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Claydon High School

Food Technology    KS3 & KS4

Head of Faculty: Ms Fisk

DT Food Technology Teacher: Ms K Wilson

 

From September 2014 Food Technology now constitutes a distinct and compulsory element throughout Key Stages 1 to 3 (ages 5 to 14), with the aim of ensuring that all students understand and apply the principles of nutrition and learn how to cook. The programme of study asserts that instilling a love of cooking in students will open a door to one of the great expressions of human creativity and that learning how to cook is a crucial life skill that enables students to feed themselves and others affordably and well, now and in later life. 

Key Stage 3

Throughout Key Stage 3, students are encouraged to use their creativity and opinions in their practical work. The majority of Food Technology lessons contain practical elements as students are assessed on their ability to prepare and cook a range of foods safely and hygienically. All students will cook sweet and savoury dishes to equip them with the skills required to eat a healthy and balanced diet after leaving school. 

In Year 7, students will be developing basic skills using a wide range of healthy foods. The Healthy Eating unit aims to provide students with the knowledge of healthy eating, a balanced diet and recent government initiatives. All students in Year 7 are encouraged to follow basic recipes that allow them to express their creativity and imagination alongside developing key skills in food preparation and hygiene. Students are taught how to chop foods safely and hygienically as well as how to use equipment correctly. Alongside practical work, students are encouraged to develop their written work by evaluating their products, taste testing shop bought items and using technical language.

During Year 8, students will be developing their basic skills practiced in Year 7. In this unit of work, their skills will be combined with knowledge of food ingredients and nutrition. Healthy eating is still a very strong focus at this stage; however, students will develop their knowledge alongside different baking processes including breads, pastries and cakes. They will learn about the function of ingredients and their chemical properties with a combination of practical and experimental theory lessons.

During Year 9, students develop their independent learning in Food Technology. Students are encouraged to think about their own opinions to enhance their practical and design work in lessons. They are encouraged to begin thinking about the nutritional content of their dishes as well as the correct food hygiene procedures to prevent food illnesses. A strong focus on hygiene and safety prepares students for further study in the subject at Key Stage 4, and for a healthy lifestyle when leaving school. Students will be taught about the risk of food contamination and bacteria and they are assessed on how they use these skills in practical work. The Year 9 unit of work focuses on cooking a variety of food from different cultures with healthy alternative dishes. This allows students to understand a wide range of dishes with different cooking properties and nutrition, and opens up more opportunities for students to cook their own ideas for healthy and balanced meals. 

Key Stage 4:  GCSE Food Preparation and Nutrition (AQA) 

GCSE Food Preparation and Nutrition is designed to enable students to show their creativity with the making of food products being the main feature. The course is designed directly to enable pupils to move forward from Key Stage 3 Design and Technology onto GCSE in Key Stage 4. Design Technology is a practical subject which requires the application of knowledge and understanding when developing ideas and students are expected to participate in practical work for the majority of lessons.

Students begin Year 11 quickly with their first Non Exam Assessment (NEA) starting within the first few weeks, this a research investigation which allows students to use the knowledge they have learnt in previous years. We move straight into their second NEA after this which is focussed on the practical element of their GCSE and allows them to demonstrate their cooking skills as well as their knowledge of adapting dishes and ingredients. Students are encouraged to push themselves and show a large range of skills by thinking independently and choosing dishes which will use a variety of ingredients and equipment.

During Year 11, students are encouraged to research and modify their own recipes as well as others to prepare them for their controlled assessment. Design and making are encouraged throughout the course to develop independent thinking and communication skills in order to prepare candidates for taking higher level courses or for entering the world of work. The course has 2 main assessment elements, a controlled assessment project and a written assessment. 

Students will be able to:

  • logically work through the design process to complete an effective piece of controlled assessment work;
  • carry out and analyse research related to the design brief;
  • prepare dishes hygienically and safely, demonstrating a variety of skills;
  • understand the implications when basic health and safety rules are not followed;
  • communicate and work effectively as a team in a self-contained kitchen area;
  • revisit a range of skills taught in key stage 3 applicable to the design brief, develop the recipes to show progression and modify a selection of dishes to show alternative ingredients;
  • follow a recipe/flowchart, evaluate practical tasks and suggest improvements;
  • explain how food is manufactured in industry.

All students will be able to recall, select and communicate some knowledge and understand the basic aspects of Food Technology. They are able to apply limited knowledge, understanding and skills in order to plan and carry out simple investigations and tasks. Students will all have an awareness of health and safety and the need to be accurate when following recipes. Students can review their work and say how it can be modified or improved. Ideas are simply communicated using limited technical vocabulary.