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Case studies and exemplar materials are produced by individual teachers C
working as Lead Practitioners for the Licence to Cook Programme. C
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LP author:CVanessa ThomasC

School:C
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Product:CTeacher organisation supportCC

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Year group: Year 7C

Topics:CCC CC CC

Key focus:C
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 Y7 Focus: Food - How to get your 5 a day! ô




 
 
 carry out research and use

  their findings when developing ideas; illustrate alternatives using sketches; identify
The main aim of this unit is to develop pupils· understanding of designing and making some successful, weak or problematic parts of their work
products for themselves. In this unit, pupils tackle a design and make assignment (DMA)

 
  carry out their own research using
on the theme salads in which they design and make a new salad for themselves and their
sources other than those provided by the teacher, and use their findings about
families.. The whole unit will last 18 50 -minute lessons
existing products when developing their own ideas ,clarify their ideas through
Pupils gain the knowledge, skills and understanding they need to carry out the DMA sketching giving reasons for choosing between ideas; evaluate how they have achieved
successfully through product evaluation activities and the focused practical task. They: their original design proposals and make recommendations for further development of
BC ©se a range of cutting, shaping and mixing processes the product
BC ©se a variety of techniques to prepare and process foods
BC onsider safety and hygiene when handling food.
BC arry out sensory tests to evaluate food products 


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All pupils will complete the above activities during the unit.
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This is one of three food units that focus on designing: one in Y7 is on designing for
yourself; one in Y8 that will focus on designing for others; and one in Y9 that will focus .


on designing for markets. These units will ensure progression in understanding about
designing. / 0  


This is part of a series of four units in Y7 on designing and making for yourself; there
1!
are equivalent units in electronics, resistant materials and textiles. Together these units
are expected to take 78 hours.
1 



 
 

carry out their own research by collecting information and use what
they learn about products that are produced commercially when developing their own
ideas; consider the needs or requirements of users; clarify their ideas through
discussion, (labelled sketches) and give reasons for choosing between ideas; work
safely and with some accuracy when using a range of resources, addressing risk, noting
any hazards to themselves and others, and identifying ways of controlling risks;
compare their product with the design specification and identify what is working well
and what could be improved

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 2


It is helpful if pupils have: Through the activities in this unit, pupils will be able to understand and use I T to:
‡ compared the process involved in making commercial and domestic bread products. ‡ research e.g. finding images of fruit, produce a questionnaire, analyse data by using
‡ followed instructions e.g. to carry out fair tests excel.
‡ used equipment accurately and effectively, following safe and hygienic working
practices e.g. when using the oven.
3

‡ planned an order of work with list of ingredients and equipment.
Resources include:

It is helpful if pupils have:

BC Front covers
‡ investigated food products and evaluated their characteristics.
BC ©nsafe kitchen sheet
‡ used appropriate vocabulary to describe products, including their sensory
BC Rules fill in the gap
characteristics.
BC 5 a day collage sheet
‡ compared the processes involved in making baked food products and learnt that there
BC Hazards homework sheet
are chemical and physical changes in food.
BC Starter for fruit fusion
‡ learnt that ingredients have different characteristics and that the properties and
BC Fruit fusion recipe
proportion of ingredients will affect the final product
BC Flapjack product spec sheet
‡ evaluated the outcomes, and drawn conclusions about the impact of added ingredients
BC Pizza toast recipe
and different finishes/shapes on the end product
BC Readymade flapjacks
BC àegetable chowder recipe
1
 BC A
SS FM sheet
Through the activities in this unit, pupils will be able to understand, use and spell BC A
SS FM homework sheet
correctly words relating to: BC Sensory analysis of cakes sheet
‡ processes, e.g. chop ,peel, rub in, bake, sieve, clean, boil, drain, simmer, mix shred, BC Morphology sheet
cool, season, produce BC A
SS FM starter
‡ tools and equipment, e.g. oven, hob, potato peeler, apple corer. BC ake recipes
‡ ingredients, e.g. mozzarella, pepperoni, tomatoes. BC Sensory analysis of cakes sheet
‡ descriptive words e. g. crunchy, soft, pulpy, crisp, moist, slimy, sweet, sour, sharp, BC Assessment sheet for practical
tangy, bitter, tart

Speaking and listening ² through the activities pupils could: ˜

‡ ask questions to gain clarification and further information, eg Why...? How...? What...? Pupils could go on to further units on designing and manufacturing in a variety of
What then...? materials, eg Y8 units ¶Designing for clients·, Y9 units ¶Production for markets·.
‡ answer questions using relevant evidence or reasons

4(
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!
 Pupils could:
Through the activities in this unit, pupils will be able to understand and use numeracy 1.C Find pictures of a variety of fruit and name them.
relating to: 2.C Hygiene sheet
‡ weighing and measuring ingredients using digital scales in grams and kilograms 3.C Flow diagram for granola bar
4.C Homework ² Research on pasta shapes, cous cous and different types of rice to
use in DMA
5.C Ask family members to complete salad questionnaire.

3C
1' 
  5
‡ Mathematics: weighing and measuring.
‡
nglish: developing effective questioning techniques when carrying out market
research.
BC ‡PSH
: discussing lifestyles, priorities and values as part of setting the scene
for the DMA. Shopping, costing of ingredients

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1



ess 1
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on Pupils should learn 
1 To identify dangers in Starter-Pupils identify hazards within a picture of a dangerous ess able pupils Be able to state Point out
the Food Technology kitchen. circle hazards 10 rules which dangers within
room. Introduce the food technology room, covering the main health and on kitchen need to be the technology
How important fruit safety issues including food hygiene worksheet. followed in the food room.
and vegetables are in More able food technology Discuss the
Pupils fill in a worksheet covering the main rules (hygiene and safety) room.
the diet and how pupils list 10 safety rules
many portions they The topic of 5 fruit and vegetables a day ¶5 a day· is introduced. hazards and Identify which must be
should eat in a day. Discussing what is a portion. give reasons hazards within followed by all.
What constitutes a why these the kitchen.
portion of fruit or Homework ² find pictures of a variety of fruit using magazines, things are State how many
vegetables. internet, clip art etc and presenting this in t he form of a number 5. dangerous. portions of
this will be brought to the next lesson to help with designing their fruit and
fruit salad. vegetables they
need in a day.

2 To prepare a 2 - Starter-As register is taken each pupil must state a different safety or Be able to make a Point out the
fruit fusion in a safe hygiene rule that applies to the Food Technology room. If they struggle fruit fusion in an following safety
and hygienic manner they pass and they see if they can think of a rule by the end of the organised and points-
To use a vegetable register. hygienic manner. How to carry a
knife in a safe way Quick teacher demonstrates how to make fruit fusion looking at sharp knife
organisation within the room. How to hold a
icence to ook PowerPoint on personal hygiene. vegetable knife
Organise workstations for practical next lesson. How to wash a
vegetable knife.

3 To prepare a fruit fusion Starter- Pupils match pictures of fruit to how each fruit is prepared. ess able pupils Pupils make a
in a safe and hygienic A focused practical where pupils make their own fruit fusion design. given more fruit fusion in a Point out the
manner teacher help to safe and following safety
icence to ook PowerPoint on a loop complete their hygienic manner points-
fruit fusion..
How to carry a
sharp knife
How to hold a
vegetable knife

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 How to wash a
vegetable knife.
4 ‡C To identify a variety of Starter-Pupils have 1 minute to list as many fruits as they can think of on ess able pupils Tastes a heck that
exotic fruits small pieces of paper. will be given variety of fruit there are no
‡C ©se a variety of Pupils taste a variety of exotic fruit to look at colour, taste, texture and word banks to and describe pupils who have
descriptive words to flavour of each fruit. Pupils complete activity looking closely at taste, help with taste their taste, food allergies.
describe fruit. appearance, shape, colour of each fruit  and texture texture and heck medical
describing flavour. register
Homework ² omplete worksheet on food hygiene words. Know the names
of a variety of
exotic fruits.

5 To use the grill in Focused practical task ess able pupils Pupils make a Point out safe
safe manner Pupils prepare pizza toast that must contain two toppings (one of which given more successful use of the grill,
To use a vegetable must be a vegetable) School to provide passata flavoured with garlic and teacher help to pizza toast sharp knives
knife safely basil for tomato layer. complete their using the grill and graters
pizza toast safely
Pupils sit and eat their toast.
icence to ook PowerPoint on a loop

6 To write a product
specification
To be able to prepare a
granola/flapjack bar.
7 To use the hob safely to
make fruity flapjack
To make a successful
granola bar or fruity
flapjack
8 To safely use the hob
BC To allocate roles
Starter- 10 minute demonstration of how to make granola/flapjack recipe. More able Pupils write a Point of safe use
Pupils write a product specification for readymade flapjack that they are pupils given product of the hob.
shown and then taste.
xplaining that they need to discover what the extension specification Stress the
companies specification was for this product before it was manufactured, activity of dangers of boiling
including size, shape, taste, texture, cost, ingredients, target group. writing a sugar and syrup.
product
Homework ² Produce a flow diagram of how to make fruity flapjack to use specification
in the practical next lesson More able pupils are to include times of for their pizza
production toast.
Starter- Pupils put cut up pictures of how to make flapjack gained from ess able pupils Pupils make a Point out the above
icence to ook recipe in order given more successful
Focused practical task - pupils prepare granola or fruity flapjack teacher help to fruity flapjack
complete their or granola bar.
icence to ook PowerPoint on a loop fruity flapjack
Spot demonstrate how to prepare a variety of vegetables. ess able pupils Pupils work Stress pan
In groups of 3 or 4 pupils prepare vegetable chowder given more successfully in handles in

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 within their group This is then placed in fridge or freezer for analysis next lesson. teacher help to groups Stress safe
BC To make a vegetable complete their Pupils make a movement of
icence to ook PowerPoint on a loop vegetable
chowder vegetable hot liquid.
chowder chowder in a Go over safe
safe and use of the hob
hygienic manner
9 To analyse products using Starter ²
ach group gets 16 cards. 8 with the words that make up A
SS Differentiated Pupils compare As above
A
SS FM FM e.g. size, another 8 that have statements that would link to each word. A
SS FM bought and
To cost products
.g. Size ² 20cm in diameter help sheet. homemade soup
Pupils use A
SS FM to analyse their homemade vegetable chowder using A
SS
To make comparisons FM
between homemade and compared to the tinned version.
bought products ooking at
Aesthetics
onsumer
ost

nvironment
Safety
Function
Materials
Homework ² Research on pasta shapes, cous cous and different types of
rice to use in DMA

10 How to use morphology Design brief- Design a rice, pasta or cous cous salad suitable for your Differentiated Pupils use None
to come up with family, which must contain a protein source, dressing, and two vegetables Morphology sheet Morphology table
different salad or fruit. to think of
combinations, which they Starter - In groups of four they are given the topic protein source, combinations of
may not have thought of. vegetables or dressing to brainstorm ideas for the salad. They are given 4 ingredients that
minutes to do this and then must feed back to the rest of the group. they may not of
automatically
Pupils are then to use a morphology table to come up with ideas for their thought of.
salad against the criteria of carbohydrate source, dressing, veg and protein
source
Assessed piece of work towards their national curriculum levels.

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 11 To write a questions Assessed piece of work towards their national curriculum levels. Pupils Writing frame Pupils write a None
using short questions design a questionnaire asking their family their preferences for their pasta given for less questionnaire to
salad. able establish their
Access to computer room necessary families·
preferences.
Homework ² Have their questionnaire completed by family members

12 To analyse data Analyse results of questionnaire and from that write a specification for More able use Pupils will None
To produce a product their product. hequerboard design 3 salads
specification Design three salads that take users views into consideration and also using to check their that take into
their research on pasta, cous cous and morphology table etc to help designs meet account users
To design ideas that is their views.
fit for the user. stimulate ideas
specification

13 Pupils make own pasta Pupils make own pasta salad. ess able pupils Pupils make own Stress pan
salad Homework ² pupils evaluate pasta salad against their specification. Asking given more pasta salad handles in
members of their family to evaluate. teacher help to Stress safe
complete their movement of
salad hot liquid.
Go over safe
use of the hob
14 To make a variety of Pupils carry out experimental work on fruit muffins and fruit mini cakes in Mixed ability Pupils produce Stress use of
different cakes or groups of three. ©sing adaptations such as different dried fruit, banana, grouping used successful oven gloves
muffins which contain coconut, wholemeal flour etc. Kept for the next lesson cakes Point out
fruit containing fruit. dangers of
Work salmonella from
successfully in raw eggs.
a group
15 To use product Pupils analyse cakes and muffins made in the previous lesson using product Differentiated Pupils decide on Stress the
profiles to analyse profiles. They must write a conclusion saying which they prefer and why sheet which products importance of
products. they like best hygiene rules
Draw conclusions and give when tasting
from sensory analysis structured food in groups
reasons for
their
preferences.
16 BC To make mini fruit Focused practical task ² pupils make their own choice of fruit cake, muffin
cakes or mini carrot cake Assessment for I
N
TO OOK Safe use of the

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 oven
Stress use of
oven gloves
Point out
dangers of
salmonella from
raw eggs.
17 BC To learn how to use Pupils carry out icence to ook tutorial and assessment in computer room Differentiated Pupils complete I T None
icence to ook Tutorial levels depending tutorial
on abilities
18 BC To evaluate their Introduction of
at Well Plate Power point. To be looked at in more detail Pupils compare their None
diet. in Year 8. ©sing the interactive game on Food a Fact of ife Website diet to the
at Well
Plate

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