Level: Sec 3 Express Year: 2019 WOODGROVE SECONDARY …

WOODGROVE SECONDARY SCHOOL Food and Nutrition Scheme of Work

Sec 3Express_SOW_2018_WGS_Paramjit

Year: 2019 Level: Sec 3 Express Textbook: Food Matters Done by: Paramjit (25/10/18)

Weighted Assessment 2019

Term 1 Term 2 Term 3 Term 4

Graded worksheet 15m

(10%)

Class Test 30m

(15%)

End of Year 100m (10%)

Coursework 2 100m (50%)

Term Week

Unit Topic SIOs By the end of the lesson, pupils will be able to:

Activities/Skills/Formative Assessment

Resources ICT/IBL/CCE

Term 1

Week 1 & 2

16 OL F&N Syllabus and Examination Requirement Sensory Evaluation Coursework Task

1. Brief the students on the syllabus and exam expectations 2. Expectations for class and homework 3. Safety measures and dos and don’ts in Food Lab 5. Brief GCE ‘O’ level examination components. Sensory Evaluation 1. Reasons for conducting sensory evaluation 2. Identify the sensory properties for evaluating food. 3. Five steps in conducting sensory evaluation. 4. Use correct and accurate descriptive words to

evaluate food. 5. How to write evaluation of product and presentation

using the PMI strategy. Coursework Intro to CW components, marking criteria & rubrics for marking, guidelines. To disseminate coursework task Task Analysis - Able to identify key words - Able to brainstorm related factors using the 5W1H

technique

PowerPoint presentation OL F&N Syllabus and Examination Requirement Practical – hands on session Carry out sensory evaluation exercise for the four different food products. Formative Assessment: 1. Students to show how

they conduct sensory evaluation using the Five steps (group work)

Formative Assessment: 2. Students to show

understanding on how to identify key words

3. Students to show understanding on how to use the 5W1H strategy to brainstorm (individual work)

Textbook Computer Lab Food products: -Plain biscuits -Butter cake -Yoghurt -Green apple Coursework guide. Past Year coursework samplers

CCE LO1 Students will state how they will manage their time in order to achieve their targets.




Term 1

Week 3 & 4

4 16 15

Carbohydrates The Science behind Food Prep & Cooking (Cake Making-Creaming Method) Product & Presentation

Theory: chp 4 1. State the functions of carbohydrates 2. State the elements of a carbohydrate molecule 3. Describe with examples the different types of

carbohydrates 4. State the recommended daily intake of carbohydrates 5. List some ways of reducing sugar intake in the diet 6. Explain the health problems related to

excessive/insufficient carbohydrate intake Practical Session: Chp 15 1. Cake Making (pg 184-189) - Key ingredients in cake

making, types and methods, faults. 2. Batter (pg pg 195-196) - Key ingredients in batter

making, types and methods 3. Baking – safety, oven temperature and shelf 4. Deep frying – safety, heat control, correct technique

for deep frying. Product & Presentation (Food Art) 1. Four key areas in food presentation. 2. Three steps in food arrangement. 3. Points to consider when garnishing food. 4. Different ways of cutting ingredients.

PowerPoint presentation Practical Cup Cakes Skills: creaming MOC: Baking Sweet Potato Fritters Skills: batter MOC: deep frying Formative Assessment: 1. Worksheet –

Carbohydrate (individual work)

2. Students to demonstrate how they ensure safety when deep frying, using electric cake whisk and using of oven (oven gloves) (Practical session)

3. Students to present their finished product using Food Art techniques (group work)

4. Students to use PMI strategy to complete their sensory evaluation- Practical worksheet (individual work)

Textbook power point Ingredients for cake making and batter Online – upload photos Practical Worksheet

LO8 Students will reflect on the national issues (safe power – switch off oven after use, wash dishes using a basin, taking only ingredients that they need and peeling sweet potato thinly) Online – upload photos




Term 1

Week 5

5 1 2

Food Commodities -Cereals Energy from food Guidelines for Meal Planning Coursework (TA)

1. Identify the parts of a cereal grain 2. List the common nutrients present in cereals 3. List some common types of cereals and their uses in

cooking 4. List some ways of choosing cereals 5. Describe the effects of cooking on some cereals Theory 1. Explain how energy is obtained from food 2. State the units for measuring energy from food 3. Explain the factors affecting value of food 4. Explain why the body needs energy 5. State the factors affecting energy needs’ 6. Explain the concept of energy balance 7. Explain how Body Mass index (BMI) helps to monitor

energy balance 8. Explain how eating disorder are related to energy

imbalance 9. Explain the importance of a balanced diet 10. Identify the factors which should be taken into

consideration when planning balanced meals 11. Explain the uses of nutritional told to create, analyse,

modify and evaluate meals 12. List some ways of choosing food wisely when eating

out. Coursework Task Analysis – 5W1H technique - Priority List Planning -Overall work plan

Pupils to research (Internet) – celiac diseases & alternative cereal products Formative assessment 1. Students to do mind

map/concept map in class to show understanding (group work)

2. Worksheet for Chapter 5, 1 and 2 (individual work)


understanding on how to use the 2W1H (Priority List) strategy in TA and Overall Work Plan

(individual work)

Internet Textbook -Coursework guide. -Past year’s coursework samples -Coursework rubrics

ICT Investigation -Draft aim, procedures and rubrics CCE LO4 Develop resilience as students explain how they overcome challenges faced when carrying out experiment.




Term 1

Week 6

3 16

Different types of nutritional needs

The Science behind Food Prep & Cooking (Cake Making: Whisking Method) (Sauce Making: Roux)

Theory: Chp 3 1. State the nutritional needs of individuals:

- young children (1 – 4 years old) - school-going children (5 – 12 years old) - teenagers (13 – 19 years old_ - elderly (above 60 years old) - special diets (weight problems, vegetarians, pregnant and lactating mothers, convalescents, athletes, food allergy/intolerance

2. List the factors to consider when planning balanced meals for individuals at various stages of their lifespan and those who require special diets

3. To use a range of sources of information which are appropriate and relevant.

4. To thoroughly explore and investigate a wide range of factors

Practical Session Chp 15 & 16 1. Sauce making (pg 196 – 197) – types, characteristics,

reasons for using sauce, correct method for making roux sauce.

2. Baking – safety, oven temperature and shelf position 3. Boiling/Simmering – safety, heat control, correct technique

Practical application in preparing meals. Practical: Pandan Sponge Cake Skills: whisking MOC: baking Cream of Pumpkin Soup Skills: Roux MOC: boil Formative Assessment: 1. Students to show correct

technique for whisking and making a roux sauce (Practical session)

2. Students to demonstrate how they ensure safety when boiling, using electrical cake whisk and using the oven (oven gloves) (Practical session)

Formative Assessment: 3. Worksheet – Different

types of nutritional needs (individual work)

4. Students to use PMI strategy to complete their sensory evaluation (individual work)

Textbook power point Ingredients for cake making and roux sauce Theory worksheet & Practical worksheet

ICT Students to upload photos of their finished products LO6 Students will think about the keeping eating a balanced meal to keep themselves fit and healthy.




Term 1

Week 7

10 11

Vitamins Minerals Coursework

Theory: chp 10 1. Classify vitamins into fat-soluble and water-soluble

vitamins; 2. Explain the functions of fat-soluble and water-soluble

vitamins in our body; 3. List the main sources of vitamins A, B-group, C, D, E

and K; 4. Describe the diseases and their symptoms caused by

the deficiency of each vitamin; 5. Describe the diseases and their symptoms, caused

by the toxicity of each vitamin. Theory: Chp 11 5. Explain the functions of the different minerals in our

body; 6. Differentiate between major minerals and trace

minerals; 7. List the main sources of calcium, potassium,

phosphorus, sodium chloride, iron and iodine; 8. Describe the diseases, and their symptoms caused

by the deficiency of each mineral; 9. Describe the diseases, and their symptoms caused

by the toxicity of each mineral; 10. Explain the use of vitamin and mineral supplements

in the diet. Coursework Task Analysis Complete TA component

PowerPoint presentation Students will discuss about the importance of having a balanced diet. Formative assessment 1. Class discussion: Is it

necessary to take vitamin and minerals supplement? (show understanding on the functions of vitamin and minerals)

Formative Assessment: 2. Worksheet – Vitamin and

Minerals (individual work)

Formative Assessment: 3. One to one consultation –

check students’ understanding of TA for coursework. (individual work)

4. Teacher to give feedback and comments on students’ work (individual work)

Textbook power point Theory worksheet Coursework 1

ICT Coursework (online research) LO6 Students will think about the keeping eating a balanced meal to keep themselves fit and healthy.




Term 1

Week 8

12 15 16

Dietary Fibre & Water The Science behind Food Prep & Cooking (Cake Making: Whisking Method) (Sauce Making: Roux)

Theory: Chp 12 1.State the functions of water and dietary fibre; 2.Differentiate between insoluble and soluble dietary fibre; 3.List some ways of increasing water and dietary fibre intake; 4.List some sources of water and dietary fibre; 5.Explain the health problems related to excessive/insufficient water and dietary fibre intake.

Practical Session Chp 15 & 16 1. Pastry Making – (191 – 194) Key ingredients in pastry

making, types and methods, faults. 2. Batter making (pg 195-196) – correct steps in making batter and folding 2. Baking – safety, oven temperature and shelf position 3. Pan frying – safety, correct heat control, correct technique

PowerPoint presentation Practical : Quiche Skills: rubbing, whisking MOC: Bake Kueh Dadar Skills: batter, folding MOC: frying Formative Assessment: 1. Students to show correct

technique for rubbing in (short crust pastry making) and making batter making. (Practical session)

2. Students to demonstrate how they ensure safety when pan frying and using the oven (oven gloves) (Practical session)


Formative Assessment: 4. Worksheet – Water &

Dietary Fibre (individual work)

5. Students to use PMI strategy to complete their sensory evaluation- Practical Worksheet (individual work)

Textbook power point Ingredients for pastry and Batter Practical Session Online – upload photos Theory Worksheet Practical Worksheet

CCE LO6 Understand the importance of water, fibre and minerals in ones diet. How to keep healthy as citizen in Singapore




Term 1

Week 9

Coursework (Research & Development -Information gathering)

Coursework Research & Development -Information gathering - 3 sources (internet, textbook and other source) - summarize relevant information - interact effectively with relevant information - use information to forward task - organize ideas and concepts clearly - use PEEL strategy to interact with information gathered

Pupils to research (Internet, library), select and interact with information.

Formative Assessment: Test 1 (Chp: 1, 2, 3, 5, 10, 11, 12, 15(Cake Making-Creaming & Whisking, Sauce Making, batter), 16(Sensory Eva) Formative Assessment: 1. Students to show

understanding on how to online research. (individual work)

2. Students to show understanding on how to use the PEEL strategy in Information Gathering component (individual work)

Coursework rubrics Computer with Internet connection Computer Lab Coursework 1

ICT Information Gathering-to gather relevant research from a variety of internet websites CCE LO2 Students are able to edit, summarise information from internet websites




Term 1

Week 10

7 15 16

Proteins The Science behind Food Prep & Cooking (Yeast dough and short crust pastry)

Theory: Chp 7 1. State the functions of proteins; 2. State the elements of a protein molecule; 3. Differentiate between dispensable and indispensable amino acids; 4. Differentiate between proteins of high and low biological value; 5. List the sources of animal and plant proteins; 6. State the daily recommended protein intake; 7. Explain the health problems related to

excessive/insufficient protein intake. Practical Session: Chp 15 & 16 1. Yeast dough – key ingredients, kneading, correct

technique in shaping 2. Pastry Making – (191 – 194) Key ingredients,

types and correct method in making short crust pastry (rubbing-in), faults.

3. Baking – safety, oven temperature and shelf position 4. Cooking of fruits – gentle heat (Simmering), correct

technique

Practical : Brioche Skills: yeast dough (Kneading) MOC: Baking Apple Crumble Skills: rubbing-in MOC: Simmering, Baking Formative Assessment: 1. Worksheet – Protein

(individual work) Formative Assessment: 2. Students to show correct

technique for rubbing in (short crust pastry making) and making yeast dough. (Practical session)

3. Students to demonstrate how they ensure safety when pan frying and using the oven (oven gloves) (Practical session)


Textbook Power point slides Ingredients Ingredients for pastry making and roll Worksheet Practical Worksheet

CCE LO8 Students will reflect on the global and national issues affecting food choices




Term Week


Activities/Skills/Formative Assessment

Resources ICT/IBL/CCE

Term 2

Week 1

8 Meat & Alternatives Coursework (Research & Development -Information gathering & Investigation)

Theory: Chp 8 1. describe the characteristics of meat, poultry, seafood,

eggs, dairy products, pulses and legumes; 2. list the nutritional content of each food; 3. list the ways of choosing each food; 4. explain how each food is used in cooking. Coursework Research & Development -Information gathering - use 3 sources (internet, textbook and other source) - able to summarize relevant information - show how to interact effectively with relevant information - show how to use information to forward task - able to organize ideas and concepts clearly - use PEEL strategy to interact with information gathered

PowerPoint presentation Students to research (Internet, library), select and interact with information.

Formative Assessment: 1. Worksheet – Meat &

Alternatives (individual work)


understanding on how to online research. (individual work)

3. Students to show understanding on how to use the PEEL strategy in Information Gathering component (individual work)

4. Teacher to check each coursework to see if students understand (one to one consultation)

Internet Textbook Past year’s coursework samples Coursework rubrics Worksheet

ICT Information Gathering-to gather relevant research from a variety of internet websites CCE LO2 Students are able to edit, summarise information from internet websites




Term 2

Week 2 & 3

Coursework (Research & Development -Information gathering & Investigation)

Coursework Research & Development – Investigation (Planning) - Use the correct steps and procedure for planning

food science experiment. - Able to write a clear Aim using the Triple 1 and

Double 3 strategy - Able to use the RED Strategy (Reproducible, Explicit

& Detailed procedure) - Able to write clear data collection steps using the 2Q

strategy. - Carry out experimental investigation - Shows skillful handling of equipment Research & Development – Investigation (Food Lab) Students to do - List and explain 3 possible experimental ideas and

results - Decide on 1 experiment and justify the choice of

selected experiment. - Carry out experiment and record results.

Students to plan food science experiment.

Formative Assessment: (Planning-Experiment) 1. Students to show

understanding on how to plan food science experiment. (individual work)

2. Students to show understanding on how to use the Triple 1 and Double 3 strategy (individual work)

3. Students to show understanding on how to use the 2Q strategy (individual work)

Formative Assessment: (Food Lab) 4. Students to demonstrate

correct method to conducting the food science experiment

5. Student to demonstrate correct method in collecting data

6. Students to demonstrate how they ensure safety when conducting their food science experiment (Lab session)

Internet Textbook Past year’s coursework samples Coursework rubrics

ICT Information Gathering-to gather relevant research from a variety of internet websites CCE LO4 Develop resilience as students explain how they overcome challenges faced when carrying out experiment.




Term 2

Week 4

13 Food Commodities (Fruits and Vegetables) Sensory Evaluation Coursework (Research & Development –Infor synthesis)

Theory: Chp 13 1. Identify the different types of fruit and vegetables. 2. List the nutritional content of fruit and vegetables. 3. List the ways of choosing fruit and vegetables 4. Identify ways to minimize the loss of nutrients in fruit and vegetables. 5. Explain how fruits and vegetables are used in cooking. Research & Development -Information synthesis - Present results/data collected from experiment in the

following 3 forms: Descriptive table Photographs Graph or chart (appropriate)

- Record a range of observation, readings or measurement that are relevant, valid and accurate.

- Use the OIL strategy (Observe, Interpret, Link)

PowerPoint presentation Formative Assessment: 1. Worksheet – Fruits and

Vegetables (individual work)


understanding on how to present results/data collected from experiment. (individual work)

3. Students to show understanding on how to record observations accurately and clearly (individual work)

4. Students to show understanding on how to use the OIL strategy (individual work)



ICT Information Synthesis -to use relevant research from a variety of internet websites LO8 Students will reflect on the national issues (common health problems in Singaporeans caused by lack of fruit and vegetables consumption)




Term Week


Activities/Skills Resources ICT/IBL/CCE

Term 2

Week 5

6

Fats Coursework (Research & Development –Infor synthesis/Decision Making)

Theory: chp 6 1. State the functions of fats. 2. State the elements of a fat molecule 3. State the differences between saturated and unsaturated fats. 4. List some sources of fats from animals and plants. 5. State the recommended daily intake of fats. 6. List some ways of reducing fats intake in the diet. 7. Explain the health problems related to

excessive/insufficient fat intake Research & Development -Information synthesis (Continue) Decision Making (Introduction) Use scientific research to support results of experiment. List possible dishes that can be prepared using the best results

PowerPoint presentation Formative Assessment: 1. Student to do group work

(Case Study: Fat Tax) – show understanding on the health effect of fat intake. (group work)

2. Worksheet – Fats (individual work)

Formative Assessment: 3. Teacher to check each

coursework to see if students understand (one to one consultation)


LO8 Students will reflect on the national issues (common health problems in Singaporeans caused by excessive intake of fats in the daily diet)




Term 2

Week 6

15 Coursework (Decision Making) The Science behind Food Prep & Cooking (Biscuit making, shaping, deep frying)

Coursework Decision Making - Able to choose dishes which meet the requirement of

the task - Able to support all decisions based on earlier

research - Able to draw up a Decision Making Matrix which

includes criterion according to the task question - Show 4 techniques (skills) and 3 methods of cooking

for chosen dishes Practical Session 1. Biscuit Making – (pg. 190) Key ingredients in biscuit making, types and methods, faults. 2. Apply correct technique in shaping. 3. Baking – safety, oven temperature and shelf position 4. Deep frying – safety, correct heat control, correct technique

Practical: Cornflakes biscuit Skills: Creaming in MOC: Bake Quail Scotch eggs Skills: shape and coat MOC: fry/boil

Formative Assessment: 1. Students to show correct

technique for creaming in (biscuit making) and shaping (Quail Scotch Eggs) (Practical session)

2. Students to demonstrate how they ensure safety when deep frying and using oven (oven gloves) (Practical session)


4. Students to use PMI strategy to complete their sensory evaluation – Practical Worksheet (individual work)

Formative Assessment: Coursework: 5. Students to show how

they use Decision Making Matrix to select 4 suitable dishes

6. Students to show 4 skills and 3 MOC in DM

Coursework (Decision Making) Ingredients for biscuit making and quail eggs Online upload of photos Practical Worksheet Internet Textbook Past year’s coursework samples Coursework rubrics Recipe Books

ICT Research – suitable recipes CCE LO2 to be able to make sound decisions by justifying their choice of dishes CCE LO1 Students will state how they will manage their time in order to finished making both dishes and serving on time.




Term 2

Week 7

15 The Science behind Food Preparation Coursework (Planning) Preparation for Practical Exam

Theory: chp 15 Describe the different types of reactions which occur in food during preparation and cooking;

- Caramelisation - Gelatinisation - Gelation - Dextrinisation - Millard browning - Denaturation - Coagulation - Melting point - Smoking point of fat - Foaming

Coursework Planning

- Able to demonstrate ability in sequencing task, identify priorities, writing up detailed recipes, methods equipment and food order list

- Able to use the 6 pointers strategy in doing time plan.

***Students preparing for practical exam. Ordering of food ingredients and fine tuning of Time Plan and recipes.

PowerPoint presentation Formative Assessment: 1. Worksheet – The Science

behind Food Preparation (individual work)

Formative Assessment: Coursework: 2. Students show

understanding by doing a time plan using the 6 pointer strategy (individual work)


Computer Lab Textbook Coursework rubrics Past year’s coursework samples Coursework guide Worksheet

CCE LO2 to be able to plan and explain how the proper time plan help student to be more organized. CCE LO4 to be able to explain their ability to demonstrate resilience during challenges faced during coursework




Term 2

Week 8

Coursework (Execution (Practical)

Coursework Practical Session After school - students to stay back for practical exam

Formative Assessment: 1. Students are expected to

show effective use of time, competent and methodical in carrying out plan of action (time plan)

2. Students to demonstrate organization and management skills

3. Students to show good knowledge of methods and technique and proficiency in the use and handling of equipment (manipulation)

4. Students to show how the use Food Art concepts in presenting their dishes attractive

5. Students to demonstrate how they ensure safety in the Food Lab during the Practical Exam

Ingredients – Food Lab

CCE LO4 to be able to explain their ability to demonstrate resilience during challenges faced during coursework

Term 2

Week 9

Coursework Evaluation)

Coursework Evaluation

- Able to use the PMI (Plus, Minus, Improvement) strategy to evaluate whole coursework.

- Sensory evaluation of finished products - Evaluate practical exam

Formative Assessment: 1. Students able to sue the

PMI strategy in doing evaluation of their whole coursework and finished products.

2. Students able to use the PMI strategy to evaluate practical session

Coursework (Evaluation) Computer Lab Textbook Coursework rubrics Coursework guide

CCE LO4 to be able to explain their ability to demonstrate resilience during challenges faced during coursework.




Term 2

Week 10

Coursework 1 Error Analysis (Task Analysis) Food Art

Coursework Error Analysis

- Able to identify errors made in coursework 1 - Conduct error analysis on the Error Analysis

template given - Able to write down steps on how to improve for next

cswk (refer to rubrics/cswk strategy/samplers) To disseminate coursework 2 task Task Analysis - Able to identify key words - Able to brainstorm related factors using the 5W1H

technique ***Holiday homework – students to complete the following components of their coursework (June Break): - TA (Priority List & Overall Work Plan) - Research & Development – Information

Gathering - Research & Development – Investigation

(Planning) Food Art (Revision) 1. Four key areas in food presentation. 2. Three steps in food arrangement. 3. Points to consider when garnishing food. 4. Different ways of cutting ingredients.

Formative Assessment: 1. Students are able to write

out all the error they make in coursework 1 (refer to teacher’s feedback)

2. Students are able to write out steps to be taken to improve each component of coursework 2

3. Teacher to provide one to one consultation


understanding on how to identify key words

5. Students to show understanding on how to use the 5W1H strategy to brainstorm (individual work)

6. Students to write the 3 steps in food arrangement on postit.

Coursework Computer Lab Textbook Coursework rubrics Coursework guide Textbook

ICT Microsoft word CCE LO2 to be able to analyze their errors and take steps to address




Term Week


Activities/Skills Resources ICT/IBL/CCE

Term 3

Week 1

Coursework (Research & Development -Information gathering & Investigation)

Coursework - TA (Priority List & Overall Work Plan) - Research & Development – Information Gathering - Research & Development – Investigation (Planning)

Research & Development – Investigation (Food Lab) Students to do - List and explain 3 possible experimental ideas and

results - Decide on 1 experiment and justify the choice of

selected experiment. - Carry out experiment and record results.



Formative Assessment: (Food Lab) 2. Students to demonstrate

correct method to conducting the food science experiment

3. Student to demonstrate correct method in collecting data

4. Students to demonstrate how they ensure safety when conducting their food science experiment (Lab session)

Holiday homework: Coursework 2

ICT Microsoft word




Term 3

Week 2 & 3

14 15 16

Heat Transfer and Methods of cooking The Science behind Food Prep & Cooking (shaping, pasta making)

Theory: 1. Explain reasons for cooking food 2. Describe the different types of heat transfer (conduction, convection and radiation) during cooking. 3. State the advantages and disadvantages of each

method of cooking (Moist heat/dry heat/hot fat cooking/microwave.

4. Prepare healthy, varied and interesting meals using a combination of cooking methods.

Practical Session: Chp 15 & 16 1. Revision on how fold and shape (Dumpling and

pasta) 2. Revision on how to knead (Pasta dough) 3. Boil – safety, correct heat control, correct

Technique 4. Steam - safety, correct heat control, correct

Technique 5. Pasta Making – correct technique of mixing, rolling

and putting through the machine.

Power point slides Practical Dumplings Skills: shaping and folding MOC: boil/steam Fresh Egg Pasta Skills: kneading & Shaping MOC: Boil Formative Assessment: 1. Worksheet – Heat

Transfer and Methods of cooking (individual work)

Formative Assessment: 1. Students to show correct

technique for shaping dumplings. (Practical session)

2. Students to show correct technique of making pasta and shaping pasta. (Practical session)

3. Students to demonstrate how they ensure safety when boiling and using the pasta making machine) (Practical session)


Textbook power point Ingredients for making dumpling and Pasta Worksheet Practical Worksheet

CCE LO3 Build interpersonal skills while working with others during practical Class discussion – the importance of keeping healthy and the importance of using the healthy MOC




Term 3

Week 4

Coursework 2- (Research & Development –Infor synthesis/Decision Making)

Coursework Research & Development -Information synthesis - Present results/data collected from experiment in the

following 3 forms: Descriptive table Photographs Graph or chart (appropriate)

- Record a range of observation, readings or measurement that are relevant, valid and accurate.

- Use the OIL strategy (Observe, Interpret, Link) Decision Making - Able to choose dishes which meet the requirement of




for chosen dishes

Formative Assessment: 1. Class Test 2 (15 and 14) Formative Assessment: 2. Teacher to check each


3. Students to show how they use Decision Making Matrix to select 4 suitable dishes

4. Students to show 4 skills and 3 MOC in DM

Coursework Internet Textbook Past year’s coursework samples Coursework rubrics

ICT Information Synthesis -to use relevant research from a variety of internet websites ICT Investigation -Draft aim, procedures and rubrics ICT Research – suitable recipes CCE LO2 to be able to make sound decisions by justifying their choice of dishes CCE LO1 Students will state how they will manage their time in order to finished making both dishes and serving on time.




Term 3

Week 5

15 16

Practical Session Practical Session 1. Revision on how shape and deep frying (safety

measures) 2. Revision on rubbing method 3. Revision Baking – safety, oven temperature and

shelf 4. Revision Boil – safety, correct heat control, correct

Technique 5. Revision Deep frying - safety, correct heat control,

correct technique

Practical : Short Bread Skills: Rubbing in MOC: Bake Vegetable Croquette Skills: Shaping MOC: Boiling, frying Formative Assessment: 1. Students to show correct

technique for kneading. (Practical session)

2. Students to show correct technique for shaping. (Practical session)

3. Students to demonstrate how they ensure safety when deep frying and using oven - baking (oven gloves) (Practical session)



Ingredients for short Bread making and Croquette Practical Worksheet

CCE LO3 Build interpersonal skills while working with others during practical




Term 3

Week 6 & 7

17 Keeping Food Safe Coursework 2 - Decision Making - Planning

Theory: 1. State with examples, the causes of food spoilage. 2. List the guidelines to store perishable food and non-

perishable food; 3. List the guidelines to prepare food safely; 4. List the guidelines to keep a kitchen clean and

hygienic. Coursework Decision Making - Able to choose dishes which meet the requirement of




for chosen dishes Planning



Power point slides Formative Assessment: 1. Student to do group work

(Case Study on food safety (food poisoning case for Indian Rojak)

2. Class discussion and presentation – to show understanding of keeping food safe

3. Worksheet – Keeping Food Safe (individual work)



5. Students show understanding by doing a time plan using the 6 pointer strategy (individual work)

Textbook Case study handouts Worksheet Internet Textbook Past year’s coursework samples Coursework rubrics

ICT Microsoft word To complete their recipe and time plan CCE LO2 to be able to make decisions by justifying their choice of dishes LO1 to manage their time using the time plan and overall work plan




Term 3

Week 8

15 Practical Session Practical Session Chp 15 & 16 1. Revision on how shape and boiling 2. Revision on kneading, rolling out. 3. Revision Boil – safety, correct heat control, correct

Technique 6. Revision Deep frying - safety, correct heat control,

correct technique

Practical : Chapati with Dahl curry Skills: Knead, roll MOC: Fry, boil Formative Assessment: 1. Students to show correct

technique for kneading, rolling out chapatti. (Practical session)

5. Students to show correct technique of pan frying the chapatti (Practical session)

6. Students to demonstrate how they ensure safety when boiling and pan frying (Practical session)


Ingredients for making Dhal curry and Chapati Practical Worksheet

CCE LO6 Understand the nutritional needs of the different groups of people to demonstrate socio-cultural sensitivity




Term 3

Week 9 & 10

18 Convenience Food Coursework 2 Preparation for Practical Exam

Theory: chp 18 1. List the different types of convenience food; 2. State the advantages and disadvantages of

convenience food; 3. List the points to look out for when buying

convenience food; 4. Iidentify and evaluate information on food label,

nutrition label and nutritional claims; 5. List some ways of combining convenience food with

fresh food in preparing healthy and balanced meals; 6. List some uses of the information on food and

nutrition labels. Coursework Planning



***Students preparing for practical exam. Ordering of food ingredients and fine tuning of Time Plan and recipes.

Power point slides Formative Assessment: 1. Worksheet – Keeping

Food Safe (individual work)



Power point slides Internet Textbook Past year’s coursework samples Coursework rubrics





Term 4

Week 1

Coursework (Execution (Practical Exam)

Coursework Practical Exam After school - students to stay back for practical exam

Formative Assessment: 1. Students are expected to

show effective use of time, competent and methodical in carrying out plan of action (time plan)

2. Students to demonstrate organization and management skills

3. Students to show good knowledge of methods and technique and proficiency in the use and handling of equipment (manipulation)

4. Students to show how the use Food Art concepts in presenting their dishes attractive

5. Students to demonstrate how they ensure safety in the Food Lab during the Practical Exam

Ingredients – Food Lab





Term 4

Week2

19 Food Preservation Coursework Evaluation)

Theory: Cpt 19 1. State the benefits of food preservation; 2. Explain with examples, different methods of food preservation; 3. List the functions and usage of food additives in food products. Coursework Evaluation

- Able to use the PMI (Plus, Minus, Improvement) strategy to evaluate whole coursework.

- Sensory evaluation of finished products - Evaluate practical exam

Power point slides Formative Assessment: 1. Worksheet – Food

Preservation (individual work)

Formative Assessment: 2. Students able to sue the

PMI strategy in doing evaluation of their whole coursework and finished products.

3. Students able to use the PMI strategy to evaluate practical session

Internet Textbook Past year’s coursework samples Coursework rubrics

ICT To format and margins are according to SEAB guidelines CCE LO4 to be able to explain their ability to demonstrate resilience during challenges faced and continuously seek improvements on their coursework

Term 4

Week3 - 4

Revision - Exams

Term 4

Week4 - 6

End of Year Exam




Learning Outcome 1: Develop self-awareness and self-management skills to achieve personal well-being and effectiveness.

Learning Outcome 2: Apply moral reasoning, display responsibility in decision making, and demonstrate integrity to stand by moral principles and

shared values.

Learning Outcome 3: Develop social awareness and demonstrate interpersonal skills to build and maintain positive relationships.

Learning Outcome 4: Demonstrate resilience in the face of individual, community and national challenges, and develop the ability to turn

challenges into opportunities.

Learning Outcome 5: Appreciate our national identity, develop a sense of belonging to Singapore, and demonstrate commitment to the well-being,

security and defence of the nation.

Learning Outcome 6: Demonstrate socio-cultural sensitivity and promote social cohesion and harmony in Singapore as a multi-cultural society.

Learning Outcome 7: Demonstrate care for and contribute actively towards improving the lives of others to build a bright future for ourselves and

to progress together as one nation.

Learning Outcome 8: Demonstrate the ability to reflect on and respond to community, national and global issues, as an informed and responsible

citizen.

Documents

Level: Sec 3 Express Year: 2019 WOODGROVE SECONDARY …