Food Technology and Design: A Practical Approach

Updated Curriculum
A Practical Approach FORM
to
Food Technology and Design 4
AVAILABLE
IN LEADING
BOOKSHOPS ACROSS
ZIMBABWE!
or contact us at;
(Secondary Book Press - Cnr
Jason Moyo & 2nd St, Cabs Centre
Building, 4th Floor, Harare).
Tel: 0242771406 | 0242753201
WhatsApp or Call 078 895 4870|
071 699 0774 | 0712 560 870
Giace Kokotiko
Florence Maridzo
Learner’s Book
A Practical Approach
to
Food Technology and Design

Form 4
Learner’s Book
Florence Maridzo Giace Kokotiko

CONTENTS
Chapter 1: Kitchen........................................................................................................ 1
Unit 1.1 Sites and positions of a kitchen..................................................................................... 1
Unit 1.2 Kitchen surfaces.................................................................................................................. 3
Unit 1.3 Colour schemes, lighting and ventilation.................................................................. 4
Unit 1.4 Commercial kitchens......................................................................................................... 6
Chapter 2: Nutrition...................................................................................................... 10
Unit 2.1 Digestion, absorption and metabolism...................................................................... 10
Chapter 3: Methods of cooking................................................................................... 17

Unit 3.1 Scientific principles underlying different methods of cooking......................... 17
Examination l ................................................................................................................ 21
Chapter 4: Meal planning and food service................................................................ 22

Unit 4.1 Choice of dishes.................................................................................................................. 22
Unit 4.2 Order of work....................................................................................................................... 24
Unit 4.3 Shopping list......................................................................................................................... 25
Unit 4.4 Food service.......................................................................................................................... 26
Chapter 5: Preparation cooking and presentation of different foods and beverage 29

Unit 5.1 Skilful dishes......................................................................................................................... 29
Unit 5.2 Meal service.......................................................................................................................... 30
Unit 5.3 Table setting and etiquette............................................................................................. 31
Unit 5.4 Appropriate flower arrangements................................................................................ 33
Unit 5.5 Advantages of beverages, indigenous and non-indigenous.............................. 34
Chapter 6: Convenience foods..................................................................................... 37

Unit 6.1 Developing convenience foods using locally availabale resources................. 37
Unit 6.2 Indigenous foods used as convenience foods in Zimbabwe.............................. 39
Examination lI ............................................................................................................... 43
Chapter 7: Consumer education.................................................................................. 45

Unit 7.1 Consumer rights.................................................................................................................. 45
Unit 7.2 Consumer rights and responsibilities.......................................................................... 46
Unit 7.3 Consumerism....................................................................................................................... 48
Chapter 8: Gender......................................................................................................... 55
Unit 8.1 Gender roles: Androgynous roles................................................................................. 55
Unit 8.2 Importance of androgynous roles................................................................................ 57
Chapter 9: Enterprising................................................................................................ 61
Unit 9.1 Principles of enterprising................................................................................................. 61
Unit 9.2 Market research................................................................................................................... 63
Unit 9.3 Business skills and project identification................................................................... 66
Unit 9.4 Use of ICTs in marketing................................................................................................... 68
Chapter 10: Health and physical development............................................................ 71

Unit 10.1 Physical development....................................................................................................... 71
Unit 10.2 Importance of maintaining a healthy body.............................................................. 73
Examination lll ............................................................................................................... 78
Index ...................................................................................................................... 79
Chapter KITCHEN
1
Chapter objectives
At the end of this chapter, you should be able to:
•• identify suitable sites and position of kitchens.
•• describe kitchen organisations.
•• list kitchen surfaces.
•• justify the importance of colour schemes, lighting and ventilation.
•• describe commercial kitchens.
Introduction
Kitchen is a room or place where food is prepared, cooked and served. It is the heart of the home. Food is
also kept in the kitchen. In some homes, people serve and eat food in the kitchen. It is the busiest and most
important room. Therefore, good kitchen organisation is necessary such that the equipment is placed in a
sequence that prevents unnecessary movements. In most instances, kitchens are made according to the
art of the architect and the taste and feel of the owner.
UNIT 1.1 SITES AND POSITIONS OF A KITCHEN
Kitchen sites should be properly determined by the architect, health inspector and the building inspector
so as to produce a health well positioned productive room. The architect would consider the physical
location of the kitchen, the actual position and the direction of the prevailing wind. Kitchens should not
face the direction of the prevailing wind.
The building inspector’s interest is the positioning of the kitchen and the functional drainage system of
the house. It should be positioned in such a way that its door is not opposite the door of the toilet.
The position of the kitchen should be in such a way that it provides good ventilation and light. It should
also provide proper headroom.
Kitchen organisation
The kitchen layout is the shape that is made by the arrangement of the countertop, major appliances and
storage areas. The floor plan creates the kitchen’s work triangle flow that is the way that is made when
moving from the food storage, to the washing area, to the cooking area to prepare a meal. Kitchen layouts
should be made in such a way that space is created for efficient working and to suit the purpose of the
kitchen in a particular home or business.
1
Triangular workflow
food storage
Kitchen layouts are:
•• L-shaped.
•• G-shaped.
•• U-shaped.
•• Corridor.
•• Straight/galley. cooking area washing area
•• Circular/round.
Depending on the overall size of the kitchen, a
kitchen island can be added to many of these
layouts to expand storage and create additional REFRIG D/W
counter and storage space.
1. The L-shaped kitchen
In an L-shaped kitchen layout, a natural work L-SHAPE
triangle is created from continuous counter space
and work stations on two adjacent walls. The layout Fig. 1.1 L-shaped kitchen layout
provides the cook with an efficient work area and it
opens to a nearby room, making it easy for the cook
to interact with visitors.
2. The U-shaped kitchen
The U-shaped kitchen is the most versatile layout
for all types of kitchens because the layout offers
continuous countertops and ample storage space
which surround the cook on three sides.
In larger kitchens, this layout provides enough Fig. 1.2 U-shaped kitchen layout
space that can be divided into multiple work
stations for cooks to easily prepare a meal together
without getting in each other’s way.
3. The G-shaped kitchen
The G-shaped kitchen is a version of the U-shaped
kitchen layout, with the same amount of counter
space and storage areas that surround the cook on
three sides.
Fig. 1.3 G-shaped kitchen layout
However, the difference with the G-shaped layout
is the peninsula or partial fourth wall of additional
cabinets. REFRIG D/W
4. The single-wall or straight kitchen
The single-wall kitchen layout is ideal for smaller
homes. The work triangle in this kitchen layout is L-SHAPE
less like a triangle and more of a work line with all
three kitchen zones along one wall.
Fig. 1.4 The Single-Wall or Straight Kitchen
2
•• Lighting adds functionality and beauty to the kitchen.
•• In a well-lit kitchen, one can clearly see what is happening.
•• Unnecessary accidents are easily avoided. So, with the right lighting, you can safely continue to
dice, slice and fry away.
•• Proper lighting in the kitchen creates a welcoming environment.
3. Ventilation
Ventilation is necessary in a kitchen to extract steam, odours and grease from the air. Otherwise these
would spoil decorations and go to other parts of the house. Good ventilation brings in fresh air and lighting
in the kitchen. Suitable forms of ventilators for the kitchen are cooker hoods, wall extractor fans, air vents,
windows and doors.
(a) Cooker hoods
Fig. 1.6 Cooker hoods
Cooker hoods either extract or recirculate the air and must have an external outlet if the air is to be
completely removed. Some hoods filter the air, remove the odours then recirculate it. They are normally
placed directly above the cooker. The hood works by drawing air in with a fan and passing it through a
filter. Hoods that recirculate the air have a carbon or charcoal filter to absorb odours. These need to be
replaced every year or according to use.
(b) Wall extractor fans
Fig. 1.7 Wall extractor fans
5
Extractor fans are usually fitted in windows or outside walls, with suitable ducting to the outside. An
electric motor powers the fan, which draws in air and takes it to the outside. Some types can be reversed
to blow fresh air into the room. On the outside the shutter is fitted to prevent draughts from entering the
room when the fan is not in use. The fan should be placed near the ceiling away from the hobs and cookers
to prevent fire outbreak. The fan unit should be cleaned regularly to remove any fluff or grease that collect
in it.
(c) Air vents, windows and doors
Air vents bring in light and fresh air. Open windows and doors are the simplest forms of ventilation but
cause draughts and loss of heat. Windows and doors should be opened at suitable angles without creating
excessive draught.
Activity 1.4 Project

Invite the building technology and design teacher to come and explain the importance of lighting and
ventilation in the kitchen.
Activity 1.5 Educational tour

1. In groups, visit the nearest food outlet:
2. Discuss on its colour scheme, lighting system, ventilation system.
Exercise 1.3
1. List forms of ventilation found in the kitchen at home.
2. Explain why colour scheme, lighting and ventilation is important in the kitchen.
UNIT 1.4 COMMERCIAL KITCHENS
The size of a commercial kitchen depends on its

purpose. Restaurant kitchens are smaller than
hospital kitchens. Commercial kitchens are made for
commercial use. They include institutes, hospitals,
barracks, restaurants or hotel kitchens.
General requirements of commercial
kitchens are:
1. Premises must be kept clean and in good
conditions.
2. There must be enough wash basins, toilets, hot
and cold-water taps, good ventilation, drainage,
changing facilities and waste disposal. These
must be easy to use and must not allow food to Fig. 1.8 Hotel kitchen
be exposed to contamination:
(a) Toilets must not open directly into the kitchen/food room.
(b) Separate sinks must be provided for hand-washing.
(c) Outdoor waste storage should be sited away from food delivery and preparation rooms.
(d) Pests and vermin must be kept out of the premises.
6
1. Organise a trip to the nearest hospital or institute.
2. Describe its kitchen surfaces.
Exercise 4
1. List three commercial kitchens.
2. Describe a commercial kitchen.
3. Why should commercial kitchens:
(a) Have labels over the sinks.
(b) Have separate sinks for washing food and equipment?
Interesting facts
To make things even easier on yourself, you could clearly label each container, as well. This way, you can
always easily find what you are looking for.
Summary of the chapter
•• The kitchen layout is the shape that is made by the arrangement of the countertop, major
appliances and storage areas.
•• The floor plan creates the kitchen’s work triangle flow that is the way that is made when moving
from the food storage, to the washing area, to the cooking area to prepare a meal.
•• Kitchen layouts should be made in such a way that space is created for efficient working.
•• Kitchen layouts are L-shaped, G-shaped, U-shaped, Corridor, Straight/galley, Circular/round. A
kitchen island can be added to many of these layouts to expand storage and create additional
counter and storage space.
•• The single-wall kitchen layout is ideal for smaller homes.
•• The corridor layout has a workspace large enough for one cook.
•• Walls must be made from washable, non-absorbent and non-porous materials.
•• Kitchen floors should not be highly polished to prevent falls.
•• Work surfaces complement the kitchen cabinets and kitchen flooring, and are a key part of the
design.
•• Ventilation is necessary in a kitchen to extract steam, odours and grease from the air.
•• Good ventilation brings in fresh air and lighting in the kitchen.
•• Open windows and doors are the simplest forms of ventilation but cause draughts and loss of heat.
•• Commercial kitchens are made for commercial use.
•• They include institutes, hospitals, barracks, restaurants or hotel kitchens.
•• Premises must be kept clean and in good conditions.
Glossary of terms
Architect – a person who draws plans for buildings.
Headroom – is the distance between the head and the roof of the kitchen.
Kitchen site – is the place where the kitchen is built.
Kitchen position – where the kitchen is located.
Prevailing wind – popular wind blowing to the same direction.
8
Revision Exercises
Structured Questions
1. A kitchen is called ‘the heart’ of the home. Justify this statement.
2. List four suitable layouts of a modern kitchen.
3. State the importance of kitchen layouts
4. Draw and describe the triangular work flow.
5. Give three characteristics of kitchen work surfaces.
6. Explain the importance of lighting and ventilation in the kitchen.
7. Give examples of commercial kitchens
8. Why should commercial kitchens:
(a) Have labels over the sinks?
(b) Have separate sinks for washing food and equipment?
9. What is the importance of fitting kitchen windows with insect screens?
10. Explain the importance of colour on work surfaces.
9
Chapter
NUTRITION
2
Chapter objectives
•• define nutrition.
•• explain digestion, absorption and metabolism.
•• list enzymes involved during digestion.
•• describe the function of enzymes during digestion.
•• describe the importance of the villi.
Introduction
Nutrition is the science that interprets the interaction of nutrients and other substances in food in
relation to maintenance, growth, reproduction, health and disease of an organism. It includes food
intake, absorption and assimilation.
UNIT 2.1 DIGESTION, ABSORPTION AND METABOLISM
Digestion is the process by which food is broken down into a simple soluble form so it can be absorbed
easily into the body cells. During this process, proteins are converted into amino acids, carbohydrates
are converted into simple sugars and fats are broken down into fatty acids and glycerol. The digestion
process is a series of reactions of food with the digestive hormones and juices. Many digestive enzymes
and hormones act on food, at various stages during the process of digestion. This process takes place in
the digestive system (alimentary canal) which begins at the mouth and ends at the anus. Digestion occurs
by both physical and chemical means.
1. Mechanical digestion
Mechanical digestion refers to the physical breakdown of large pieces of food into smaller pieces which
can be accessed by digestive enzymes. Food is masticated in the mouth by the action of teeth and jaws.
The muscular action of the stomach also reduces the size of the food particles by churning.
2. Chemical digestion (Chemical breakdown of food)
In chemical digestion, enzymes break down food into smaller molecules that the body can use. During
digestion, a variety of chemicals or digestive juices are produced (saliva, bile, hydrochloric acid, pancreatic
juice). These contain enzymes which speed up chemical reactions and the release of nutrients.
10
Each chemical reaction has a specific enzyme to
speed it up, for example Starch + Salivary amylase
(in saliva) Maltose. Enzymes are catalysts, they are salivary glands
mouth
affected by temperature and pH that is the degree
esophagus
of acidity and alkalinity and are specific. Mucus
lubricates the food and the membranes of the
digestive system then enables the food to move liver
easily.
Digestion at each stage of the digestive
gallbladder
system stomach
duodenum pancreas
1. In the mouth: large intestine
(a) Physical breakdown small intestine
When food is taken in through the mouth, chewing
rectum
and mixing of the food occurs. Mastication of food
and swallowing of food takes place here in the oral Fig. 2.1 The human digestive system
cavity. Food is broken down into smaller particles
by the chewing action of teeth.
As saliva is added, it mixes with the food particles, slowly moistening and lubricating the food. Then forms
a small ball called a bolus. The pharynx helps in the movement of the bolus into the oesophagus, from
where it moves to the stomach through the peristaltic movements of the oesophagus.
Teeth – tear, rip and grind food into small pieces enough to swallow.
Tongue – pushes the food round the mouth and down the throat.
Saliva – moistens food for easier movement.
Salivary glands – produce saliva to moisten food and make it easy to swallow.
(b) Chemical breakdown
Carbohydrates: Salivary amylase produced by salivary glands converts some starch to maltose. Enzymes
act more easily on cooked starch than raw starch.
2. In the oesophagus
Food is swallowed through the oesophagus and food
moved to the stomach by peristalsis. There is no
physical or chemical breakdown of food that take
place. oesophagus
3. In the stomach
(a) Physical breakdown
stomach
Food enters the stomach through the opening
cardiac sphincter. When food reaches the stomach,
it stays for approximately 2 to 5 hours. Food in the
stomach gets mixed thoroughly with the gastric
juices through the churning movements of the
stomach muscle. This mass of food that is semi- Fig. 2.2 Movement of food in the oesophagus
digested, acidic and pulpy is called the chyme.
11
6. In the large intestine
In the large intestine digestion activity is significantly less. Here, bacteria act on leftover food particles.
Minerals, water and certain drugs are absorbed in the large intestine. The mucus secreted by the large
intestine helps in holding the waste particles, apart from lubricating it. Any undigested and unabsorbed
waste particles become the faecal matter, and is then passed to the rectum, from where it is eliminated
through the anus.
Absorption of nutrients
Absorption is the process where the products of digestion (small molecules) move through the wall of the
small intestine into the blood vessels.
It can occur in the mouth, stomach and large intestine but most of the absorption take place in the small
intestine. Water is absorbed mainly in the large intestine.
Conditions for absorption
•• The small intestine must provide a large
surface area so that a lot of nutrients can be
absorbed. microvilli
•• The surface of the intestine must be thin so
that the smaller molecules can be absorbed. capillaries
•• There must be enough blood supply so
that the absorbed molecules can be moved lacteal
throughout the body.
•• The molecules inside the intestine must be
in close contact with the surface and must artery
be small for easy absorption.
A villus is a finger like projection which increases the vein
surface area for absorption. It has many tiny blood
vessels (capillaries) that carry away amino acids,
monosaccharides, mineral salts and vitamins which
Fig. 2.3 Structure of a villus
pass through the villus.
In the centre of the villus is a lacteal which carries lipids to the lymph vessels. The epithelium of each villus
has folds in the membrane forming microvilli known as a brush border.
Assimilation
The process where nutrients are taken from the blood to the cells is called assimilation. Absorbed nutrients
are transported from the liver to the heart by the hepatic vein. From the heart the nutrients move to all
parts of the body.
Metabolism
Metabolism is the sum of the chemical reactions by which nutrients are used to produce energy and
material for growth and maintenance of the body cells. It is the process by which the body converts food
into energy. During the complex biochemical process, calories in food and beverages are combined with
oxygen to release energy the body needs to function. The body needs energy for basal metabolism and
physical activity.
Basal metabolism refers to the minimum amount of energy the body uses to support itself, for example
when breathing, the beating of the heart and maintenance of body temperature.
13
Chapter
METHODS OF COOKING
3
Chapter objectives
At the end of the chapter, you should be able to:
•• explain the scientific principles underlying different methods of cooking.
Introduction
Heat is a form of energy. It is used to cook food and to heat water in the kitchen. Some of the energy
released during digestion is converted into heat to maintain body temperature. Heat is produced when
the molecules in a substance vibrate and move rapidly. The faster the movement, the more energy is
released. It can then be transferred from one point to another.
UNIT 3.1 SCIENTIFIC PRINCIPLES UNDERLYING DIFFERENT METHODS OF COOKING
Cooking is the transfer of heat energy from its conduction

source to food. The underlying principle in cooking convection
is that heat must pass from the cooker to food at a
suitable rate. Heat flows from high temperature to
lower temperature until a constant temperature is
reached. This process is reversible.
Heat can be transferred from one place to another
by three methods which are conduction in solids,
convection of fluids in liquids or gases and radiation radiation
through anything that will allow radiation to pass.
If there is any temperature difference in a system,
heat will always move from higher to lower
temperatures. Fig. 3.1 Methods of heat transfer
1. Conduction
Conduction is the movement of heat from one item to another through direct contact. For example, when
a flame touches the bottom of a pan, heat is conducted to the pan. It is a slow method of heat transfer
because there must be physical contact from one molecule to another.
17
The food cooked by radiant heat should be near the heat source so that it receives more heat. If it is far
away it receives less heat. Examples of the use of radiation in cooking include grilling and microwave
cooking.

Visit the nearest restaurant, enquire on their type of fuel. Check if their equipment is suitable for the type of fuel.
Exercise 3.1
1. Cooking is the transfer of heat energy from its ______ to food.
2. Heat flows from high temperature to lower temperature until a _____temperature is reached.
3. What happens when a flame touches the pan? Heat is _____ to the pan.
4. Metals are good _____ of heat.
5. Wood and plastics are good _____ of heat.
6. Radiant energy travels through _____.
A. liquid B. gas C. metal. D. vacuum
7. In conduction heat moves through _____.
8. _____ is a method of heat transfer that does not rely upon any contact between the heat source and
the heated object.
9. _____is the movement of heat from one item to another through direct contact.
10. Semi-liquid food should be _____ to prevent burning during cooking.
Interesting facts
1. T he natural path of heat is that it flows from a hot area to a cooler area. Heat naturally wants to spread
across a space to create equilibrium. Which heat transfer then save energy?
•• Heat is a form of energy.
•• Heat is produced when the molecules in a substance vibrate and move rapidly.
•• The underlying principle in cooking is that heat must pass from the cooker to food at a suitable rate.
•• Heat can be transferred from one place to another by three methods: conduction in solids,
convection of fluids in liquids or gases and radiation through anything that will allow radiation to
pass.
•• Conduction is the movement of heat from one item to another through direct contact.
•• Semi-liquid food like soups and solid mixtures like sadza have slow convectional currents because
they are not fluid.
•• Radiation is a method of heat transfer that does not rely upon any contact between the heat source
and the heated object.
Glossary of terms
Conduction – is the movement of heat from one item to another through direct contact.
Convection – is the transfer of heat through fluid.
Radiation – is the movement of heat through a vacuum.
19
EXAMINATION 1
Paper 1: Structured Questions [2hrs 30Mins]
This paper consists of five questions. Read the questions carefully and answer all the questions.
1. (a) Define a kitchen and give two examples of kitchens. [3]
(b) List any three kitchen work surfaces. [3]
(c) Describe any three characteristics of good kitchen surfaces. [3]
(d) State the importance of colour, lighting and ventilation in the kitchen. [6]
(e) Name four kitchen layouts. [2]
(f ) Give three examples of commercial kitchens. [3]
(g) In a commercial kitchen, there must be enough wash basins, toilets, hot and cold-water taps, good
ventilation, drainage, changing facilities and waste disposal. Comment on this statement. [5]
2. (a) Define the terms assimilation and metabolism. [2]
3. (a) Explain the functions of the following during and digestion.
(i) Bile.
(ii) Hydrochloric acid.
(iii) Hormones. [6]
4. (a) Complete the table of digestion below.
Body part Nutrient Enzyme Product
Mouth ------------------ Salivary amylase -----------------
------------------ protein ------------------- -----------------
------------------ ------------------ lipase ------------------
[8]
(b) Name three parts of the villus involved in the absorption of nutrients. [3]
(c) State the nutrients absorbed by any two parts mentioned in (b) above. [2]
(d) What is an eating disorder? [1]
(e) How is digestion controlled? [3]
5. Convection, conduction and radiation are methods of heat transfer.
(a) Explain how heat is transferred in any two of the methods. [4]
(b) Name two good conductors and three poor conductors of heat. [5]
(c) How is heat transferred in the following methods of cooking?
(i) Boiling meat:
(ii) Baking a cake.
(iii) Deep-frying potato chips. [3]
6. (a) Give five rules of deep frying. [5]
(b) State three advantages and two disadvantages of grilling.
(i) Advantages. [3]
(ii) Disadvantages. [2]
(c) State the changes that take place when an egg is boiled. [3]
21
Chapter
MEAL PLANNING AND
FOOD SERVICE
4
Chapter objectives
• choose appropriate dishes according to nutritional requirements.
• select balanced meals with appropriate accompaniments, garnishing and decorations.
• draw up a shopping list.
Introduction
Meal planning involves planning meals and choosing a variety of foods that can be prepared and cooked
together, to make nutritious and interesting meals. Well planned meals should be balanced. They save
time, money and also reduce stress of the food preparer. Meals chosen should provide a balance of texture,
flavour, colour and variety of foods in order to be appealing and appetising.
UNIT 4.1 CHOICE OF DISHES
Types of meals
Common meals are breakfast which is usually eaten at or before ten o’clock, lunch which is commonly
eaten between 1230 hours and 1400 hours and supper which is mostly eaten as from 1700 hours till late.
Generally, times of meals varies with families and occasions.
Terminology associated with meal planning
1. A meal
A meal is composed of a variety of dishes. For example, breakfast meal can be composed of mealie-meal
porridge, tea or milk, buttered bread and boiled eggs.
2. A dish
A dish is made out of different ingredients, for example, potato stew is composed of a mixture of potatoes,
peas, broccoli, green and red paper, carrots and seasoning.
3. A balanced meal
A balanced meal is a meal that provides an individual with required nutrients in their correct proportion.
It should provide a balance of colourful flavour, texture and a variety of foods in order to be attractive and
appetising. It should be planned and prepared in accordance with the national food guide.
22
Activity 4.4 Writing a time plan
Plan a two-course meal for two active teenage boys. Write a time plan. Make a shopping list.
Interesting facts
Choosing good food is a major part of choosing good health.
•• Meal planning involves planning meals and choosing a variety of foods that can be prepared and
cooked together, to make nutritious and interesting meals.
•• Choosing good food is a major part of choosing good health.
•• Good food is one of the most important factors in the lifestyle that leads to a good health and
longevity.
•• To follow the dietary guidelines successfully, there is need to know which nutrients are found in
particular foods.
•• A shopping list is an ordering list of ingredients from the store.
•• Order of work is a system of controlling and using time efficiently and effectively.
•• A written time plan of practical work is a good way of demonstrating that one is able to prepare
food in a logical sequence and make the best use of time and resources available.
•• Types of meal service are family-style service, plate service, head-of-table service and buffets.
•• Food or meal service is a process of presenting prepared food to family members and or guests.
•• Cooked garnishes should be served with hot foods. Lemon and parsley can also be served with
cooked food.
Glossary of terms
A balanced meal – is a meal that provides an individual with required nutrients in their correct
proportion.
Meal service – is a process of presenting prepared food to family members or guests.
A meal – is composed of a variety of dishes.
A shopping list – is an ordering list of ingredients from the store.
Meal planning – involves planning meals and choosing a variety of foods that can be prepared and
cooked together, to make nutritious and interesting meals.
Revision Exercise
1. What is the importance of planning a meal?
2. What points do you consider when planning a meal?
3. State courses of a three-course meal and give an example of food served at each course.
4. What is the dietary recommendation of a good lifestyle?
5. Explain three points to consider when writing a time plan.
6. What is the importance of a shopping list?
7. Describe two types of meal service.
8. Write an advantage and a disadvantage for any one meal service described above.
9. Why should meals have various colours and textures?
10. Why are sweet dishes discouraged in children?
28
PREPARATION COOKING AND
Chapter PRESENTATION OF DIFFERENT
5
FOODS AND BEVERAGE
Chapter objectives
•• describe meal service.
•• explain the importance of table setting and etiquette.
•• demonstrate skills in meal and beverage preparation and preserving nutritive value.
•• show various ways of meal service with appropriate table decorations.
•• demonstrate table setting.
Introduction
The skilful preparation of food is one of the most essential arts. It is the objective of cooking. The general
appearance of food indicates the degree of perfection present and involves characteristics such as aroma,
colour, flavour, texture and shape or size of foods. When these are well presented, they appeal to the body
senses of sight, smell, touch and taste.
UNIT 5.1 SKILFUL DISHES
Cooking is all about taking quality ingredients and cooking them simply. Understanding the basics of
food preparation means acquiring some important skills in the kitchen. The use of a variety of skills
indicate ability, interest and confidence in preparation of food.
Food preparation is therefore an art in which food preparers demonstrate their skills in preparing, cooking
and serving dishes. The choice of skilful dishes is determined by the desire to adapt and vary recipes. The
principle behind varying recipes is to use different methods of cooking, making different cuts of meat and
vegetables like cutting into strips, cubes and slices.
Food preparation: basics skills
The thought of delicious food and spending time in the kitchen requires a mixture of practical skills for
cooks. These skills range from weighing and measuring liquids and solids to properly using equipment
such as knives, a microwave, oven or food processor.
•• Weighing and measuring are vital for achieving a balanced proportion of ingredients and success
with recipe in cooking and baking.
•• Proper knife handling is important for proper cutting, slicing and dicing food while being safe to
prevent injury.
29
Decorating a serving table
A centrepiece may be used for decorating the
dining table. It is an important item of display
when setting a table. This might be composed of a
collection of fruits, candles or flowers. Centrepieces
help to set the theme of the decorations and
bring extra decorations to the room. However,
centrepieces should not be too large to prevent
visibility around the table. They should allow for
the easier serving of dishes.
Fig. 5.2 Centrepieces
Table etiquette
These are table manners or rules of etiquette which are used while eating. They also include the
appropriate use of utensils. Different cultures observe different rules for table manners. Good basic table
manners are important as they ensure that both guests and hosts are comfortable at the table. Each
family or group sets its own standards for how strict these rules are to be enforced. Table manners have
evolved over centuries to make the practice of eating with others pleasant and sociable.
Basic table manners
•• Chew with your mouth closed.
•• Keep your smartphone off the table and set to silent or vibrate. Wait to check calls and texts until
you are finished with the meal and away from the table.
•• Do not use your utensils like a shovel or stab your food.
•• Do not pick your teeth at the table.
•• Remember to use your napkin.
•• Wait until you are done with chewing to sip or swallow a drink.
•• Cut only one piece of food at a time.
•• Avoid placing your elbows on the table while eating
•• Instead of reaching across the table for something, ask for it to be passed to you.
•• Take part in the dinner conversation.
•• Avoid slurping, smacking, blowing your nose, or other gross noises. If necessary, excuse yourself to
take care of whatever it is you need to take care of.
•• Always say ‘excuse me’ whenever you leave the table.
Activity 5.3 Demonstrations

In pairs, collect suitable serving utensils for lunch and set a table for two for a three-course meal.
Activity 5.4 Discussions

In groups learners share their family table rules, then discuss on how they feel about these rules and their benefits.
Exercise 5.3
1. Utensils are placed inward about __________ from the edge of the table.
2. Utensils are placed in the order of use that is from the ________.
3. Table manners make the practice of eating with others _________ and sociable.
4. Always say ___________ whenever you leave the table.
32
Chapter CONVENIENCE FOODS
6
Chapter objectives
•• develop convenience foods using locally available resources.
•• demonstrate ability to create attractive dishes using convenience foods.
Introduction
Food plays an integral part in our lives. Long ago, women were the ones who prepared food at home
since they did not go for work anywhere else besides at home. Men would go out for hunting and bring
the food for the family. Women stayed at home to pound, winnow and grind different grains. Many hours
were spent in food preparation. Leisure time was less. Also, since Southern Africa is characterised by three
months of rain in a year, fresh food such as vegetables are only available for a short period of time unless
there is access to irrigation water. Different methods of food preservation were used to ensure that food
would be available throughout the year
UNIT 6.1 DEVELOPING CONVENIENCE FOODS USING LOCALLY AVAILABLE

RESOURCES
Convenience food are described as those foods that are processed and partly or totally prepared by
the food manufacturer, so that they are either ready to eat, or require minimal preparation time by
the consumer. The food is processed to reduce the amount of preparation and cooking needed before
consumption. Such food saves time and labour. These are made from different foods such as cereals,
meat, fish, vegetables, fruits and milk. A variety of packages which include tins, cans, plastic containers,
lined boxes and packets are available in grocery shops. The packaging ensures that the food last for
prescribed time indicated on each food label.
Why has convenience foods gained popularity?
Convenience foods have gained popularity due to a number of reasons which includes the following:
•• The influence of advertising on people’s food habits.
•• Food technology advancement.
•• Increased ownership of refrigeration facilities.
•• Less leisure time being spent in food preparation.
•• Increased numbers of women joining the workforce and therefore having less time for food
preparation.
37
Activity 6.1 Research
Visit a grocery shop or a supermarket and list foods which are sold as ready-to-eat and those which are sold as
ready-to-cook. Compare your list with members of your group.
Activity 6.2 Research

Identify indigenous foods that are found in your area and discuss with your elders how different foods are
prepared and served. Discuss the findings in class. Where possible collect food samples which are available.
Exercise 6.1
1. What are convenience foods?
2. Suggest two reasons why convenience foods are popular nowadays.
3. Suggest three disadvantages of convenience foods.
4. Describe some different types of convenience food and give an example of each.
UNIT 6.2 INDIGENOUS FOODS USED AS CONVENIENCE FOODS IN ZIMBABWE
In Zimbabwe, a variety of locally available food can be used to design convenience foods. One limitation to
variety is the fact that most rural families have no access to electricity and refrigeration, so food dehydration
(drying) is the most common and celebrated culinary art in the country.
During the past decade, the introduction of solar dryers improved production and quality of dehydrated
products. Solar dryers use warm air heated by sun, which is the passed over the produce arranged in trays.
In solar driers, the direct sun does not reach the produce and the drier protects the produce from dust
and insects. Direct sunlight destroys many nutrients as compared to solar dryers. Most convenience foods
preserved in this way retain a wide range of essential nutrients. Different convenience food items can,
however, be designed by using various preservation methods.
The table below shows examples of indigenous foods used for convenience.
Type (classification) of food Examples of indigenous food

Instant porridge – powder made from dried and
1. Dehydrated pound sweet potatoes.
Coffee.
Instant foods quickly and easily prepared by Soups.
reconstituting with water and other liquids. Mashed sweet potatoes.
Mashed cassava.
Dried and pound roots and tubers, for example,
Food requiring reconstituting and a short cooking
yams, potatoes and sweet potatoes.
time.
Cassava flour used in baking.
Dried mopane worms.

Ingredients for main dishes requiring the addition
Dried beef (biltong in peanut butter sauce).
of extra ingredients and liquid.
Mushrooms.
2. Ready-to-eat Fruit pies (mazhanje or any sweet fruit available).

Papaya candy (from Pawpaw fruit).
(a) Sweets Fruit jams, for example, guava jam.
39
•• Dehydration can now be done on a large scale by using solar dryers.
•• Convenience foods can be designed from all food groups.
•• Indigenous foods can be used to design attractive convenient dishes.
•• Indigenous food provides sufficient nutrients and dietary fibre. These is need for careful selection
and considerations.
Revision Exercises
1. Define the following terms:
(a) dehydrated foods. [2]
(b) ready-to-eat on thawing foods. [2]
2. Suggest two disadvantages of convenience foods. [2]
3. List any three groups of convenience foods and for each group, give two examples of indigenous
foods. [6]
4. Describe how to prepare wild mushrooms before cooking. [10]
5. Plan a day’s menu for three people using indigenous food mostly used as our traditional foods in
Zimbabwe. [10]
6. Describe how you would serve sadza rezviyo and traditional chicken (road runner). [10]
7. You are invited to provide catering services for a traditional wedding in any rural district in Zimbabwe.
The invitation clearly states that indigenous foods should be prepared and served.
(a) Describe any four dishes you would serve. [8]
(b) Outline how you would present the dishes (suggest reasons for each point) [10]
Case study-based questions
Read this story and attempt the questions that follow.
Mrs Shiri, a Food Technology and Design teacher assigned her Form Four class to collect food samples of
indigenous foods in their area. Most boys brought fruits like matohwe, nyii, tsvoritsvoto, shumha, masau,
matamba, mawuyu and mazhanje which they usually eat while herding cattles. One boy, Munyaradzi
brought a dried, roasted rabbit from his grandfather. On the other hand, the girls managed to collect an
assortment of foodstuffs which included cow peas, samp (manhuchu) and brown rice, a bottle of peanut
butter, madhumbe, dried blackjack (mutsine), okra, mushroom, cabbages and onions.
Tariro, the class monitor, brought a bottle of mahewu she had prepared from left-over sadza, sweet
potatoes, soya beans, green mealies, pumpkin, madora and tomatoes. Since almost half of the samples
were fresh and the refrigerator was down. Mrs Shiri decided to have the food items used the next day for
a practical session. The students assembled all the foodstuffs on the ingredients table in preparation for
the next day. On Wednesday morning, the students were divided into groups and assigned to prepare at
least two dishes using any of the indigenous food. The demonstration dish which Mrs Shiri prepared was
boiled chicken which she served with boiled rice and mixed vegetables. A variety of attractive dishes were
prepared though there were a few challenges with okra.
1. What do you think were the challenges with okra? [1]
2. Explain how Munyaradzi’s grandfather could have dried and roasted the rabbit. [8]
3. Identify three dishes that could be prepared using the ingredients supplied by Tariro. [9]
4. Plan a three-course supper using any of the ingredients supplied above. [12]
5. Design a pamphlet to advertise convenience foods at your school. Use any indigenous foods of your
choice. [10]
42
(ii) From the fruits named in (3)a (i) above, choose one fruit and identify any two nutrients found in
that fruit.
Indigenous fruit. [1]
Nutrients: [1]
(b) Define the following terms:
(i) Entrepreneur. [2]
(ii) Enterprising. [2]
(c) Suggest two reason why human rights should be observed. [2]
(d) Expenses can be classified under four categories. List any two. [2]
(e) Food, fuel, labour and time are essential resources which should be used economically. Suggest
one point on how to economically use each of these:
(i) Food. [1]
(ii) Labour. [1]
(iii) Time. [1]
3. (a) List any three principles of enterprising. [3]
(b) Why is market research an important factor to include in business planning? Suggest three
reasons. [3]
(c) List three appropriate small business projects which a girl can engage in after completion of four
years in secondary school? [3]
(d) Summarise any three physical changes that take place in boys at puberty. [3]
(e) Identify any two health related effects of early parenthood. [2]
(f ) In the Zimbabwean context, name any two people who are responsible for counselling, mentoring
and shaping unhu/ubuntu of a girl at puberty. [2]
4. (a) Define these terms:
(i) Health. [2]
(ii) Adolescence. [2]
(b) List any four benefits of exercising. [4]
(c) Suggest any three importance of androgynous roles. [3]
(d) List three social problems resulting from gender discrimination. [3]
(e) Outline any two-dietary requirement for a teenage girl and suggest a reason for each. [4]
5. (a) List any three indicators of good health. [3]
(b) Which three nutrients are vital for a pregnant mother? [3]
(c) Suggest any three factors which affect a family budget. [3]
(d) List any three advantages of sleeping for at least eight hours a night. [3]
(e) List any three uses of Information and Communication Technology (ICT) in marketing. [3]
(f ) Suggest three advantages of using Information and Communication Technology (ICT) in
marketing. [3]
6. (a) List any three characteristics of a viable small business. [3]
(b) Suggest any three sources of funding for a small business. [3]
(c) List any three aspects of good grooming. [3]
(d) What is the meaning of these abbreviations?
(i) HIV [1]
(ii) STI [1]
(e) List any two effects of being a teenage mother to the child. [2]
44
Chapter
CONSUMER EDUCATION
7
Chapter objectives
•• define a consumer and related concepts.
•• list aspects related to consumer education.
•• explain rights and responsibilities of a consumer.
•• compare prices and quality of goods and services.
•• demonstrate skills for economic use of resources like food, fuel, time and labour.
•• differentiate between good and bad practices by a consumer.
•• prepare a budget.
•• evaluate the guidelines for shopping.
•• assess and evaluate a case study based on consumer rights, responsibilities and economic use
of resources.
Introduction
An assortment of goods and services are available on the market nowadays. This provides the consumer
with a wide choice of goods at relatively cheap prices. The growth in production and availability of
resources conversely promotes likeliness of unfair trading, poor services and a myriad of unfair
practices. As such, consumers need to be educated on various issues which are likely to affect them.
The consumer should get best value for money when buying goods and services. In 1978, the United
Nations unanimously supported a set of consumer protection guidelines. Most countries adopted these
guidelines and Zimbabwe is not an exception.
UNIT 7.1 CONSUMER RIGHTS
A consumer is any person who uses goods and services. The term refers to all of us since we purchase items
such as food, clothes and use services like transport, electricity, water and refuse collection. When dealing
with any of the issues, there is need for right information and facts.
Consumer rights
Consumer rights are a set of recommended laws and regulations aimed at protecting the user of goods
and services. These are the privileges granted to consumers. Manufacturers, traders, service providers and
different bodies that provide services to the public are obliged to provide quality goods and services by
legal acts. Every consumer has a responsibility towards traders and service providers in line with the right
granted.
45
Consumers have a right to complain
about goods or services which are poor
and should receive fair attention from the To speak out and
supplier. inform producers and
The right to be heard. manufacturers and
Consumer interests should be considered the government about
in policy making and in execution needs and expectations.
of government policies as well as in
development of products and services.
Consumers are protected against To gather current

incorrect and misleading information. information about
They should be protected from deceitful changes and
The right to be informed.
or misleading information, for example innovations.
information such as food additives,
contents of the food and expiry dates. To ask for information.
Consumers have a right to receive fair To complain, inform

treatment after launching a complaint. about dissatisfaction or
This includes receiving compensation, satisfaction.
The right to redress. identical replacement or full refund of To be honest, ethical and
goods, product or unsatisfactory service to exercise or portray
which failed to fulfil expected standards unhu/ubuntu when
and specifications. launching complaints.
Have a right to live and work in an

environment which is non-threatening
to the well-being of present and future
generations. To respect the
environment as well as
The right to a healthy Right to be safe from products and
to consider the impact
environment. services that cause pollution and
of decisions and actions
degradation of natural resources.
on that environment.
This implies the right to complain against
unsafe water and sanitation services
which may lead to outbreak of diseases.
To acquire knowledge and skills needed

to make informed decisions when To acquire education
choosing goods and services. This and be ethical and
The right to consumer education.
include education on basic rights and considerate in using the
responsibilities as well as how to act in education.
case of complaints.
Activity 7.2 Drama

Imagine that you buy a pack of baked beans from a local supermarket. When you opened two of them to serve
for breakfast, you realise that they are not fresh. On close monitoring, you realise that they are expired and some
tins are rusty and swelled. In groups of four or five, dramatise how you would react. Your drama should include
a hard to convince supervisor who insisted that the shop is labelled, ‘No returns, No refunds’.
47
(c) Income.
(d) Budget. [4]
2. List any five consumer rights. [5]
3. Outline the six stages of budgeting. [6]
4. Why is it essential to have resource management skills in the house? [5]
5. Identify five ways to demonstrate good finance management in a family. [5]
6. You are a mother who is currently seeking employment. As a housewife for a family of four (mother,
father, house-helper and son, prepare a budget for August 2019. The total income is $1500.00. In-
clude the following in your budget.
Babysitting $80, rent $100, loan instalments $88, summer clothes $120, movies $110, recharge cards
$50, food $400, birthday present $80, electricity recharge $95, emergency $300, transport costs $80
and furniture instalments $82.
(a) Use the following format.
Category Budget amount Actual amount Difference
[20]
(b) Re-evaluate your budget and clearly indicate item(s) which would need review and suggest a
reason to justify the review. [10]
(c) Identify any five items on the budget which you think portrays bad practices in resource
management. [5]
Case study-based Questions
Read this story and attempt the questions that follow.
Mr Jongwe wanted to surprise his wife on her birthday. He decided to buy her a four-plate stove since she
was always complaining about the delays caused by their small stove. He was so keen to please her. He
went into the electrical appliance shop and asked for one of the most expensive stoves. He was assisted by
a gentleman who quickly boxed his present when he noticed his impatience. On arriving home, he asked
his son to connect the stove and cover it with a nice fabric so that his wife would receive her surprise the
moment she entered the kitchen. He took out his newspaper and relaxed on the sofa, eagerly waiting for
the wife to arrive.
On arrival, she was so fascinated by the present. She felt that she would use the gadget immediately to
show appreciation. On turning the gadget on, there was no response to show any power. There was a smell
of burning electric cords. Everyone was frightened and worried.
Mr Jongwe quickly unplugged the new gadget. He later realised that there had been a bad connection.
The new gadget could not work. Mrs Jongwe calmed his husband and assured him that the company
would give them another gadget. The following day, he realised that he had not collected the receipt from
the shop, neither had he asked any information concerning the guarantee or warranty. Despite all these
problems, he went to confront the shop owner.
1. W hat five consumer rights did Mr Jongwe have when he purchased the stove? (Give an example for
each) [10]
2. Outline the consumer responsibilities that Mr Jongwe did not exercise. (Give clear examples for each).
[10]
3. Outline the procedures to be followed by Mr Jongwe to redress the situation. [5]
4. In terms of good financial management, evaluate the method used by Mr Jongwe to purchase the
stove? [5]
54
Chapter
GENDER
8
Chapter objectives
•• outline androgynous roles.
•• explain the importance of androgynous roles.
Introduction
In different societies, people often attach value to children according to their gender. Each time a pregnant
mother goes for labour, society would be eager to know whether the child is born male or female. Gender
related issues affect the way people think about themselves, their inspirations, relationships, achievements,
and contribution to life. Long ago, men were regarded as the most powerful members of the society who
could hold positions of responsibility which were a taboo for women to hold. Today, the constitution has
laws in place to redress injustices and unfair discrimination on the basis of gender. The issue is worth
discussing because it affects the way a person thinks, acts, and pursue dreams. Also, the way people ascribe
power to women and men in the family as well as in the community is affected by gender.
UNIT 8.1 GENDER ROLES: ANDROGYNOUS ROLES
What is gender?
Gender refers to the social behaviour and attributes associated to being female or male by society. Gender
in not something that a person is born with neither is it God given; therefore, it can change. Gender is
learnt. Society prescribes gender which then influences what we think about ourselves, our aspirations, our
relationships, achievements and contributions to life. It affects the way people ascribe power to women
and men at family and at community level.
Gender roles
Gender roles refer to the tasks, duties and responsibilities that are culturally rather than biologically
prescribed. Such responsibilities are expected to be performed by an individual by virtue of his or her
gender. Traditionally, these roles were assigned according to physical strength that is required to carry
the tasks and the tools used. The child’s self-concept is affected by the influence from the parents or older
people. The boys are guided towards masculine chores such as hunting and cutting wood while girls would
be venturing in child care, food preparation and serving. Also, the child is socialised towards dressing like
male or female. Even the general comments and complements, point towards feminine or masculinity.
55
6. It will lead to abolishment of male domination and threats
Studies have shown that male dominance is evident in political and leadership positions. A study by
Chibaya, Rembe and Wadesango on the factors that impede women advancement into leadership
positions in primary schools found out that there is male dominance in leadership positions. Women tend
meet too many barriers which include lack of support from their families.
Promotion of gender equality in Zimbabwe
1. The Constitution of Zimbabwe
The Constitution of Zimbabwe, Chapter 2 states that all institutions and agencies of government at all
levels must take practical measures to ensure that women have equal access to resources. This is a very
positive step towards empowerment of girls and women who are marginalised in the society.
2. The Government of Zimbabwe (GoZ)
The GoZ through the Food and Nutrition Security Policy and the National Gender Policy recognised the
need to promote gender equality and equity as a vehicle to achieving sustainable food security. The GoZ
also teamed up with various organisations who support gender equality with emphasis on agriculture,
food and nutrition, consumer protection, economic and social development fishery and aquaculture,
forestry, natural resources management and environment technical cooperation, knowledge exchange,
research and extension to achieve food security, development and for elimination of hunger and poverty.
Activity 8.2 Group work

In groups, discuss the importance of androgynous roles.
Exercise 8.2
Below is an extract from the National Gender Profile of Agriculture and Livelihoods. Study the graph and
answer questions below.
Food and Agriculture Organisation of United Nations. Harare, 2017
1. List five disadvantages of gender stereotyping.

2. Using the information from the graph above, suggest reasons why females are constituting a higher
percentage in the agriculture labour force.
3. Suggest reasons why men are dominating in decision making in the National Assembly.
58
Interesting facts
1. Gender and sex are different terms with different meanings.
2. Stereotyping has both negative and positive effects on an individual.
3. Equity is a means while equality is the result.
4. The Constitution of Zimbabwe prioritises practical measures to ensure that women have equal access
to resources.
5. Different organisations value the need for equity between mankind.
•• Gender roles refer to the tasks, duties and responsibilities that are culturally prescribed while sex
roles are biologically prescribed.
•• Gender roles can change with time but sex roles do not change.
•• A person who exhibits behaviours, characteristics and behaviours that society attributes to both
male and female gender roles is said to be androgynous.
•• People who withhold androgynous roles are likely to perform better in a wider variety of situations
than their counterparts.
•• Gender stereotypes are ideas that are based on the sex of an individual.
•• Gender stereotypes have negative effects on an individual’s life.
•• Socially and culturally acceptable ideas and beliefs are perpetuated by religion, culture, family, the
media and educational institutions.
•• The way people dress, their career choices, family responsibilities and subject choices are evidence
of gender stereotypes.
Glossary of terms
Gender discrimination – a difference in the treatment of people based entirely on being male or female.
Gender inequality –u nequal rights, responsibilities and opportunities of males and females in all
sectors-which are political, economic, social and legal.
ENSURE – Enhancing Nutrition Stepping Up Resiliency and Enterprise.
Self-esteem – your overall view of yourself.
Revision Exercise
1. Define;
(a) sex-roles. [3]
(b) conformity. [2]
2. Outline three traditional masculine and three feminine gender stereotypes. [6]
3. Give any five examples of androgynous roles. [5]
4. (a) Define self-confidence. [2]
(b) What are the two types of conformity? [2]
5. Describe how a school can promote gender inequality between learners. [5]
6. Outline five ways in which a school can alleviate gender inequality between learners. [5]
7. Explain what this statement means, ‘Equity is a means while equality is the result’. [10]
8. Suggest reasons why there is always gender role shifting in Zimbabwe. [10]
9. Androgynous roles are important in Zimbabwe? Do you agree? [10]
59
Case study-based Questions
Mary was the only girl and a second born in a family of three. Her mother often compared Mary with
Pastor Muvhuti’s daughter next door. She expected too much from the fourteen-year-old girl such that she
concluded that Mary was lazy and disorganised.
Every morning before going to school, she was supposed to do some household chores then clean-up and
dress his younger brother and accompany him to a nearby primary school then proceed to her secondary
school. Mary’s older brother yearned to help her but the mother insisted that he should not do ‘girls’ work’.
Her mother’s expectations were too much on her. She often arrived to school late. Mary could not discuss
her problem with her mother since she was so short-tempered and often beat her. She lost trust in her
mother.
One day her mother visited a relative and Uncle Victor raped her. He threatened to kill her if she told
anyone. She could not tell her short-tempered mother who always accused her of all sorts of things. She
wanted to tell her brother but she was so scared.
With time, her behaviour changed. She hated her mother and Uncle Victor. She started hating school
because she was often beaten when she arrived late. Her performance started to drop and she was
reserved and often unhappy. Her Guidance and Counselling teacher later engaged her in a dialogue. At
first, she could not trust her but later on, she opened up and told her every problem she faced in her life.
The school authorities alerted the Police Victim Friendly Unit who quickly picked Victor for questioning.
Mrs Moyo was bitter with Mary because she did not tell her. She felt that she had embarrassed her and
also that she had reported the case which could warranty arrest of the family’s breadwinner yet the issue
could have been solved within the family. She hated herself and regretted ever sharing the story with
anyone.
1. (a) What household chores do you think Mary engaged in before going to school? [4]
(b) Who do you think was responsible for preparing Mary’s brother for school? Why? [6]
2. How did Mary’s mother contribute to Mary’s low self-esteem, lack of self-confidence and lack of trust?
Justify your answer. [10]
3. Identify Mary’s rights which were infringed in the passage. [5]
4. Did Mary do the right thing in reporting an issue which warranted the arrest of a family’s bread-winner?
Justify your answer. [5]
60
Chapter
ENTERPRISING
9
Chapter objectives
•• explain the principles of enterprising.
•• demonstrate different ways of carrying out market research.
•• identify appropriate business projects to meet clientele needs.
Introduction
People have basic needs which are to be fulfilled. There are different ways of meeting the basic needs
and people often strive to meet another person’s need but usually for a fare. They try by all means to be
resourceful and imaginative so as to supply goods and services to consumers thereby receiving some
profit. In order to satisfy needs, someone has to produce goods and deliver the service. Entrepreneurship
is a mind-set. No-one is born an entrepreneur but the mind-set develops with time.
UNIT 9.1 PRINCIPLES OF ENTERPRISING

An entrepreneur is a person who habitually creates and innovates to build something of value around
perceived opportunities. The person should be resourceful, organised and hard-working in-order
to prosper in the business. Some people become entrepreneurs by necessity and others by seizing
opportunity. An entrepreneur can find market research information from a wide variety of sources and
should possess skills for preparing appealing business plans.
Enterprising
Enterprising is a term which implies showing courage, willingness and zeal to start a new project despite
the anticipated risks and challenges.
The principles of enterprising
Principles of enterprising are the rules and ideologies that govern how a new project should run. The rules
are flexible and should be interpreted within the context of the project or trade ventured into.
They act as guidelines which would help the entrepreneur to successfully achieve goals and set targets.
These principles also assist in making choices and informed decisions about the project. These are
indicated as follows:
61
UNIT 9.2 MARKET RESEARCH
In order to achieve a flourishing and worthy business, it is vital to start off by conducting a market
research which will give a person an idea of the expectations of a community. Market research enables an
entrepreneur to collect enough information about a product such that the consumer would be convinced.
Market research is a process of learning what the customer wants and needs and determining ways of
satisfying the needs of customers.
Stages of market research
The skill of marketing lies in the ability to attract customers to a business. It is vital to keep abreast with
changes and innovations so as to retain customers. When conducted diligently, market research will
equip the supplier or producer on:
•• potential customers.
•• customer habits.
•• their trends.
•• future plans.
Two basic principles to adhere to in marketing:
1. All business policies and activities should be directed towards satisfying customer needs.
2. Profitable sales volume is more important than maximum sales volume.
Information to include in market research
•• The following information will be provided by good market research:
•• Who are your customers and what services do they want from you?
•• It identifies unfulfilled customer needs.
•• Also detects the level of competition you are venturing into.
•• Give information on how to reach your customers.
•• Helps you evaluate whether your product meets customer’s satisfaction.
•• Helps you work out marketing strategies.
•• Assists in forecasting costly marketing mistakes.
•• Helps in identifying target markets.
•• Contributes towards developing a valuable information base.
•• Market research should be an on-going process so that the business continues to be viable and to
satisfy the customers.
Examples of questions to include in market research:
(a) Who are my current and potential customers?
(b) What location is that?
(c) What status/grade/economic power are they?
(d) Will they buy?
(e) Am I offering products at the best place, price and time?
(f ) Will my promotions be of any value to them?
(g) What does my customers think about my business?
(h) How is my business rated as compared to my competitors?
(i) Are my prices consistent with product’s value as rated by my consumers?
(j) Which are the possible ways to keep up interest of my customers?
63
Glossary of terms
Entrepreneur – is a person who regularly creates and innovates to build something of value
around perceive opportunities.
Memory sticks – a re the various devices which are used to store information which will be
accessible on a computer.
Revision Exercises
1. Define any two of these terms:
(a) entrepreneur. [2]
(b) marketing. [3]
(c) legal viability. [3]
2. Why should entrepreneurs carry out a market research before starting a business? [5]
3. Give any five important questions to include in market research. [5]
4. Suggest any five sources of finance for a business. [5]
5. Describe the importance of ICT in a Food Technology and Design industry. Give suitable examples. [10]
6. Explain the types of business which are successful in Zimbabwe. [10]
7. Outline the procedures to follow before establishing a business. [10]
8. Describe Small and Medium Enterprises [SMEs] with reference to the Zimbabwe context. [10]
Case study Questions
Mr Jones was the chief-caterer of Success Catering Company. He was tasked to work towards the
improvement of cash-flow in the business. This role prompted him to carry out a market research of the
company as well as come up with a clean business plan. In his assignment, he realised that there was need
for introducing fast foods needed by adolescents at break time and also that most of them required a light
lunch as compared to the usual sadza and beef which was popular. His final conclusion was to introduce
light meals for lunch and some French fries served with grilled chicken. He is still planning for some food
items which could be picked by adolescents at break time. He is overwhelmed by the cash-flow at lunch
time.
(a) Describe Mr Jones’ role at Success Catering Company. [8]
(b) What questions could Mr Jones include in his market research? [6]
(c) If you were Mr Jones, what were you going to do to include for lunch and for break? Why? [6]
(d) Imagine that you are Mr Jones, draw up a business plan for the task given by the company. [10]
70
Chapter HEALTH AND PHYSICAL
DEVELOPMENT
10
Chapter objectives
•• describe the psycho-socio economic effects of early parenthood.
Introduction
The different stages of life are marked by physical and biological changes within the body. The physical
changes are visible, they can be seen by other people. These changes are also called secondary sexual
characteristics and are triggered by sex hormones. Biological changes are hormonal changes that take
place within the body. The hormones control these activities. These changes take place during puberty.
Some body organs modify and become sexually mature. The individual develops from childhood to
adulthood. This stage is referred to as adolescence stage. The stage is a delicate stage which shapes the
individuals social life. The stage can define a person’s destiny so there is need to develop life-skills which
will help one to define the destiny. Most of the characters are shaped during this stage of life.
UNIT 10.1 PHYSICAL DEVELOPMENT
Physical changes are the changes which are visible and can be seen by other people. These are the
secondary sexual characteristics which are triggered by sex hormones. These are different in both sexes
but increase in body weight, skeletal growth and height are common to both.
Physical changes in girls
•• Breasts develop.
•• Hips become rounder and wider.
•• Pubic hair grows.
•• Hair grows underarm.
•• Menstruating starts.
•• Pimples start to develop.
Physical changes in boys
•• Bodies become hairy.
•• Chest and shoulders broaden.
•• Beard start to grow.
•• Pubic and underarm hair develops.
71
Reasons Percentages
Unplanned 48%
Wanted a child 45%
Did not think I would fall pregnant 23%
Early marriage 19%
Did not know about condom use or other contraceptives 10%
Sexual violence/abuse or rape 8%
At puberty, the physical and biological changes mark the beginning of reproduction. A girl is capable of
becoming pregnant while a boy can impregnate a girl.
During this stage, it is normal to feel attracted to the opposite sex but there is need for self-control to
guard against the consequences of early indulgence. Adolescent pregnancy severely restrains girls and
young women’s opportunities and hinders their ability to reach full potential.
Psycho-socio-economic effects of early parenthood
Early parenthood has been associated with some psychological, social and economic challenges to the
young adolescent. These challenges will be difficult for the young mother to cope with and usually leads
to further problems in her life.
There are a lot of consequences attached to pubertal indulgence in sexual activities and in most cases,
the adolescent will resort to self-harm if she does not receive counselling. The following are some of the
consequences;
Cycle A to C
Sexual indulgence Contraction of diseases and/or HIV Deteriorate in health
Poor performance Poor health Death
Sexual indulgence Girl become pregnant Drop out of school

May not get a chance to complete education Poor life Suicide
Sexual indulgence Strained relationship (parents) Inadequate nutrition

Financial problems Develops poor health Undernourished child Death
Exercise – physical activity that is carried out to improve health and fitness.
The above cycles reflects the different effects of adolescence pregnancy.
The body of a woman has to naturally develop to such an extent that it can comfortably accommodate a
developing baby. An underdeveloped body would obviously pose some problems for both the woman
and the baby. Teenage pregnancies have negative effects on both the boy and the girl.
The girl’s body will be immature to carry pregnancy so her health will deteriorate and she may die due to
the complications of the pregnancy. Her body requires a lot more nutrients to cater for the foetus.
She would need more iron, vitamins, calcium and proteins. The pregnant girl may not have money to meet
her needs and those of the baby. The young mothers face significant levels of stress that can lead to
increases in mental health.
74
8. Explain ten causes of teenage pregnancy. [10]
9. Outline the psycho-socioeconomic challenges associated with teenage pregnancies. [10]
10. Describe healthy related complications associated with early pregnancy. [10]
Case Study-based Questions
Thandiwe was in Form 3. Her close friend was Mary. They used to discuss everything concerning school
work and social issues. One day she brought a difficult issue concerning her boyfriend Temba. Mary had
insisted that they were too young to engage in boy-girl relationships but Thandi turned a deaf ear towards
her advice. She wanted to know the best way she could deal with the issue concerning Temba.
She narrated that she had been invited to Temba’s place over the holidays. She agreed to go because
Temba had promised to adhere to mere friendship and nothing else. When she arrived, she noticed that
Temba was all by himself. She was later invited into his bedroom to watch some movies from his laptop.
As they were watching the third movie, one thing led to another. She insisted that she was not ready, but
Temba insisted. Finally, they did what she ever regretted in her life and it happened without her consent.
She was so scared because she had missed her second period. When she confronted Temba, but he
indicated that he was too young to impregnate a person and even to marry someone. This troubled her so
much so she needed advice from her best friend.
Her solution was to abort. Her dear friend however challenged her and gave her a list of complications
related to abortion. This included the likeliness of rapturing her reproductive system, which would
consequently lead to failure to bear a child and even death. She weighed the dangers involved. Mary later
advised her to approach her aunt who would intervene and apologise for what she did. The parents were
so angry with her. They later reconciled with her and sent her back to school after the birth of the child.
1. Describe five things which Thandiwe did which were wrong. Suggest reasons where necessary. [5]
2. (a) What three points suggests that Mary was a good friend? [3]
(b) In the Zimbabwean culture, state three people who are always used to intercede when there is a
problem in the family. [3]
(c) What is meant by the word ‘consent’? [1]
(d) State three qualities of a good friend. [3]
(e) State five other problems (complications) associated with teenage pregnancy which were not
mentioned above. [5]
3. What is your personal assessment of Temba’s behaviour? Justify your answer with his behaviour from
the story. [10]
77
Practical Test Planning session: 1 hour 30 minutes
Practical Test: 2 hours 30 minutes
Additional material
Carbonised sheets
Instructions to candidates
1. This paper consists of five questions. Read the questions carefully and choose any one.
2. Credit will be given to candidates who choose skilful dishes. Using the carbonised sheets for all
written work, proceed in the following order:
(i) Write down your choice of dishes and ingredients for each dish on page 1.
(ii) Make a time plan on page 2.
(iii) Prepare a shopping list showing total quantities required on page 3.
1. (a) Design, cook and serve a two-course meal using convenience foods in the main dish.
(b) Make small cakes suitable for a three-year-old girl’s birthday party and serve with a stimulating juice
from any indigenous fruit.
2. (a) Choose four skills from the list below and design four dishes. Each dish should demonstrate a
different skill.
(i) blanching.
(ii) making a sauce by roux method.
(iii) sauté.
(iv) marinating.
(v) rolling and folding.
(vi) braising.
(b) Make biscuits using the rubbing in method.
3. (a) Design, cook and serve the following;
(i) an indigenous dish using madora/amacimbi as relish.
(ii) bread using any indigenous flour.
(iii) jelly using any fruit.
(iv) a puree soups.
(b) Make a green salad.
4. (a) Design, cook and serve a two-course meal using any four foods from the list below;
(i) plain flour,
(ii) chicken (traditional/road runner),
(iii) potatoes,
(iv) cold meat,
(v) herbs and spices.
Indicate foods chosen under each dish.
(b) Make muffins using the all-in-one method and serve with stimulating soup.
5. (a) Design, cook and serve the following food items to sell as fund-raising for starting your small
business;
(i) peanut biscuits,
(ii) decorated scones,
(iii) savoury pastry dish,
(iv) yeast dish.
(b) Prepare and serve a refreshing beverage.
79
A Practical Approach to Food Technology and Design | Form 1 - 4 Series
Updated Curriculum
Updated Curriculum
A Practical Approach FORM A Practical Approach FORM
to
2
to
A Practical Approach to Food Technology and Design | Form 1

Food Technology and Design
This is a learner centred comprehensive book which gives learners an effective Food Technology and Design
understanding of the learning area. It constitutes the following:
• well-structured content as outlined in the syllabus.
• interesting facts about the subject that motivate and stimulate interest in the
learning of Food Technology and Design.
• activities that require learners to actively participate in their learning process.
• knowledge in food preparation, resource management, self-reliance and
enterprising.
• demonstration of scientific knowledge of nutrition, hygiene, appreciation of
indigenous food, resource management and analysis of food insecurity.
• thorough revision exercises at the end of the chapter and follow up examinations
meant to evaluate the extent to which taught skills and knowledge have been
grasped.
Approved by the Ministry of Primary and Secondary Education
Adija Muchenga Florence Maridzo Dorothy Chinofunga Bongani Gwenzi

Updated Curriculum
Updated Curriculum
A Practical Approach FORM A Practical Approach FORM
to
4
to
3
This is a learner centred comprehensive book which gives learners an effective Food Technology and Design Food Technology and Design
understanding of the learning area. It constitutes the following:
• well-structured content as outlined in the syllabus.
• interesting facts about the subject that motivate and stimulate interest in the
learning of Food Technology and Design.
• activities that require learners to actively participate in their learning process.
• knowledge in food preparation, resource management, self-reliance and
enterprising.
• demonstration of scientific knowledge of nutrition, hygiene, appreciation of
indigenous food, resource management and analysis of food insecurity.
• thorough revision exercises at the end of the chapter and follow up examinations
meant to evaluate the extent to which taught skills and knowledge have been
grasped.
Approved by the Ministry of Primary and Secondary Education
Adija Muchenga Giace Kokotiko Florence Maridzo
All Approved by the Ministry of Primary and Secondary Education
81

Food Technology and Design: A Practical Approach

Uploaded by

Copyright:

Available Formats

Food Technology and Design: A Practical Approach

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Food Technology and Design: A Practical Approach

Uploaded by

Copyright:

Available Formats

Updated Curriculum

A Practical Approach FORM

Food Technology and Design 4

Food Technology and Design

Florence Maridzo Giace Kokotiko

Chapter 3: Methods of cooking................................................................................... 17

Chapter 4: Meal planning and food service................................................................ 22

Chapter 5: Preparation cooking and presentation of different foods and beverage 29

Chapter 6: Convenience foods..................................................................................... 37

Chapter 7: Consumer education.................................................................................. 45

Chapter 10: Health and physical development............................................................ 71

Examination lll ............................................................................................................... 78

UNIT 1.1 SITES AND POSITIONS OF A KITCHEN

Fig. 1.6 Cooker hoods

Fig. 1.7 Wall extractor fans

Activity 1.4 Project

Activity 1.5 Educational tour

UNIT 1.4 COMMERCIAL KITCHENS

The size of a commercial kitchen depends on its

UNIT 2.1 DIGESTION, ABSORPTION AND METABOLISM

UNIT 3.1 SCIENTIFIC PRINCIPLES UNDERLYING DIFFERENT METHODS OF COOKING

Cooking is the transfer of heat energy from its conduction

Activity 3.1 Educational tour

UNIT 4.1 CHOICE OF DISHES

UNIT 5.1 SKILFUL DISHES

Activity 5.3 Demonstrations

Activity 5.4 Discussions

UNIT 6.1 DEVELOPING CONVENIENCE FOODS USING LOCALLY AVAILABLE

Activity 6.2 Research

UNIT 6.2 INDIGENOUS FOODS USED AS CONVENIENCE FOODS IN ZIMBABWE

Type (classification) of food Examples of indigenous food

Dried mopane worms.

2. Ready-to-eat Fruit pies (mazhanje or any sweet fruit available).

UNIT 7.1 CONSUMER RIGHTS

Consumers are protected against To gather current

Consumers have a right to receive fair To complain, inform

Have a right to live and work in an

To acquire knowledge and skills needed

Activity 7.2 Drama

UNIT 8.1 GENDER ROLES: ANDROGYNOUS ROLES

Activity 8.2 Group work

1. List five disadvantages of gender stereotyping.

UNIT 9.1 PRINCIPLES OF ENTERPRISING

UNIT 10.1 PHYSICAL DEVELOPMENT

Sexual indulgence Girl become pregnant Drop out of school

Sexual indulgence Strained relationship (parents) Inadequate nutrition

A Practical Approach to Food Technology and Design | Form 1

Approved by the Ministry of Primary and Secondary Education

Adija Muchenga Florence Maridzo Dorothy Chinofunga Bongani Gwenzi

A Practical Approach FORM A Practical Approach FORM

Approved by the Ministry of Primary and Secondary Education

Adija Muchenga Giace Kokotiko Florence Maridzo

All Approved by the Ministry of Primary and Secondary Education

You might also like

UNIT 6.1 DEVELOPING CONVENIENCE FOODS USING LOCALLY AVAILABLE