Year 9 Scheme of Work

Key Stage 3 Year 9 – Making choices

Time: 18 hours

Introduction
This scheme of work has been developed to enable pupils to secure and demonstrate a range of food
skills, increasing in complexity and accuracy, to cook a wider range of dishes, safely and hygienically, and
to apply their knowledge of nutrition and food provenance. In addition, they will consider consumer
issues, food and its functions and new trends in food.

Aims
 Pupils will extend their knowledge and understanding of food, diet and health.
 Pupils will extend food preparation and cooking techniques.
 Pupils will extend their knowledge of food provenance and consumer information.
 Pupils will extend and apply their knowledge of consumer food and drink choice.
 Pupils will secure the creative, technical and practical expertise needed to perform everyday
tasks confidently.
 Pupils will build and apply an expanding repertoire of knowledge, understanding and skills in
order to create and make high quality dishes for a wide range of people.
 Pupils will evaluate and test their ideas and the work of others, and make recommendations for
improvements.

Learning outcomes overview

Through this Scheme of Work, pupils will:
 apply the principles of The Eatwell Guide and relate this to diet through life;
 list and explain the dietary needs throughout life stages;
 investigate information and guidance available to the consumer regarding food labelling,
availability, traceability, food certification and assurance schemes and animal welfare;
 explain the characteristics of ingredients and how they are used in cooking;
 adapt and follow recipes to prepare and cook a range of predominately savoury dishes;
 secure and demonstrate a range of food skills and techniques;
 secure and demonstrate the principles of food hygiene and safety in a range of situations;
 investigate and discuss new food trends;
 secure and demonstrate the knowledge, understanding and skills needed to engage in an
iterative process of planning and making;
 extend and consolidate their literacy and numeracy skills by using them purposefully in a range of
everyday situations;
 track their progress using the My learning journey booklet (cooking, nutrition, ingredients, food
provenance and creativity).

Prior learning
Pupils will build on their learning in Year 8: knowledge and skills include:
 describing and applying The Eatwell Guide and the 8 tips for healthy eating;
 explaining energy and needs through life;
 explaining key nutrients, sources and functions;
 developing and demonstrating a knowledge of the source and seasonality of a range of
ingredients;
 developing and demonstrating a range of food skills and techniques;
 developing and demonstrating the principles of food hygiene and safety;
 using a variety of ingredients and equipment to prepare and cook a range of more complex
dishes;
 using and adapting recipes;
 developing and applying a knowledge of food science;
 developing and demonstrating the knowledge, understanding and skills needed to engage in an
iterative process of planning and making.

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Teaching and learning overview
Lesson Learning objectives
1 To describe and apply the principles of The Eatwell Guide and relate this to diet through life.
To outline why dietary needs change throughout life stages.
Lesson To describe the main dietary requirements in each key life stage.
plan 1
To investigate diet related health issues.
2 To secure and demonstrate knife skills and using the hob (frying, boiling and simmering) to
prepare and cook a bacon or mushroom risotto.
Lesson To secure and demonstrate the principles of food hygiene and safety, focusing on rice,
plan 2
using knives, the kettle (hot water), and the hob.
To investigate rice types and what happens when rice is cooked.
3 To list and explain the dietary needs of children and young people.
To investigate the relationship between physical activity and energy balance.
Lesson To compare and evaluate different types of pasta (dried, and fresh) and pasta sauces
plan 3
(chilled, jar, long life, homemade).
4 To secure and demonstrate knife skills, grating, using the hob (frying, boiling and
simmering), draining and using the grill to prepare and cook a pasta fiorentina.
Lesson To secure and demonstrate the principles of food hygiene and safety, focusing on using
plan 4
knives, the hob, draining and the grill.
To calculate the cost of the dish and compare with a readymade version.
5 To identify different special dietary needs (including food allergens, food intolerance, and
religious/cultural needs).
Lesson To investigate the information that is provided on food packaging.
plan 5
To modify a dish for a person with a specific dietary need.
To create a food label for the modified dish.
6 To secure and demonstrate knife skills, use of the hob (frying, boiling, simmering), draining,
mashing, layering, and using the grill to prepare and cook a cottage pie.
Lesson To secure and demonstrate the principles of food hygiene and safety focusing on knife
plan 6
skills, handling and cooking raw meat (if using), the kettle (hot water), the hob, draining and
the grill.
7 To investigate the information and guidance available to the consumer regarding availability,
Lesson traceability, food certification and assurance schemes, and animal welfare.
plan 7
To identify and explain food certification and assurance schemes.
8 To secure and demonstrate knife skills, using the hob (frying, boiling and simmering),
draining, portioning, forming and shaping, and using the oven (baking) when preparing and
Lesson cooking samosas.
plan 8
To develop and demonstrate the principles of food hygiene and safety, focusing on using
knives, handling and cooking raw meat (if using), the hob, and the oven.
To produce a recipe card with top tips, suggesting how to include food certification and
assurance scheme ingredients.
9 To explain the characteristics of a range of ingredients and how they are used in cooking.
Lesson To carry out practical tests to demonstrate the characteristics of ingredients.
plan 9
To research and explain different cooking methods.
10 To secure and demonstrate weighing and measuring, knife skills, grating, rubbing-in,
forming and shaping, rolling out, and using the oven (baking) to prepare and cook a savoury
Lesson tart.
plan 10
To secure and demonstrate the principles of food hygiene and safety, focusing on using
knives, the grater, rolling-out (clean surfaces), and the oven.
To explain the science of shortening and coagulation.
11 To secure and demonstrate weighing and measuring, knife skills, creaming, folding,
preparing baking tins, and using the oven (baking) to prepare and cook a Dutch apple cake.
Lesson To secure and demonstrate the principles of food hygiene and safety, focusing on handling
plan 11
eggs, using knives, small pieces of electrical equipment, and the oven.
To explain the science of aeration.
12 To secure and demonstrate knife skills, using the hob (frying, boiling, simmering),
assembling and layering, and using the oven to prepare and cook a lasagne.
Lesson To secure and demonstrate the principles of food hygiene and safety, focusing on using

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 plan 12 knives, handling and cooking raw meat (if using), the hob, and the oven.
To explain the science of gelatinisation.
13 To investigate the factors to be considered when planning and preparing food to be sold and
eaten at a festival.
Lesson To investigate the food hygiene and safety requirements for selling food at a festival.
plan 13
To create and plan a menu suitable for serving at a festival.
To calculate the cost of the dish and/or menu items they will be making.
14 To secure and demonstrate food preparation skills, e.g. knife skills, mixing and combining,
forming and shaping, assembling and layering, and using the hob, grill or oven, to make a
Lesson dish suitable to be served at a festival.
plan 14
To secure and demonstrate the principles of food hygiene and safety focusing on, for
example, using knives, small electrical equipment, handling and cooking raw
meat/poultry/fish (if using), and the hob, oven or grill.
To produce key information to help festival-goers make choices, e.g. nutritional profile,
allergen information, consumer information.
15 To investigate food choice, meal options and recipe-kits available in supermarkets or for
Lesson home delivery.
plan 15
To write a plan for a recipe-kit to meet a specified need.
16 To secure, consolidate and demonstrate knife skills, using the hob (frying, boiling,
simmering) to prepare and cook a Thai green curry with rice.
Lesson To secure, consolidate and demonstrate the principles of food hygiene and safety, focusing
plan 16
on using knives, handling and cooking raw poultry (if using), cooling and storing rice, and
the hob.
To create a practical plan for the preparation and cooking of a recipe-kit dish to be made
next lesson.
17 To secure, consolidate and demonstrate food preparation skills when making a recipe-kit
dish of their choice, e.g. knife skills, mixing and combining, forming and shaping, assembling
Lesson and layering, and using the hob, grill or oven.
plan 17
To secure, consolidate and demonstrate the principles of food hygiene and safety, focusing
on, for example, using knives, small electrical equipment, handling and cooking raw meat,
poultry and/or fish (if using), and the hob, oven or grill.
To evaluate the planning and making of their recipe-kit dish.
18 To appraise and evaluate their learning journey.
To evaluate their practical cooking experiences.
Lesson To review the opportunities for future courses and career options and consider how their
plan 18
study of food can help them live healthier lives.
N.B. The recipes that are suggested in the lesson plans may be substituted. However, alternative
recipes should provide the same opportunity to meet the practical learning objectives.

A range of recipes can be found here: https://www.foodafactoflife.org.uk/recipes/

Resources
 Food – a fact of life
 British Nutrition Foundation
 Food Standards Agency
 NHS Live Well
 www.gov.uk food labelling and packaging
 www.gov.uk food certification and food assurance

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;
 food safety and storage of ingredients;
 food allergens;
 the use of heat sources;

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  the use of sharp and bladed equipment;
 the use of electrical equipment;
 class size and level of supervision.

Further information and resources about good food hygiene and safety practices can be found here:
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
cooking, making a range of accuracy 10 hours practical accuracy, carry out 10 hours
basic dishes. cooking, making a range of practical cooking, making a more
dishes. complex range of dishes.

List, secure and demonstrate Explain, secure and Describe, secure and independently
the principles of food hygiene demonstrate the principles of demonstrate the principles of food
and safety when preparing food safety and hygiene when safety and hygiene when
and cooking ingredients. preparing and cooking preparing and cooking ingredients.
ingredients.
Explain the dietary needs of Independently apply their
children and young people, Explain the dietary needs of knowledge of the dietary needs of
and other key life stages children and young people, children and other key life stages
and other key life stages and when planning and preparing
apply this knowledge when dishes.
planning and preparing Explain how diet related disorders
Investigate information dishes. and their causes can be addressed
available to the consumer through planning and preparation of
regarding food labelling, Explain information available dishes.
availability, traceability, and to the consumer regarding
animal welfare. food labelling, availability, Appraise information available to the
traceability, and animal consumer regarding food labelling,
Recognise and explain food welfare. availability, traceability, and animal
certification and assurance welfare.
schemes.
Recognise and explain the Recognise and explain food
role of food certification and certification and assurance schemes
Explain the characteristics of assurance schemes. and their benefit to the consumer.
some ingredients and how
they are used in cooking. Independently explain the
Carry out practical tests to Explain the characteristics of a characteristics of a wide range of
demonstrate the range of ingredients and how ingredients and how they are used
characteristics of ingredients. they are used in cooking. in cooking.
Carry out practical tests to Carry out practical tests to
demonstrate the demonstrate the characteristics of
characteristics of ingredients ingredients and evaluate and
and evaluate the outcomes. explain the outcomes.
Plan and create a dish
suitable for a specific need. Plan and create a dish Plan and create a dish suitable for a
suitable for a specific need. specific need.
Investigate new food trends.
Investigate and discuss new Summarise new food trends and
food trends. discuss the advantages and
With some assistance write a disadvantages.
plan for a recipe-kit to meet a
specified need. Write a plan for a recipe-kit to Independently write a plan for a
meet a specified need. recipe-kit to meet a specified need.
Create a practical plan for the

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 preparation and cooking of a Create a practical plan for the Create a detailed practical plan for
recipe-kit dish with guidance. preparation and cooking of a the preparation and cooking of a
recipe-kit dish. recipe-kit dish.
Create a recipe-kit dish with
support. Create a recipe-kit dish. Independently, and with accuracy,
create a recipe-kit dish.
Evaluate the planning and Evaluate the planning and
making of their recipe-kit dish.making of their recipe-kit dish Evaluate the planning and making of
and recommend any their recipe-kit dish, recommending
modifications. any modifications giving reasons.
Note: Apply the assessment strategies in your school.

National Curriculum (focus areas for Year 9 D&T shown in bold)

Design & Technology Cooking and nutrition
 Through a variety of creative and practical activities, pupils As part of their work with food,
should be taught the knowledge understanding and skills pupils should be taught how to
needed to engage in an iterative process of designing and cook and apply the principles
making. of nutrition and healthy eating.
 When designing and making, pupils should be taught to:
 Design  Pupils should be
 Use research and exploration, such as the study of different taught to:
cultures, to identify and understand user needs  Understand and apply
 Identify and solve their own design problems and understand the principles of
how to reformulate problems given to them nutrition and health
 Develop specifications to inform the design of  Cook a repertoire of
innovative, functional, appealing products that respond predominantly
to needs in a variety of situations savoury dishes so
 Use a variety of approaches, to generate creative ideas and that they are able to
avoid stereotypical responses feed themselves and
 Develop and communicate design ideas using annotated others a healthy and
sketches, detailed plans, 3-D and mathematical modelling, varied diet
oral and digital presentations and computer-based tools  Become competent in
 Make a range of cooking
 Select from and use specialist tools, techniques,  Understand the
processes, equipment and machinery precisely, including source, seasonality
computer-aided manufacture and characteristics of
 Select from and use a wider, more complex range of a broad range of
materials, components and ingredients, taking into account ingredients.
their properties
 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:
 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

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 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).

RSE and Health education: (statutory from September 2020)

Healthy eating
Secondary school pupils should continue to develop knowledge specified for primary:
 What constitutes a healthy diet (including understanding calories and other nutritional
content).
 The principles of planning and preparing a range of healthy meals.
 The characteristics of a poor diet and risks associated with unhealthy eating (including, for
example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or
health).
and cover the specified secondary content:
 How to maintain healthy eating and the links between a poor diet and health risks, including
tooth decay and cancer.
Physical health and fitness
Secondary school pupils should continue to develop knowledge specified for primary:

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  The characteristics and mental and physical benefits of an active lifestyle.
 The importance of building regular exercise into daily and weekly routines and how to achieve
this; for example walking or cycling to school, a daily active mile or other forms of regular, vigorous
exercise.
 The risks associated with an inactive lifestyle (including obesity).
and cover the specified secondary content:
 The positive associations between physical activity and promotion of mental wellbeing,
including as an approach to combat stress.
 The characteristics and evidence of what constitutes a healthy lifestyle, maintaining a healthy
weight, including the links between an inactive lifestyle and ill health, including cancer and
cardiovascular ill-health.
(Note: there are additional statements for Physical health and fitness in the statutory guidance.)
Health and prevention
Secondary school pupils should continue to develop knowledge specified for primary:
 The importance of sufficient good quality sleep for good health and that a lack of sleep can
affect weight, mood and ability to learn.
 About dental health and the benefits of good oral hygiene and dental flossing, including regular
check-ups at the dentist.
 About personal hygiene and germs including bacteria, viruses, how they are spread and
treated, and the importance of handwashing.
 The facts and science relating to allergies, immunisation and vaccination.
and cover the specified secondary content:
 About personal hygiene, germs including bacteria, viruses, how they are spread, treatment and
prevention of infection, and about antibiotics.
 About dental health and the benefits of good oral hygiene and dental flossing, including healthy
eating and regular check-ups at the dentist.
 The importance of sufficient good quality sleep for good health and how a lack of sleep can
affect weight, mood and ability to learn.
(Note: there are additional statements for Health and prevention in the statutory guidance.)

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