FOOD TECHNOLOGY YEAR 9 SKILLS COURSE WORK BOOK 1

FOOD TECHNOLOGY YEAR 9 SKILLS COURSE WORK BOOK 1 Photos courtesy of Tom Henton, Alys Edwards & Shauna Lynch Catering Class of 2012 NAME FORM/HOUSE. MY TMG IS MY ACHIEVED LEVEL IS.. 1

Welcome to year 9 Food Technology with Catering & Hospitality. You have chosen to follow the food course during year 9, with the possible option of continuing your studies into the Catering and Hospitality GCSE. You will firstly continue to build on the culinary skills you have learnt in years 7 and 8, and will expand your knowledge of using and adapting recipes. You will be cooking from scratch, so please do not bring ready-prepared ingredients (tins or packets) or prepare anything at home unless specifically asked to. You will complete the course with a presentation showcasing the skills you have learnt, and you will also decorate a Christmas Yule Log. You will not be cooking in every lesson. The initial Food course will run for approximately 9-10 weeks. You may then choose to continue by opting for Catering and Hospitality. We do the GCSE through the WJEC Board (Welsh). Should you opt for the GCSE you will return to Food in February when you will start your GCSE skills course. In these two terms you will be learning more about knife skills, using different ingredients and how to adapt and change recipes to suit different dietary needs. The introductory Catering course will include such dishes as sauce-based dishes, casseroles and soups, salads, and presentation of your food to restaurant standards. You will complete studies on meal planning, using locally sourced ingredients, fair trade ingredients and the use of fresh herbs and spices to flavour foods. H E MATTEN Head of Food Technology/ Catering & hospitality. 2

ADDITIONAL INGREDIENTS School will provide the following ingredients used as additives on a small scale if you do not use them regularly at home. Baking ingredients carry a small charge for supply when they have been forgotten. Wrong ingredients may be swapped. (e.g. plain flour for self-raising) HERBS Basil Bay leaves Fennel seeds Mixed herbs Rosemary Sage Tarragon Thyme SPICES Allspice Cayenne pepper Chilli powder Cinnamon Coriander Cumin; (ground /seeds) Curry powder Garam masala Mixed spice Paprika Turmeric CONDIMENTS Black pepper Food colouring Garlic puree Gravy granules Ketchup Mustard Olive oil Salt Soy sauce Stock cubes Tomato puree Vegetable oil Vinegar BAKING Baking Powder Brown sugar Caster sugar Golden syrup Granulated sugar Icing sugar Plain flour Self-raising flour Strong bread flour N.B. These items carry a small charge: 30-50p PER 100G 3

HEALTH AND SAFETY IN THE KITCHEN THEORY 1 The FOOD SAFETY ACT is a law. It says that all catering premises must; Make sure their food is safe to eat Check that any information given about the food is correct (e.g. Labelling, dietary advice) Make sure that the quality and composition of their food is what the customer expects. People who check that the law is being followed are called ENVIRONMENTAL HEALTH OFFICERS. (EHO s) FOOD PREMISES To be hygienic, food premises must; Be clean, and cleaned regularly (including storage areas). Have clean equipment and facilities Have somewhere to wash hands with soap. Be free from pests such as flies. EMPLOYEES AND FOOD HANDLERS People who work with food must have good personal hygiene. They need to; Wash their hands regularly Wear clean clothing and protective clothing such as an apron, hat, or jacket Remove all jewellery and nail varnish Cover all cuts with a blue waterproof dressing. Be fit for working with food, and report to the person in charge if ill. A) List three things that should be done to keep a kitchen clean and hygienic 1 2 3. B) Using the information given on the power point, write down three things an EHO will check when they visit a food establishment. 1.. 2.. 3. 4

Monitoring and controlling temperatures during cooking, serving and storage of food limits bacterial growth and helps prevent food poisoning. C) Using the information given to you by the teacher, complete the temperature control chart below. ºC KEY TEMPERATURES REASON FOR MONITORING AND CONTROL 100 Boiling point 90 80 70 75º C= cooking 60 63º C = hot-holding 50 40 9º C 63º C = 30 DANGER ZONE 20 10 8ºc = chilling 0-10 -20-18ºC = freezer temp FOOD POISONING Food poisoning is an illness caused by contaminated food. You can get food poisoning by eating food contaminated with harmful bacteria called pathogens. Bacteria need warmth, moisture and food to multiply. This is why they grow so well in food! Some food poisoning can also be caused by natural toxins in foods, such as poisonous mushrooms, green potatoes and uncooked beans. (not green or runner beans!). D) Using the information on the power point, write down three reasons why food poisoning can happen. 1.. 2.. 3.. 5

EVALUATE AND CONSOLIDATE YOUR LEARNING. HOMEWORK 1 Evaluate what you have learned in the lesson today. What do you now know about Food safety and Hygiene that you did not know before? How did you learn this? (were you told/written/watched/done) How will you now use this information to make both yourself and your working environment a hygienic and safe place to prepare the food you are going to make? YOUR FIRST PRACTICAL LESSON IS PINWHEEL SCONES. PLEASE ENSURE YOU HAVE YOUR INGREDIENTS AND A CONTAINER TO TAKE THEM HOME IN. 6

CHEESE PINWHEEL SCONES PRACTICAL 1 INGREDIENTS COOKING DETAILS 350g self-raising flour (wholemeal/ white mix) making time; 20 mins 1 tsp baking powder* oven temp; 210ºC / Gas 7 85g butter/margarine (block NOT tub) Cooking time; 15-20 mins 175ml semi-skimmed milk 1 tsp lemon juice 75g grated cheese (any hard type of your choice) 1 tsp herbs (dried* or fresh) TIME ORDER OF WORK SPECIAL POINTS 10 mins MISE EN PLACE Prepare the baking sheet with greaseproof paper Grate the cheese. Cut the butter into small pieces Measure the milk. Heat 30 secs in m/wave. 15 mins Sieve flour and baking powder into bowl Rub cut butter into flour. Add lemon juice to warm milk and add GRADUALLY to flour mixture to form firm dough. 10 mins Roll out into an oblong no thinner than 1.5cm Sprinkle with the grated cheese and Observe HACCP throughout Making and cooking.# Make sure ovens are switched on To correct temperature The dough should be soft but firm and NOT sticky. The lemon juice WILL curdle the milk Rolled dough should be no thinner than 1.5cm. herbs. Roll up into a sausage. Slice into 3cm See picture A 3cm rounds. Re-shape and press gently. scones must be 3cm cut height Place onto lined baking sheet. 15 mins Bake the scones until they are well risen A and golden brown. Wash up and clean down while scones are cooking. SKILLS AND LEARNING; Revise rubbing in and making dough Rolling and shaping Batch consistency. I have learned; #H.A.C.C.P.# Good personal hygiene Clean work area 7

EVALUATION OF YOUR WORK HOMEWORK 2 The product I am evaluating is; The skills I used to make this dish were; (methods and techniques) 1 2 3 The good points about my dish are; 1 2 3 The bad points about my dish are; 1 2 3 The improvements and modifications I could make to my dish are; 1 2 3 Suggest two ways of serving your product. 1. 2 Your opinions and other peoples opinions of your work 8

PASTRIES AND DOUGHS. WATCH AND LEARN Dough. noun 1. Flour or meal combined with water, milk, etc., in a mass for baking into bread, cake, etc.; paste of bread. 2. Any similar soft, pasty mass. RECIPE FOR PUFF PASTRY It is important to keep pastry dough cold, and handle it as little as possible because RECIPE FOR CHOUX PASTE It is important to work quickly with choux paste because 9

Complete the table below making three suggestions for dishes or products that can be make using EACH of the dough s listed. SHORTCRUST PASTRY PATE SUCRÉ PUFF / FLAKY PASTRY CHOUX PASTE BREAD Comment on each of the pastry samples you have tried. APPEARANCE SHORTCRUST PASTRY PUFF / FLAKY PASTRY CHOUX PASTE BREAD TEXTURE/ MOUTH FEEL FLAVOUR/ TASTE YOUR OPINION Write a conclusion about what you have learned today. How can you use this information to make your dough products better when you make them? What my teacher has told me about my work today 10

SHORT CRUST PASTRY DISH QUICHE PRACTICAL 2 INGREDIENTS COOKING DETAILS Pastry; 150g plain flour making time; 20 mins 75g BLOCK margarine oven temp; 200ºC/gas 6 1½ tbsp iced water cook time; 30 mins NB. The focus of Filling; 200ml semi-skimmed milk the lesson is on (OR 140ml double cream + 50ml milk) MAKING the 2 eggs pastry. 1 large onion (slice thinly into rings at home) 75g grated cheese (grate at home) 2 rashers bacon, crisp fried & diced (done at home.) optional black pepper to season* YOU NEED TO BRING AN 8 OVENPROOF FLAN DISH/ SHALLOW CAKE TIN TO COOK IT IN! TIME ORDER OF WORK SPECIAL POINTS 10 mins MISE EN PLACE Prepare all ingredients ready to use Prepare butter and iced water for Pastry. Prepare milk or cream and beat in eggs. 10 mins Make the pastry using rubbing in method. Roll out and line the flan dish. (See picture B) Trim edges. 10 mins Add prepared cheese and diced bacon evenly in dish Pour cream/milk mixture gently into flan 25 mins Bake the Quiche for 20 mins. Meanwhile wash up and clean down. Clean work area B Bacon and onion should have been prepared in advance (at home) Iced water helps keep the pastry easy to handle # Observe HACCP throughout Roll out to same shape as dish. Should be 3cm higher than depth of dish Trim edges to give good finish Do not overfill the dish as it will rise slightly during cooking. Place onto a baking tray to minimise spillage. Allow the Quiche to cool and set before trying to cut. #H.A.C.C.P.# Good personal hygiene throughout Clean work area Safe practice throughout Safe storage of food throughout SKILLS AND LEARNING; Making short crust pastry; rolling out to a shape; measuring; filling a flan dish. Baking. I have learned; 11

EVALUATION OF YOUR WORK HOMEWORK 3 The product I am evaluating is; The pastry-making skills I used to make this dish were; 1 2 3 The good points about my finished dish are; 1 2 3 4 The bad points about my dish are; 1 2 3 The improvements and modifications I could make to my dish are; 1 2 3 What three other items could you add to serve with your product (these are called accompaniments ) 1 2 3 My target minimum grade is.. The grade I have achieved is. To improve I must.. 12

USING STANDARD COMPONENTS THEORY 3 (COMMODITIES) Standard components are products made by commercial companies for use in the food industry. They can be used to make food production easier by cutting out some of the stages. Components can be made to specific requirements so a standard product is guaranteed. Sometimes it saves a lot of time and effort to use ready-made or prepared ingredients when making dishes. To start; In your teams, think about what a component is, then complete the spider-gram of components, to include sweet and savoury items. Savoury components Sweet components 13

ADVANTAGES OF USING STANDARD COMPONENTS. Work in teams to write down as many good reasons for using components as you can. Fill in the rest from the slide. REASONS FOR USING STANDARD COMPONENTS Examples of standard components DISADVANTAGES OF STANDARD COMPONENTS. Write down four disadvantages from the power point slide. i).. ii).. iii). iv).. 14

You have watched your teacher make two products, one from standard components and the other from fresh ingredients, from scratch. You will now carry out a comparative taste test on both products, and complete the star chart below, using information from the slide. List the criteria you want to rate. Remember you should points that are common to BOTH products, otherwise your comparison won t be true. Criteria for rating; 1 8 1 2 2 3 4 5 6 7 3 7 6 4 8 5 KEY; Product A Product B From my taste tests, and the results shown on my star chart, I conclude that......... 15

HOMEWORK 4 Thinking now about the components you have seen in the lesson, when would you use each one? Give an example of a dish where you could use each component. The first one is an example. Complete 5 more of your own from your spider-grams. COMPONENT WHERE USED? DISH EXAMPLE Canned tomatoes As a base for a sauce Lasagne meat sauce Take two of the components you have used in your chart, and explain what you would have to do to fresh ingredients if the component didn t exist. For example; Instead of canned tomatoes you would need to skin fresh tomatoes in boiling water, then remove the seeds and chop them before cooking them to soften them ready for use. Now it s your turn! Component 1 is. What I would have to do is Component 2 is. What I would have to do is 16

JALOUSIE AND SAUSAGE PLAIT PRACTICAL 4 Using one base ingredient (pastry) to make a variety of dishes. INGREDIENTS NOTE; YOU COOKING DETAILS 1 pack ready-made flaky pastry ARE making time; 25 mins (NOT ready rolled!) MAKING 2 200g stewed fresh fruit of choice PRODUCTS oven temp; 210ºC/gas 7 IN THIS 200g sausage meat + ½ tsp herbs* cook time; 20 mins LESSON! **10p for 1 egg for glazing TIME ORDER OF WORK SPECIAL POINTS 15 mins MISE EN PLACE Prepare stewed fruit drain juice THEN Prepare sausage meat by softening and adding pepper and herbs Sausage meat must be softened and shaped with seasoning added and mixed in. # Observe HACCP throughout# 10 mins Cut pastry in half. Keep one half in the fridge until needed. Roll out and Jalousie is French for ladder prepare pastry for first dish. Jalousie; cut in two and cut ladder in shape sausage meat to fit down the one half centre of the pastry Plait; roll into rectangle and make diagonal slices into each edge. Plait the strips across the meat neatly. 15 mins Place fillings onto pastries and complete the dishes according to what you are making. 20 mins Bake the flaky pastry dishes until well risen and golden brown Brush with beaten egg to seal edges. knock up edges and glaze with rest of beaten egg. Wash up and clean down while dish is cooking C #H.A.C.C.P# Good personal hygiene throughout Clean work area ## Safe practice throughout Safe storage of food throughout SKILLS AND LEARNING; Using puff pastry; rolling; proportion; shaping; cutting 17 pastry; baking at high temperatures. I have learned;

EVALUATION OF YOUR WORK HOMEWORK 5 The product I am evaluating is; The skills I used to make this dish were; 1 2 3 Complete the Star chart for both your dishes and use this to compare the success of each one. Think of 8 points common to both dishes that you can compare, JALOUSIE SAUSAGE PLAIT 1 Good shape 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 Score each criterion from 1-5 where 1 is bad (centre) and 5 is excellent (outer). What conclusions can you draw from looking at your results? The improvements and modifications I could make to my dish are; 1 2 3 18

Give two serving suggestions for each of your products. Jalousie Sausage plait 1 1 2 2 Your opinions and other peoples opinions. Create a collage of puff pastry items on your page here. What I have learned today. What my teacher has told me about my work. 19

CUP CAKE WORKSHOP WATCH AND LEARN You will be taking part in a cup cake workshop in the lesson. You will learn how to make buttercream icing and how to decorate cakes. Use this space to write down the buttercream recipe and any notes you need to take during the workshop. BUTTERCREAM ICING RECIPE; FURTHER NOTES; 20

Look at the recipe for making cup-cakes that you were given in the workshop. Now make 1 change to that recipe. Say what you have changed and why, and how it will affect the finished cup-cake. (flavour, colour, texture etc). Could this recipe be used in your afternoon tea? Next practical Recipe adaptation Order of work; trial dish 3 TIME ORDER OF WORK SPECIAL POINTS 10 15 MINS MIS EN PLACE SKILLS AND LEARNING; 21 photo

EVALUATION OF YOUR WORK HOMEWORK 6 The product I am evaluating is; The skills I used to finish this product were; The good points about my products are; 1 2 3 4 The bad points about my products are; 1 2 3 The improvements and modifications I could make to my products are; 1 2 3 Your opinions and other peoples opinions What I have learned today. What my teacher has told me about my work. 22

TEAM PROJECT; THE BRIEF Many hotels and restaurants serve different types of food at varying time of the day. Work in teams to produce a set afternoon tea for invited guests. You will have 8 hours to complete the work and present as a served buffet to invited guests. How to gain marks; Research afternoon tea, service and menus. Research suitable recipes 23

PROJECT RESEARCH Find out how restaurants and hotels would make use of decorated cupcakes on their menus. Use some pictures and comment on these. If you were going to serve cup-cakes as part of afternoon tea, what other items could you include in the afternoon tea? Create a collage of items that could be included in an afternoon tea. Make notes here from the power point about team work. 24

RESEARCH. Working With Others Write up your research about afternoon tea and say where you found your information (quotes and references) Create a thought shower or mood board of the results from your team, or jot notes about what others have found out. 25

Research different colour scheme/theme :e.g Mad hatter s tea Party 26

Design your table layout INVITATION CARD SAMPLE HERE Guest lists here 27

In your teams, create a list of 10 sweet products and 10 savoury products that could be served in an afternoon tea. SAVOURY SWEET Now make a decision about the products you would like to trial in your lessons. Make sure they are different from everyone else in your team! TWO TRIALS one sweet and one savoury Trial 1 savoury products Trial 2 sweet products. HOMEWORK 7 Complete shopping lists and orders of work for your trial products Include the photos of your completed trial recipes on the order of work page My shopping lists for trial 1 My shopping lists for trial 2 Dish 1 Dish 2 28

Order of work; trial dish1 TIME ORDER OF WORK SPECIAL POINTS 10 15 MINS MIS EN PLACE SKILLS AND LEARNING; photo 29

Order of work; trial dish 2 TIME ORDER OF WORK SPECIAL POINTS 10 15 MINS MIS EN PLACE SKILLS AND LEARNING; photo 30

Evaluate your trialling and testing of recipes. Which recipes from your team s work will be on the final menu and why? What changes will you be making to the dish you have chosen? How will this improve the afternoon tea? 31

Design your Menu. Think on paper about your design. This is a group task. 32

EVALUATE YOUR RESEARCH. Explain what has been useful to you and what has not. Say how easy or difficult it has been to find information and images use in your research. Evaluate how useful the research has been to your team. My research was assessed by What was done well? Have I collected a good amount of information? What could be improved? 33

I have been awarded out of 20 for my work. Shopping list for my final afternoon tea dish. Notes and important reminders!! 34

Order of work; final dish for Afternoon Tea TIME ORDER OF WORK SPECIAL POINTS 10 15 MINS MIS EN PLACE SKILLS AND LEARNING; photo 35

Place photos of the event here. (Find these on L Drive in Year 9 folder in Design Technology, Afternoon Tea Event folder for your group.) 36

Write your final evaluation. How successful was your task in terms of; Team work Economy (how much per head did the dishes cost to make? How much would you sell them for? (cost to make portion x 25%) Timing Customer satisfaction (feedback from your guests). What would you change and why? My target minimum Grade is. The grade I achieved for the team project is. To improve I must.. 37

DECORATING A CHOCOLATE YULE LOG. PRACTICAL 5 Christmas is a time for indulgence! We eat sweet treats and give gifts. Find out what the original Yule log was and how it was used. You are going to design a Yule log of your own and decorate it in school. You need to bring in; 1 long chocolate Swiss roll (or 2 depending on your design!) At home, make a batch of chocolate butter cream using the recipe from the cake workshop, and substituting 50% of the icing sugar for cocoa powder. Also bring a bar of PLAIN cooking chocolate to coat the log, and decorations to make it special. My Yule Log design. The original Yule log was 38

FINAL EVALUATION Write a final evaluation of the course you have completed this term. Highlight the good things and the bad things. What would you change or improve and why? Evaluate your role within your team this term. Have you acted as team leader? 39