Topic One
Health and Safety
Embedded Files
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Learning aims
1. To identify hazards and assess risks
2. To understand how to prepare and store food correctly
3.To develop routines in the kitchen and reflect on my practical work
(Why am I doing this?)
1.So that I can reduce the risk of an accident happening while I am in the kitchen.
2.So that I can reduce the risk of cross contamination and food poisoning.
3.So that I can keep myself and others safe in the kitchen while preparing basic food and I can plan nutritious meals.
Can I make healthy choices?
How do we know we are making healthy choices?
What is a healthy choice?
Throughout this project you will explore a wide variety of topics that will help you to :
improve your knowledge of food and nutrition.
understand the importance of following a balanced diet.
develop practical skills in the kitchen.
Starter Activity :
Before starting the food and nutrition project you must complete a review of your current skills.
A. Open the project overview worksheet (above). Download your own copy and upload this to the google classroom.
B. Read the 5 'I can' statements. Respond to each statement using the colour key. You only need to fill in the first column, you will complete another review at the end of the project to assess your progress.
Colour
Key :
RED
RED
I can not do this yet.
AMBER
AMBER
I can do this but I am not fully confident.
GREEN
GREEN
I can do this!
Digital Work Booklet
Topic One : Health and Safety
What Matters :
Our decision-making impacts on the quality of our lives and the lives of others.
Lesson Resources
Select a learning aim below to explore the resources for each lesson.
1
1
To identify hazards and assess risks
2
2
To understand how to prepare and store food correctly
3
3
To develop routines in the kitchen and reflect on my practical work
To identify hazards and assess risks
To identify hazards and assess risks
So that I can reduce the risk of an accident happening while I am in the kitchen.
Task 1 :
In groups, discuss what is meant by the words :
Hazard
Hazard
Risk
Risk
Accident
Accident
Use the images below to prompt your discussion.
Can you think of any accidents that are more likely to happen within the kitchen?
What can you do to prevent accidents happening in the kitchen?
Task 2 : Write a definition for each key word.
Keyword Definitions
Hazard
Hazard
A potential source of harm.
A potential source of harm.
(Anything that could cause an accident)
(Anything that could cause an accident)
Risk
Risk
Likelihood of a hazard causing harm to someone.
Likelihood of a hazard causing harm to someone.
(Also includes how serious the harm could be)
(Also includes how serious the harm could be)
Accident
Accident
An incident that causes harm, injury, damage or loss.
An incident that causes harm, injury, damage or loss.
(Accidents happen unintentionally)
(Accidents happen unintentionally)
Watch this walkthrough video of a commercial kitchen.
How many hazards can you spot?
Do the kitchen staff remove every risk in the kitchen by 'fixing' each hazard?
Why is it important to identify hazards in the kitchen?
When should you check the kitchen for hazards?
Task 3 :
Look at the kitchen below, how many hazards can you see?
Highlight or circle all the hazards you can see in the image.
How many hazards did you identify?
RED
RED
1 - 8
AMBER
AMBER
9 - 18
GREEN
GREEN
19 - 24
Hazards in the kitchen
Cigarettes in the kitchen
Lit cigarette near newspaper
Kitchen roll next to hob
Tea towel hanging over hob
Food burning on hob
Pan handles facing out
Unused hob switched on
Oven door left open
Uneven stack of dirty dishes
Cupboard door left open
Cleaning chemicals easy to access
Full bin with no lid
13. Cat feeding the the kitchen
14. Electrical items near sink
15. Extension lead across floor
16. Toast burning
17. Electric wires hanging down
18. Microwave door left open
19. Uncovered food
20. Metal cutlery in microwave
21. Water leak/spill
22. Drawer left open
23. Unorganised utensils in drawer
24. Sharp knife facing out
Task 4 :
Why is it important to identify hazards in the kitchen?
Use full sentences to explain why you think it is important to identify hazards in the kitchen.
What should you do once you see a hazard?
When should you look for hazards?
In the kitchen, the bin is overfilled and has no lid. This is a hazard.
What are the risks?
Full bin with no lid
Full bin with no lid
HAZARD
HAZARD
?
?
RISK
RISK
?
?
RISK
RISK
Task 5:
Look back to the kitchen image from task 3.
Assess the risk of 4 different hazards .
What could happen if you were preparing, cooking or eating food in this kitchen?
1.Cigarettes in the kitchen
2.Lit cigarette near newspaper
3.Kitchen roll next to hob
4.Tea towel hanging over hob
5.Food burning on hob
6.Pan handles facing out
7.Unused hob switched on
8.Oven door left open
9.Uneven stack of dirty dishes
10.Cupboard door left open
11.Cleaning chemicals easy to access
12.Full bin with no lid
13. Cat feeding the the kitchen
14. Electrical items near sink
15. Extension lead across floor
16. Toast burning
17. Electric wires hanging down
18. Microwave door left open
19. Uncovered food
20. Metal cutlery in microwave
21. Water leak/spill
22. Drawer left open
23. Unorganised utensils in drawer
24. Sharp knife facing out
Use full sentences to explain the hazard and risk.
Consider :
Consider :
What is the most likely thing that could happen if the hazard is not addressed?
If the hazard causes an accident, how serious could the harm be?
Task 6:
Which two hazards have the most dangerous risk?
When assessing hazards you will decide the likelihood of the hazard causing harm to someone.
It is important to also consider how serious this harm could be.
You have already identified multiple hazards and assessed some of their risks.
How will you manage those risks if an accident happens?
Choose 2 hazards/risks to discuss.
Why do you think these are the most dangerous risks?
Consider :
What could you do to prevent an accident happening?
How serious will the harm be if there is an accident?
What would you do if an accident happened?
Task 7:
As a group, identify the three most important health and safety rules you must follow every lesson.
If someone slips, trips or falls in the kitchen what should you do?
Make sure you're not hurt before standing up. Getting up quickly could make any injuries worse.
When you are ready to get up, slowly raise to your hands and knees before standing up fully.
If there is a secure item nearby, lean on this to pull yourself up.
If you can't get up on your own own, call for help.
If you have any pain, open wounds or swollen area try to avoid moving the area. Get your injuries checked with a qualified first aid provider. Seek medical advice or treatment from your doctor, if appropriate you might need to go to A&E.
Task 8:
When Gemma was making breakfast this morning an accident happened in her kitchen.
Answer the following questions :
What is the hazard in Gemma’s kitchen?
How did this hazard contribute to Gemma’s accident?
Gemma has slipped and is currently lying on her back on the kitchen floor, identify the hazards in her kitchen and their risk.
Gemma could be injured, what should she do next?
Gemma poured herself a glass of water in the kitchen, as she was about to take a sip someone knocked on her front door. This gave Gemma a fright, she jumped and a small amount of water spilled on the floor. Gemma put her glass in the sink, answered the door then decided to cook her breakfast. Gemma was listening to music while frying her eggs on the hob, her favourite song came on and she became distracted. Gemma was dancing around the kitchen and her fried eggs started to burn. Gemma noticed the burning eggs and panicked, as she rushed back over to the hob she slipped on a small puddle of water that was on her kitchen tiles and fell backwards onto her floor.
Task 9:
Falls, lacerations (cuts) and burns are the most common accidents that happen in the kitchen. If a laceration or burn occurs in the kitchen what should you do?
Research the first aid response for each type of accident.
Use text and images to present
your findings.
Kitchen Safety
Kitchen Safety
Preventing cuts from knives
Kitchen Safety
Kitchen Safety
Preventing burns and scalds
To understand how to prepare and store food correctly
To understand how to prepare and store food correctly
So that I can reduce the risk of cross contamination and food poisoning.
In Wales and Northern Ireland food retailers must show the results of their hygiene/safety inspections in their stores or on their websites.
In England, Wales and Northern Ireland food standards are graded from 0 to 5.
If a restaurant scores 2 or below, the safety and hygiene standards in the restaurant require improvement.
In Scotland there are no grades, food retailers either pass or fail their inspection.
What food hygiene rating would you award this kitchen?
What food hygiene rating would you award this kitchen?
Star City
Star City
Chinese takeaway and restaurant in Bolton
Chinese takeaway and restaurant in Bolton
23 hygiene offenses found.
Restaurant was closed for 2 days after inspection.
Owner fined £4,000 in court.
Inspected one year later and received the same rating.
Owner fined a further £3,818 but did not have to return to court or close the restaurant.
Food Hygiene Rating in 2014
Food Hygiene Rating in 2014
= 0
= 0
Star City is still serving customers, the restaurant was last inspected in 2018 and scored a 4.
Why has Star City not been inspected since 2018?
One in ten UK takeaways failed their food standards inspection.
The data released by the Food Standards Agency in May 2023 shows that over 17,000 UK takeaways require improvement.
Food hygiene ratings consider how the food is handled and stored, how the food is cooked and reheated as well as how clean the environment is.
Explore the interactive map above to see the food retailers across the UK with the lowest hygiene ratings. This map is updated daily.
Have you eaten at or recieved a delivery from any of these restaurants?
Have you eaten at or recieved a delivery from any of these restaurants?
Bacteria can move around in many ways across the kitchen.
The most common ways for bacteria to spread to food are from :
Food to food
Equipment to food
People to food
Pests to food
Task 1:
Read the description of Tom's cooking process, highlight any mistakes you think Tom made while cooking his dinner.
Tom cooked a chicken salad for dinner last night and he is feeling unwell today. Tom can’t understand why he is so sick. In order to find out, Tom is retracing his steps and thinking about the time he spent in the kitchen while cooking his meal.
To make his chicken salad Tom took his raw chicken out of the cupboard. He sliced the chicken into small pieces and put it in the oven to cook for 10 minutes. Tom sneezed and wiped his nose with his hands. Tom shredded his lettuce by hand then he sliced a cucumber and tomato. Tom used the same knife and chopping board for the salad ingredients and chicken so that he would have less washing up to do later. Tom placed the lettuce, cucumber and tomato on his plate. He removed the pink chicken from the oven and put it on his plate, then Tom sat at the dining table and ate his dinner.
Activities
Activities
Answer the following questions :
Answer the following questions :
Task 2 : What illness do you think Tom might have?
Task 3 : Identify the 4 things Tom did that may have caused his illness.
Task 4 : Explain what Tom could have done differently to prevent his illness.
What is food poisoning?
What is food poisoning?
What symptoms will Tom have if he has food poisoning?
Tom's 'mistakes'
Tom's 'mistakes'
Tom made 4 mistakes while preparing and cooking his dinner that could have contributed to his food poisoning.
CHICKEN
Tom stored his raw chicken at room temperature in the cupboard. Because Tom placed his chicken in the oven for only 10 minutes, it was pink and undercooked when he added it to his plate.
PERSONAL HYGIENE
Tom sneezed while cooking and used his hands to catch it instead of a tissue, he also did not wash his hands afterwards.
PERSONAL HYGIENE
Tom did not wash his hands at all while preparing his ingredients, cooking his meal or before eating his dinner.
DIRTY EQUIPMENT
Tom used the same utensils (knife and chopping board) to slice his raw chicken and fresh salad ingredients.
If Tom made some changes to his dinner routine, he could reduce the risk of causing harm to himself and others.
If Tom made some changes to his dinner routine, he could reduce the risk of causing harm to himself and others.
Tom should store raw meat in the fridge.
Tom could use a recipe to check the cooking times for his ingredients.
Tom could use a thermometer to double check that his chicken is fully cooked.
Tom should catch his sneeze in a tissue, throw the tissue away and then wash his hands before he returns to cooking his meal.
Tom should wash his hands before he starts preparing his ingredients and again once he has finished cooking.
Tom should wash his hands after touching raw ingredients.
Tom should use different utensils for the raw chicken and salad ingredients. If Tom only has one knife and one chopping board he should wash them after slicing the raw chicken.
Discuss and write a definition for each of these keywords :
Bacteria
Bacteria
Cross Contamination
Cross Contamination
Food Poisoning
Food Poisoning
Keyword Definitions
Bacteria
Bacteria
A type of germ. Some bacteria help to keep your body healthy but others can make you unwell.
A type of germ. Some bacteria help to keep your body healthy but others can make you unwell.
Cross Contamination
Cross Contamination
When bacteria is transferred from one substance or object to another.
When bacteria is transferred from one substance or object to another.
(like raw food to cooked food)
(like raw food to cooked food)
Food Poisoning
Food Poisoning
An illness caused by bacteria or other toxins in food and drink.
An illness caused by bacteria or other toxins in food and drink.
Cross Contamination
Cross Contamination
Watch the video to find out more about how cross contamination happens, the risks this can cause and what you can do to prevent it.
Task 5:
What are the main causes of cross contamination?
Create a mind map to present your ideas.
Consider how bacteria travels around the kitchen and how it can be spread from one substance or object to another.
Food to food
Equipment to food
People to food
Pests to food
DIRECT TRANSFER
DIRECT TRANSFER
Two foods touching (raw and cooked)
Liquid from raw food could drip onto cooked food.
INDIRECT TRANSFER
INDIRECT TRANSFER
Bacteria is picked up by hands, cooking utensils and work surfaces. When these are not cleaned properly the bacteria is spread to other objects.
Pests/animals can also spread bacteria within the kitchen and to food.
Is the food inside this fridge stored correctly?
Is the food inside this fridge stored correctly?
Is there any risk of cross contamination inside this fridge?
What would you move?
How to store food inside the fridge safely
How to store food inside the fridge safely
Task 6:
How should food be stored inside the fridge?
Ketchup
Cheese
Fizzy Drinks
Leftover pasta
Cucumber
Raw fish
Coleslaw
Yoghurt
Eggs
Correctly place each food/drink from the list inside the fridge using illustrations.
Bacon
Raw chicken
Lettuce
Orange Juice
Pickles
Ham
Strawberry Jam
Tomato
Task 7:
Create a poster for the food classroom
To avoid cross contamination many kitchens use colour coded equipment.
Identify the 7 colours used for chopping boards and the foods they are used with.
Consider the design of your poster carefully, use text and images to display correct information.
Can you think of any easy ways/tips to remind you which colour is for which food?
To develop routines in the kitchen and reflect on my practical work
To develop routines in the kitchen and reflect on my practical work
So that I can keep myself and others safe in the kitchen while preparing basic food and I can plan nutrious meals.
Making sure your personal hygiene is the best that it can be before, during and after your practical lesson.
Making sure your personal hygiene is the best that it can be before, during and after your practical lesson.
Watch the video above to find out more about personal hygiene in the kitchen, helpful tips that you can follow during a practical lesson and things you should avoid doing in the kitchen.
Task 1:
Use text and images to explain at least 5 different things you should do before you start cooking.
Equipment needed to make a fruit salad :
Equipment needed to make a fruit salad :
welsh translation
welsh translation
Chopping board
Chopping board
welsh translation
welsh translation
Vegetable knife
Vegetable knife
welsh translation
welsh translation
Mixing bowl and spoon
Mixing bowl and spoon
Using a knife safely in the kitchen
Using a knife safely in the kitchen
Bridge Hold
Bridge Hold
Claw Grip
Claw Grip
When is the bridge hold mostly used?
Can you use the claw grip to slice an entire piece of food?
Sensory Descriptors
Sensory Descriptors
Task 2:
Using the sensory descriptors table, choose 8 words to describe the dish you have made.
If you did not take part in the fruit salad practical lesson, use the sensory descriptors to describe the fruit salad in this photograph.
Add 2 words that describe your dish to each box.
Task 3: Knife Safety
Use text or images to show how to use a knife safely in the kitchen.
Carrying a knife around the kitchen
What shouldn't you do when using a knife in the kitchen?
Washing a knife. Do's and don'ts
Which two cutting methods are the safest way to use a knife?
Task 4: Reflect on your practical experience
Use full descriptive sentences to answer the questions.
1.During the lesson,
1.During the lesson,
what went well and why?
what went well and why?
Did you follow the method correctly?
Did you complete each part of the method in the time set by your teacher?
Did you practise using the bridge and claw cutting methods safely?
2.During the lesson,
2.During the lesson,
what did not go to plan and why?
what did not go to plan and why?
Did you finish your dish with enough time to wash up thoroughly?
Did you work well with your peers to share equipment while cooking?
Did you work well with your partner to wash and dry your equipment and ensure everything was returned to the correct place?
3.What improvements could you make if you were to cook this dish again?
3.What improvements could you make if you were to cook this dish again?
Did your finished dish look appetizing?
How did your finished dish taste?
Did you include a wide variety of colourful fruits?
Did you consider the textures and sizes of each fruit when planning your dish?
At the end of topic 2,
At the end of topic 2,
return here to complete the next task.
return here to complete the next task.
Develop your breakfast dish (fruit salad) as part of a daily balanced diet.
Develop your breakfast dish (fruit salad) as part of a daily balanced diet.
Use images to illustrate your nutritious meal and text to explain how your meal could include a wider variety of food groups.
Consider what additional ingredients, side dishes or drinks you could add to your fruit salad to plan a balanced meal.
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