ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

FOOD TECHNOLOGY AND

DESIGN SYLLABUS

FORMS 5 - 6

2015 - 2022

Curriculum Development and Technical Services

P. O. Box MP 133
Mount Pleasant
Harare

© All Rrights Reserved

2015
Food Technology and Design Syllabus Forms 5 - 6

ACKNOWLEDGEMENTS

Ministry of Primary and Secondary Education would like to acknowledge the following for their valued con-
tribution:

• The National Food Technology and Design Syllabus Panel

• Zimbabwe School Examinations Council (ZIMSEC)
• Representatives from Colleges
• Ministry of Health and Child Care
• United Nations Educational Scientific and Cultural organization (UNESCO)
• United Nation Children’s’ Fund (UNICEF) for funding the programme

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Food Technology and Design Syllabus Forms 5 - 6

CONTENTS
ACKNOWLEDGEMENTS..........................................................................................................................i

CONTENTS................................................................................................................................................ii

1.0 PREAMBLE.........................................................................................................................................1

2.0 AIMS.....................................................................................................................................................1

3.0 OBJECTIVES.......................................................................................................................................2

4.0 METHODOLOGY AND TIME ALLOCATION.......................................................................................2

5.0 TOPICS................................................................................................................................................2

6.0 SCOPE AND SEQUENCE...................................................................................................................3

7.0 COMPETENCE MATRIX......................................................................................................................6

7.1 FORM 5................................................................................................................................................6

7.2 FORM 6................................................................................................................................................16

9.1 ASSESSMENT.....................................................................................................................................22

10.0 APENDIX 1.........................................................................................................................................27

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Food Technology and Design Syllabus Forms 5 - 6

1.0 PREAMBLE food preparation and service.

• have knowledge of both indigenous and non-indig-
enous foods.
1.1 INTRODUCTION
• practice enterprising skills in food preparation and
service
Food Technology and Design is concerned with food, its
nutritive value, analysis, design, processing and applica-
tion of knowledge and skills to solve real life problems.
1.5 CROSS - CUTTING THEMES
It instills acquisition of practical and theoretical skills to
develop a sound processing industry hence improving This course will help learners to develop an appreciation
food security for the nation through the learner. The of:
syllabus recognises food technology and design as a
tool for inclusivity that encourages learners to appreciate • Gender sensitivity
diversity. This form 5 – 6 learning area helps learners to • Sexuality, HIV/AIDS Education
conceptualise, innovate and be artistic in resource man- • Heritage studies
agement, self- reliance, indigenisation and enterprising. • Financial literacy
This learning area leads to further studies in food related • Disaster risk management
fields such as food service, health and food science • Human rights
• Children’s rights and responsibilities
1.2 RATIONALE • Environmental issues
• Guidance and counselling
Food Technology and Design is the study of Food • Food security
Science, Technology and Design. It imparts techno- • Collaboration
logical skills and design of advanced food processing • ICT
skills. Zimbabwe has an agro-based economy hence,
the syllabus seeks to promote a positive attitude towards
1.6 PRESENTATION OF SYLLABUS
indigenous health food use of advanced Technology in
processing, storage and utilisation of food. It enables
learners to acquire enterprising skills, indigenous and This Form 5 and 6 Food Technology and Design sylla-
non-indigenous methods of food preparation and service. bus is one document which consists of the preamble,
It develops in learners acceptable norms and values of rational, summary of content, assumptions, cross cutting
the society (Unhu/Ubuntu/Vumunhu). themes, aims, objectives, topics, methodology, time allo-
cation, scope and sequence and content matrix. Assess-
ment is in theory and practical activities.
1.3 SUMMARY OF CONTENT

Food Technology and Design will cover theory and prac- 2.0 AIMS
tical activities in areas such as nutrition, preservation,
packaging, safety, security and storage of food. This two The syllabus aims to help learners to:
year learning area seeks to develop learners through
Macro and Micro Nutrients Human Physiology, diet and 2.1 acquire scientific concepts of Food Technology
health, Food production cycle, Advanced food prepara- and Design
tion and service, Indigenous and modern food technolo- 2.2 exhibit an understanding of Human Physiolo-
gy and designs, Food security and Enterprise. gy, diet and health
2.3 develop scientific knowledge and appreciation
1.4 ASSUMPTIONS of the techniques and processes used in food
production and the resultant changes there-
It is assumed that learners: of, by encouraging innovativeness in product
development.
• have knowledge of nutrition in relation to an indi- 2.4 preserve Zimbabwean Culture and Heritage
vidual’s health through Food Technology and Design
• are able to choose, use and care for various piec- 2.5 foster skills in resource management, self-reli-
es of equipment ance and enterprising.
• acquired knowledge of food technology, nutrition,

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Food Technology and Design Syllabus Forms 5 - 6

3.0 OBJECTIVES • Case study

• Presentation
By the end of the course, learners should be able to: • Festivals
• Drama
• Research/investigation
3.1 demonstrate an understanding nutritional con-
cepts in Food Technology and Design
3.2 analyse the scientific concepts in Food Tech- NB: Teachers are encouraged to apply orthodidactic
nology and Design principles where possible.
3.3 analyse human physiology.
3.4 justify the relationship between diet and health 5.0 TOPICS
3.5 show an understanding of skills used in food
processing and production 5.1 Macro and Micro Nutrients
3.6 demonstrate innovativeness in product devel- 5.2 Human Anatomy, Physiology, diet and health
opment using different techniques. 5.3 Food production cycle
3.7 apply skills in preserving Zimbabwean culture 5.4 Advanced food preparation and service
in food and Technology Design 5.5 Indigenous and modern food technology and
3.8 manage indigenous dishes on a commercial designs
basis. 5.6 Food security
3.9 demonstrate skills in enterprising, self-reliance 5.7 Enterprising
and resource management
3.10 design a working gadget to demonstrate skills
acquisition in Food Technology and Design
3.11 apply enterprising skills, self-reliance and
resource management

4.0 METHODOLOGY AND TIME

ALLOCATION
4.1 TIME ALLOCATION

At least 8 to 10 periods of 35 – 40 minutes per week for

form 5-6 should be allocated per class of not more than
15 learners. Four consecutive periods should be allocat-
ed for practicals.

4.2 METHODOLOGY

The syllabus requires the use of the learner centered

approach where learners are actively involved in the
learning process and the teacher becomes a facilitator.
The following methods should be considered:

• Demonstration
• Educational tours
• Discussions
• Debates
• Group work
• Experiments
• Role play
• Simulation
• Projects

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Food Technology and Design Syllabus Forms 5 - 6

6.0 SCOPE AND SEQUENCE

6.0 SCOPE AND SEQUENCE

SUB-TOPIC FORM 5 FORM 6

6.1 MACRO AND MICRO NUTRIENTS  Proteins  Nutrient Interaction
 Carbohydrates  Effects of Processing
- Nutrients  Lipids
 Vitamins
 Mineral Elements
 Water
 Energy

6. 2 HUMAN PHYSIOLOGY, DIET AND  Human anatomy and physiology  Recommended Dietary Intake
HEALTH  Digestion  Metabolism of nutrients
- Physiology  Diet - Nutritional needs in the life cycle
- Meal designing
 Indigenous and contemporary nutritional
practices.
 Health
- Nutritional disorders

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Food Technology and Design Syllabus Forms 5 - 6

SUB-TOPIC FORM 5 FORM 6

6.3 FOOD PRODUCTION CYCLE  Milk and milk products  Food additives
- Food sources and composition  Cereal and cereal products  Food packaging
 Fish  Food labelling
 Meat and Poultry  Convenience foods
 Eggs
 Fruits and vegetables
 Fats and oils
 Legumes

 Contamination
- Food spoilage
 Natural decay

- Preservation of food and nutrients  Indigenous methods of preservation

 Modern methods of preservation

- Processing cycle  Transportation

 Milling
 Processing
 Storage

6.4 ADVANCED FOOD PREPARATION AND  Indigenous and non-indigenous beverages  Indigenous and non-indigenous
SERVICE  Confectionaries menus
- Indigenous food preparation and  Indigenous and non-indigenous menus  Commercial menu designing.
service  Styles of food service  Therapeutic diets
 Styles of food service

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Food Technology and Design Syllabus Forms 5 - 6

SUB-TOPIC FORM 5 FORM 6

6.5 INDIGENOUS AND MODERN FOOD  Processing and preserving foods.  Gadget design
TECHNOLOGY AND DESIGN - Indigenous  Product line extension
- Gadget designing  Gadget design  Health and Safety Procedures
- preparation or service
 Food products design
 Product line extension
 Health and Safety Procedures
6.6 FOOD SECURITY  Indigenous and non-indigenous agricultural  National and international food and food
- Food legislation policies practices legislation policies
 National land policies
 Food Security
- causes and effects
 Factors threatening food security.

6.7 ENTERPRISING  Food system management  Food system management

- Food system management - Intellectual property

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Food Technology and Design Syllabus Forms 5 - 6

7.0 COMPETENCE MATRIX

7.0 COMPETENCE MATRIX
7.1 FORM 5
7.1 FORM 5

LEARNING CONTENT (ATTITUDE SUGGESTED LEARNING

TOPIC OBJECTIVES SKILLS AND ACTIVITIES AND NOTES
Learners should be able KNOWLEDGE)
to:

7.1.1 MACRO AND MICRO  illustrate the protein  Chemistry of protein  Drawing the structure of  Jaws software
NUTRIENTS structure protein  Perkins braille
- Proteins  classify proteins  Distinguishing proteins  Slates and stylus
chemically  Resource person
 explain the nature of  Electronic media
proteins  Laboratory apparatus
 identify presence of  Experimenting on the  Gadgets
protein in food stuffs. presence of protein.
 examine the chemical  Discussing methods
and physical properties of assessing protein
of proteins. quality
 analyse the functions  Functions of proteins
of proteins

 Researching on the
functions of proteins
 Presenting functions of
protein
 Designing protein
products
 Preparing protein
products

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Food Technology and Design Syllabus Forms 5 - 6

- Carbohydrates  classify carbohydrates  Classification of  Identifying classes of

chemically carbohydrates
 analyse the chemical  Chemical structures of  carbohydrates
structures of Carbohydrates  Explaining the chemical
carbohydrate structure of
 examine the chemical  Chemical properties of carbohydrates
properties of carbohydrates  Drawing the chemical
carbohydrates structure
 Differentiating the
chemical structures of
carbohydrates
 Comparing chemical
properties of
carbohydrates through
experimenting
 evaluate the effects of  Effects of moist and dry  Assessing the effect of
moist and dry heat on heat on sugars and moist and dry heat on
sugars and starches starches sugars and starches
 Researching on degree
 identify artificial  Characteristics of of carcinogenicity
sweeteners artificial sweeteners artificial sweeteners and
give feedback
 analyse the functions  Functions of  Discussing the functions
of carbohydrates carbohydrates of carbohydrates

 use carbohydrates  Marketable carbohydrate  Preparing marketable

foods to produce a such as sweet potato carbohydrate products
marketable product jam

- Lipids  classify lipids according  Classification of lipids  Identifying physical

to physical structures. structures of lipids
 draw the chemical  Chemical structure of  Illustrating the chemical
structure of lipids. lipids structures of lipids
 identify the chemical  Chemical reactions of  Experimenting on the
reactions of lipids. lipids such as: chemical reactions of
 describe the - hydrogenation lipids.
composition of lipids - saponification  Analysing the
 Composition of lipids composition of lipids
 state the functions of  Assessing the functions
lipids  Functions of lipids of lipids.

 describe the physical  Physical reactions of  Explaining the physical

reactions of lipids lipids reactions of lipids

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Food Technology and Design Syllabus Forms 5 - 6

 identify the reference  Reference values for  Calculating the reference

value for lipids lipids. value for lipids.
.  Designing a marketable
product using lipids

- Vitamins  discuss sources of  Sources of water and fat  Outlining sources for
water and fat soluble soluble vitamins specific vitamins
vitamins.
 analyse the functions  Functions of specific  Discussing functions of
of specific vitamins vitamins specific vitamins
 identify vitamin  Vitamin requirements for
requirements for different age group.
different age groups.
 examine presence of  Testing for presence of  Experimenting the
vitamins in indigenous vitamins in foods presence of vitamins in
and non-indigenous food.
foods  Designing marketable
products from fruits and
vegetables whilst
conserving vitamin
content.
- Mineral Elements  discuss sources of  Sources of major mineral  Outlining sources for
major and trace and trace elements. specific mineral
mineral elements elements.

 analyse the functions  Functions of specific  Discussing functions of

of specific mineral mineral elements specific mineral elements
elements
 state the dietary  Individual dietary
requirements for requirements.
different age groups.
 identify presence of  Testing for presence of  Experimenting on the
mineral elements in mineral elements in presence of mineral
indigenous and non- foods. elements in food.
indigenous foods.  Designing a marketable
product rich in mineral
elements.
- Water  illustrate the chemistry  Chemistry of water  Drawing chemical
of water - solubility of water structure of water
- hard and soft water  classifying water
- ionization  Discussing the causes of
hardness and softness of

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Food Technology and Design Syllabus Forms 5 - 6

water
 explain purification of  Purification  Experimenting on
water purification
 outline recommended  Water dietary allowance  Stating recommended
dietary allowance of dietary allowance of
water. water.
 analyse functions of  Functions of water  Outlining functions of
water water
 Designing branded
marketable water
products.
- Energy  assess recommended  Energy in life cycle  Illustrating recommended
dietary allowance of dietary allowance of
energy in life cycle. energy in life cycle
 determine energy value  Energy value  Analysing energy values
  calculating energy value
 discuss uses of energy  Uses of energy  Illustrating use of energy
 interpret energy  Energy nutritional  Outlining energy
nutritional guidelines. guidelines nutritional guidelines.
 analyse factors
affecting energy needs.  Energy needs.  Explaining factors
affecting energy needs

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Food Technology and Design Syllabus Forms 5 - 6

LEARNING CONTENT (ATTITUDE SUGGESTED LEARNING SUGGESTED

TOPIC OBJECTIVES SKILLS AND ACTIVITIES AND NOTES RESOURCES
Learners should be able KNOWLEDGE)
to:
7.1.2 HUMAN  illustrate human  Anatomy and  Labeling human  Jaws software
PHYSIOLOGY, DIET AND anatomy and physiology anatomy.  Perkins braille
HEALTH physiology  Food digestion and  Discussing food  Slates and stylus
 explain food digestion nutrient absorption digestion and nutrient  Resource person
- Human Anatomy and nutrient absorption absorption  Electronic media
and Physiology  Laboratory apparatus
- Diet and Health  examine the nutritional  Nutritional in life cycle  Identifying the
needs in the life cycle. nutritional needs in the
 design meals for  Meals for individual life cycle.
individuals in the life needs in the life cycle  Preparing and serving
cycle using indigenous - indigenous meals for individuals in
and contemporary - contemporary the life cycle using
foods. indigenous and
 Dietary practices that contemporary foods.
 analyse the dietary lead to nutritional  Researching on dietary
practices that lead to disorders. practices that lead to
nutritional disorders nutritional disorders.

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Food Technology and Design Syllabus Forms 5 - 6

LEARNING CONTENT (ATTITUDE SUGGESTED LEARNING SUGGESTED

TOPIC OBJECTIVES SKILLS AND ACTIVITIES AND NOTES RESOURCES
Learners should be able KNOWLEDGE)
to:
7.1.3 FOOD  outline sources of  Sources of various  Discussing  Jaws software
PRODUCTION CYCLE various foods. foods. sources of food  Perkins braille
- Food Production  analyse the stages of  Production cycle  Identifying food  Slates and stylus
cycle food production cycle. production cycles of  Resource person
milk, fish, meat, eggs,  Electronic media
legumes, fruits,  Laboratory apparatus
vegetables, fats and  Educational tours
oils.
- Food Spoilage  analyse the causes  Causes and effects of  Identifying food
and effects of food food spoilage spoilage
spoilage  Discussing the causes
and effects of food
spoilage
 Experimenting on food
spoilage
- Food Preservation  analyse the food  Food preservation  Preserving using
preservation methods - indigenous indigenous methods
methods and modern methods.
- modern methods
 apply appropriate  Selecting a relevant
preservation methods method of preservation
during food processing to be applied at every
at every production stage in food
stage. production.
 Applying suitable
preservation method to
each food product.

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Food Technology and Design Syllabus Forms 5 - 6

LEARNING CONTENT (ATTITUDE SUGGESTED LEARNING SUGGESTED

TOPIC OBJECTIVES SKILLS AND ACTIVITIES AND NOTES RESOURCES
Learners should be able KNOWLEDGE)
to:

7.1.4 ADVANCED FOOD  identify indigenous and  Beverages.  Discussing indigenous  Realia
PREPARATION AND non-indigenous - indigenous and non-indigenous  Electronic media
SERVICE beverages. - non-indigenous beverages  Braille charts
- Beverages  prepare indigenous  Demonstrating the  Resource person
and non-indigenous  Production preparation and serving
beverages of indigenous and non-
 plan marketing  Marketing indigenous beverages.
strategies of  Packaging beverage
beverages.  Branding beverage
 Labeling beverages
 Outlining factors on
marketing.
 Standardizing beverage
according to legislation
 Educational tours/Trips
- Confectionaries  analyse various  Types of  Discussing various
confectionaries confectionaries confectionaries on the
 design confectionaries  Packaging market
 cost identified  Labelling  Designing and
confectionaries.  Pricing preparing
 select appropriate confectionaries
packaging material  Calculating expenditure
 label products on identified
according to legislation confectionaries
 calculate appropriate  Packaging
prices confectionaries
 Branding
confectionaries
 Labeling
confectionaries
 Outlining factors on
marketing.
 Standardizing
confectionaries
according to legislation
- Menus  discuss various menus  Types of indigenous  Demonstrating correct
 design, plan, prepare and non-indigenous service of each menu.

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Food Technology and Design Syllabus Forms 5 - 6

and service indigenous menus such as:  Preparing, cooking and

menus. - a’la carte serving indigenous
 draw, plan, prepare and - table d hote and non-indigenous
serve non-indigenous - cycle menu menus for
dishes. breakfast/lunch/dinner
 assess ways of using  Food economy and  Rechauffeing’
left over food health standards

- Styles of food  explain various styles of  Plate service  Demonstrating various

service food service  Buffet service styles of food service
 Table service
 Silver service

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 LEARNING CONTENT (ATTITUDE SUGGESTED LEARNING SUGGESTED
TOPIC OBJECTIVES SKILLS AND ACTIVITIES AND NOTES RESOURCES
Learners should be able KNOWLEDGE)
Food Technology and Design Syllabus Forms 5to:
-6
7.1.5 INDIGENOUS AND  explain various  Heat processing  Illustrating various ways  Jaws software
MODERN FOOD methods of food
LEARNING CONTENT (ATTITUDE
 Cold processing food can be
SUGGESTED preserved.
LEARNING SUGGESTED
 Perkins braille
TECHNOLOGY AND
TOPIC preservation
OBJECTIVES SKILLS AND
 Dehydration ACTIVITIES AND NOTES RESOURCES
 Slates and stylus
DESIGN Learners should be able KNOWLEDGE)
 Concentration  Resource person
- Indigenous to:  Fermentation  Electronic media
methods of Laboratory apparatus
7.1.5 INDIGENOUS AND
preservation  explain various  Heat processing  Illustrating various ways  Jaws software
MODERN FOOD methods of food  Cold processing food can be preserved.  Perkins braille
TECHNOLOGY Design
- Gadget AND  design working gadget
preservation  Principles of design
Dehydration  Constructing working  Slates and stylus
DESIGN ideal for food  Concentration gadget suitable for food  Resource person
- Indigenous preparation or service.  Fermentation preparation service  Electronic media
methods of  Laboratory apparatus
preservation
- Food product  plan, prepare and serve  Stages of food products  Experiments on various
- Gadget
design Design  design food products
variousworking gadgetto  development
Principles of design  Constructing until
food productsworking
ideal
meet for
clients
foodneeds. gadget suitable
acceptable for food
on the
preparation or service. market.
preparation service
- Product line  analyse existing  Stages of product line  Experiment on various
- extension
Food product  products
plan, and modify
prepare and serve  extension
Stages of food products  products identified
Experiments on various
design various
them to food
meetproducts
clients to  development
Consumer rights food products until
needs.
meet clients needs. acceptable on the
market.
- Health and Safety  explain national and  National and  Outline national and
- Product line
Procedures  analyse existing
international policies on  Stages of product
international policies
lineon  Experiment
internationalon various
policies
extension products
food and and
foodmodify extension
food and food products
and food identified
legislation.
them to meet clients
legislation  Consumer
legislation. rights
needs.
- Health and Safety explain national and
LEARNING CONTENT and
National(ATTITUDE Outline national and
SUGGESTED LEARNING SUGGESTED
TOPIC Procedures international policies on
OBJECTIVES international
SKILLS AND policies on international
ACTIVITIES ANDpolicies
NOTES RESOURCES
food and
Learners should
food be able food and food
KNOWLEDGE) and food legislation.
to: legislation legislation.
7.1.6 FOOD  compare indigenous  Indigenous and non-  Researching on  Jaws software
SECURITY and non-indigenous
LEARNING indigenous
CONTENT agricultural
(ATTITUDE SUGGESTED and non-
indigenousLEARNING SUGGESTED
 Perkins braille
TOPIC agricultural practices
OBJECTIVES practices
SKILLS AND indigenous
ACTIVITIES ANDagricultural
NOTES RESOURCES
 Slates and stylus
Learners should be able
 demonstrate KNOWLEDGE)
 Factors affecting food practices.  Resource person
to: maintenance of a security.  Managing a nutritional  Electronic media
nutritional garden  Effects of food security garden Laboratory apparatus
7.1.6 FOOD  compare indigenous  Indigenous and non-  Researching on  Jaws software
 analyse factors on the nation  Presenting factors
SECURITY and non-indigenous indigenous agricultural indigenous and non-  Perkins braille
affecting food security. Ensuring food security affecting food security.
agricultural practices  practices indigenous agricultural  Slates and stylus
assess effects of food
 demonstrate  for the nation.
Factors affecting food Discussing effects of
 practices.  Resource person
security nationwide
maintenance of a security. food security
 Managing on the
a nutritional  Electronic media 16
suggest ways
 nutritional of
garden  Effects of food security nation and ways of
garden  Laboratory apparatus
 analyse food security
ensuringfactors on the nation ensuring food
 Presenting security
factors
for the nation
affecting food security.  Ensuring food security for the nation.
affecting food security.

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LEARNING CONTENT SUGGESTED LEARNING SUGGESTED

TOPIC OBJECTIVES (skills, attitude and ACTIVITIES AND NOTES RESOURCES
Learners should be able knowledge)
to:
7.1.7: ENTERPRISING  survey on Food  Costing  Researching on Food  Jaws software
Technology and Design  Marketing skills Technology and Design  Perkins braille
- Food systems businesses businesses  Slates and stylus
management  write business project  Project proposal  compiling business  Resource person
proposal  Management of Food project proposal  Electronic media
 specialise on selected Technology and Design  Managing the business  Laboratory apparatus
business entities projects aspect of food service

 organise food and  Exhibiting at annual

gadget exhibition  Events management science sport, arts and
- food and gadget cultural festival
exhibition
- festival

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7.2 FORM 6

7.2 FORM 6
LEARNING CONTENT SUGGESTED LEARNING SUGGESTED
TOPIC OBJECTIVES (skills attitude and ACTIVITIES AND NOTES RESOURCES
Learners should be able knowledge)
to:
7.2.1: MACRO AND  explain the effects of  Nutrients interaction  Researching on nutrient  Jaws software
MICRO NUTRIENTS divalent mineral interaction  Perkins braille
elements and fats on  Discussing how nutrient  Slates and stylus
- Nutrient the absorption of other interaction influence  Resource person
Interaction nutrients food choices  Electronic media
 analyse nutrient  Assessing importance  Laboratory apparatus
interaction of nutrient interaction in
the diet planning
- Effects of  identify effects of  Macro and micro  Researching on effects
processing processing on macro nutrients of processing on macro
and micro nutrients  Oxidation and and micro nutrients
enzymatic reaction  Visiting
production centres
 analyse ways of  Remedying adverse
minimising adverse effects of
effects of processing processing on macro
macro and micro and micro nutrients
nutrients.
 investigate the amount
of nutrients in food
before and after  Experimenting on
processing. oxidation and enzymatic
 observe enzymatic reaction
reaction

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Food Technology and Design Syllabus Forms 5 - 6

LEARNING CONTENT SUGGESTED LEARNING SUGGESTED

TOPIC OBJECTIVES (skills, attitude and ACTIVITIES AND NOTES RESOURCES
Learners should be able knowledge)
to:
7.2.2: HUMAN  identify the reference  Reference values for  Researching on the  Jaws software
PHYSIOLOGY, DIET AND values for macro and micro and macro reference values for  Perkins braille
HEALTH micro nutrients required nutrients in the life macro and micro  Slates and stylus
in the life cycle. cycle. nutrients in the life  Resource person
- Reference Values  analyze metabolic cycle.  Electronic media
processes of  Laboratory apparatus
nutrients

- Metabolism  relate metabolic  Metabolic processes  Evaluating the

disorders to unhealthy  Metabolic disorders. metabolic processes of
food choices. nutrients.
LEARNING CONTENT (skills, attitude SUGGESTED
 Analysing andLEARNING SUGGESTED
TOPIC OBJECTIVES and knowledge) ACTIVITIES AND
evaluating foodNOTES
choices RESOURCES
Learners should be able that lead to metabolic
to: disorders.
7.2.3 FOOD PRODUCTION  identify the indigenous  Indigenous and modern  Making indigenous food  Jaws software
CYCLE and modern food food additives additives  Perkins braille
- Food Additives additives.  Functions of food  Experimenting using  Slates and stylus
 analyse the functions of additives modern and indigenous  Resource person
food additives food additives.  Electronic media
 demonstrate use of  Legislation  Applying legislation on  Laboratory apparatus
additives in product product manufacturing
manufacturing

- Food packaging  discuss the appropriate  Packaging materials  Designing indigenous

and labelling food packaging - indigenous and and modern packaging
materials used on modern materials
different food types - labelling  Creating labels for
 design the label - shelf life different indigenous and
showing the contents of modern products.
a package and its shelf
life.
- Convenience  design indigenous and  Indigenous and modern  Developing
foods modern convenience convenience convenience products
foods for marketing. foods using indigenous and
 Marketing strategies modern foods
for market

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Food Technology and Design Syllabus Forms 5 - 6

LEARNING CONTENT SUGGESTED LEARNING SUGGESTED

TOPIC OBJECTIVES (skills, attitude and ACTIVITIES AND NOTES RESOURCES
Learners should be able knowledge)
to:
7.2.4: ADVANCED  design indigenous  Indigenous menu,  Preparing, cooking and  Electronic media
FOOD PREPARATION menus design serving planned menus.  Realia
AND SERVICE  appraise aesthetic  Service of various  Garnishing prepared  Journals
- Indigenous menus value of indigenous menus prepared using dishes  Charts
designed menu indigenous methods  Decorating prepared  Braille textbooks
- etiquette dishes
 Aesthetic value of food.  Designing menu cards
 Critiquing indigenous
menu designs
- Non-indigenous  design  Non-indigenous menu  Creating menus.
menus non-indigenous menus design  Garnishing prepared
 Service of various dishes
menus prepared using  Decorating prepared
non- indigenous dishes
methods  Designing menu cards
- etiquette  Critiquing non-
indigenous menu
 appraise aesthetic  Aesthetic value of food designs
value of non-indigenous
designed menus
- Commercial menu  design commercial  Event management  Preparing commercial
menus - enterprising menus
design
 discuss marketing - market research  Marketing commercial
principles and analysis menus.
 analyse clientele needs - costing  Using business ethics.
and product viability - product  Managing a business
 discuss business ethics distribution entity
- business ethics
- Therapeutic Diets  design therapeutic diets  Special diets such as  Preparing therapeutic
- diabetes menus.
- HIV AIDS  Serving therapeutic
- coronary menus
heart diseases.
- cancer
 discuss medicinal value  Therapeutic herbs  Maintaining herbal
of herbs garden
 Using herbs as therapy

18
22
Food Technology and Design Syllabus Forms 5 - 6

- Styles of food  explain various styles of  Table service  Demonstrating various

service food service  Silver service styles of food service
 discuss client  Clientele management  Applying clientele
management skills skills. management skills

19
23
Food Technology and Design Syllabus Forms 5 - 6

LEARNING CONTENT (skills, SUGGESTED LEARNING SUGGESTED

TOPIC OBJECTIVES attitude and knowledge) ACTIVITIES AND NOTES RESOURCES
Learners should be able
to:
7.2.5: INDIGENOUS AND  construct a working  Working gadget  Assembling a working  Electronic media
MODERN FOOD gadget gadget  Realia
TECHNOLOGY AND  justify the functions of a  Functions of the gadget  Displaying gadget  Journals
DESIGN gadget  Critiquing functionality  Charts
- Gadget Design of gadget  Braille material
 Using gadget in food
preparation or service
 write gadget manual  Gadget manual  Compiling gadget
manual
 examine intellectual  Intellectual property  Applying intellectual
property rights rights property rights
- Product line  analyse existing  Product line extension  Discussing stages of
extension products and modify - assessment product line extension.
them - development  Evaluating of products
 outline new  Explaining new
development of product development in
products.
- Healthy and  apply food acts in  Reinforcement of food  Discussing food acts in
Safety procedures product development acts in new product relation to new product
 apply food legislation development development
 explain food safety act  Food legislation food  Explaining food safety
in product development acts.
 analyse safety  Discussing food
precautions legislation in relation to
 demonstrate safety new product
precautions development.
 Hazards  Performing hazard
drills
 assess disaster  Disaster management  Carrying out disaster
management management
workshops
 examine safety acts  Safety acts  Researching on safety
acts

20
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Food Technology and Design Syllabus Forms 5 - 6

LEARNING CONTENT SUGGESTED LEARNING SUGGESTED

TOPIC OBJECTIVES (skills, attitude and ACTIVITIES AND NOTES RESOURCES
Learners should be able knowledge)
to:
7.2.6 FOOD SECURITY  assess food legislation  Food legislation policies  Researching on food  Electronic media
- Food Legislation policies nationally and - foods and food legislation policies  Realia
Policies internationally for food Standard Act of  Implementing food  Journals
security Zimbabwe legislation policies in  Charts
- public Health Act food marketing  Braille textbooks
- food control Act
LEARNING - agriculture
CONTENT Act
(skills,attitude SUGGESTED LEARNING SUGGESTED
TOPIC OBJECTIVES  Role
and of the Consumer
knowledge) ACTIVITIES AND NOTES RESOURCES
Learners should be able Council of Zimbabwe
to:  Codex Alimentarius
7.2.7: ENTERPRISING  outline aspects of  Intellectual Property in  Planning a project  Electronic media
- Food System Intellectual Property in food technology and  Realia
Management food technology and design  Journals
design  Charts
 explain the structures  Structures and styles of  Discussing structures of  Braille material
and styles of management management
management
 demonstrate event  Event management  Organizing and
management managing events.

9.1 ASSESSMENT

The syllabus will be assessed in three components which are practical, theory and continuous assessment.

a) Assessment Objectives

By the end of the course, learners should be able to:

9.1.1 use terminology in Food Technology and Design

9.1.2 illustrate an understanding of the nature, composition and use of foods nutrients in food industry,
9.1.3 evaluate the nutritional needs of individuals throughout the life cycle
9.1.4 analyse metabolism in the human anatomy
9.1.5 identify causes, effects and prevention of nutrition-related problems in Zimbabwe and other countries
9.1.6 apply scientific principles of food preservation in Food Technology
21 and Design
9.1.7 assess the processes and techniques involved in product designing and marketing 25
9.1.8 design therapeutic diets
Food Technology and Design Syllabus Forms 5 - 6

9.1 ASSESSMENT

The syllabus will be assessed in three components which are practical, theory and continuous assessment.

a) Assessment Objectives

By the end of the course, learners should be able to:

9.1.1 use terminology in Food Technology and Design

9.1.2 illustrate an understanding of the nature, composition and use of foods nutrients in food industry,
9.1.3 evaluate the nutritional needs of individuals throughout the life cycle
9.1.4 analyse metabolism in the human anatomy
9.1.5 identify causes, effects and prevention of nutrition-related problems in Zimbabwe and other countries
9.1.6 apply scientific principles of food preservation in Food Technology and Design
9.1.7 assess the processes and techniques involved in product designing and marketing
9.1.8 design therapeutic diets
9.1.9 apply principles of hygiene and safety precautions in the kitchen in handling food and care of the
immediate environment,
9.1.10 identify microbial and chemical agents that affect food safety and hygiene
9.1.11 evaluate the environmental, cultural and socio –economic factors affecting food security
9.1.12 interpret observations, measurements and experimental data
9.1.13 evaluate Food Technology and Design products
9.1.14 apply management and organizational skills to food production, storage, preparation as well as the
use of resources
9.1.15 demonstrate understanding of gender equity and equality in food related issues
9.1.16 evaluate implications of Legislative Acts on national and international food security
9.1.17 identify careers and enterprise opportunities in Food Technology and Design

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Food Technology and Design Syllabus Forms 5 - 6

Assessment of learner performance in in Food Technology

and Design -100%

Continuous assessment Summative Assessment

30% 70%

Profiling Projects Tests Practical Paper 1 Paper 2

10% 10% assignments 30% 40%
10%

Profile

Continuous assessment marks Examination marks = 70%

= 30%

Exit
Profile

FINAL MARKS 100%

23
Food Technology and Design Syllabus Forms 5 - 6

Food Technology and Design will be assessed continuously from Form 5-6 through coursework and examination.
Learners will be assessed in the following areas:
9.3.1 Course work
Food Technology and Design will be assessed continuously from Form 5-6 through coursework and examination. Learners will
9.3.2 Practicals
be assessed in the following areas:
9.3.2.1 Product preparation, serving, processing, packaging, branding and labeling
9.3.2.2
9.3.1 Design menus,
Course work
Design indigenous and non-indigenous therapeutic diets,
Practicals
9.3.2 gargets,
Design working
Design nutritional
9.3.2.1 garden,
Product preparation, serving, processing, packaging, branding and labeling
Design confectionaries,
9.3.2.2 Design menus,
Design beverages,Design indigenous and non-indigenous therapeutic diets,
Design indigenous Design working gargets,
and non-indigenous marketable products
Design nutritional garden,
9.3.2.3 Evaluation, appreciation, leadership and communication skills.
Design confectionaries,
9.3.2.4 Originality, creativity, innovation and collaboration competencies.
Design beverages,
9.3.2.5 Food Technology
Design indigenousand Design event management
and non-indigenous and administration.
marketable products
9.3.2.3
9.3.2.6 Evaluation,
Enterprise andappreciation, leadership and communication skills.
research skills.
9.3.2.4 Planning,
9.3.2.7 Originality, creativity,
portfolios and innovation and collaboration competencies.
case studies.
9.3.2.5 Food Technology and Design event management and administration.
9.3.2.6 Enterprise and research skills.
9.3.3 Theory9.3.2.7 Planning, portfolios and case studies.
9.3.3 Theory
9.3.3.1 Assignments
9.3.3.1 Assignments
9.3.3.2 Tests
9.3.3.2 Tests

9.3.4 Summative Assessment

Title Duration Marks Weighting (%)

Paper 1: Theory
Structured questions 3 hours 100 30%
Essays

Paper 2: Practical 4 hours 100 40%

Planning session 1 and half

hours
Paper 3:
Continuous assessment 2 year Cycle 100 30%

Total for papers 1,2 and 3 300 100%

Paper Description

Paper 1-40%

This component consists of 8 questions. Candidates are expected to answer four questions. This paper consists of
two sections. Candidates are expected to answer a compulsory question in Section A Micro and macro nutrients and
any 3 questions from section B. Each question carries 25 marks. Total marks for this paper is 100 marks.

Paper 2 – 35%

• Practical Paper-(100 marks). This component consists of 5 practical tasks which are based on Macro and Micro
Nutrients,

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Food Technology and Design Syllabus Forms 5 - 6

Human Anatomy Physiology Diet and Health, Food Production cycle, Indigenous and modern Food Technology and
Design,
Advanced Food Preparation and Service, Food Security and Enterprise. Candidates are expected to choose any
1 task which they are expected to perform within 4 hours. Examiners are expected to assess the candidate using a
check list.

Paper 3- 2 year cycle 30% continuous assessment

Summary of Continuous Assessment Tasks

In Term 1 to 11, candidates are expected to have done at least the following recorded tasks per term:

• 1 practical task per term

• 1 written tests per term
• 1 project per year

The Food Technology and Design learning area will be assessed using Continuous and
Summative assessment.

Form of assessment Weighting

Continuous 30%
Summative 70%

Total 100%

25
Continuous Assessment

Level Assessment task Frequency Weighting

Form 5 Practical Assignment 1 per term 5
Theory test 1 per term 5
Project 1 per year 5
Form 6 Practical Assignment 1 per term 5
Theory test 1 per term 5
Project 1 per year 5
Total 30

NOTE: All assessment tasks are marked out of 100. Assessment of soft skills will be done
as learners respond to continuous assessment tasks.

SCHEME OF ASSESSMENT

PAPER TYPE OF PAPER DURATION MARKS WEIGHTING

1 Theory 3 hours 100 30%
2 Practical examination 4 hours 100 40%
(+ 1hr 30mins for planning
session)
3 Continuous assessment 11 terms 100 30%

9.4 SPECIFICATION
SCHEME GRID
OF ASSESSMENT
Specification Grid for Continuous Assessment
Component Skills Practical Tasks Written Tests
Skill 1
Knowledge 30% 25 30%
Comprehensive
Skill 2
 (+ 1hr 30mins for planning
session)
Food
3 Technology and Design
Continuous Syllabus Forms 5 11
assessment - 6 terms 100 30%

9.4 SPECIFICATION GRID

Specification Grid for Continuous Assessment
Component Skills Practical Tasks Written Tests
Skill 1
Knowledge 30% 30%
Comprehensive
Skill 2
Application 50% 50%
Analysis
Skill 3
Synthesis 20% 20%
Evaluation
Total 100% 100%
Weighting 20% 10%

Specification Grid for Summative Assessment

P1 P2 Total
Skill 1
Knowledge & 30% 20% 50%
Comprehension
Skill 2
Application & 50% 60% 110%
Analysis
Skill 3
Synthesis & 20% 20% 40%
Evaluation

Total 100% 100% 200%

26
Weighting 40% 60% 100%

Actual Weight % % %

SPECIFICATION GRID

ASSESSMENT
OBJECTIVES
COMPONENTS
PAPER 1 PAPER 2 PAPER 3
1 + + +
2 + + +
3 + + +
4 + - +
5 + - +
6 + + +
7 + + +
8 + + +
9 + + +
10 + + +
11 + - +
12 + + +
13 + + +
14 + + +
15 + - +
16 + - +
17 + + +

10. APENDIX 1
26
Equipment Required for a Maximum of 15 Students
5 Large Bain Marie
Food Technology and Design Syllabus Forms 5 - 6

10. APENDIX 1 12 Plastic salt and pepper cellars

Equipment Required for a Maximum of 15 Students 10 Bread boards
12 Lemon squeezers
5 Large Bain Marie 10 Kitchen can openers
8 serving stainless steel table 20 Bowl scrappers
2 Large warmer 2 Large plastic bins
5 Food processors 2 Cake slicers
2 industrial cookers 20 Cookie cutters set of 3
2 12cc freezer 2 Galvanized dustpans
4 Solid plate electric cookers 6 Canister set of 6
4 Gas stove 3 Skewers (3 sets)
20 Palette knives 20 Plastic baskets
20x4 Table spoons 1 Cutlery box
20x4 Dessert spoons 2 Dutch ovens
20x4 Teaspoons 20 Dredgers
12 Wooden spoons 6 Doughnut fries
20x4 Forks 6 Harps
20 Egg beaters12 Hand whisks 20 Moulds
12 Scone cutters – set of 6 4 Wood and coal stoves
12 Rolling pins
12 Flour sieves
12 Small enamel bowls
12 Medium enamel bowls
12 Large enamel bowls
1 Refrigerator 9 cu ft
12 Large saucepans
12 Large grater
12 Cooling rack
40 Aluminum plates
12 Small aluminum saucepans
12 Aluminum medium saucepans
12 Measuring scales: 2 and 5kg

30 Tea towels
1 Mutton cloth 5m roll
1 Butter muslin 15m roll
1 Sheeting 10m length
6 Hand towels
12 Washbowls
12 Pastry boards
12 Patty tins
12 Swiss roll tins
12 Roasting tins large
12 Loaf tins
12 Flour sifters
12 Galvanized buckets
12 Tables with Formica top
12 Baking sheets
12 Pie dishes
5 Bread knives
12 Swabs
5 Glass measuring jugs
12 Scrubbing brushes

27