British (UK)

The National Curriculum of England (UK) is a very structured curriculum that is designed to meet the needs of all students, stretching brighter children and supporting those who need it through differentiated teaching and learning activities. The curriculum extends and excites all students, whatever their interests or ability. Through it, teachers are able to identify, celebrate and nurture the talents and intelligences of students.

British education is renowned for concerning itself with the development of the whole personality.

In the British education system, students are taught to learn by questioning, problem-solving and creative thinking rather than by the mere retention of facts, hence giving them analytical and creative thinking skills that they will need in the working world. A variety of teaching and assessment methods designed to develop independent thought as well as a mastery of the subject matter is used.

The National Curriculum of England has a clearly defined series of academic and other objectives at every level. mydrasa focuses on Key stage 3 (Year 7-9), Key stage 4 IGCSE/GCSE (Year 10-11) and Key stage 5 A-Level (Year 12-13).

mydrasa added subjects related to Key stage 4 to Year 9, and added subjects related to Key stage 5 to Year 11 for student preparation.

IGCSE stands for the "International General Certificate of Secondary Education". It is a program leading to externally set, marked and certificated examinations from the University of Cambridge. Any student who takes an IGCSE subject will be gaining a qualification that is recognized globally.

The exam boards covered under the International GCSE are Cambridge, Edexcel, and Oxford AQA.

SUbjects

Subjects

Cambridge - Food & Nutrition - 0648

  • Overview
  • Chapters

The aims of this syllabus describe the educational purposes of a course in food and nutrition for the Cambridge IGCSE examination.

The aims are to:

1. develop candidates’ understanding of nutrition and health problems associated with diet

2. develop candidates’ understanding and awareness of how socio-economic factors affect diet

3. develop candidates’ understanding of eating patterns and dietary needs both for people of different ages and for differing groups within society

4. develop candidates’ awareness of how the position of the consumer differs in developed and less-developed economies and how to assess the effectiveness and validity of claims made by advertisers

5. encourage candidates to develop aesthetic and social sensitivity to dietary patterns

6. develop candidates’ interest in the creative side and enjoyment of food and the skills necessary for food preparation and food preservation

7. develop candidates’ food-related knowledge and skills so that they can organise and manage family resources effectively according to the needs and lifestyles of family members

8. develop candidates’ ability to make informed judgements and choices about the use of food available to the family unit in everyday life

9. develop candidates’ awareness of relevant mandatory and other necessary safety and hygiene requirements.

  • 1: An understanding of the terms used in nutrition and nutrition-related problems
    1.1: An understanding of the terms used in nutrition and nutrition-related problems
    1.1.1: The terms used in nutrition
  • 2: Nutritive value of foods
    2.1: Nutritive value of foods
    2.1.1: The sources and functions of Nutritive value of foods
    2.1.2: Sources and uses of food energy
    2.1.3: Sources and functions of non-starch polysaccharide (NSP)/dietary fibre
  • 3: Digestion and absorption
    3.1: Digestion and absorption
    3.1.1: Digestion at each stage of the digestive system
    3.1.2: Enzymes as catalysts in digestion
    3.1.3: Role of bile in emulsifying fats
  • 4: Meal planning and dietary guidelines
    4.1: Meal planning and dietary guidelines
    4.1.1: Factors affecting food requirements
    4.1.2: Planning and serving of family meals
    4.1.3: Meals for different ages, occupations, cultures and religions.
    4.1.4: Special needs of some groups
    4.1.5: Meals for special occasions, festivals, packed meals, snacks, beverages
    4.1.6: Use of herbs, spices and garnishes
    4.1.7: Attractive presentation of food
    4.1.8: Terminology describing recommended dietary intakes
    4.1.9: Use of nutritional tools
  • 5: Composition and value of the main foods in the diet
    5.1: Composition and value of the main foods in the diet
    5.1.1: Sources of protein
  • 6: Cooking of food
    6.1: Cooking of food
    6.1.1: Transfer of heat by conduction, convection and radiation
    6.1.2: Reasons for cooking food
    6.1.3: Sensory properties of food (flavour, taste, texture)
    6.1.4: Effect of dry and moist heat on nutrients
    6.1.5: Preparation and cooking of food to preserve nutritive value
    6.1.6: Economical use of food, equipment, fuel and labour
  • 7: Convenience foods
    7.1: Convenience foods
    7.1.1: Foods partly or totally prepared by a food manufacturer
    7.1.2: Intelligent use of convenience foods
    7.1.3: Advantages and disadvantages of convenience foods
    7.1.4: Food additives – types and function
    7.1.5: Packaging – types, materials used, advantages and disadvantages
    7.1.6: Labelling – information found on labels, reasons for it
  • 8: Basic proportions and methods of making
    8.1: Basic proportions and methods of making
    8.1.1: Creaming, melting, onestage, rubbing-in and whisking methods
    8.1.2: Pastries – shortcrust, flaky and rough puff
    8.1.3: Sauces – pouring and coating; roux and blended methods
    8.1.4: Batters – thin (pouring) and coating
    8.1.5: Sweet and savoury yeast products
  • 9: Raising agents
    9.1: Raising agents
    9.1.1: Air, carbon dioxide, water vapour
    9.1.2: Ways of introducing gases into a mixture
  • 10: Food spoilage and hygiene in the handling and storage of food
    10.1: Food spoilage and hygiene in the handling and storage of food
    10.1.1: Action of enzymes, bacteria, yeasts and moulds
    10.1.2: Personal, food and kitchen hygiene, including food hygiene in shops and markets
    10.1.3: Food storage at home, refrigeration, waste disposal
  • 11: Food preservation
    11.1: Food preservation
    11.1.1: Reasons for preserving food
    11.1.2: Methods of preservation
    11.1.3: Key points involved in milk pasteurisation and sterilisation
    11.1.4: The use of enzymes and bacteria in the manufacture of cheese and yoghurt
  • 12: Kitchen planning
    12.1: Kitchen planning
    12.1.1: Organisation of cooking area and equipment for efficient work
    12.1.2: Kitchen design
  • 13: Kitchen equipment
    13.1: Kitchen equipment
    13.1.1: Equipment selection
    13.1.2: Advantages and disadvantages of microwave ovens
  • 14: Kitchen safety, simple first aid
    14.1: Kitchen safety, simple first aid
    14.1.1: Awareness of potential danger areas in the kitchen
    14.1.2: Safety precautions
    14.1.3: First aid for burns and scalds, cuts, electric shock, fainting, shock

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