- Home Economics

Home Economics

KS3

Key Concept – Healthy Eating

Exploring Healthy Eating provides opportunities to develop understanding required in the choice, planning, storage, preparation, cooking and serving of food.

Pupils should have opportunities to:

Develop practical skills in the safe, hygienic, healthy and creative use of foods to plan, prepare, cook and serve a range of meals, for example, creative use of ingredients, cooking for different cultures and occasions etc.

Develop the practical skills in the safe use of a range of utensils and appliances in the preparation, cooking and serving of a variety of dishes, for example, selecting the equipment appropriate to the task; making use of labour saving appliances and new technology in the kitchen etc.

Investigate the impact of storage, preparation and cooking on food, for example, nutritional value, prevention of food poisoning and spoilage, etc.

Explore ways to achieve a healthy diet, for example, an understanding of the current dietary recommendations and how they can be applied to food choice and preparation and diet related disorders as a consequence of poor food choice

Key Concept – Home and Family Life

Exploring Home and Family Life provides opportunities to understand the importance of the family as a caring unit.

Pupils should have opportunities to:

Explore the roles and responsibilities of individuals within a variety of home and family structures, for example, sharing roles within the family, role reversal etc.

Develop awareness of parenting skills, for example, how parents/carers can nurture physical, intellectual, emotional, social and moral development etc.

Investigate some of the changing needs of family members at different stages of the life cycle, for example, physical (including nutritional), intellectual, emotional and social needs etc.

Explore strategies to manage family scenarios, for example, managing changes in family circumstances such as sibling rivalry, caring for relatives, etc.

Key Concept – Independent Living

Exploring Independent Living provides opportunities to understand the importance of becoming discerning consumers and effective managers of resources.

Pupils should have opportunities to:

Develop a range of skills to promote independence through planning, managing and using resources, for example, task and time management, cooking for and managing self, managing money, etc.

Investigate a range of factors that influence consumer choices and decisions, for example, media and advertising, peer pressure, ethical issues, value for money, methods of payment, impulse/planned purchases, etc.

Investigate consumer rights, responsibilities and support available in a range of scenarios, for example, making use of relevant legislation and consumer organisations, complaining effectively.

Learning Outcomes

The learning outcomes require the demonstration of skills and application of knowledge and understanding of Home Economics.

  • demonstrate skills in the safe, hygienic, healthy and creative use of food;
  • research and manage information effectively to investigate Home Economics issues, using Mathematics and ICT where appropriate;
  • show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;
  • demonstrate creativity and initiative when developing ideas and following them through;
  • work effectively with others;
  • demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance; communicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose.

GCSE

Occupational Studies, Contemporary Cuisine (Y12)

Exam Board: CCEA

Breakdown of course

Section 1 Health and Safety in Catering

Learners should be able to:

  • understand the implications of the Health and Safety at Work Act (HASAWA) 1974 in relation to this occupational area;
  • identify a range of local catering outlets;
  • describe three career opportunities in the catering industry;
  • wear the required uniform correctly and maintain high standards of personal health and hygiene when handling food;
  • identify hazards in the kitchen and know how to deal with them correctly and when to report them to the teacher/lecturer;
  • keep the work area clean and hygienic;
  • use electrical equipment safely following manufacturers’ instructions;
  • understand the correct temperature to hold products at for service and to store them at safely, if not for immediate use;
  • prepare and cook food safely, preventing cross-contamination and keeping necessary records up to date; • select the correct tools and equipment to carry out the necessary preparation and cooking methods, conserving energy where possible;
  • safely use the appropriate equipment when preparing the selected dishes; and • evaluate their own performance in practical tasks.

Section 2 – Starters

Learners should be able to:

  • check that the ingredients meet their requirements;
  • prepare, cook and finish four different starters, including at least one soup, at least one cold starter and one hot starter;
  • use a range of foods in the starters selected, to include chicken, cheese and either fish or meat, with at least one starter suitable for a vegetarian;
  • correctly carry out the relevant cooking methods;
  • ensure the dish is the correct flavour, colour, texture and quantity;
  • use their creative skills to present the dishes in a manner suitable for service in a modern restaurant, including garnishing, portioning and presentation;
  • understand portion control, how to minimise waste and dispose of leftover food correctly and consider use of fair trade and organic products;
  • understand the importance of sourcing local products and using foods which are in season;
  • identify food packaging that can be recycled;
  • understand healthy eating options for the selected starters; and
  • evaluate their own performance in two assessed practical tasks.

Section 3 – Mains

Learners should be able to: • check that the ingredients meet their requirements;

  • prepare, cook and finish four different mains dishes;
  • use a range of foods in the selection of the above dishes to include chicken, cheese and either fish or meat, with at least one dish suitable for a vegetarian;
  • correctly carry out four of the following cooking methods according to the dish requirements: grilling, frying, boiling, steaming, roasting or microwaving;
  • understand the importance of sourcing local products and using foods that are in season;
  • use finishing methods and creative skills to present the dishes in a manner suitable for service in a modern restaurant, including garnishing, portioning and presentation;
  • ensure the dish is the correct flavour, texture, consistency and quantity;
  • understand healthy eating options for the selected dishes; • understand portion control, how to minimise waste and dispose of leftover food correctly and consider use of fair trade and organic products; and
  • evaluate their own performance in two assessed practical tasks.

Section 4 – Desserts

Learners should be able to:

  • check that the ingredients meet their requirements;
  • prepare, cook and finish four different desserts, two of which should be hot and two cold;
  • use a range of foods in the above dishes to include fresh and pre-prepared fruit, an egg-based dessert and a biscuit-based dessert;
  • safely use the appropriate equipment when preparing the dishes;
  • ensure the dessert is the correct colour, flavour, texture and finish;
  • use finishing methods and creative skills to present the dishes in a manner suitable for service in a modern restaurant, including garnishing, piping, portioning, glazing and slicing;
  • understand healthy eating options for the selected desserts;
  • evaluate their own performance in two assessed practical tasks; and
  • carry out an end-of-unit evaluation.

GCSE

Occupational Studies, Patisserie and Baking (Y11)

Exam Board: CCEA

Breakdown of course

Section 1 – Health and Safety in Catering

Learners should be able to:

  • understand the implications of the Health and Safety at Work Act (HASAWA) 1974 in relation to this occupational area;
  • identify a range of local catering outlets;
  • describe three career opportunities in the catering industry;
  • wear the required uniform correctly and maintain high standards of personal health and hygiene when handling food;
  • identify hazards in the kitchen and know how to deal with them correctly and when to report them to the teacher/lecturer;
  • use electrical equipment safely following the manufacturers’ instructions;
  • understand how to maximise the use of the oven to conserve energy;
  • select the correct tools and equipment to carry out the necessary preparation and baking methods; and
  • recognise how food packaging can be recycled.

Section 2 – Bread and Scones

Learners should be able to:

  • check that the ingredients meet their requirements;
  • prepare, bake and finish four different products, two of these should be breads (one of which should use yeast dough), for example wheaten bread, soda bread, sun-dried tomato and herb focaccia, or naan, and two should be scones, for example cherry, raspberry and chocolate or apple and cinnamon;
  • identify when bread and scones have the correct colour, flavour, texture and finish;
  • use glazing, icing, filling and decorating methods to finish the products;
  • understand the correct temperature to keep products at for service and to store them at safely, if not for immediate use;
  • present each of the products as if for sale in one of these ways: – in a bakery; – in individual portions; or – at a coffee morning;
  • understand healthy eating options when making bread and scones; and
  • evaluate their own performance in practical tasks.

Section 3 – Cakes and Biscuits

Learners should be able to:

  • check that the ingredients meet their requirements;
  • prepare, bake and decorate four different cake and biscuit products, using the creaming, whisking, rubbing in and melting methods, for example cakes may include cupcakes, chocolate gateau, strawberry swiss roll or carrot cake and biscuits may include caramel shortbread or chocolate and ginger oat biscuits;
  • identify when products have the correct flavour, colour, texture and finish;
  • use spreading and basic piping techniques to develop creative skills when decorating the cakes/biscuits using icing, cream and/or chocolate;
  • understand the correct temperatures to keep products at for service and to store them at safely if not for immediate use;
  • understand how portion control affects the presentation of products and kitchen profits;
  • present each of the products as if for sale in one of these ways: – in a bakery; – as individual portions; or – at an afternoon tea;
  • understand healthy eating options when making cakes; and
  • evaluate their own performance in practical tasks.

Section 4 – Pastry Products

Learners should be able to:

  • check that the ingredients meet their requirements;
  • prepare, bake and finish four different products, such as fruit tartlets, chocolate éclairs or filo fruit wraps, using the following types of pastry: short crust, sweet short crust, choux and convenience puff or filo sheets;
  • select and use the correct techniques to make each product to meet their requirements;
  • identify when products have the correct flavour, colour, texture and finish;
  • use the following preparation and cooking methods: weighing/measuring, sifting, rubbing-in, resting, creaming, piping, lining, trimming, cutting, shaping and baking;
  • understand how to store pastry products after preparation and cooking;
  • present each of the products as if for sale in one of these ways: – in a bakery; – as individual portions; or – at an afternoon tea;
  • understand healthy eating options when making pastry products;
  • evaluate own performance in practical tasks; and
  • carry out an end-of-unit evaluation.

Unit: Patisserie and Baking Year 11

Module Title

How it is assessed

% of Grade

AO1: Section A

 

Health and Safety

Careers

Environment

Internally Assessed written tasks

10%

AO1: Section B

Bread and Scones

Cakes and Biscuits

Pastry

Materials and Related Skills Knowledge Checks

Internally assessed written assessments

10%

AO2:

Practical Application

Observational  Assessment

60%

AO3

Analyse and Evaluate Work

Internal Assessment

20%

Unit: Contemporary Cuisine Year 12

Module Title

How it is assessed

% of Grade

AO1: Section A

 

Health and Safety

Careers

Environment

Internally Assessed written tasks

10%

AO1: Section B

Starters

Mains

Desserts

Materials and Related Skills Knowledge Checks

Internally assessed written assessments

10%

AO2:

Practical Application

Observational  Assessment

60%

AO3

Analyse and Evaluate Work

Internal Assessment

20%

Career Opportunities

Loughry College Cookstown

Level 3 Extended Diploma in Food Technology and Science or Level 3 Extended Diploma in Food Technology and Nutrition. Progression to degree courses (Foundation or Honours). E.g. BSc (Hons) Food Innovation Management.

Northern Regional College

Catering and Professional Chefs – Apprenticeship Level 2

Professional Cookery (Preparation and Cooking) – Level 2 NVQ Diploma

Hotel and Hospitality jobs across the sector.

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