NOTES FROM FOOD HYGEINE SESSION

 

High risk factors and foods

 

1. Ready to eat
2. High in proteins
3. Moist
4. Require strict temperature and time control

If foods fit into the above categories they are a high risk food

 

Examples;

 

Salmon for example is a high risk food when consuming because you might eat it raw versus chicken which would be a lower risk once cooked and eating. you wouldn't eat raw chicken.

 

The above refers to consumption only.

 

Dry rice is not a risk where cooked rice is incredibly high risk.
Chocolate is very low risk, no cooking required etc, sugars and fats preserve the bar for years.
Cooked cheeseburger - Because it is all the above things it could be high risk
Smoked salmon - Ticks all 4 boxes because you can also eat it raw or would its high risk
cold cooked pasta - Whole wheat and high in protein actually makes this high risk








CCCC - The 4 C's

Cooking
Cleaning
Cross contamination
Chilling


http://foodbugclub.net/useful-resources/


Bacteria bites Video


jamies home cooking - What not to do!

 

 

GF - Starter Prep for WED P4/5 - 12/10

Here I have created a set of small jigsaws to enable playful engagement as a starter task. Pupils will be asked to match key words and definitions or associated meanings through piecing together the puzzles.

Discussion can come afterward where I ask each table or pair to contribute by extension. For example, give me the primary colours? what are the secondary colours? How then do we make those different shades and tones? Tell me an artist who used pointillism.

Give an example of density, a balloon vs a bowling ball? explain more of something in a given space, a heavier weight of paint etc.

STARTING TO CONSIDER ASSIGNMENTS

Prep for week commencing 10/10/16

revised powerpoint including grouping of shapes for differentiation for Y7 RM classes in keyring task using coping and tenon saws

how does this use differentiation etc?

• This revised powerpoint incorporates a "gold silver and bronze" concept whereby shapes are put into categories of difficulty.

Week planning

• Lesson plan forms all completed on MONDAY 10/10/16 handed in to JCP
• Powerpoint for two repeat lessons revised and ammended, now incorporating starter which can be used as an aid for progress evaluation.
• Powerpoint for P5 lead DT class almost complete. a few facts need looking at.
• conversational prep needs consideration for p5

OBS 6/10/16

behaviour management etc

SENCO session notes


During the SENCO meeting trainees were questioned as to how they understood abbreviated register titles.


The session was particularly helpful for me personally as my interest lies in PP and SEN effects on learning for assignments.

Prep for full lesson period4 of 6/10/16 RM - y7 - repeat.

As previous 1st lesson, however, focus is to incorporate self reflection and analysis. Have more presence and better timing.

Feedback from VB


"Spot on with timing and presence better but still needs work"
Focus for next week is differentiation.


How I will incorporate this?
adapt power point to cater for all abilities, involve and engage more students, simple supportive resources such as paper with line to guide saw straightness.

INSERT IMAGE HERE

Prep for full lesson period 5 of 6/10/16 RM - keyring coping saw

Feedback and self reflection

Lesson went well, the pupils really enjoyed the task. I struggled with the noise of the saws to lift my voice to the correct level So I need to work on this. More differentiation is needed in that I approached the task using one set of shapes as a guide despite the image above. (this scheme was introduced after the lesson as a means of guiding the different skill level pupils)

What went well:

Planning and organisation

Timing

Class rap ore

Needs work:

Differentiation

Presence