- Learners must know and understand:
- The definition of macronutrients and micronutrients in relation to human nutrition
- The role of macronutrients and micronutrients in human nutrition Macronutrients are defined as a class of chemical compounds which humans consume in the largest quantities (i) protein: to include essential amino–acids in relation to nutritional requirements (histidine, isoleucine, lysine, leucine, methionine, phenylalanine, threonine, tryptophan, valine) and non-essential (alanine, asparagine, aspartic acid glutamic acid) (ii) fats, oils and lipids: saturated fats, monounsaturated fats, polyunsaturated fats and essential fatty acids (iii) carbohydrates: monosaccharides, disaccharides and polysaccharides Micronutrients are required by humans throughout life in small quantities to facilitate a range of physiological functions (i) fat soluble vitamins: vitamin A, and vitamin D water soluble vitamins: B vitamins: B1 thiamin B2 riboflavin, B3 niacin, B12 cobalamin and B9 folic acid (folate) and vitamin C (ii) minerals: calcium, iron, potassium and magnesium (iii) trace elements, to include: iodine and fluoride Learners must know and understand for each named macro nutrient and micronutrient
- The specific function
- The main sources
- Dietary reference values
- The consequences of malnutrition (over and under) • complementary actions of the nutrients Learners need to know and understand the dietary value of: (i) water (ii) dietary fibre (NSP) Diet and good health: Learners must know and understand
- The recommended daily intake (RDI) and the percentage energy values of protein, fat and carbohydrates: monosaccharides (sugars) polysaccharides (starch) and non-soluble polysaccharides (dietary fibre) vitamins and minerals, for: (i) a range of life-stages: toddlers, teenagers, early, middle and late adulthood (ii) individuals with specific dietary needs or nutritional deficiencies to include coeliac disease; diabetes (type 2 diabetes only to be considered), dental caries; iron deficiency anaemia; obesity; cardiovascular disease (CVD); calcium deficiencies to include bone health; nut or lactose (dairy) intolerances (iii) individuals with specific lifestyle needs to include vegetarians: lacto-ovo, lacto, vegan, and those with religious beliefs that affect choice of diet, to include Hindu, Muslim, Jewish
- How nutrients work together in the body, e.g. complementary actions
- Basal metabolic rate (BMR) and physical activity level (PAL) and their importance in determining energy requirements Learners must have a sound awareness of other common dietary issues including coronary heart disease (CHD), cholesterol and liver disease
|
- Meat, Fish, Dairy, Eggs, Fruit and Vegetables, Staple foods: The range of foods and ingredients to be studied throughout the course should come from the major commodity groups (as shown below) and reflect current recommended guidelines for a healthy diet, e.g. reduction of sugar intake
- Bread, cereals, flour, oats, rice, potatoes, pasta
- Fruit and vegetables (fresh, frozen, dried, canned and juiced)
- Milk, cheese and yoghurt • meat, fish, poultry, eggs
- Soya, tofu, beans, nuts, seeds
- Butter, oils, margarine, sugar and syrup For each food commodity learners need to know and understand
- The value of the commodity within in the diet
- Features and characteristics of each commodity with reference to their correct storage to avoid food contamination
- The working characteristics of each commodity, with reference to the skill group and techniques table listed in Appendix A, e.g. when subjected to dry/moist methods of cooking
- the origins of each commodity For each food commodity learners need to be able to
- experiment with the commodity to explore physical and chemical changes that occur as a result of given actions
- consider complementary actions of a commodity in a recipe
- prepare and cook dishes using the commodities
|
- Pastries
- Sauces
- Batters
- Doughs
- Cake Methods
|
- Learners must know and understand:
- Food origins to include where and how foods are grown, reared, or caught
- Food miles, impact on the carbon footprint, buying foods locally
- Impact of packaging on the environment versus the value of packaging
- Sustainability of food: the impact of food waste on the environment, local, global markets and communities, effect of food poverty
- Food security: access to safe sufficient food for all (World Health) Learners should have a theoretical and practical working knowledge and understanding of the development of culinary traditions in British and international cuisine. All learners should have the opportunity to explore and gain knowledge of foods and recipes from at least two international countries (these countries are at the discretion of the centre and do not have to significantly differ from the UK.) To include:
- The distinctive features, characteristics and eating patterns of different cuisines. Cuisine is defined as a style characteristic of a particular country or region, where the cuisine has developed historically using distinctive ingredients, specific preparation and cooking methods or equipment, and presentation or serving techniques
- Traditional and modern variations of recipes to include variations of recipes to include changing use of food commodities, changes to nutritional guidelines, and use of modern cooking methods and or equipment
- Meal structures: presentation of menus within different cultures
|
- Learners should have a theoretical and practical working knowledge and understanding of sound microbiological food safety principles when buying, storing, preparing and cooking food. To include:
- How to store foods correctly: refrigeration/freezing, dry/cold storage, appropriate packaging/covering of foods
- The importance of date-marks, labelling of food products to identify storage and preparation
- The growth conditions, ways of prevention and control methods for enzyme action, mould growth and yeast production
- The signs of food spoilage, including enzymic action, mould growth, yeast production and bacteria
- The role of temperature, pH, moisture and time in the control of bacteria
- The types of bacterial cross-contamination and their prevention
- Preservation/keeping foods for longer, e.g. jam making, pickling, freezing, bottling, vacuum packing Learners should know and understand the signs, symptoms, risks and consequences of inadequate/unacceptable food hygiene practices. To include:
- Signs, symptoms of food poisoning to include poisoning caused by salmonella, campylobacter, e-coli, staphylococcus Learners should know and understand the consequences of mishandling of food on
- Food wastage: including the effect on the environment and the financial implications of waste
|
- Learners should have a theoretical and practical working knowledge and understanding of how preparation and cooking affects the sensory and nutritional properties of food. To include:
- Why food is cooked, to include, digestion, taste, texture, appearance and to avoid food contamination
- How heat is transferred to food through conduction, convection and radiation and how and why the production of some dishes rely on more than one method of heat transference
- How selection of appropriate cooking methods can: (i) conserve or modify nutritive value, e.g. steaming of green vegetables (ii) improve palatability e.g. physical denaturation of protein
- The positive use of micro-organisms such as bacteria in dairy products: cheese, yoghurt; meat products: salami, chorizo and fermentation of sugar in drinks Learners need to undertake experimental work and produce dishes by following or modifying recipes to develop and apply knowledge and understanding related to:
- The working characteristics, functional and chemical properties of ingredients to achieve a particular result: (i) carbohydrates – gelatinisation, dextrinization (ii) fats/oils – shortening, aeration, plasticity and emulsification (iii) protein – coagulation, foam formation, gluten formation, denaturation (physical, heat and acid) (iv) fruit/vegetables – enzymic browning, oxidisation
- Reasons why particular results may not always be achieved, e.g. a sponge cake sinks, a sauce goes lumpy
- How to remedy situations when desired results may not be achieved in the first instance
|
