KS3 Vision
It could be argued that there is nothing more important than one’s life and health The knowledge of food, health, and nutrition, as well as food preparation skills to prepare you for a healthy, happy, and purposeful life, is at the forefront of our vision The food curriculum guides you to become self-reliant, resourceful, responsible, and respectful members of society as well as becoming knowledgeable and appreciative about ingredients and components available today and allows you to become self-motivated and confident. You will also be able to work independently and as part of a team.
Within each KS3 year, students learn about the social and ethical responsibilities of professionals in the Food industry, but with a focus on the home environment and the importance of managing finite resources with care and skill whilst having fun. In Year 7, students cover theoretical knowledge on health and safety and the "Eatwell guide''. In Year 8, the focus is on 'dietary, and energy needs of different age groups’. Pupils will also produce dishes that use more sophisticated knife and garnishing skills. In Year 9, the focus is "Food for Life'' based upon protein foods. Bacteriology, vegetarianism, and Veganism are also covered with a focus on individual recipe adaptation
In all years, high-quality complete products are made for engagement, satisfaction and enjoyment that comes from creating nourishment by one’s own hands.
Year Group Food Preparation and Nutrition Rotation Project End points
Being healthy
In this project, students will develop knowledge and understanding of good food hygiene, which is essential to make sure that the food you serve is safe to eat. This helps prevent food poisoning.
The four main things to remember for good hygiene are the 4Cs:
● Cleaning
● Cooking
Year7
● Chilling
● Cross-contamination
The 4Cs are used to prevent the most common food safety problems. The students then study The Eatwell Guide. This makes healthy eating easier to understand by giving a visual representation of the types of foods and drinks we should consume and in what proportions to have a healthy, balanced diet.
The students will be able to:
● Identify key pieces of equipment and explain their use.
● Identify safe personal hygiene practices.
● Identify the danger zone and describe how temperature affects bacterial growth.
● Explain why we need to eat a range of different foods.
● Identify good sources of each nutrient.
● Suggest changes to a diet to make it more nutritionally balanced.
● Classify a range of fruit and vegetables.
● Identify a range of high fibre starchy carbohydrate foods.
● Identify a range of protein rich foods.
● Demonstrate safe working practises when using high risk foods.
● Explain why milk is pasteurised.
● Explain the effects of too little/too much water in the diet.
Assessments
Assessment taken throughout rotation based on -Food, nutrition, and health -Food science -Food safety
Assessments taken during assessment windows as per the school schedule.
Year 8
Macro and micronutrients
In this project, students will develop an understanding of the nutritional needs and food choices when selecting recipes, including when making decisions about the ingredients, processes, cooking methods and portion sizes.
The students will be able to:
● Identify key temperature control points.
● Explain how to redress the issues of poor hygiene practice.
● Describe how food tastes using several taste descriptors.
● Demonstrate safe working practices.
● Explain energy balance.
They will be able to plan, prepare, cook, modify, and create recipes to meet different dietary groups and life stages. They will also be able to demonstrate portion sizes according to life stage/PAL level.
Year 9
British and international cuisine
In this project, students will develop the ability to select, modify, and make recipes for different religions, cultures, and dietary groups. They will prepare and cook recipes from a range of countries and cuisines, using different equipment and cooking methods. Testing sensory qualities of a wide range of foods. They will evaluate and apply the results of sensory testing.
● Identify the dietary and energy needs of different age groups.
● Identify the different types of carbohydrates.
● Identify sources of HBV and LBV proteins and suggest examples of protein complementation.
● Evaluate whether vegetarianism/veganism is a positive dietary choice.
● Identify sources of vitamins and suggest ways to preserve vitamin content in these foods.
● Identify healthier products using food labels.
The students will be able to:
● Identify hazards and control methods in the food room.
● Explain how the use of a marinade tenderises meat.
● Explain the scientific principles of shortening.
● Explain the scientific principles of cake making
● Explain the process of gelatinisation.
● Identify traditional ingredients/ dishes from a range of cuisines.
● Explain methods used to grow, rear, and catch food.
● Suggest ways that food waste can be reduced.
● Produce a successful range of products through accurate sequencing of stages and understanding of ingredients.
● Use the 4W’s to select suitable dishes for an event.
● Produce a detailed time plan with relevant health & safety and quality considerations.
● Successfully prepare and cook the chosen dish and clear away in the time available.
KS4 Vision
It could be argued that there is nothing more important than one’s life and health. The knowledge of food, health, and nutrition, as well as food preparation skills to prepare you for a healthy, happy, and purposeful life, is at the forefront of our vision. The food curriculum guides you to become self-reliant, resourceful, responsible, and respectful members of society as well as becoming knowledgeable and appreciative about ingredients and components available today and allows you to become self-motivated and confident You will also be able to work independently and as part of a team
At KS4, the practical and theoretical skills students will acquire will empower them to work confidently, independently and develop valuable life skills to become self-sufficient young adults with a contextual understanding of current diet related health issues within society. It provides therapeutic benefits through the opportunity to design and create their own dishes that can nurture their creativity and give them a sense of accomplishment.
In all years, high-quality complete products are made for engagement, satisfaction and enjoyment that comes from creating nourishment by one’s own hands.
Food, nutrition, and health
Skills
• Give consideration of the nutritional needs and food choices when selecting recipes, including when making decisions about the ingredients, processes, cooking methods and portion sizes.
• Modify recipes for vegetarian diets, reduce total fat and increase fibre.
• Reducing the salt in recipes e.g., when tasting and seasoning, replace salt with herbs and spices.
• Plan, prepare, cook, modify, and create recipes to meet different dietary groups and life stages.
• Demonstrate portion sizes according to life stage/PAL level.
• Plan, make and modify dishes calculating energy and nutritional values.
Food science Skills
• How radiation works using the grill for a range of foods such as vegetables, meat, fish, or alternatives such as halloumi, seeds, and nuts, to char, toast, and grill.
• How conduction and convection work to cook a sauce and the need for agitation.
• Using the oven for baking, roasting, braising, casseroles and/or tagines.
• Dry heat and fat-based methods using the hob; dry frying, shallow frying and stir frying.
• Water, dry heat, and fat-based cooking methods using the hob –to conserve nutritive value e.g., steaming, stir frying.
• The use of marinades to tenderise and flavour meats and alternatives.
• The boiling of vegetables to alter texture.
• Demonstrate how acids denature protein and marinades add flavour and moisture when preparing vegetables, meat, fish, and alternatives.
• Setting of egg mixtures e.g., in quiche.
• Gluten formation – pasta making using a pasta machine, bread making using a bread machine.
• The use of marinades to tenderise and flavour meats and alternatives.
• Whisking eggs to produce a gas-in-liquid foam e.g., whisked sponge.
Food safety Skills
• Bread making.
• Water based methods using the hob – blanching of vegetables to demonstrate the destruction of enzymes in foods.
• Oxidation – e.g., preventing water soluble vitamin loss when preparing and cooking vegetables.
• Preparing fruit and vegetables – mash, shred, scoop, segment, juice and blanch fruits and vegetables to control enzymic browning.
• Preparing fruit and vegetables which sustain yeast and mould growth, wash, and chill to prevent their growth.
• Demonstrate the following techniques: deseed, de-skin (for example, tomatoes).
• Make a bread dough, finish, and shape a bread dough for
Food choice Skills
• When selecting recipes, you should explain and justify your reasons for choice.
• When preparing recipes and meals consider lifestyle, consumer choice etc.
• When planning recipes and dishes carry out costing of the dishes.
• When selecting some recipes, you should explain and justify your reasons for choice.
• Select, modify, and make recipes for different religions, cultures, and dietary groups.
• Prepare and cook recipes from a range of countries and cuisines, using different equipment and cooking methods.
• Test sensory qualities of a wide range of foods.
Food provenance Skills
• Consider the seasons when selecting ingredients for recipes using fruits and vegetables.
• Using left over food to avoid wastage, whilst considering food waste.
• Make dough for pasta, shape and finish dough using a pasta machine, shape, and finish pasta.
• Water based cooking methods using the hob to boil the pasta.
• To examine, carry out sensory analysis and evaluate existing products that have been modified and fortified.
• Select and adjust cooking processes to match the recipe and take account of dietary groups e.g., grill meat rather than fry to reduce the fat content as a high saturated fat intake is a risk factor for CHD.
• Make a blended white sauce showing starch gelatinisation such as either a roux or all-in-one blended sauce, infused sauce, velouté or béchamel to demonstrate how liquid/starch ratios affect viscosity.
• Demonstrate how conduction and convection work to cook the sauce and the need for agitation.
• Caramelisation of vegetables.
• Dextrinisation e.g., browning of bread when baking.
• Shortening and plasticity, e.g., pastry making.
• Aeration e.g., using the creaming method with a food mixer for a cake.
• Make an emulsion sauce such as a salad dressing, mayonnaise or hollandaise.
• When preparing fresh fruits such as apples and pears, preventing enzymic browning
• Using chemical raising agents such as self-rising flour and baking powder.
• Use steam in a mixture to raise choux pastry or batter.
• Use egg as a raising agent to:
o create a gas-in-liquid foam
o whisk egg whites
o whisking savoury roulade.
• Yeast in bread making.
End Points By the end of Year 10 students will have:
use in flat breads, pizza, or calzone.
• To apply food safety considerations when preparing, storing, and cooking.
• Knife skills: preventing cross-contamination.
• Washing and drying vegetables during preparation to prevent food poisoning.
• Using a blender to make fruit coulis as a decoration, focusing on good hygienic practice, washing, and drying fruit and ensuring cleanliness of equipment.
• Preparing, combining, and shaping, for example wet mixtures (such as falafels, fish cakes or meatballs) whilst demonstrating technical skills of preventing cross contamination and handling high risk foods correctly
• Evaluate and apply the results of sensory testing.
● demonstrated effective and safe cooking skills by planning, preparing, and cooking using a variety of food commodities, cooking techniques and equipment
● developed knowledge and understanding of the functional properties and chemical processes as well as the nutritional content of food and drinks
● understood the relationship between diet, nutrition, and health, including the physiological and psychological effects of poor diet and health
● understood the economic, environmental, ethical, and socio-cultural influences on food availability, production processes, and diet and health choices
● demonstrated knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking, and serving food
● understood and explored a range of ingredients and processes from different culinary traditions (traditional British and international), to inspire new ideas or modify existing recipes.
Food provenance continued Skills
• Consider the seasons when selecting ingredients for recipes using fruits and vegetables.
• Using left over food to avoid wastage, whilst considering food waste.
• Make dough for pasta, shape and finish dough using a pasta machine, shape, and finish pasta.
• Water based cooking methods using the hob to boil the pasta.
• To examine, carry out sensory analysis and evaluate existing products that have been modified and fortified.
NEA1 Skills
• Analyse the task, explaining the background research.
• Conduct secondary research, using different sources, focusing on the working characteristics, functional and chemical properties of the ingredients.
• Analyse the research and use the findings to plan the practical investigation.
• Establish a hypothesis/predict an outcome because of the research findings. The hypothesis should be a statement which may be proved or disproved.
• Investigate and evaluate how ingredients work and why through practical experimentation. Each investigation should be related to the research and have a clear aim which can then be concluded.
• Analyse and interpret the results of the investigative work. The results will be linked to the research and data explaining the working characteristics, functional and chemical properties of the ingredient(s).
• Evaluate the hypothesis/prediction with justification.
• Explain how the results/findings can be applied in practical food preparation and cooking.
NEA2 Skills
• Analyse the task by explaining the research requirements.
• Carry out relevant research and analysis related to the: life stage, dietary group, or culinary tradition.
• Identify a range of dishes e.g., by mind-mapping, or using annotated images.
• Select and justify a range of technical skills to be used in the making of different dishes.
• Demonstrate technical skills in the preparation and cooking of three to four dishes.
• Select and use equipment for different technical skills in the preparation and cooking of selected dishes. Food safety principles should be demonstrated when storing, preparing, and cooking.
• Identify the technical skills within each dish. Photographic evidence will be needed to authenticate the technical skills.
• Justify the appropriateness of the final dishes in terms of e.g., technical skills, nutrition, ingredients, cooking methods, food provenance, sensory properties, and portion size.
• Produce a detailed time plan to produce the final three dishes including appropriate techniques. Within the plan, food safety principles will be demonstrated when storing, preparing, cooking, and presenting the final dishes.
• Demonstrate appropriate use of the three hours to dovetail tasks to prepare, cook and present the final three dishes.
• Selection and use of equipment for different technical skills in the preparation and cooking of the final three dishes
• Knowledge and application of food safety principles (including temperature control) when storing, preparing, cooking, and presenting the final three dishes.
• Selection, knowledge, and use of ingredients when producing different dishes.
• Appropriate use of the three hours to demonstrate: technical skills, processes, and the use of equipment.
• Execution of a range of technical skills with accuracy
• Good judgement about cooking times and methods and the sensory properties of each dish
• Organisation and good planning using the time plan and linking tasks within the 3 hours.
Revision of
1. Food, nutrition, and health
2. Food science
3. Food safety
4. Food choice
5. Food provenance
Assessment Weekly homework, NEA task and mock exam
Assessment Weekly homework, NEA task and mock exam
• A range of finishing techniques to produce a high standard of presentation of the final dishes.
• Record and analyse the sensory properties (taste, texture, aroma, and appearance) of the three final practical dishes.
• Carry out nutritional analysis of the three final dishes.
• Analyse the cost of the three final dishes.
Assessment Weekly homework (Exam style questions and NEA task
Assessment Weekly homework (Exam style questions and NEA task
Assessment Weekly homework and NEA task
End Points
By the end of Year 11 students will have:
• considered the influence of lifestyle and consumer choice when developing meals and recipes
• considered nutritional needs and food choices when selecting recipes, including when making decisions about the ingredients, processes, cooking methods and portion sizes
• developed the ability to review and make improvements to recipes by amending them to include the most appropriate ingredients, processes, cooking methods and portion sizes
• managed the time and cost of recipes effectively
• used their testing and sensory evaluation skills, adjusting where needed, to improve the recipe during the preparation and cooking process
• explained, justified, and presented their ideas about their chosen cooking methods to others
• made decisions about which techniques are appropriate based on their understanding of nutrition, food, different culinary traditions and cooking and food preparation content to achieve their intended outcome. They should be able to carry out these techniques safely and combine them into appealing meals whilst evaluating the results.