Cambridge IGCSE Food and Nutrition
The Cambridge IGCSE Food and Nutrition syllabus introduces both the theoretical and practical aspects of buying and preparing food. Dealing with diet and health in everyday life, learners study the nutritional value of basic foods and develop the skills required to produce a balanced family meal. Consumer awareness is encouraged, as are high standards of personal and kitchen hygiene, especially when learners put their knowledge into practice in order to produce creative and enjoyable dishes.
Aims of Syllabus
The aims are to:
- Develop candidates’ understanding of nutrition and health problems associated with diet
- Develop candidates’ understanding and awareness of how socio-economic factors affect diet
- Develop candidates’ understanding of eating patterns and dietary needs both for people of different ages and for differing groups within society
- 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
- Encourage candidates to develop aesthetic and social sensitivity to dietary patterns
- Develop candidates’ interest in the creative side and enjoyment of food and the skills necessary for food preparation and food preservation
- 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
- Develop candidates’ ability to make informed judgements and choices about the use of food available to the family unit in everyday life
- Develop candidates’ awareness of relevant mandatory and other necessary safety and hygiene requirements.
Syllabus
-
An understanding of the terms used in nutrition and nutrition-related problems
Diet, balanced diet, metabolism, malnutrition, undernutrition, overnutrition, deficiency disease. -
Nutritive value of foods The sources and functions of:
• proteins (high biological and low biological value), carbohydrates
(monosaccharide, disaccharide and polysaccharide)
• fats
• vitamins (A, C, D, E, K, B group – thiamin, riboflavin, nicotinic acid and cobalamin)
• mineral elements (calcium, iron, phosphorous, potassium, sodium, fluoride, chloride, iodide)
• water
-Sources and uses of food energy.
-Sources and functions of non-starch polysaccharide (NSP)/dietary fibre. -
Digestion and absorption Digestion at each stage of the digestive system:
• mouth
• stomach
• duodenum
• ileum
-Enzymes as catalysts in digestion, including amylase, erepsin, invertase, lactase, lipase, maltase, pepsin, rennin, trypsinogen.
-Role of bile in emulsifying fats.
-Absorption of nutrients, including the structure of ileum. -
Meal planning and dietary guidelines
-Factors affecting food requirements.
-Planning and serving of family meals.
-Meals for different ages, occupations, cultures and religions.
-Special needs of-
• pregnant and lactating women
• people with food allergies and intolerances, including coeliacs
• people with medical conditions linked to diet, such as diabetes
• convalescents
• vegetarians, including vegans and lacto-vegetarians
-Meals for special occasions, festivals, packed meals, snacks, beverages.
-Use of herbs, spices and garnishes.
-Attractive presentation of food.
-Terminology describing recommended dietary intakes, e.g. Dietary
-Reference Value (DRV) and Reference Daily Intake (RDI).
-Use of nutritional tools. -
Composition and value of the main foods in the diet
Sources of protein (dairy products, eggs, fish, meat , soya); cereals
(maize, millets, oats, rice, wheat); fruits and vegetables, including
pulses and nuts; fats and oils. -
Cooking of food Transfer of heat by conduction, convection and radiation.
-Principles involved in the different methods of cooking – baking, boiling, braising, cooking in a microwave oven, frying, grilling, poaching, pressure
cooking, roasting, simmering, steaming, stewing, use of a slow cooker.
-Reasons for cooking food.
-Sensory properties of food (flavour, taste, texture).
-Effect of dry and moist heat on proteins, fats and oils, sugars and starches, and vitamins to include:
• caramelisation
• coagulation
• dextrinisation
• enzymic and non-enzymic browning (Maillard reaction)
• gelatinisation
• rancidity
• smoking point
-Preparation and cooking of food to preserve nutritive value.
-Economical use of food, equipment, fuel and labour. -
Convenience foods Foods partly or totally prepared by a food manufacturer – dehydrated, tinned, frozen, ready-to-eat, cook-chill.
-Intelligent use of these foods.
-Advantages and disadvantages.
-Food additives – types and function.
-Packaging – types, materials used, advantages and disadvantages.
-Labelling – information found on labels, reasons for it. -
Basic proportions and methods of making
-Biscuits, cookies, scones and cakes made by creaming, melting, onestage, rubbing-in and whisking methods.
-Pastries – shortcrust, flaky and rough puff.
-Sauces – pouring and coating; roux and blended methods.
-Batters – thin (pouring) and coating.
-Sweet and savoury yeast products. -
Raising agents Air, carbon dioxide, water vapour.
-Ways of introducing these gases into a mixture (to include bicarbonate of soda, baking powder, yeast). -
Food spoilage and hygiene in the handling and storage of food
-Action of enzymes, bacteria, yeasts and moulds.
-Personal, food and kitchen hygiene, including food hygiene in shops and markets.
-Food storage at home, refrigeration, waste disposal. -
Food preservation Reasons for preserving food.
-Methods of preservation and an understanding of the principles
involved:
• heating – canning, bottling
• removal of moisture – dehydrating
• reduction in temperature – freezing
• chemical preservation – sugar, salt, vinegar
• modified atmosphere packaging
• irradiation
-Key points involved in milk pasteurisation and sterilisation and in the production of UHT milk, evaporated and condensed milk, and dried milk.
-The use of enzymes and bacteria in the manufacture of cheese and yoghurt. -
Kitchen planning Organisation of cooking area and equipment for efficient work.
-Choice, use and care of:
• work surfaces
• flooring
• walls and wall coverings
• lighting
• ventilation -
Kitchen equipment Choice, use and care of:
• modern and traditional cookers
• thermostatic control and automatic time-controlled ovens
• microwave ovens
• slow electric cook pots
• refrigerators and freezers
• small kitchen equipment, e.g. knives, pans
• small electrical kitchen equipment, e.g. food processors, electric kettles
-Advantages and disadvantages of microwave ovens. -
Kitchen safety, simple first aid
-Awareness of potential danger areas in the kitchen.
-Safety precautions.
-First aid for burns and scalds, cuts, electric shock, fainting, shock.
Objectives of Assessment
1. Knowledge with understanding
Candidates are expected to:
• Use scientific and technological vocabulary and terminology correctly
• Show their understanding of how diet and nutritional requirements are affected by social, economic and environmental factors
• Show their understanding of scientific principles, definitions and theories
• Choose suitable equipment and tools and use them correctly
• Show their understanding of safety and hygiene rules and regulations
• Show their understanding of basic quantities and methods and of the importance of accurate measurement.
2. Handling information and solving problems
Candidates are expected to:
• Read and interpret information
• Translate information from one form to another
• Follow and give instructions
• Make use of numerical and other data
• Organise and manage time, money, energy/effort, materials, equipment and tools, and interests according to the stated criteria for a given situation
• Estimate and measure accurately area, capacity, mass, quantity, shape, size, temperature, time and weight.
3. Experimental skills and investigations
Candidates are expected to:
• Identify problems
• Follow and give instructions
• Test and compare methods, materials and equipment used in food preparation
• Find and interpret evidence for making judgements and choices
• Give reasons for judgements and choices in the light of the evidence
• Identify priorities
• Assess and evaluate the effectiveness of the course of action
• Observe and record observations.
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