Year 10
Routines and procedures – Introductory unit
Unit aim
To become familiar with the foods room and be able to prepare, cook, and serve food safely.
Key area(s) of learning
Food and nutrition
Curriculum level
5
Underlying concepts
Health promotion – identifying policies and practices that promote student's
health and well-being.
Attitudes and values – demonstrating care and concern for others.
Socio-ecological perspective – examining attitudes and values that may
lead to discrimination and exploring the needs for mutual care and shared responsibility.
Prior learning
Food technology and nutrition years 7 and 8
| AO |
Learning outcome |
Learning experiences |
Assessment opportunities |
5A3
|
Students will investigate safety procedures and practices in the food
rooms.
|
Discuss safety practices including:
- bags in the classroom,
- what to do with ingredients before school,
- how to get food home safely,
- basic room routines.
Evaluate school policies / practices e.g., room evacuation, basic first
aid, technicians policy, policy for buying / storing food.
Compile and evaluate a checklist to follow when buying / preparing /
cooking food at school.
|
Checklist identifies suitable steps to help
ensure the safety of themselves and others. |
| 5D4 |
Students will take collective action to promote school/room
policies and practices. |
| 5C1 |
Students will identify routines and practices
including self-management strategies which will contribute to the success
of positive group work in the food rooms. |
Students develop self-management strategies including:
- marking practical sessions on timetables,
- putting reminder notes on fridge at home,
- telling someone at home so no last minute panic about
foods needed for practical sessions,
- getting phone numbers from group members,
- communicating to others when it is difficult to get ingredients,
- understanding teacher and school policies for not bringing gear.
|
Students list of self-management strategies
developed and evaluated after the first practical session. |
5C2
|
Students will demonstrate an understanding of how attitudes and values
relating to food decisions may be different to their own.
|
Discuss differences individual class members may have, e.g., cultural
/ budgeting needs / vegetarian – how can these be dealt
with positively and sensitively?
|
List four criteria necessary for successful group
work during practical sessions. |
| 5C3 |
Students will demonstrate how they can sensitively support
others. |
| 5A3 |
Students will demonstrate safe procedures and practices when preparing
food at school.
Students will demonstrate how to work effectively in a group.
|
Practical challenges that will cover:
- room routines,
- oven / microwave / appliance management,
- techniques and processes,
- measuring,
- food safety,
- group / peer / individual duties and/or responsibilities.
|
Students work in groups to develop and evaluate a safety
poster (physical) that highlights a main risk area in the food room. |
Practical skills
Techniques and processes
Appliance management
Food safety
|
