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Intent
The Food department aims to stimulate a love of learning and a love of cooking healthy meals. We strive to ensure that all students make good progress and enjoy learning, becoming independent learners who have developed key skills and understand what prospects there are for further study and careers involving the many facets of the food technology, catering, hospitality and food science sectors.
Introduction
At Prince William school we strongly believe that every child should have the opportunity to be able to cook a wide range of dishes; from treats and bakes to healthy snacks and family meals. Each child is encouraged to be involved in the preparation of the recipe, shopping list and labelling of ingredients for their practical lesson
Examples of cross-curricular links
English: Non-fiction reading - recipes and reviews
Vocabulary strategy - technical vocabulary is taught explicitly
Purpose and audience writing - recipe and instructional writing; reviews and persuasive writing
Mathematics: Measuring, ratio, best buy calculations.
Science: Bacteria, hygiene and food safety.
Humanities: Social and cultural influences on the food industry
MFL: Cultural diversity and food preferences internationally
Examples of Cultural Capital entitlement from NC
- Knowledge and skills to produce healthy, balance meals
- Knowledge and appreciation of traditions and preferences internationally
Key Stage 3
In KS3 students are introduced to the principles of hygiene and safety in the kitchen. They gain an awareness of a range of practical techniques. They also gain knowledge and understanding about properties of materials, the ways ingredients can be combined to create required sensory characteristics and an awareness of nutrition. There are clear links from year 7-9 to the GCSE and Hospitality and Catering Level ½ qualification as the students gain theoretical and practical knowledge and skills from all core topics studied in ks4. These topics are:
Food Safety, Food Science, Food Preparation and cooking techniques, Food Provenance, Health and Nutrition.
Year 7
Students are introduced to the principles of hygiene and safety in the kitchen. They gain an awareness of a range of basic practical techniques. They also gain knowledge and understanding about properties of materials, the ways ingredients can be combined to create required sensory characteristics and an awareness of nutrition.
Terms 1 & 2 | Terms 3 & 4 | Terms 5 & 6 |
---|---|---|
Hygiene and safety Equipment Weighing and measuring Sensory Analysis Food provenance – where does our food come from? Seasonal foods Food Science – Maillard Reaction and dextrinization |
The Eatwell Guide Nutrients Cooking techniques |
Food Choice Special diets Food Science – Raising agents Diet and health
|
Year 8
Student’s technical practical skills are developed further to ensure continuing progress. Students are encouraged to consider the flavour and overall presentation of their practical outcomes.â
Terms 1 & 2 | Terms 3 & 4 | Terms 5 & 6 |
---|---|---|
Food Safety The 4 C’S Food Science investigation Food Provenance - Cereals |
Sensory Evaluations Cooking methods Designing food Food Science – Gelatinisation Sensory Evaluation |
Food nutrition and Health – Nutrients and functions Food Nutrition and health – foods and their nutrients. Adapting dishes. Factors affecting food choice |
Year 9
Students will build on their prior knowledge and develop practical skills and theoretical knowledge further. Students will have more independence with recipes and be given a brief for cooking at the end of the year.
Terms 1 & 2 | Terms 3 & 4 | Terms 5 & 6 |
---|---|---|
Food Provenance – The Carbon Footprint Food Processing – Primary and secondary Food related disease |
Food Science- Heat Transfer Conduction, Convection and Radiation Food labelling International and British Cuisine Food choice |
Modifying recipes to meet dietary guidelines. Making practical dishes from a given brief Planning a menu Creating time plans |
Key Stage 4
The GCSE Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of food science, nutrition, food provenance and the working characteristics of food material. At its heart, this qualification focuses on nurturing students’ practical cookery skills to give them a strong understanding of nutrition. Students must be able to make the connections between theory and practice to apply their understanding of food and nutrition to practical preparation. Building on the topics covered at KS3 which are:
1. Food, nutrition and health – Macro Nutrients, Micro Nutrients, Nutritional Needs and Health.
2. Food science – Cooking of food, Heat Transfer and the Functional and Chemical Properties of Food.
3. Food safety – Food Spoilage, Contamination and the Principles of Food Safety.
4. Food choice – Factors affecting Food Choice, British and International Cuisines, Sensory Evaluation, Food Labelling and Marketing
5. Food provenance – Environmental Impact and Sustainability of Food, Food Processing and Production.
The range of food and ingredients studied will reflect the recommended guidelines for a healthy diet based on the main food commodity groups. Food groups include:
- Bread, cereals, flour, oats, rice, potatoes and pasta
- Fruit and vegetables
- Milk, cheese and yoghurt
- Meat, fish, eggs, soya, tofu, beans, nuts and seeds
- Butter, oil, margarine, sugar and syrup
Assessment
The final grade is made up by:
Non-exam Assessment 50%
Exam paper 50%
Non-exam assessment:
Task 1: Food investigation
This assesses students’ understanding of the working characteristics, functional and chemical properties of ingredients. It is presented as a written report (1,500 – 2,000 words) including photographic evidence of the practical investigation.
Task 2: Food preparation assessment
This assesses students’ knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task. Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved. It is presented as a written portfolio including photographic evidence.
Exam:
There is one final examination paper (1 hour 45 minutes) which is based on the theoretical knowledge of food preparation and nutrition.
Year 10 Hospitality and Catering Level 1 & 2 Eduqas
Term 1 | Term 2 | Term 3 |
---|---|---|
Unit 1 The structure of the hospitality and catering industry Job requirements within the hospitality and catering industry Working conditions of different job roles across the hospitality and catering industry Factors affecting the success of hospitality and catering providers |
Unit 1 The operation of the kitchen and front of house Hospitality and catering provision meet customer requirements |
Unit 1 Personal safety responsibilities in the workplace Risks to personal safety in hospitality and catering Personal safety control measures for hospitality and catering provision |
Term 4 | Term 5 | Term 6 |
Food related causes of ill health The role and responsibilities of the Environmental Health Officer (EHO) Food safety legislation Common types of food poisoning and the symptoms of food induced ill health |
Options for hospitality and catering provision Recommend options for hospitality provision Revision of Unit 1 |
Written Exam Mock assessment for unit 2 (prep for year 2) |
Year 11 The GCSE Food Preparation and Nutrition - Eduqas
Term 1 | Term 2 | Term 3 |
---|---|---|
Unit 2 Functions of nutrients in the human body Nutritional needs of specific groups |
The Unit 2 Characteristics of unsatisfactory nutritional intake Cooking methods impact on nutritional value |
Unit 2 Factors to consider when proposing dishes for menus How dishes on a menu address environmental issues Menu dishes meeting customer needs |
Term 4 | Term 5 | Term 6 |
Unit 2 Plan production of dishes for a menu Assessment for unit 2 |
Unit 2 Revision |
Unit 2 Retake of written exam (if necessary)
|
KS4 GCSE Food Preparation and Nutrition
Year 10
Term 1 | Term 2 | Term 3 |
---|---|---|
Macro and Micronutrients Nutritional needs and health Food science practical |
Food spoilage and contamination Principles of food safety Functional and chemical properties of food |
British and international cuisine Food Investigation Investigate fats in pastry |
Term 4 | Term 5 | Term 6 |
Cooking of food and heat transfer Food Investigation Raising agents in bread |
Sensory evaluation Environmental impact Food processing Food Preparation Menu Planning |
Mock assessments for NEA1 and NEA2 |
Year 11 GCSE
Term 1 | Term 2 | Term 3 |
---|---|---|
(Sept- Nov): NEA Task 1 Assessment broken into 3 areas; Research (5 marks) Investigating (15marks) Analysis & Evaluation (10marks) 30 marks total / 12 hours taught time. 15% of GCSE |
NEA Task 1 Assessment broken into 3 areas; Research (5 marks) Investigating (15marks) Analysis & Evaluation (10marks) 30 marks total / 12hrs taught time. 15% of GCSE
|
NEA Task 2 Assessment broken into areas; Researching the task Skills trial Making the final dishes Analyse & evaluate |
Term 4 | Term 5 | Term 6 |
Revisit all core topics |
Exam preparation and practice questions |
Exam preparation and practice questions. Written exam: 1 hour 45 minutes. |
Example of skill progression
Complex skills.
Key Stage 5
Level 3 Food Science and Nutrition
A largely practical based course which combines 1 written examination with 3 coursework units. This course is aimed at students who like cooking and learning about food. You will gain knowledge about Food Science and Nutrition. You will have the opportunity to learn about the relationship between the human body and food as well as practical skills about cooking and preparing food. You should enjoy all aspects of food preparation and cooking. There is a strong emphasis on practical work, making this an ideal choice for students who prefer learning through doing.
Year 12
Term 1 | Term 2 | Term 3 |
---|---|---|
Unit 1 Planning to meet nutritional needs of specific groups |
Unit 1 Planning to meet nutritional needs of specific groups |
Unit 1 - Controlled Assessment Meet nutritional needs of specific groups |
Term 4 | Term 5 | Term 6 |
Unit 1 – Section C Examined Case Study Meeting nutritional needs of specific groups. |
Unit 1 External and Internal Assessment – External exam – Revision time Internal Assessment Intervention if needed. Unit 2 External assessment will be completed in yr13 |
Unit 1 External and Internal Assessment – External exam – Revision time Internal Assessment Intervention if needed. Unit 2 External assessment will be completed in yr13 |
Year 13
Term 1 | Term 2 | Term 3 |
---|---|---|
Unit 3 - Theory Experimenting to Solve Food Production Problems |
Unit 3 - Theory Experimenting to Solve Food Production Problems |
Unit 2 – Theory Ensuring food is safe to eat |
Term 4 | Term 5 | Term 6 |
Unit 2 – Theory Ensuring food is safe to eat Mock Scenario |
Unit 2 – Theory Controlled Assessment |
Unit 1 External and Internal Assessment – External exam – Revision time Internal Assessment Intervention if needed. Unit 2 External assessment will be completed in yr13 |
Example of skill progression
Students begin by developing key skills linked to food and nutrition. We encourage students become passionate about food and install a joy of cooking. Over the years the students grow in confidence and develop a range of dishes alongside making the correct nutritional choices. A large number of students continue to study this subject at KS4 & KS5 and the department aim to tailor the choice of courses to suit the demand and skills of the students.
Careers and progression
Qualification pathways
The department has responded to student requirements and changed the offer to Hospitality and Catering in KS4 and Food and Nutrition in KS5.
The course offered at KS4 prepares students perfectly for the one offered at KS5, which in turn prepares students for further study at degree or employment in a Food related sector.
Example of successful progressions
A number of students from Y13 progressed to higher education and careers in Food related area in 2019.
Examples of links to Gatsby benchmark 4 (Linking curriculum to careers)
Case studies of professional chef
Case studies of a catering.
Examples of link to Gatsby benchmark 5 (encounters with employers)
Trip to Riverford Organic Farm to learn about how a farm becomes organic, a hands-on experience of the business model and a meal delivered by the chef with a Q & A session.
The department has made links with the local butcher and chef who in turn offer workshops and give advice on career progression within this sector.
Employability skills
Numeracy, problem solving, analysis & evaluation, creativity, teamwork & leadership.