy . Comparing energy values of different foods (from labels) (kJ).

PSHE: (non-statutory) Health and well-being . What constitutes a balanced diet and its benefits (including the risks associated with both obesity and dieting); . What might influence their decisions about eating a balanced diet.