choose cheese secondary food tech may 2011 scribd 4

7/29/2019 Choose Cheese Secondary Food Tech May 2011 Scribd 4

1/26

Fully curriculum-linked teaching pack for Key Stage 3

SECOND

ARYPACK

Fantastic activities and ideas for your teaching

CHOOSECHEESEFOR FOOD TECHNOLOGY


2/26

Acknowledgements

Author: Rachel Sparks Linfield

Illustrations: Graeme Wilson

Design and typesetting: Paula Sayer

Thanks are given to Jane Burns, Lynda Walker, Lynn Welch, Connie Linfield and the Food Technology Department at Abbey Grange CEHigh School Humanities College, Leeds for ideas, advice and recipe suggestions.

First published 2007 by Magenta Project Management Ltd www.magentaonline.co.uk

Ref: M11/196

This edition published 2011 British Cheese Board

Introduction 1

Section 1: Starter activities 2

Section 2: Design and make assignments 5

Section 3: Recipes and copy masters 8

Section 4: Glossary 22

Contents


3/26

This pack aims to let pupils:

develop their knowledge, skills and understanding of Food Technology

explore, generate, develop and model ideas

design and cook high quality, cheese based products for themselves, for clients and a market

evaluate products

work both collaboratively and independently

become aware of cheese as a source of calcium, protein and vitamin B12.

Introduction

This pack is of particular relevance to teachers of

Key Stage 3 Food Technology. It can be used as a

source of ideas for design and make units of work,

for one off lessons or special end of term/year

activity weeks/days. Ideas are given for starter

activities and design briefs. Recipes that use cheese

as an ingredient, which have been trialled by Key

Stage 3 pupils, are included.

Section 1 provides ideas for 24 starter activities.They enable pupils to develop key skills required

for Food Technology and also their knowledge of

cheese as a nutrient dense ingredient.

Section 2 outlines four design and makeassignments for three different end uses. Depending

on the time available to schools and the skills and

knowledge that the pupils already possess it is

anticipated that each topic would take between

three and six one-hour sessions plus homework.

Section 3 provides a number of recipes and sheetsthat can be photocopied. They include recipes for

cheese sauce, scones, pizza bases, pasta bake,

lasagne and soup, and copy masters for the design

briefs and some starter activities such as one to

analyse cheese.

Section 4 gives a glossary of terms used within thecheese making process and Food Technology. A DVD

shows the cheese making process. It is particularly

useful for informing pupils about quality control and

also, in helping them to understand the processes

and time taken to produce cheese.

SafetyAll the activities outlined within this packhave been trialled with Key Stage 3 secondary

school pupils. It is vital that teachers have full

information regarding pupils food allergies and

medical conditions before undertaking activities

that involve handling, smelling or tasting foods.

Also, teachers should ensure that all sessions

involving food comply with your schools health

and safety guidelines.

Using this pack

1

SECTION1


4/26

2

SECTI ON

1

Starter activitiesTwenty-four starter activities provide opportunities

for the pupils to develop key skills required for

Food Technology, to collaborate and to work

independently. With practice and good organisation,

each activity can be completed in 1015 minutes.

The Key Stage 3 National Strategylists six sub-skill

groups for Design and Technology. The following

table indicates how the starter activities offer the

opportunity to develop these sub-skills.

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15 16

17

18

19

20

21

22

23

24

Exploring Developing MakingStarter ideas and Considering and modifying Planning Evaluating high quality

activity the task ideas ideas products


5/26

3

SECTION

1

Starter activity 1Provide small pieces of three different cheeses e.g.blue Stilton, mature Cheddar, Wensleydale. Brainstorm

adjectives for a cheese word bank. Encourage pupils toprovide sensory words for taste, appearance and texture.

Starter activity 3Ask each pupil to make a star profile for one of threedifferent cheeses. In the next session compare profilesfor the same cheese and also with different cheeses.Discuss whether profiles for the same cheese are similar.Can the profiles be used to identify cheeses or are theytoo subjective?

Starter activity 4In groups of three or four pupils, analyse a block ofcheese using Copy master 1 (on page 12). Starter activity 12

Use Copy master 3 (on page 15) to give groups of twoto four pupils a sketch of a slice of Margherita pizza.Ask each group to annotate and modify their slice fora given theme such as vegetarian, sporty, autumn,birthday or Valentines Day.

Starter activity 5Make a list of all the equipment needed for one of therecipes given in section 3 (on pages 811).

Starter activity 10Watch the DVD.

Starter activity 11Over two weeks, working in groups using facts fromthe DVD/Copy master 2 (on pages 13 and 14), make aproduction plan for cheese.

Starter activity 7Use highlighter pens to identify the processes in one ofthe recipes given in section 3 (on pages 8 11).

Starter activity 6Use the section 3 recipes (on pages 8 11) to practisechanging the amounts of ingredients to cater for moreor fewer people (e.g. double or halve the quantities

of ingredients).

Starter activity 2As a group make a star profile for one cheese.

Starter activity 9Make production plans for jacket potatoes served withgrated cheese or Welsh Rarebit.

Starter activity 8As a class make a production plan for toasted cheese.Use the following notation to make the flowchart.

Activities

crumbly

salty

mellowtasty

colourful smooth

moistattractive

Smoke flavoured

Cheddar

5

4

3

2

1

0

5

4

3

2

1

0

5

4

3

2

1

0543210

5 4 3 2 1 0

0

1

2

3

4

5

0

1

2

3

4

5

0

1

2

3

4

5

Arrowsto showthe flow

of work.

Terminator:start orend of the

system.

Process:an activitysuch as

grate thecheese.

A questionwith a yes/noanswer to

ensure theproduct isconsistent, ofgood qualityand safe to eat.


6/26

4

SECTI ON

1

Starter activity 13Evaluate the different ways that cheese is packaged.Encourage the pupils to consider areas such as ease of

opening, cost, security and environmental friendliness.Show pupils examples of real packaging or use Copymaster 4 (on page 16).

Starter activity 14Evaluate different types of cheese graters. Encouragethe pupils to consider safety, ease of use and cleaning,safety and storage.

Starter activity 15Evaluate the use of cocktail sticks for crumbly cheese.Design a way to serve cubes of crumbly cheese ata buffet.

Starter activity 16Set up a circuit of wrapped pieces of cheese and bagsof grated cheese. Ask pupils to estimate their weights.

Starter activity 17

Practise knife skills by preparing cheese and fruit forcocktail sticks.

Starter activity 18Make a list of ways to use/eat cottage cheese orcream cheese.

Starter activity 19Triangle test a reduced fat cheese, a half fat hardcheese and a Cheddar. Give each pupil two pieces ofone cheese and one of the other. Can they spot theodd one out? Talk about the use of triangle testingwhen manufacturers want to be sure that healthieror cheaper products still retain the appearance, tasteand texture of an original product.

Starter activity 20Compare a reduced fat cheese and Cheddar when theyare melted. Make star profiles for each melted cheese.

Starter activity 21Compare a cheese straight out of the fridge and at roomtemperature for ease of cutting and grating, taste,texture and appearance.

Starter activity 22Triangle test a cheap and more expensive cheese of thesame type.

Starter activity 23Design cheese based fillings for jacket potatoes.

Starter activity 24In groups, design a cheese based product for one of theclients on Copy master 5 (on page 17).

(Note: Copy master 5 could also be used as a stimulusfor a one off session on designing for a client. In thiscase pupils should work in groups and be invited topresent their ideas to peers in a plenary.)


7/26

5

SECTION2

Design and make

assignmentsFour topics are given for design briefs

to produce:

party pizza

cook-chill cheesy meal

cheesy desserts

cheesy scones/biscuits.

For each topic, section 3 provides copy masters

of each design brief shown on pages 67 and

recipes on pages 811 that can be used as

examples of the products to be designed/modified.

The following table indicates how the briefs offer

the opportunity to develop the Key Stage 3

National Strategysub-skills.

Design topicParty Cook-chill Cheesy Cheesy scones/pizza cheesy meal desserts biscuits

Exploring ideas Discuss brief. Ensure pupils understand key ideas and timescale for production.and the task Discuss needs of self/client/market.

Considering ideas Look at range of products already available and how these meet the needs ofself/client/market. Research recipes/products/nutritional value of ingredients.

Developing and Modify existing recipes.modifying ideas

Planning Sketch and annotate products. List ingredients. Consider unit costs.

Evaluating Complete star profiles. Seek views of peers/family. Consider method and product.

Making high Make range of teacher demonstrated products and final, own design.quality products


8/26

6

The number of sessions required for each topic

will be dependent upon pupils year groups

and previous experience in Food Technology.

For each topic the following activities would

be appropriate:

starter activities drawn from section 1

chosen to link with the main activity for

each lesson

discussion of the key features of the design

brief and areas to research

teacher demonstrations of recipes, from

section 3, relevant to the design brief

evaluation of teacher produced products

discussion of the reasons for using variousingredients e.g. nutritional benefits

cooking by pupils using the section 3 recipes

designing/modifying based on research

and evaluations

cooking the designed products

evaluating designs and products

where appropriate, carrying out peer

evaluations.

Homework could include:

researching shop sold products

internet research of products and recipes

consumer surveys

designing

making production plans

evaluating products

doing star profiles of products

researching packaging researching the legal requirements for

what must be put on food packaging and

also, information that helps consumers or

promotes products

researching the nutritional value

of ingredients.

SECTI ON

2

Design brief 1 Copy master 6(on page 18)

Designing for a client (1):Party pizza

PARTY PIZZA COMPANY

Dear Pizza Designers,

The Party Pizza Company is keen to purchase designs

for new pizzas that:

could be eaten with fingers at parties

give toppings that provide a healthy balance

are attractive to look at

taste delicious.

Please help! We need information about suitable

ingredients and how they should be placed to

encourage people to buy and eat the pizzas.

We also need proof that the designs will work!

Good luck!

Best wishes and many thanks,

Edmund Davies

(Managing Director for the Party Pizza Company)

Teacher notes:

This design brief is ideal for pupils with limited

experience of Food Technology. It provides the

opportunity for pupils to carry out research into

popular pizza toppings, to consider practical

issues such as the appropriate shape for pizza

pieces to be eaten as finger food and the amount

and type of topping that would be easy to eat.

It allows pupils to follow a simple recipe, to make

dough/scone mixture, to develop knife skills, todesign and to evaluate products in relation to a

design brief.


9/26

7

SECTION

2


Designing for a client (2):Cheesy scones/biscuits

The Good Food Corporation

Corporation House

Cheddar Street

Cheesewell

Lancashire

Dear Sir/Madam,

The Good Food Corporationis urgently seeking a

new product for its home-bakery counter. It is anxiousto award a contract to a baker able to produce batches

of four scones or savoury biscuits, flavoured with

cheese. The Good Food Corporationstresses the need

to have a product that is reproducible, healthy,

packaged in an environmentally friendly way and at

an appropriate unit cost.

We look forward to receiving your proposals.

Yours faithfully,

Suraj Usconi(Managing Director for The Good Food Corporation)

Teacher notes:

This topic introduces pupils to ideas of

reproducibility, unit costs and other factors that

affect the marketing of products. Pupils should be

encouraged to research the way that food is

packaged and to consider how to make products

that are appealing for their consumers. When using

the scone recipe, pupils will need to consider whichcheeses would give their scones the best taste and

appearance. They will also need to think how they

can ensure that each scone/biscuit, in a set of four,

looks as identical as possible.


Designing for own use:

Cook-chill cheesy meal

Design and make a cook-chill product that you

would enjoy eating that could also be suitable for

mass production.

Teacher notes:

This topic provides pupils with the opportunity to

observe, to cook and to evaluate traditional cook-

chill products such as pasta bake, soup and lasagne.

In addition pupils have the scope to be creative asthey design cook-chill products for personal use.

Pupils should be encouraged to research recipes

and to understand why people buy cook-chill

products. Pupils could also be given a cost for

ingredients which may not be exceeded.

Design brief 3 Copy master 8

(on page 20)

Designing for a market:

Cheesy desserts

WANTED!

Designs for cheesy desserts for teenagers.

Teacher notes:

Within this topic pupils can be introduced to

the ingredients cottage cheese and cream cheese

and have the opportunity to make a cheesecake.

They should be encouraged to consider the

nutritional content of desserts such as cheesecakes

and more savoury alternatives such as cheese

muffins and cheese and biscuits with fruit. Research

could include making questionnaires to survey

teenagers to ascertain the types of dessert that are

liked and preferences for sweet/healthy desserts.

The emphasis should be on designing and giving

pupils the chance to modify a recipe and to present

and justify their ideas to their peers.


10/26

8

SECTI ON

3

Recipes and

copy masters

Method:1. Sift the flour and rub in the butter/margarine.

2. Add the egg and milk and mix to a dough.(Not all of the liquid may need to be used.)

3. Shape into a round, roll out and place

on a baking tray.

4. Top with tomato, grated cheese etc.

5. Bake for 1520 minutes, at gas mark 6/200C.

Base ingredients:

250g self raising flour 1 egg

50g butter/margarine 75ml milk

Topping ingredients:

225g tin drained tomatoes or 3 tbsp tomato pure

Possible toppings (choose a selection):

150g grated mozzarella or Cheddar cheese

50g cooked minced beef/turkey/quorn

1 small tin tuna

12 pineapple rings

5 small mushrooms1/2 pepper1/2 small onion

Scone Based Pizza (Serves 23)

Method:1. Mix the flour, salt and yeast.

2. Add the warm water and mix to a soft dough.

3. Knead for five minutes, and roll out to a large circle/rectangle.

Place on a greased baking tray and leave in a warm place to rise.

4. Top with tomato, grated cheese etc.5. Bake for 1520 minutes, at gas mark 7/220C.

Dough ingredients:

250g strong white flour

1tsp salt

1 sachet fast acting yeast

125ml warm water

Topping ingredients:

See scone based pizza

Bread Dough Pizza (Serves 23)

Method:1. Place the margarine/butter, milk, flour, salt and pepper in a saucepan.

2. Whisk over a gentle heat until the sauce thickens.

3. Remove from the heat and stir in the grated cheese.

Ingredients:

50g margarine/butter

50g plain flour

500ml milkPinch of salt and pepper

150g grated cheese

1 tsp mustard

Cheese Sauce

Portion sizes/servings are indicative and depend on whether the dish is served as a snack or main meal.


11/26

9

SECTION

3Method:

1. Put a large pan of water on to boil and cook thepasta for about 12 minutes, until tender.

2. To make the cheese sauce, put the flour,

margarine/butter, milk, salt, pepper and mustard in

a pan. Bring to the boil whisking all the time.

3. Remove from the heat and stir in the grated cheese.

4. Drain the pasta, put it in the cheese sauce, add any

extras and stir well.

5. Place it in an ovenproof dish, sprinkle on the

topping, garnish with slices of tomato and grill until

golden brown.

Ingredients:

100g150g pasta

100g grated mature Cheddar cheese

375ml milk

25g plain flour


Pinch salt and pepper

Pinch mustard powder

Possible additions (choose from):

1 tin tuna

1 tin sweetcorn

34 slices ham

Toppings (choose from):

25g grated cheese

1 tbsp breadcrumbs/1 bag crisps

1 thinly sliced tomato

Pasta Bake (Serves 2)

Method:

1. Fry the onion, add the meat/quorn and cook until golden brown.2. Add the chopped mushrooms, tomatoes, pepper and pure.

3. Make the cheese sauce as above.

4. Put a layer of meat/quorn sauce in an ovenproof dish, followed

by a layer of cheese sauce and a layer of lasagne.

5. Repeat the layers finishing with a layer of lasagne topped with

cheese sauce and sprinkled with grated cheese.

6. Bake for 30 minutes at gas mark 4/180C until golden brown.

Ingredients:

175g lasagne

375ml milk


25g plain flour1/2 tsp mustard

100g grated Cheddar cheese

Meat/Quorn sauce:

400g minced beef/quorn

1 tin tomatoes

100g mushrooms

1 chopped onion

1 chopped pepper

1 tsp tomato pure

Lasagne (Serves 4)

Method:1. Melt the butter in a saucepan, remove it from the heat

and add the grated cheese and mustard.

2. Stir in milk to make a stiff mixture.

3. Spread the mixture on the toast and grill the Welsh Rarebit

until it becomes golden brown.

Ingredients:

4 toasted buttered slices of bread

25g butter/margarine

175g grated Caerphilly, doubleGloucester or Cheshire cheese

1 tsp English mustard

150ml milk

Welsh Rarebit (Serves 4)


12/26

SECTI ON

3

10

Method:

1. Peel and cut the potatoes.2. Boil the potatoes for about 20 minutes until soft.

3. Drain and mash with the milk and margarine/butter, half the

grated cheese and the beaten egg. Add the chopped onion.

4. If desired, season with salt and pepper and place in an

ovenproof dish.

5. Top with chopped bacon, the rest of the grated cheese and a

sliced tomato.


Ingredients:

750g potatoes


2 tbsp milk

150g grated Cheddar cheese

1 chopped onion

1 beaten egg

Pinch salt and pepper

1 sliced tomato

50g bacon

Cheese and Potato Bake (Serves 23)

Method:1. Peel and chop the vegetables.

2. Heat the oil and cook the vegetables for about 10 minutes.

3. Sprinkle in the corn flour and stir.

4. Add the water and stock cube. Bring to the boil and simmer

for about 30 minutes until all the vegetables are soft.

5. Serve sprinkled with grated cheese.

Ingredients:

1 potato

1 carrot

2 sticks of celery

1 leek

1 chicken stock cube

1 level tbsp corn flour

2 tbsp oil

500ml water


Vegetable Soup (Serves 2)

Method:1. Rub the margarine/butter into the flour to form a breadcrumb

consistency.

2. Add the grated cheese.

3. Add the milk gradually to form a dough. (Not all the milk may

be needed.)

4. Roll out the dough, on a floured board, to 1.5cm thick.

5. Cut into circles and glaze with any spare milk.


Ingredients:

200g self raising flour


125ml milk50g grated mature Cheddar cheese1/2 tsp salt

Cheese Scones (Makes 810)


13/26

SECTION

3

11

Method:

1. Sift the flours, salt and baking powder into a bowl.2. Rub in the butter.

3. Stir in the grated cheese.

4. Gradually add enough egg and water mixture to make a stiff

dough (it will be a little crumbly).

5. Roll out the dough, on a floured surface, to 5mm thick and cut

into 7.5cm rounds using a cutter.

6. Place on a greased baking sheet and bake for 12 15 minutes

at gas mark 4/180C until pale golden brown.

Ingredients:

150g plain flour

75g wholemeal flour

1 level tsp baking powder

1 level tsp salt

90g butter


1 large egg beaten with

2 tbsp water

Cheesy Biscuits (Makes 30 biscuits)

Method:1. Crush the biscuits and mix with melted margarine/butter. Stir well.

2. Press into an 18cm flan dish with a metal spoon and leave to chill.

3. Rub the cottage cheese through a sieve. (Put cream cheese straight into

a bowl.)

4. Whip double cream until thick.

5. Fold the cheese, sugar, lemon rind and juice into the cream and spreadover the biscuit base. Chill for 1 hour before serving.

For strawberry cheesecake replace the lemon with a tin of strawberries.

Remove the juice and blend the fruit.

Ingredients:

150g digestive biscuits

250g cottage cheese/cream (soft) cheese

75g butter/margarine

150ml double cream

50g caster sugar1 lemon (grated

rind and juice)

Lemon Cheesecake (Serves 68)

Method:

1. Melt the butter/margarine in a saucepan.2. Remove the pan from the heat and stir in the grated cheese.

3. Add the beaten egg, natural yogurt, rolled oats and black pepper and mix.

4. Press the mixture into a greased tin.

5. Bake at gas mark 4/180C for approximately 30 minutes, until golden.

6. Cut the flapjack into portions.

Ingredients:

85g butter/margarine115g grated mature

Cheddar cheese

1 large beaten egg

150ml natural yogurt

225g rolled oats

black pepper

Savoury Cheese Flapjack (Makes approximately 12 pieces)


14/26

Name of cheese:

Price:

Weight of contents:

Price per 100g:

Appearance:

Smell:

Taste:

Texture:

Nutritional information:

Suitable for use in: (e.g. sandwiches, pizza, salads etc.)

Other information:

Value rating (out of 10):

Cheese

analysis

COPY MASTER 1

PHOTOCOPIABLE

PUPIL NAME:

12


15/26

13

Making cheese

COPY MASTER 2

LOW TEMPERATURE

HIGH TEMPERATURE

PHOTOCOPIABLE

PUPIL NAME:

Different temperatures are used at this stage to make differenttypes of cheese. Soft cheeses are made from soft curds andthese are formed at lower temperatures. Higher temperaturesare used to make semi-hard cheeses. Hard cheeses such asCheddar need curds formed at medium temperatures.

The next stage is to produce curds. A startermixture that contains bacteria is added tothe milk. This changes the sugars that are inthe milk into lactic acid. Later rennet isadded and curds form.

The first stage in the cheese making process is topool the milk, which has been previously pasteurised,in a large container. If the cheese is to be coloureddye may be added. Annatto is a natural dye that isoften used.

Although there are many different cheeses most cheeses are madeusing the same process. By making slight changes to one or moreof the stages in the process different cheeses can be made.

Cheese is made from milk. Different breeds of cattle producedifferent flavours of milk. The flavours are also affected by

what the cattle eat. Cheese can also be made from themilk of animals such as goats and sheep.


16/26

After the curds are formed they are cut to release thewhey. The curds for hard cheeses such as Cheddarare cut many times so that a lot of liquid can be takenaway. The curds for softer cheeses will hardly be cutat all. As well as cutting them, some cheese makersmay heat the curds.

COPY MASTER 2

PHOTOCOPIABLE

PUPIL NAME:

14

Making cheese continued

The final stage is called ripening or maturing. Cheeses areleft in rooms where the temperature and the humidity canbe carefully controlled. (Humidity is the amount of moisturepresent in the air.) The taste of a cheese will be affected bythe length of time it is left to ripen. Cheese makers carefullycheck the colour, shape, smell and texture of the cheeses asthey ripen. Some also check the sound of the cheeses.

When the cheeses are ready to be eaten they are either soldimmediately or coated. Wax, foil, paper, plastic and clothhave all been used to protect cheeses.

The next stage for many cheeses is to beplaced in a mould with holes. The mouldsare made from materials such as stainlesssteel, wood and cheesecloth. The holesallow further whey to drain. Some cheesesare also pressed at this stage to makethem firmer.

Salt is added to all cheeses except for the softestcream cheeses and cottage cheeses. The salt slightlychanges the acidity of the cheese and slows downor stops the process that was begun by adding astarter mixture to the milk. It also helps to expelsurplus whey, acts as a preservative and adds flavour.


17/26

15

Margherita pizza

COPY MASTER 3

PHOTOCOPIABLE

PUPIL NAME:


18/26

16

Packaging cheese

COPY MASTER 4

Plastic wrapping Wax wrapping

Paper wrappingPlastic tub container with foil lid

Cloth wrapping

PHOTOCOPIABLE

PUPIL NAME:


19/26

17

What do clients want?

COPY MASTER 5

At the end ofthe week I often run out offood. Last week I only had

potatoes, cheese, fruit, peppers,onions, butter and bacon. Id

love ideas for how I could havemade an interesting meal

for two people.

I want aninteresting cheesesalad for a packed

lunch.

I am always in ahurry and need food

for my children that ishealthy but quick and

easy to produce.

I have cheese sandwichesevery day. Id like to find

fruit or salad to put in thesandwich too but I dont

want it to go soggy!

I want fun,cheesy food for mysixth birthday party.

We want tasty,cheesy ideas for our

wedding finger food buffet.Some of the ideas must besuitable for friends who eat

a vegetarian diet.

I want a mealthat is easy to prepare,

tasty and hot. Id like it tocontain cheese because

that provides calcium andvitamin D and they can

help to prevent

osteoporosis.

PHOTOCOPIABLE

PUPIL NAME:


20/26

18

Party pizza

COPY MASTER 6

DearPizzaDesigners,ThePartyPizzaCompanyiskeentopurchasedesignsfornewpizzasthat: couldbeeatenwithfingersatparties

givetoppingsthatprovideahealthybalance areattractivetolookat tastedelicious.

Pleasehelp!Weneedinformationaboutsuitableingredientsandhowtheyshouldbeplacedtoencouragepeopletobuyandeatthepizzas.Wealsoneedproofthatthedesignswillwork!Goodluck!

Bestwishesandmanythanks,EdmundDavies

EdmundDavies(ManagingDirectorforthePartyPizzaCompany)

PHOTOCOPIABLE

PUPIL NAME:


21/26

Design and make a cook-chill product that you would enjoy eatingthat could also be suitable for mass production.

To start, complete the exploration chart below.

19

Cook-chill cheesy meal

COPY MASTER 7

Existing cook-chill meals

Toppings Sauces

Planning for acook-chill mealVegetables Other

PHOTOCOPIABLE

PUPIL NAME:


22/26

WANTED!

20

Cheesy desserts

COPY MASTER 8

PHOTOCOPIABLE

PUPIL NAME:

Designsforcheesydesserts forteenagers


23/26

21

Cheesy scones/biscuits

COPY MASTER 9

CorporationHou

se

CheddarStreet

Cheesewell

Lancashire

DearSir/Madam

,

TheGoodFo

odCorporation

isurgentlyseek

ing

anewproductforitsho

me-bakerycoun

ter.

Itisanxioustoa

wardacontracttoabake

rable

toproducebatch

esoffourscones

orsavoury

biscuits,flavour

edwithcheese.

TheGood

FoodCorporat

ionstressesthe

needtohavea

productthatisr

eproducible,hea

lthy,packaged

inanenvironme

ntallyfriendlyw

ayandatan

appropriateunit

cost.

Welookforward

toreceivingyou

rproposals.

Yoursfaithfully,

SurajUsconi

SurajUsconi

(ManagingDirec

torfor

TheGoodFoo

dCorporation)

PHOTOCOPIABLE

PUPIL NAME:


24/26

AcidityThe condition of the milk, whey or cheese curdat various stages of manufacture, expressedas a percentage of lactic acid present in thesample tested.

Bandaging

Covering cheese with a cloth bandage afterpressing, for the protection of the cheese andpreventing the cheese from drying out and cracking.

CheddaringTreatment of the curd following removal of thewhey; the stacking of slabs of curds on top of eachother in order to produce a sufficiently dry, firmand acid condition for milling.

Coagulation

The joining together of particles. Changing of milk(liquid state) to curd or cheese (solid state).

Cream cheeseA mild, fresh, soft cheese made from unskimmedmilk and cream. Today there are lower fat varietiesavailable. They will be labelled full fat soft cheese,medium fat soft cheese or low fat soft cheese.

CurdThe solid mass formed when milk is coagulatedby rennet.

HazardA biological, chemical or physical property thatmay cause food to be unsafe for consumption.

HTST pasteurisationHigh Temperature Short Term continuous flow milkpasteurisation.

Moulds (hoops, chessels)Containers of various sizes and shapes according

to the variety of cheese, into which the milled curdis placed before pressing or draining.

PitchingSetting of the curd to form a mass in the bottomof the vat after scalding and before the whey isrun off.

QuestionnaireA method of finding out the needs of clients/

consumers and their likes/dislikes.

RennetA substance that curdles milk in the cheese makingprocess, now mostly made from non-animal sources.

Ripening of cheeseThe storing or maturing of cheeses after removalfrom the moulds, under controlled conditions oftemperature and humidity varying with the differentvarieties of cheese.

Ripening of milkDevelopment of lactic acid prior to adding rennet.

StartersCultures of lactic acid-producing bacteria whichare added to milk to promote acid development.

SurveyAn investigation or study to work out trends orpatterns in all aspects of life such as what peoplelike to eat.

VatLarge containers, usually made from stainless steel,that are used in the cheese making process.

WheyThe serum or watery part of the milk that remainsafter the separation of the curd by coagulation.

Glossary

SECTI ON

4

22


25/26

The British Cheese Board has developed five otherresources for schools which cover the FoundationStage, and Key Stage 2 Science, Design andTechnology, Geography, and PSHE/Citizenship.

All of these packs are available to download fromwww.britishcheese.com


26/26

SECOND

ARYPACK

CHOOSE CHEESEFOR FOOD TECHNOLOGY

Useful websites

British Cheese Board: www.britishcheese.com

British Nutrition Foundation: www.nutrition.org.uk

Design and Technology Association (DATA): www.data.org.uk

NHS Children First for Health: www.childrenfirst.nhs.uk/teens/health/healthy_eating/

NHS Healthy Eating: www.nhs.uk/livewell/healthy-eating/Pages/Healthyeating.aspx

choose cheese secondary food tech may 2011 scribd 4

Documents