Menu planning

Overview

Menu planning is a core skill in food preparation and nutrition, carrying a significant weight in the AQA GCSE exam (typically a 12-mark question). It requires candidates to synthesise knowledge from across the specification, including nutritional principles, dietary needs of different life stages, sensory properties (organoleptics), and practical factors like cost and seasonality. Examiners are looking for more than just a list of dishes; they expect detailed justifications that demonstrate a deep understanding of how food choices impact health and wellbeing. This guide will equip you with the frameworks and specific knowledge needed to construct high-scoring responses.

The Principles of Menu Planning

1. Nutritional Balance: The Eatwell Guide

What it is: The Eatwell Guide is the UK's healthy eating model. It dictates the proportions of the five main food groups that should be consumed for a healthy, balanced diet. For your exam, you MUST plan menus that reflect these proportions.

Why it matters: Marks are explicitly awarded for demonstrating that your menu is balanced. You must show how your choices meet the guidelines.

Specific Knowledge:

• Fruit and Vegetables: ~40%
• Potatoes, bread, rice, pasta and other starchy carbohydrates: ~38% (choose wholegrain versions where possible)
• Beans, pulses, fish, eggs, meat and other proteins: ~12%
• Dairy and alternatives: ~8%
• Oils and spreads: ~1%

2. Justifying Choices: The Nutrient-Source-Function Chain

What it is: This is the most critical technique for justifying your menu choices. Instead of making a vague statement like "this dish is healthy," you must provide a precise, three-part justification.

Why it matters: This demonstrates AO1 (knowledge) and AO2 (application) and is the primary way to access higher mark bands. It shows the examiner you understand the science behind your food choices.

The Chain:

1. Nutrient: State the specific nutrient.
2. Source: Name the ingredient that provides it.
3. Function: Explain its biological role in the body, linking it to the target group if possible.

3. Target Groups & Life Stages

What they are: Your exam question will always specify a target group. You must tailor your menu to their unique physiological and social needs.

Why it matters: This is a test of your ability to apply nutritional knowledge to real-world scenarios. Generic menus will not score well.

Specific Knowledge - Key Examples:

• Teenagers: Require high energy for growth, protein (HBV) for muscle development, iron (especially girls) to prevent anaemia, and calcium for peak bone mass.
• Elderly Adults (65+): Need fewer calories but nutrient-dense foods. Focus on calcium and Vitamin D for bone health (preventing osteoporosis), protein to reduce muscle loss (sarcopenia), and fibre for digestion.
• Vegans: Must obtain all nutrients from plant sources. Key considerations are HBV protein (achieved by combining different plant proteins, e.g., beans on toast), iron, calcium, and Vitamin B12 (which must come from fortified foods or supplements).
• Coeliacs: Require a strict gluten-free diet. This means avoiding all products containing wheat, barley, and rye. You must be specific about using gluten-free alternatives (e.g., gluten-free flour, gluten-free pasta).

4. Sensory Properties (Organoleptics)

What they are: The characteristics of food that affect our senses: taste, texture, aroma, appearance (colour), and sound.

Why it matters: A good menu is not just nutritious; it must be appealing. Examiners award credit for demonstrating variety in sensory properties across the courses.

How to Apply It:

• Colour: Avoid a 'beige' menu. Use colourful vegetables and garnishes.
• Texture: Contrast textures. If the starter is a smooth soup, the main could have a crispy element.
• Flavour: Balance flavours. A rich, savoury main course could be followed by a light, sharp, fruity dessert.
• Cooking Methods: Demonstrate a range of skills by including different cooking methods (e.g., baking, grilling, steaming).