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Topic: Food— Vegetarianism, food poverty and cooking on a budget

Year Group: 9

Focus: 1. Vegetarianism and adapting recipes

2. Functions of ingredients

3. Cultural influences

4. Food poverty and cooking on a budget

What we will be learning

  • Students will build upon the skills learnt in Year 7 and 8 by making dishes that focus on dietary needs, cultural influences and cooking on a budget.
  • In theory lessons pupils will develop their understanding of ingredient functions and how to change them for different diets. The cultural influences on food and how to cost out recipes when cooking and planning a meal with a budget.
  • Pupils will plan and make a family meal on a budget. Aiming for a £1 per portion.

Why is this important? Where does this link to future/past learning

  • The theory delivered in this module builds upon the knowledge gained in previous years such as the food provenance and the functional qualities of each ingredient. This will allow pupils to further explore how changing ingredients will affect the dishes created and understand how some ingredients might cost more than others. Pupils will develop a deep understanding of all aspects of the food they eat.
  • The dishes have been chosen to build upon the skills gained in previous years. However, they are executed in a more complex manner. Examples such as a roux based bechamel sauce in a lasagne, shortcrust pastry in both a vegetarian quiche and chicken pie. Different dishes from other cultures in the form of a paella, puff pastry palmiers and Thai fishcakes. When making the chicken pie, pupils are given the very basic instructions to assess how well they remember the shortcrust pastry and the sauce making skills.
  • Core literacy skills are embedded amongst all theory in this module. Pupils will use sensory analysis skills to evaluate different vegetarian foods. Each completed dish is evaluated with a deeper understanding of costings and functional qualities. Pupils create a piece of persuasive writing arguing for and against Take away foods and home cooked food.

How will this topic be assessed? Formative and summative

  • Formative assessment and feedback happen each lesson through teacher questioning and advice on work in progress and completed. Students also have broad targets in their sketchbook that act as a scaffold for them to reflect on their work and generate their own personalised action plan for improvement in their learning. These targets are linked to “DIRT” activities aimed at building independence and metacognitive skills within the students
  • Summative assessment happens in three stages. Firstly, when assessing practical work, the teacher will assess student’s work in real time during the lesson and may pick out certain students for special credit. At the end of the food module teachers will award students a mark out of 40 taking into account all of the student’s practical work for that module.
  • The student’s evaluation writing skills and all other design skills will be assessed in their sketchbook. At the end of the module the teacher will award a mark out of 35 using comparative judgement and rank order.
  • Student’s theory knowledge will assessed through a theory “quest” which covers 25% of the overall mark

What make a strong piece of work in this topic, and what can I do to stretch myself in this topic?

  • When making the dishes pupils will be able to discuss the functions of each ingredient with confidence.
  • Recipes and skills will be executed with confidence.
  • Pupils will be able to discuss the importance of costing when planning and preparing dishes.