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Skill Group
Techniques
Knife skills
Meat, fish and alternatives
- fillet a chicken breast,
portion a chicken, remove
fat and rind, fillet fish,
slice raw and cooked meat
and fish or alternatives
evenly and accurately
Fruits and vegetables bridge hold, claw grip,
peel, slice, dice and cut
into even size pieces
Prepare fruits and
vegetables
Prepare, combine
and shape
Tenderise and
marinate
Mash, shred, scissor snip,
scoop, crush, grate, peel,
segment, de-skin, de-seed,
blanch, shape, pipe,
blend, juice and prepare
garnishes whilst
demonstrating the
technical skills of
controlling enzymic
browning and spoilage
and preventing food
poisoning
Roll, wrap, skewer, mix,
coat, layer meat, fish and
alternatives and shape and
bind wet mixtures whilst
demonstrating the
technical skill of preventing
cross contamination and
handle high risk foods
correctly
How do recipes fit in
with key nutrition
messages?
Key nutrition messages:
1.
Base your meals on starchy foods – aim for wholegrain varieties where
possible
2.
Eat lots of fruit and vegetables – at least 5 portions a day
3.
Eat more fish – aim to eat 2 portions of fish a week, one of which
should be oily
4.
Cut down on saturated fats and sugar
5.
Try to eat less salt – no more than 6g a day for adults
6.
Get active and try to be a healthy weight
7.
Don’t get thirsty – drink plenty of water (6-10 glasses – young people,
8-10 glasses – adults)
8.
Don’t skip breakfast
Skill Group
Techniques
Dry heat and
fat based
methods using
the hob
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Using the grill
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Char
Grill
Toast
Using the oven
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Baking
Roasting
Casseroles and/or
tagines
Braising
Select and adjust the
cooking process and length
of time to suit the
ingredient
Weigh and
measure
Accurate measurement of
liquids and solids
Preparation of
ingredients and
equipment
Grease/oil, line, flour,
evenly and with attention
to finished product
Use of equipment
Use a blender, food
processor, mixer and
microwave
• Steaming
• Boiling and simmering
• Blanching
• Poaching
© British Nutrition Foundation 2016
Dry frying
Pan (shallow frying)
Stir frying
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Make a blended white
sauce (starch
gelatinisation) to
demonstrate
understanding of
viscosity, liquid/starch
ratios,
convection/conduction
and agitation
Make a reduction sauce
to demonstrate how
evaporation
concentrates flavour
and changes viscosity
Make an emulsion sauce
to demonstrate the
technical skills of how to
make a stabilised
emulsion
Set a mixture –
removal of heat
(gelation)
Set a mixture –
heating coagulation
Use starch to set a mixture
on chilling for layered
desserts
Use protein to set a
mixture on heating
Use of raising
agents
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Make a dough
Recipe suggestions
How do recipes fit in
with key nutrition
messages?
Food preparation and
nutrition GCSE
Skill Group
Techniques
Shaping and
finishing a
dough
Roll out pastry, use a pasta
machine, line a flan ring,
create layers,
proving/resting
Test for
readiness
Use a temperature probe,
knife/skewer, finger or
‘poke’ test, ‘bite’ visual
colour check or sound
Judge and
manipulate
sensory
properties
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Make sauces
How acids denature
protein and marinades add
flavour and moisture to
vegetables, meat, fish and
alternatives
Select and adjust a
cooking process
Water based
methods using the
hob
Recipe suggestions
Use egg (colloid foam)
as a raising agent –
create a gas in liquid
foam
Use chemical raising
agents
Use steam in a mixture
Shortening, gluten
formation, fermentation for
bread, pastry, pasta
•
Recipe
suggestions
How do recipes fit in
with key nutrition
messages?
How to taste or season
Use infusions, herbs,
spices, paste, jus,
reduction
How to change texture
and flavour, use
browning
(dextrinisation) and
glazing, add crust, crisp
and crumbs
Presentation, food
styling and portioning
In studying food preparation and nutrition, students must:
• Demonstrate effective and safe cooking skills by planning, preparing and
cooking using a variety of food commodities, cooking techniques and
equipment.
• Develop knowledge and understanding of the functional properties and
chemical processes as well as the nutritional content of food and drinks.
• Understand the relationship between diet, nutrition and health, including the
physiological and psychological effects of poor diet and health.
• Consider the nutritional needs and food choices when selecting recipes,
including when making decisions about the ingredients, processes, cooking
methods and portion sizes.
• Make decisions about which techniques are appropriate based on their
understanding of nutrition.
Students must also demonstrate knowledge and understanding of:
• Appropriate cooking methods to conserve or modify nutritive value or improve
palatability.
• How preparation and cooking affects the sensory and nutritional properties of
food.
• How to make informed choices about food and drink to achieve a varied and
balanced diet, including awareness of portion sizes and costs
The range of foods and ingredients studied in
sections B and C of the food preparation and
nutrition GCSE should come from major
commodity groups and reflect the recommended
guidelines for a healthy diet. Food groups include:
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Bread, cereals, flour, oats, rice potatoes,
pasta
Fruit and vegetables (fresh, frozen, dried,
canned and juiced)
Milk cheese and yogurt
Meat, fish, eggs, soya, tofu, beans, nuts
and seeds
Butter, oil, margarine, sugar and syrup
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