Hazard Control Planning

Curriculum Context

Subject Area: Design and Technology (Food Preparation and Nutrition)
Year Group: Year 10 (Mixed Ability)
Lesson Duration: 28 minutes
National Curriculum Reference (England):
Food Preparation and Nutrition – Key Stage 4
Pupils should:

• Understand and apply the principles of food safety
• Recognise and evaluate hazards related to food preparation
• Understand the system of Hazard Analysis and Critical Control Points (HACCP) in the food industry

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Learning Objectives

By the end of this 28-minute lesson, all students will:

• Understand the concept of HACCP and its importance in food safety
• Identify potential hazards in a simple food production environment
• Determine key critical control points in a food preparation scenario
• Begin to apply structured thinking around food safety in real-world contexts

Stretch and Challenge (for high ability learners):

• Evaluate how HACCP is used in mass food production
• Suggest improvements to a flawed HACCP plan

Support (for lower ability learners):

• Use scaffolding prompt cards and diagrams
• Work in mixed-ability pairs for peer support

SMSC Opportunities: Responsibility, care for others through hygiene, decision-making
Literacy Focus: Correct spelling and use of terminology such as “hazard”, “cross-contamination”, “control point”
Cross Curricular Links: Science (bacterial growth), Health & Social Care (Health and Safety)

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Key Vocabulary

• HACCP
• Hazard
• Control Point
• Contamination
• Critical Limits
• Monitoring
• Corrective Action

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Resources Needed

• Printed “Make-A-Meal” hazard cards (scenario-based)
• HACCP chart templates (pre-printed A3 for group work)
• Whiteboard and markers
• Visualiser/live camera for sharing responses
• Timer or visual countdown
• Colour-coded cutting board images
• Exit ticket cards

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Lesson Structure (28 Minutes)

⏱️ 0:00–2:00 | Starter: "Hazard Hunt 🔍" (Visual Activity)

• Method: Show an image of a messy kitchen on screen (e.g., raw chicken left on counter, sponge near raw meat, cooked food near raw ingredients)
• Ask students to call out three hazards they can identify
• Write key answers on the board to introduce the idea of preventable risk

Purpose: Activate prior knowledge in a lively, visual way

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⏱️ 2:00–6:00 | Teacher Introduction: "What is HACCP?" (Direct Teaching)

• Use a simplified story about how a factory making chilled sandwiches uses HACCP to keep supermarkets safe
• Emphasise:
  • “Hazard” = something that could go wrong
  • “Critical Control Point” = the moment you can stop it
• Write HACCP on board, with each letter decoded

Differentiate:

• Use colour-coded diagram for visual learners
• EAL students given dual-language flashcards where applicable

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⏱️ 6:00–12:00 | Group Task: "Hazard Heroes Game"

• Split into groups of 4
• Hand each group a “meal scenario” card (e.g., preparing chicken stir-fry for school canteen)
• Each group gets:
  • HACCP template (simple, 4-column table)
  • Hazard prompt cards (e.g., ‘dirty chopping board’, ‘warm fridge’, ‘hair not tied back’)
• Students must place cards at appropriate points on the chart and identify the “critical control point”

Support Strategy:

• Groups are mixed ability
• TAs circulate with simplified prompt sheets
• Chef’s Hat reward card for best group on-task behaviour

Time Check: Visual timer on board; teacher prompts halfway

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⏱️12:00–18:00 | Mini Plenary: “Would You Eat It?”

• Use the visualiser to share one group’s completed chart
• Ask class: Is this safe? What’s missing?
• Introduce the concept of Critical Limits (e.g., chicken must be cooked to 75°C)
• Reinforce why this level of planning prevents food poisoning outbreaks

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⏱️18:00–23:00 | Independent Task: HACCP Flash Case

Task:

• Students receive mini case brief: preparing a fresh salad wrap for school vending machine
• On whiteboards:
  1. Identify one hazard
  2. Suggest a critical control point
  3. Propose a way to monitor it
  4. Suggest a corrective action if it fails

Teacher circles room, targeting individual support and challenging high-attaining students

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⏱️23:00–26:00 | Whole Class Q&A

Rapid-fire questioning:

• “Hands up — name one hazard that HACCP can help prevent?”
• “What happens if food falls outside the safe zone?”
• “Who checks the critical control points?”

Award a “Food Tech Star” postcard for the most engaged learner

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⏱️26:00–28:00 | Exit Ticket & Reflection

On mini exit slips, students write:

1. One hazard they hadn’t thought about before
2. A question they still have about food safety
3. One food or meal they now realise needs careful planning

Optional Homework:
Create a simplified HACCP plan for a family BBQ — to be peer reviewed next lesson

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Assessment for Learning

• Observation during group task
• Responses during Q&A
• Answers on whiteboards during Independent Task
• Exit ticket content

Formative Feedback: Verbal praise; peer discussion
Summative Check: Foldered HACCP templates for teacher review

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Extension & Enrichment

• Challenge higher-ability learners to evaluate footage of a professional kitchen (shown next lesson) and spot HACCP-related practices
• Enrichment opportunity: plan a visit from a local food producer or environmental health officer

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Teacher Reflection Prompt (Post-Lesson)

• Did the shorter time frame allow for sufficient depth, or do pupils need spaced recall next week?
• Which learners showed strong problem-solving skills under HACCP principles?
• How might this be extended into practical food safety simulations?

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Creative Impact Idea

Employ a smart speaker or AI assistant (offline or recorded) at the end of the topic to “quiz” pupils on food safety terms in a game-show format – adding novelty and digital relevance to the classroom.

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Note: All terminology and triangle-of-control symbols are matched to current UK specifications. Lesson fits within unit work on food safety and the science of nutrition.