HOME ECONOMICS: HEALTH AND FOOD TECHNOLOGY Intermediate 1

Transcription

1 HOME ECONOMICS: HEALTH AND FOOD TECHNOLOGY Intermediate 1 Third edition published November 1999

2 NOTE OF CHANGES TO ARRANGEMENTS THIRD EDITION PUBLISHED ON CD-ROM NOVEMBER 1999 COURSE TITLE: Home Economics: Health and Food Technology (Intermediate 1) COURSE NUMBER: C National Course Specification Course Content: Core skills statements expanded National Unit Specification All Units: Core skills statements expanded

3 National Course Specification HOME ECONOMICS: HEALTH AND FOOD TECHNOLOGY (INTERMEDIATE 1) COURSE NUMBER C COURSE STRUCTURE This course has two mandatory and two optional units, as follows: Mandatory D Food Hygiene: An Introduction (Int 1) 0.5 credit (20 hours) D Food Preparation for Healthy Eating (Int 1) 0.5 credit (20 hours) Optional choose two from: D Organisation of Practical Skills (Int 1)* 0.5 credit (20 hours) D Food Industry: An Introduction (Int 1)* 0.5 credit (20 hours) D Food Preparation Techniques: An Introduction (Int 1) 1 credit (40 hours) D Cookery Processes: An Introduction (Int 1) 1 credit (40 hours) D Technology in Home Economics (Int 1) 1 credit (40 hours) In common with all courses, this course includes 40 hours over and above the 120 hours for the component units. This may be used for induction, extending the range of learning and teaching approaches, support, consolidation, integration of learning and preparation for external assessment. This time is an important element of the course and advice on its use is included in the course details. It is recommended that units be taught concurrently and advice on this can be found in the section on Approaches to Learning and Teaching. * These two units are combined to give the equivalent of 1 credit ie where one unit is chosen, the other must be chosen as well. Administrative Information Publication date: November 1999 Source: Scottish Qualifications Authority Version: 03 Scottish Qualifications Authority 1999 This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this course specification (including unit specifications) can be purchased from the Scottish Qualifications Authority for Note: Unit specifications can be purchased individually for 2.50 (minimum order 5). 3

4 National Course Specification: general information (cont) COURSE Home Economics: Health and Food Technology (Int 1) RECOMMENDED ENTRY While entry is at the discretion of the centre, candidates will normally be expected to have attained one of the following: Standard Grade Home Economics at Foundation level access 3 units in Home Economics: Health and Food Technology access 3 units or Standard Grade at Foundation level in a relevant subject The course is also suitable for new starts and adult returners with appropriate prior experience. CORE SKILLS This course gives automatic certification of the following: Complete core skills for the course Problem Solving Int 1 Additional core skills for the course None For information about the automatic certification of core skills for any individual unit in this course, please refer to the general information section at the beginning of the unit. Additional information about core skills is published in Automatic Certification of Core Skills in National Qualifications (SQA, 1999). Home Economics: Health and Food Technology Intermediate 1 Course 4

5 National Course Specification: course details COURSE Home Economics: Health and Food Technology (Int 1) RATIONALE Home Economics is concerned with using and managing resources for the benefit of individuals, the family and society. This course aims to develop candidates personal effectiveness in using and managing resources in the context of Health and Food Technology, adding to the important dimensions of self, family and society, and opportunities to gain insight to the food and hospitality industries. These experiences will enhance opportunities for further study or employment. Health and Food Technology involves the acquisition of knowledge and the development of cognitive, organisational, technological, scientific, creative, aesthetic and social skills. The disciplined study of the inter-relationships of these areas is one of the major contributions the subject makes to the curriculum. In planning and making a range of food products to meet specified needs, candidates will be required to integrate knowledge, understanding and skills in a number of ways, for example: linking knowledge of food with an understanding of people s sensory and physical needs showing an understanding of how key constraints, such as time, effort, skill level and available resources, impact on the way in which practical activities are carried out showing imagination and creativity in the preparation and production of food and evaluating both process and product The acquisition and the development of skills are integrated in delivery of the course content within the component units. The requirement to identify and respond to needs promotes the development of technological capability. In its report, A Framework for Technology Education in Scottish Schools: A Statement of Position, the Scottish Consultative Council on the Curriculum (Scottish CCC, 1996) states: A broadly-based technological component in the curriculum does do much to privilege the practical and to redress the imbalance in many young people s educational experience between the acquisition of knowledge, skills and attitudes, and their application to meeting and solving practical problems. Including technology in the curriculum improves the status and attractiveness of the practical and commercial activities which are the heart of industry and business, and helps all young people to recognise the personal satisfaction and enjoyment that can be derived from active participation. Home Economics in the context of Health and Food Technology provides opportunities to identify and address people s needs and wants for food and health care (Scottish CCC), through practical activities which provide realistic insights to applications in the home, community and industry. Specialist craft skills and organisational skills are fundamental to health and food technology. The craft skills include the process and manipulative skills concerned with: food preparation food production Home Economics: Health and Food Technology Intermediate 1 Course 5

6 National Course Specification: course details (cont) COURSE Home Economics: Health and Food Technology (Int 1) The organisational skills include the ability to plan, make judgements and establish priorities in relation to available resources and make an evaluation of the suitability of the product to the end user. Importantly, these skills also include the ability to work effectively as an individual, and as a member or leader of a team. These skills enable candidates to participate effectively in technological and enterprising activity. The publication of the report on The Scottish Diet and the amended Dietary Targets for the year 2005 issued in November 1994 has imposed a responsibility on Home Economics to promote dietary targets in a practical way. The report calls for a greater emphasis to be placed on practical hands-on experience and recognises how this experience can promote self-assurance and understanding of difficult nutritional concepts. Health and Food Technology provides an opportunity to address some of the recommendations of the document and encourages candidates to give consideration to the dietary targets. It also provides candidates with background knowledge and experience to enable them to promote healthy eating within a commercial situation. An important part of Health and Food Technology is to develop standards in relation to a safe working environment. For example, candidates are encouraged to take responsibility for health and safety in the use of products and equipment which carry potential risks. These standards are also applied in industry to minimise the possibilities of food contamination and food poisoning and are, therefore, transferable. Through the study of Health and Food Technology, candidates will acquire knowledge which may influence the quality of their lives; they will develop and use practical and organisational skills; they will develop handling information skills; and develop a capacity to solve problems using a range of technological and other resources. AIMS 1 To develop an understanding of and give practice in the use of principles underlying the critical choice, and the safe and informed use of equipment, materials and procedures. 2 To provide meaningful experiences and opportunities to develop creative, aesthetic and specialist craft skills. 3 To develop in candidates organisational skills and technological capability necessary to meet some of the needs of individuals within a rapidly changing society. 4 To foster vocational links and raise awareness of the world of work. Home Economics: Health and Food Technology Intermediate 1 Course 6

7 COURSE CONTENT The course content is listed below under the headings of the component units. UNIT Food Hygiene: An Introduction CONTENT Candidates will demonstrate understanding in the following areas: hygiene in relation to food handling as regards maintaining health safe personal hygiene practices when handling cooked food hygiene considerations and practices for food preparation areas safe and healthy practices for food storage and preservation transportation of food from shop to home or business low and high risk foods in relation to food spoilage information currently found on food labels relating to food storage prevention of contamination and cross-contamination use of refrigerators and freezers Candidates will be aware of: main food spoilage organisms (bacteria, yeasts and moulds) conditions for bacterial growth (temperature, food, moisture, time, oxygen, ph level) methods of controlling bacterial growth in food cause, related symptoms and prevention of food poisoning Food Preparation for Healthy Eating: Candidates will demonstrate knowledge and understanding of the following areas through practical activity: guidelines for a healthy diet practical applications which show ways of meeting current dietary targets: to reduce intake of: fat; sugar; salt; ways of increasing non starch polysaccharides to increase intake of: fruit and vegetables; bread; breakfast cereals; total complex carbohydrate (fruit and vegetables, bread, breakfast cereals, rice, pasta, potatoes); fish (especially oily fish) to adapt dishes/meals to provide a healthier option, for example by selecting a healthier method of cooking and use food preparation techniques which promote the retention of nutrients. Home Economics: Health and Food Technology Intermediate 1 Course 7

8 UNIT Organisation of Practical Skills: Candidates should know the meaning of the following terms: CONTENT task a task in this context is the preparation of a dish or a recipe component parts component parts are the ingredients processes processes are the steps to be carried out to successfully complete the dish/recipe, such as weighing, measuring, sieving, mixing, trimming, melting, sealing, dicing, simmering, seasoning, rolling out, proving Candidates should be able to: choose dishes from a given range to meet specified needs and/or purposes plan a logical sequence of work use safe and hygienic working practices prepare recipes with at least five ingredients and eight process steps involved in their production, for example soups, hors d oeuvres, simple meat and fish dishes, desserts, bakery produce such as bread rolls, savarins The Food Industry: An Introduction Food Preparation Techniques: An Introduction Candidates should have a knowledge and understanding of: the role of the food industry in terms of making food available to the populace primary production for example fishing, farming and the activities involved such as indoor or outdoor, seasonal or regular process for example milling, canning, freezing, drying and the activities involved, such as extension of shelf life, added food value, convenience, finished product wholesale outlets retail sales outlets, such as supermarkets, shops, vans, restaurants, cafes, etc. differing customer needs and expectations of similar goods and services in terms of quality, value for money Candidates will demonstrate understanding of: accurate weighing and measuring basic food preparation equipment and cookery terms through simple practical activities such as the preparation of vegetables for soup, scones, basic sponge, duchesse potatoes, meringues, apple pie, quiche, croquette potatoes, hamburgers. It is expected that the healthier options for ingredients will be chosen Home Economics: Health and Food Technology Intermediate 1 Course 8

9 UNIT Cookery Processes: An Introduction Technology in Home Economics: Candidates will demonstrate understanding of: CONTENT the principles and practice associated with the following cookery processes: stewing; boiling; poaching; baking; steaming; grilling; deep frying; shallow frying heat transfer, that is, conduction, convection, radiation, for each cookery process the cooking medium: oil; water; stock; steam, etc classification of the process as wet or dry the operation of equipment such as steamer, deep fat fryer and oven relating to each process the suitability of foods for each process and understanding of why certain food types require to be cooked by wet and others by dry methods foodstuffs to be used in each process specified above: vegetables, fruit, eggs, meat, fish, dry goods Candidates will have the opportunity to develop technological perspective and sensitivity in activities which require them to determine and describe the impacts of technological development on, for example: methods of food production (to include packaging) developments in equipment for food preparation or cooking Candidates should be given opportunities to determine and understand the possible impacts of technological developments, namely: variety in the diet time and labour saving reduction in food/cooking skills/change in shopping styles increased variety or use of ingredients/ready-prepared foods energy and time saving features environmentally aware features computerised or electronic features comfort in use increase in leisure time ease of care ease of use Throughout the unit, candidates should develop an awareness of the impact of technology in food production and should have experience of using a range of technological equipment. Home Economics: Health and Food Technology Intermediate 1 Course 9

10 National Course Specification: course details (cont) COURSE Home Economics: Health and Food Technology (Int 1) Taking units as part of a course has a number of advantages: in 160 hours it is possible to bring together process skills, knowledge and understanding, and apply these in an integrated way and in less familiar or more complex situations there are opportunities to develop specialist skills and transferable skills to a higher level and candidates can achieve a wider perspective and understanding of the context being studied external assessment gives credibility and value to the end user of the award ASSESSMENT To gain the award of the course, the candidate must achieve all the unit assessments as well as the external assessment. External assessment will provide the basis for grading attainment in the course award. When units are taken as component parts of a course, candidates will have the opportunity to demonstrate achievement beyond that required to attain each of the unit outcomes. This attainment may, where appropriate, be recorded and used to contribute towards course estimates, and to provide evidence for appeals. Additional details are provided, where appropriate, with the exemplar assessment materials. Further information on the key principles of assessment are provided in the paper, Assessment, published by HSDU in May DETAILS OF THE INSTRUMENTS FOR EXTERNAL ASSESSMENT Course assessment will be external and will sample across the outcomes of the component units. To gain a course award, candidates will be required to undertake an externally set practical assignment, which will be assessed using the grade descriptions below. One assignment brief will be issued annually by SQA. The assignment should be undertaken within 10 hours and will have an allocation of 45 marks. The brief falls into three discrete steps: Planning identifying the needs and choosing the activities. 20% weighting Implementing carrying out the practical assignment. 60% weighting Evaluating evaluation of the practical assignment. 20% weighting The implementation step of the practical assignment will be assessed internally, with external moderation. There will be no written examination at Intermediate 1 level. Candidates will be required to complete proforma containing this evidence to submit to Scottish Qualifications Authority for external assessment. All proforma, including a candidate and teacher guide will be provided by the Scottish Qualifications Authority. The assignment brief will assess the candidate s ability to: plan an appropriate response to the brief carry out a range of food preparation techniques and cookery processes appropriate to the assignment specification Home Economics: Health and Food Technology Intermediate 1 Course 10

11 National Course Specification: course details (cont) COURSE Home Economics: Health and Food Technology (Int 1) demonstrate effective use of time and resources when carrying out the practical assignment demonstrate an appropriate level of specialist craft skills in carrying out the practical assignment apply appropriate health and hygiene measures in carrying out the practical assignment evaluate the quality of the product for the intended user and the success of the overall plan (See Practical Assignment (Int 1) specification.) GRADE DESCRIPTIONS The descriptions below are of expected performances at Grade C and at Grade A. They are intended to assist candidates, teachers, lecturers and users of the certificate and to help establish standards when question papers are being set. The grade of the award will be based on the total score obtained in the examination. Grade C Candidates can: use facts, concepts, terminology and principles, with simple explanation select from reference sources information relevant to a given specification and use this information to complete a simple practical activity select, manage and use resources to carry out a practical activity requiring organisational skills and the use of specialist craft skills, within a time constraint demonstrate a range of food preparation techniques and cookery processes to produce attractive, palatable results evaluate the success of a practical activity, commenting on the suitability of the final solution for the end user Grade A Candidates can: use facts, concepts, terminology and principles, with detail in the explanation select from reference sources information relevant to a given specification and use this information to complete a more complex practical activity select, manage and use resources to carry out a practical activity requiring more complex organisational skills and the use of specialist craft skills, within a time constraint demonstrate a range of food preparation techniques and cookery processes to produce attractive, palatable results of a marketable standard evaluate the success of a practical activity, commenting on the procedure and the suitability of the final solution for the end user Home Economics: Health and Food Technology Intermediate 1 Course 11

12 National Course Specification: course details (cont) COURSE Home Economics: Health and Food Technology (Int 1) APPROACHES TO LEARNING AND TEACHING Approaches to learning and teaching should provide opportunities for candidates of varying needs and abilities to acquire the knowledge and develop the skills of the course. Approaches should be chosen which will enhance learning experiences so that candidates achieve their full potential of independence whether working in a whole-class, small group or supported self-study situation. When delivering the course content, account should be taken of prior knowledge that candidates may have. An integrated approach to learning and teaching across the component units of the course is recommended. Potential links between outcomes of units can be established which will provide opportunities for candidates to develop skills and acquire knowledge within one activity. Familiarisation with the unit outcomes is essential for the planning of an integrated delivery, as is common to current practice at this level post-16. For example, where candidates are studying the optional unit in Organisation of Practical Skills this can provide a vehicle through which the other units can be delivered in an integrated way. When preparing and carrying out a task for Organisation of Practical Skills, it will also be possible to meet all of the outcomes for Introduction to Food Preparation Techniques and Food Preparation for Healthy Eating. Some of the outcomes for Introduction to Food Hygiene and An Introduction to the Food Industry can also be achieved. It is good practice to use a variety of methods so that candidates interest and motivation are maintained and individual preferences for different learning styles are considered. Teachers/lecturers will need to ensure an appropriate balance between teacher/lecturer-directed approaches and candidate-centred activities. For example, it may be more appropriate to use a teacher/lecturerdirected approach to introduce a new concept or demonstrate new skills. Where appropriate, arrangements should be made to ensure that there will be no artificial barriers to learning. The nature of candidates special needs should be taken into account when planning learning activities and to provide alternative provision or support where necessary. This will ensure the inclusion of all candidates and support them in the learning process. Activities for developing organisational skills will enable candidates to plan and prepare to carry out a food related task. Within the tasks, specialist craft skills would be developed to demonstrate processes in food preparation and production. Knowledge and understanding of healthy options would be exemplified in the choice and preparation of foods and cooking methods used. Evaluative skills would be developed when appraising the product. Food related tasks may be delivered through practical investigations, problem solving activities, role-play, and group work activity. The relationship between the course and relevant industry should be emphasised to provide real contexts for learning and realistic problems to solve. These opportunities will increase self esteem, confidence and motivation for candidates, and improve their insight into the needs of industry, including the skills required of those entering the job market. An industrial link is an excellent way of promoting understanding of the very high standards of hygiene required in food preparation and production work. Home Economics: Health and Food Technology Intermediate 1 Course 12

13 National Course Specification: course details (cont) COURSE Home Economics: Health and Food Technology (Int 1) This understanding can then be mirrored in classroom activity by candidates displaying a responsible attitude to health and safety. Entrepreneurial activities provide exciting and challenging opportunities for learning and these are greatly enhanced when they are linked with industry. Use of the additional 40 hours The additional 40 hours of flexible time should be integrated into the course design for use at important stages of delivery. Stage Candidate induction Explanation Familiarisation with the aims and design of the course Familiarisation with the requirements of internal assessment for the units and external assessment of the course Setting target deadlines for the units, course and assessment Presentation of work; for example, the standards expected and the importance of items to be retained for assessment Candidate commitment to meet the demands and deadlines of the course Preparation for external assessment To prepare candidates for the practical assignment they should be given opportunities to carry out similar activities. It is important that candidates are able to work independently and that time is allocated for candidate-teacher/lecturer review. A Subject Guide which will be published in association with these Arrangements will provide further advice and information. Home Economics: Health and Food Technology Intermediate 1 Course 13

14 PRACTICAL ASSIGNMENT (INT 1) SPECIFICATION STEP EXPLANATION OF TASK TO BE COMPLETED EVIDENCE REQUIRED FOR SUBMISSION TO SQA Plan a response to the brief by: identifying the needs and choosing the activities List the needs (main points to be considered) for the practical assignment. Choice of activities would take account of: needs time available (10 hours) skills involved resources available A pro-forma will be provided. The needs are listed. Evidence that there is consideration of the factors necessary to carry out the assignment. List the practical activities which will meet the needs of the practical assignment. The chosen activities are stated. They reflect the requirements. The equipment, materials and resources are requisitioned. Prepare an outline plan for the deployment of overall time. An outline plan. Home Economics: Health and Food Technology Intermediate 1 Course 14

15 Implementation of the plan by: STEP EXPLANATION OF TASK TO BE COMPLETED EVIDENCE REQUIRED FOR SUBMISSION TO SQA carrying out the practical assignment Evaluation of the practical assignment Follow instructions to manufacture product(s). Complete tasks within the specified time. Demonstrate specialist craft skills for manufacture to present products according to: size and quantities planned an acceptable (or marketable) standard Use safe, hygienic practices in practical activities in terms of: standards of dress processes used equipment used maintenance of working area Comment on the suitability of products in meeting original needs. Comment on quality of the finished product(s) for the end user or for their purpose. Observational check grid for all stages of implementation. A sensory check list. A grid recording the appropriateness of the products to the requirements. Home Economics: Health and Food Technology Intermediate 1 Course 15

16 National Course Specification: course details (cont) COURSE Home Economics: Health and Food Technology (Int 1) SPECIAL NEEDS This course specification is intended to ensure that there are no artificial barriers to learning or assessment. Special needs of individual candidates should be taken into account when planning learning experiences, selecting assessment instruments or considering alternative outcomes for units. For information on these, please refer to the SQA document Guidance on Special Assessment and Certification Arrangements for Candidates with Special Needs/Candidates whose First Language is not English (SQA, 1998). SUBJECT GUIDES A Subject Guide to accompany the Arrangements documents has been produced by the Higher Still Development Unit (HSDU) in partnership with the Scottish Consultative Council on the Curriculum (SCCC) and Scottish Further Education Unit (SFEU). The Guide provides further advice and information about: support materials for each course learning and teaching approaches in addition to the information provided in the Arrangements document assessment ensuring appropriate access for candidates with special educational needs The Subject Guide is intended to support the information contained in the Arrangements document. The SQA Arrangements documents contain the standards against which candidates are assessed. Home Economics: Health and Food Technology Intermediate 1 Course 16

17 National Unit Specification: general information UNIT Food Hygiene: An Introduction (Intermediate 1) NUMBER D COURSE Health and Food Technology (Intermediate 1) SUMMARY This unit enables candidates to develop basic understanding and competence in hygienic food handling practice. OUTCOMES 1 Identify the dangers and effects of contamination of food. 2 Recognise unhygienic food-handling practices which can lead to food poisoning. 3 Plan and carry out a practical activity to demonstrate hygienic food-handling practices for a given situation. RECOMMENDED ENTRY While entry is at the discretion of the centre, candidates would normally be expected to have attained one of the following: Standard Grade Home Economics at Foundation level access 3 units in Home Economics access 3 units or Standard Grade at Foundation level in a relevant subject The unit is also suitable for new starts and adult returners with appropriate prior experience. Administrative Information Superclass: NH Publication date: November 1999 Source: Scottish Qualifications Authority Version: 03 Scottish Qualifications Authority 1999 This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost for each unit specification is 2.50 (minimum order 5). 16

18 National Unit Specification: general information (cont) UNIT Food Hygiene: An Introduction (Intermediate 1) CREDIT VALUE 0.5 credit at Intermediate 1. CORE SKILLS This unit gives automatic certification of the following: Complete core skills for the unit Problem Solving Int 1 Additional core skills components for the unit None Additional information about core skills is published in Automatic Certification of Core Skills in National Qualifications (SQA, 1999). Home Economics: Health and Food Technology: Unit Specification Food Hygiene: An Introduction (Int 1) 17

19 National Unit Specification: statement of standards UNIT Food Hygiene: An Introduction (Intermediate 1) Acceptable performance in this unit will be the satisfactory achievement of the standards set out in this part of the unit specification. All sections of the statement of standards are mandatory and cannot be altered without reference to the Scottish Qualifications Authority. OUTCOME 1 Identify the dangers and effects of contamination of food. Performance criteria (a) Identify the major groups of contaminants. (b) Distinguish between food poisoning and food spoilage. (c) Describe the dangers and effects of food contamination. (d) Identify how contamination with food poisoning bacteria occurs. (e) Describe the conditions which will allow multiplication of bacteria. Note on range for the outcome (a) Range of contaminants: food spoilage organisms; chemicals; foreign bodies (c) Range of dangers/effects: food poisoning symptoms; effect on vulnerable groups; social effects; injury due to ingestion of foreign bodies; wastage of food (e) Range of conditions: time; temperature; food; moisture Evidence requirements Recorded evidence to ensure coverage of the performance criteria and the range. The proposed instrument of assessment is a project. Attainment could be assessed by the use of a marking scheme. OUTCOME 2 Identify unhygienic food-handling practices which can lean to food poisoning. Performance criteria (a) Identify 6 of the most common personal hygiene habits, which can lead to the contamination of food. (b) Identify one situation which allows bacterial multiplication during each of the following stages: storage, handling and preparation of food. (c) Identify one way in which cross contamination can occur during each of the following stages: storage, handling and preparation of food. Evidence requirements Recorded evidence to ensure full coverage of the performance criteria. The proposed instrument of assessment is a project. Attainment could be assessed by the use of a marking scheme. Home Economics: Health and Food Technology: Unit Specification Food Hygiene: An Introduction (Int 1) 18

20 National Unit Specification: statement of standards (cont) UNIT Food Hygiene: An Introduction (Intermediate 1) OUTCOME 3 Plan and carry out a practical activity to demonstrate hygienic food-handling practices for a given situation. Performance criteria (a) The main points to consider relating to hygienic food-handling practices are accurately identified from source information. (b) The resources required to carry out the exercise are accurately identified and checked. (c) A plan to carry out the exercise is prepared, taking account of a given situation and time. (d) The exercise is carried out efficiently and hygienically. (e) A valid conclusion is drawn commenting on the food hygiene procedures implemented. Evidence requirements Recorded evidence must be provided to show that each of the performance criteria has been met on one occasion. The proposed instrument of assessment is a practical exercise. Attainment should be recorded by the use of an observational checklist based on performance criteria (a)-(e). Recorded evidence for PC (c) a time plan, and for PC (e) an evaluation sheet. Specific advice: (a) Main points would include (where appropriate): personal hygiene hygienic use of equipment/utensils in storage, preparation and cooking food handling storage, preparation and cooking waste disposal cleaning of work areas, equipment, utensils food labelling check-dates control points temperature controls during preparation, cooking and storage (b) (c) (e) Resources would include: appropriate choice of clothing, food items checked for freshness/sell-by dates, condition of equipment checked, use made of fridges, separation of raw and cooked foods during preparation The plan is logical in sequence and takes account of time and procedures. An evaluation of the success in achieving the appropriate standards of food hygiene practices during the activity could be made as an oral comment with suggestions for future improvements, and strengths and weaknesses could be identified. Home Economics: Health and Food Technology: Unit Specification Food Hygiene: An Introduction (Int 1) 19

21 National Unit Specification: support notes UNIT Food Hygiene: An Introduction (Intermediate 1) This part of the unit specification is offered as guidance. The support notes are not mandatory. While the time allocated to this unit is at the discretion of the centre, the notional design length is 20 hours. This unit is designed to provide candidates with basic knowledge so that they can work safely with food. It will provide them with the basic knowledge and understanding of the causes of food poisoning, and of the food hygiene practices which must be used in order to work safely with food. GUIDANCE ON CONTENT AND CONTEXT FOR THIS UNIT The content on which this unit is based is listed in the course details for Health and Food Technology (Int 1). Food contamination contaminants: food poisoning bacteria; spoilage organisms, eg, moulds; chemicals, eg, cleaning agents; foreign bodies effects: spoilage organisms on food; spoilage by insects and rodents; difference between food poisoning and food spoilage social implications of food poisoning: symptoms of illness; vulnerable groups the old, the young and the sick. Example of the effects of salmonella food poisoning transfer of bacteria to food from: people; raw foods; animals; insects; dirty cloths; equipment and utensils; cross contamination bacterial multiplication and the conditions which will allow this to occur foods which will and will not support bacterial multiplication, including effect only of common methods of preservation, ie, freezing, drying, canning, pasteurisation and use of salt and sugar, on growth of harmful bacteria and spoilage organisms characteristics of high-risk foods Food handling priorities bad personal habits and their dangers in contamination of food. Importance of minimising food handling by use of correct utensils rules of good personal hygiene including need for protective clothing and reporting of illness food handling practices opportunities for contamination of food and means of preventing contamination during storage, preparation, etc, including waste disposal and use of correct cleaning methods rules of use for refrigerators, freezers and other storage areas, use of correct temperature throughout the food production process date labels and stock rotation GUIDANCE ON LEARNING AND TEACHING APPROACHES FOR THIS UNIT Outcome 1 and 2 could be used as a folio of work, used to gather together evidence for attainment, in which candidates are required to undertake basic research on food poisoning and its effects. Home Economics: Health and Food Technology: Unit Specification Food Hygiene: An Introduction (Int 1) 20

22 National Unit Specification: support notes (cont) UNIT Food Hygiene: An Introduction (Intermediate 1) Outcome 3. Where possible, candidates should be involved in practical activities so that they can observe good and bad practice. This could be aided by the selective use of videos, slides and posters. GUIDANCE ON APPROACHES TO ASSESSMENT FOR THIS UNIT Further guidance and exemplification on appropriate evidence will be provided in the Subject Guide. The delivery and assessment of this unit is open to alternative methods to support the inclusion of all candidates. Examples include: extension to the notional design length use of technology to record information/instructions and to support assessment situations appropriate level of teacher/lecturer or auxiliary support in practical activities use of specialist equipment SPECIAL NEEDS This unit specification is intended to ensure that there are no artificial barriers to learning or assessment. Special needs of individual candidates should be taken into account when planning learning experiences, selecting assessment instruments or considering alternative outcomes for units. For information on these, please refer to the SQA document Guidance on Special Assessment and Certification Arrangements for Candidates with Special Needs/Candidates whose First Language is not English (SQA, 1998). Home Economics: Health and Food Technology: Unit Specification Food Hygiene: An Introduction (Int 1) 21

23 National Unit Specification: general information UNIT Food Preparation for Healthy Eating (Intermediate 1) NUMBER D COURSE Health and Food Technology (Intermediate 1) SUMMARY Candidates should develop competence in applying current dietary guidelines to food preparation suitable for a commercial situation. OUTCOMES 1 Select and produce a range of healthy dishes suitable for commercial use. 2 Adapt specified dishes/meals to provide a healthier option suitable for application in a commercial situation. RECOMMENDED ENTRY While entry is at the discretion of the centre, candidates will normally be expected to have attained one of the following: Standard Grade Home Economics at Foundation level access 3 units in Home Economics access 3 units or Standard Grade at Foundation level in a relevant subject The unit is also suitable for new starts and adult returners with appropriate prior experience. Administrative Information Superclass: NE Publication date: November 1999 Source: Scottish Qualifications Authority Version: 03 Scottish Qualifications Authority 1999 This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost for each unit specification is 2.50 (minimum order 5). 22

24 National Unit Specification: general information (cont) UNIT Food Preparation for Healthy Eating (Intermediate 1) CREDIT VALUE 0.5 credit at Intermediate 1. CORE SKILLS There is no automatic certification of core skills or core skills components in this unit. Additional information about core skills in this unit is published in Automatic Certification of Core Skills in National Qualifications (SQA, 1999). Home Economics: Health and Food Technology: Unit Specification Food Preparation for Healthy Eating (Int 1) 23

25 National Unit Specification: statement of standards UNIT Food Preparation for Healthy Eating (Intermediate 1) Acceptable performance in this unit will be the satisfactory achievement of the standards set out in this part of the unit specification. All sections of the statement of standards are mandatory and cannot be altered without reference to the Scottish Qualifications Authority. OUTCOME 1 Select and produce a range of healthy dishes suitable for commercial use. Performance criteria (a) The dishes selected contribute towards a healthy diet. (b) The food preparation techniques and/or cooking methods are appropriate. (c) Safe and hygienic practices in food production are demonstrated. (d) The food is presented to a marketable standard. Evidence requirements Recorded evidence must be provided to show that each of the performance criteria has been met on four occasions. The proposed instrument of assessment is a practical exercise. Attainment could be recorded by the use of an observational checklist. Specific advice: (a) (b) (c) (d) A dish that contributes towards a healthy diet should be defined as including one or more of the following criteria: low in sugar; uses fruit as the main component; uses vegetables as the main component; low in fat; high in non-starch polysaccharides; low in salt; high in complex carbohydrates; uses fish. Food preparation techniques should promote the retention of nutrients, for example, no prepreparation or soaking of vegetables. Cooking methods used should promote healthy eating and the retention of nutrients, for example, grilling, baking, stir-frying, steaming and microwave cooking. The candidate must wear the appropriate clothing, maintain a clean and tidy workstation, use all equipment in a safe manner and maintain a high standard of personal hygiene. The dish should meet the required specifications. Home Economics: Health and Food Technology: Unit Specification Food Preparation for Healthy Eating (Int 1) 24

26 National Unit Specification: statement of standards (cont) UNIT Food Preparation for Healthy Eating (Intermediate 1) OUTCOME 2 Adapt specified dishes/meals to provide a healthier option suitable for application in a commercial situation. Performance criteria (a) Ingredients of specified dishes/meals for adaptation to healthier options are identified accurately. (b) The adaptations to specified dishes/meals meet current dietary guidelines. (c) The adaptations are applied and evaluated. Evidence requirements Recorded evidence must be provided to show that each of the performance criteria has been met on two occasions. The proposed instrument of assessment is a practical exercise. Attainment could be recorded by the use of an observational checklist. Specific advice: (a) (b) (c) The ingredients selected may be: replaced with healthier alternatives; removed altogether; further ingredients may be added. The adapted dishes/meals should meet one or more of the following criteria: low in sugar; uses fruit as the main component; uses vegetables as the main component; low in fat; high in dietary fibre; low in salt; high in non starch polysaccharides complex carbohydrates; uses fish. The dish/meal should be made and evaluated using a simple method of food sensory evaluation. The results of this should be recorded by candidates. Home Economics: Health and Food Technology: Unit Specification Food Preparation for Healthy Eating (Int 1) 25

27 National Unit Specification: support notes UNIT Food Preparation for Healthy Eating (Intermediate 1) This part of the unit specification is offered as guidance. The support notes are not mandatory. While the time allocated to this unit is at the discretion of the centre, the notional design length is 20 hours. This unit has been devised so that it may be delivered along with Food Preparation for Healthy Eating (Acc 3). GUIDANCE ON CONTENT AND CONTEXT FOR THIS UNIT The content on which this unit is based is listed in the course details for Health and Food Technology (Int 1). This unit is designed to enable candidates to undertake practical activities which emphasise the production of dishes that meet current dietary advice. Candidates will be encouraged to make informed and healthy choices about the foods they produce. Through practical experiences, candidates are expected to develop an understanding of the contribution of diet to the maintenance of health. GUIDANCE ON LEARNING AND TEACHING APPROACHES FOR THIS UNIT The learning and teaching approach should allow outcomes to be achieved in a candidate-centred participative and practical manner. Theoretical aspects should be an integral part of each practical exercise. Candidates should be given time to acquire and practise skills. The needs and abilities of each candidate must be taken into account in terms of the type of support and equipment required. The time allowed to complete an activity should be adjusted to anticipate candidate achievement. Candidates should understand, however, that the constraint of time is a consideration when carrying out an activity. Outcome 1 The work related to this outcome should allow candidates to: make effective use of appropriate specialist knowledge and skills develop feasible and imaginative approaches to the creation of a range of healthy dishes manage appropriate materials, equipment and human resources in the preparation of a range of healthy dishes suitable for home consumption or enterprising activities use local and regional produce where appropriate Discussion, including evaluation of the prepared dishes, should take place to assist in the development of candidates understanding of the contribution of diet to the maintenance of health. The attractiveness and palatability of food presentation should also be discussed. Observation of hygienic and safe practices in the handling and production of foods should be stressed. Home Economics: Health and Food Technology: Unit Specification Food Preparation for Healthy Eating (Int 1) 26

28 National Unit Specification: support notes (cont) UNIT Food Preparation for Healthy Eating (Intermediate 1) Outcome 2 The development of technological creativity should be encouraged throughout the course by ensuring that candidates: make effective use of knowledge of current dietary guidelines and specialist skills appropriate to the practical activities/case-studies develop feasible and imaginative ideas for the creation of dishes select and manage appropriate materials, equipment and resources in the preparation of their adaptations discuss a range of foods to assist the development of the candidates understanding of the contribution of diet to the maintenance of health critically evaluate, amend and adapt strategies throughout the practical activities critically evaluate the effectiveness of the adaptations in meeting current dietary advice Opportunities for paired, group or class discussion could take place to assist the development of evaluation skills. GUIDANCE ON APPROACHES TO ASSESSMENT FOR THIS UNIT Candidates should be assessed at appropriate points throughout the course. For the purpose of assessment, a case-study should be supplied by the teacher/lecturer. Further guidance and exemplification on appropriate evidence will be provided in the Subject Guide. The delivery and assessment of this unit is open to alternative methods to support the inclusion of all candidates. Examples include: extension to the notional design length use of technology to record information/instructions and to support assessment situations appropriate level of teacher/lecturer or auxiliary support in practical activities use of specialist equipment SPECIAL NEEDS This unit specification is intended to ensure that there are no artificial barriers to learning or assessment. Special needs of individual candidates should be taken into account when planning learning experiences, selecting assessment instruments or considering alternative outcomes for units. For information on these, please refer to the SQA document Guidance on Special Assessment and Certification Arrangements for Candidates with Special Needs/Candidates whose First Language is not English (SQA, 1998). Home Economics: Health and Food Technology: Unit Specification Food Preparation for Healthy Eating (Int 1) 27

29 National Unit Specification: general information UNIT Organisation of Practical Skills (Intermediate 1) NUMBER D COURSE Health and Food Technology (Intermediate 1) SUMMARY In the context of food preparation, candidates should develop competence in planning work, requisitioning components, identifying equipment and integrating practical skills to complete tasks involving work co-ordination. OUTCOMES 1 Prepare for a task or tasks that require a minimum of five component parts and at least eight processes in their production. 2 Prepare a plan of work for the task(s) chosen. 3 Carry out the task(s) to achieve the desired outcome. 4 Use safe working practices. RECOMMENDED ENTRY While entry is at the discretion of the centre, candidates will normally be expected to have attained one of the following: Standard Grade Home Economics at Foundation level access 3 units in Home Economics access 3 units or Standard Grade at Foundation level in a relevant subject The unit is also suitable for new starts and adult returners with appropriate prior experience. Administrative Information Superclass: NE Publication date: November 1999 Source: Scottish Qualifications Authority Version: 03 Scottish Qualifications Authority 1999 This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost for each unit specification is 2.50 (minimum order 5). 28