1 I can identify the Maltese dietary guidelines, the nutrients, their function and sources. 
The Maltese dietary guidelines: eat less fat; eat less sugar; eat less salt; eat more fibre;
Nutrients: carbohydrates; proteins; fats; minerals; vitamins.                                                                       
  COGNITIVE LEARNING
1 I can explain different diets relating to different lifestyles and conditions including food restrictions and their replacement. 
Different diets e.g. diabetes, high cholesterol level, coeliac, lactose intolerant, vegetarian diets.  
 COGNITIVE LEARNING
 

2 I can describe ways of preventing food poisoning. 
Ways to prevent food poisoning: avoiding cross contamination; correct storage methods and temperatures; importance of labelling; correct cooking.
  SOCIAL LEARNING
2 I can explain the importance of correct cleaning procedures to avoid physical and chemical contaminations with direct reference to legislation.
Physical contamination: e.g. contamination from equipment, contamination from the food handler, packaging contamination, pests;
 
Chemical contamination: e.g. pesticides, cleaning chemicals, transportation pollution;
Correct cleaning procedures: sanitise; disinfect; sterilize; correct chemicals to use with food;
Legislation: Food Handler’s Licence (B) LN178 of 2002. 
 PERSONAL LEARNING

3 I can describe the various styles of different cuisines.
Styles of cuisine e.g. classical cuisine, fast-food, fusion, haute, nouvelle;  
Different cuisines and traditional dishes e.g. Mediterranean, Oriental.
 SOCIAL CHANGE
 
4 I can outline the different cooking methods. 
Cooking methods:
Dry cooking e.g. baking, broiling, roasting, grilling;
Moist cooking e.g. braising, poaching, scalding, simmering, steaming, stewing;
Frying cooking e.g. sautéing, stir-frying, pan frying, shallow frying, deep frying.          
 SOCIAL LEARNING                 
 
5 I can identify equipment and their uses in food preparation and serving. 
Kitchen equipment:
Mechanical equipment: e.g. industrial food mixer and food processor, electrical can opener, grills, coffee machine, hot plate, industrial ovens, steamer;
Serving equipment: e.g. plates, dispensers, serving dishes, tongs;
Cooking equipment: e.g. pots, pans, casserole, dishes, chopping boards, knives and blades, measuring equipment.  
 CREATIVE LEARNING                  
 
1 I can demonstrate the correct and safe use of equipment when cooking a traditional dish, whilst maintaining the correct personal and food hygiene practices and following a cleaning schedule.
Personal and food hygiene: proper attire; correct hand washing; correct handling of food; correct use of colour coded chopping boards;
Cleaning schedule: cleaning of working area; cleaning of equipment; correct storage of equipment; correct use of detergents;
Correct and safe use of equipment: safe handling of equipment; correct use of equipment for specific cooking. 
 PERSONAL

6 I can list meals using fish as a main ingredient in local and current cuisines and the features to look for when buying and storing fish. 
Meals using fish as a main ingredient in local and current cooking: e.g. traditional dishes, sushi, finger foods;
Features to look for when buying fresh fish: e.g. solid clear eyes, shiny skin, fresh smell, red gills, firm flesh;
Ways of storing fresh fish: e.g. cleaning of fish before freezing, length of freezing.  
 COGNITIVE LEARNING   
7 I can outline the main cuts of meat and poultry and their cooking variations. 
Different cuts of meat and poultry: rib; sirloin; tenderloin; New York strip; flank steak; chicken/duck breast; legs and thighs;
Cooking variations: blue; rare; medium rare; medium; medium well; well done.    
 COGNITIVE LEARNING 
 
8 I can describe what to look for when buying and storing eggs and dairy products including their use in food preparation. 
Features of eggs: freshness of eggs; use of date marks stamped on the egg; storage method of eggs;
Features of milk and dairy products: date mark compared to type of milk; storage of different types of milk;
Uses of eggs: e.g. binding, garnishing, main source;
Uses of dairy products: e.g. main ingredient, addition to sauces, platters etc. 
 CREATIVE LEARNING 
9 I can list a variety of products made from different cereals and dishes containing these products. 
Products made from different cereals:
Pasta: fresh, dried, noodles;
Rice: long-grain, short grain, whole grain, basmati, jasmine, risotto;
Flour: plain flour, self-raising flour, wholemeal flour, non-wheat flour; 
Dishes: e.g. baked rice, baked pasta, macaroni and cheese, pies.
 COGNITIVE LEARNING
 
3 I can explain the different cutting techniques and the importance of correct cooking of fruits and vegetables. 
Different vegetable cuts: julienne; chiffonade; jardinière; brunoise; macedoine; paysanne;
Different techniques to cut fruits and vegetables: peeling; chopping; dicing; grating;
Importance of correct cooking methods: leasing of nutrients; suitable cooking methods; blanching process.
 COGNITIVE LEARNING
 
4 I can discuss the quality checks to follow when cooking and serving dishes by suggesting ways to improve the sensory features in a meal.
Quality checks: appearance: colour; garnishes; aroma; texture; taste;
Improving sensory features: use of herbs and spices to improve aroma; use of fruits and vegetables to enhance colour; use of equipment to serve at the correct temperature e.g. warming bulb; use of coloured plates for serving pale dishes.
 CREATIVE LEARNING   
                                                                      
2 I can demonstrate appropriate preparation, cooking and plating skills of a two course meal.
Mis en place: preparation of ingredients; equipment; cooking techniques; 
Plating techniques: serving in odd numbers; adding height; contrasting colours; decorating with a sauce; different garnishes.
 PRACTICAL

10 I can describe the different types of pastries. 
Types of pastries: e.g: short-crust pastry, filo pastry, choux pastry, crumble, flaky pastry, puff pastry.   
 COGNITIVE LEARNING                          
 
5 I can explain the properties and uses of the whisking and rubbing-in methods.
Whisking method: properties of the whisking technique; uses of the whisking method;
Rubbing-in method: properties of the rubbing-in method; different recipes using the rubbing-in method.  
 COGNITIVE LEARNING 
                                 
3 I can demonstrate dishes using pastry techniques to produce sweets in a safe and hygienic way. 
Sweet dishes e.g. jam tarts, Victoria sandwich cake, chocolate and berry scones.
 PRACTICAL