Food and Nutrition

Curriculum Intent

Purpose

The departments curriculum has been designed to develop a students ability to design,  make and evaluate which are the key principles of the new Design Technology specifications alongside theory. The subject has been founded on a deep, broad and balanced curriculum with extensive opportunities to showcase work and develop through extracurricular activities.

Design and Technology gives students the chance to develop their knowledge, confidence and articulate their hard work and progress.

Principles and Knowledge

Design awareness is the understanding that all of the items or products we interactive with on a daily basis are designed by humans, for humans for a reason. All students should be made aware that Design, Development and realisation provide products or systems for human wants and requirements. Students need to know that design is there to develop and improve the quality of comfort, transport, physical needs, communication, health as well as for aesthetic reasons.

Real world problems are used to develop the students understanding of the huge, life-changing role and impact a designer can have:

  • A knowledge of some important design movements and their origins from culture and how this has impacted society and fashion.
  • Knowledge of materials, their origins, strengths and weaknesses, in subject specific areas to help develop outcomes that are more realistic and commercially viable drawing in knowledge from Physics and Chemistry.
  • A good understanding of how environmental considerations can impact design decisions, positively and negatively.
  • Sustainability in materials and power relating to Geography and Physics and a cross curriculum.
  • Understanding of ergonomics and anthropometrics and how design affects lives of all people regardless of their needs and situations.

All students should be able to apply the iterative design process to provide solutions to given problems they are faced with in society and through their project development, allowing them to develop the ability to argue, justify and present with confidence and clarity. Students will learn to discuss, experiment, evaluate, discuss, experiment (and repeat) which equals an iterative design process

Co Curricular Enrichment

We offer subject specific enrichment after school. STEM specialists, practitioners, to inspire and motivate. Competitions take place accessible to all, furthermore some competitions target specific groups,  this will enable students to apply extra curricular gained knowledge to timetabled lessons or for use as standalone skills based learning

KS3

In year 7 we follow an introductory unit looking at basic food preparation skills; health and safety in food preparation and nutrients. We complete a range of practicals designed to either introduce or practise basic food preparation skills safely. We discuss the working characteristics of the ingredients; why they are used; how they are affected by heat; how they work together and their nutritional value. The practicals include: Fruit Salad; Bread Buns, Leek and Potato Soup and Fruit Crumble.

In year 8 we focus on healthy eating and developing food preparation skills including the safe storage of food. We complete a range of practicals designed to either introduce or develop food preparation skills safely. Students have more freedom with their choice of ingredients. We discuss the working characteristics of the ingredients; why they are used; how they are affected by heat; how they work together; making choices about ingredients to modify or improve practical outcomes both sensory and/or nutritionally. The practicals include: Fruit Muffins; Pasta Salad; Pizza and Bolognese or Chilli.

In year 9 we focus on food preparation skills looking at food provenance through international cuisines. We look at food labelling to enable students to make informed choices when buying and consuming food. We complete a range of practicals designed to either introduce or practise food preparation skills safely. Students have more freedom with their choice of ingredients for practicals. We discuss the working characteristics of the ingredients; why they are used; how they are affected by heat; how they work together; making choices about ingredients to modify or improve practical outcomes both sensory and/or nutritionally. The practicals include: Risotto; Chicken Curry; Sweet and Sour Chicken and Chow Mein.

KS4

Food Preparation and Nutrition is an exciting GCSE which is designed to offer an interesting and stimulating programme of study. Students will be equipped with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. Students will be encouraged to cook with a wide range of skills and be able to make informed decisions about a wide range of further learning opportunities and career pathways as well as develop vital life skills that will enable them to feed themselves and others affordably and nutritiously, now and later in life.

Curriculum Implementation

Include information about teaching and learning in your subject area, how you support SEND learners, how you support literacy and numeracy in your subject, opportunities to support learning outside of the classroom.

  • Excellent teaching delivered by teachers with a deep knowledge of their subject.
  • High expectations at all times and a belief that all students can meet those expectations (taking the ceiling off topics and lessons).
  • Appropriate and tailored support for students on the SEND registers.
  • Develop students key skills of teamwork, leadership, listening, presenting, creativity and problem-solving across the curriculum.
  • An emphasis on the increase of Oracy across all areas of the curriculum to evaluate, analyse and support their design decisions.
  • An opportunity for all to access the cultural capital this provides.
  • Using latest technologies and strategies as teaching tools to improve the learning for the student both at school and when they are learning at home.
  • A flexible curriculum which allows students to follow their talent and interests as well as providing extra support and challenge, emphasised at KS4 and developed further at KS5.
  • Coordination between subjects so that students have rich opportunities to draw on knowledge and skills from across the curriculum within each subject.
  • Data and a personal knowledge of the student used to produce lessons that will stimulate and engage them enabling students across the academic spectrum to be challenged and stretched.
  • Assessment strategically planned into schemes of work enabling teachers to give high quality feedback to students and parents and using the student/parent/school partnership to support the development of the student.
  • An extracurricular offer including KMF Young Engineers of the Year, which provides a huge range of opportunities developing the character and personal well-being of students.
  • Students encouraged to be truly independent learners.
  • The curriculum is regularly evaluated in order to ensure that it meets the needs of our learners’ development
  • Our curriculum is built around problem-based learning. Students are grouped in years 7 & 8 and taught to provide solutions amicably and realistically. In year 7 they are taught to generate initial group solutions which are then further developed on an individual basis.

End of Course Assessment

We follow the specification from AQA GCSE Food Preparation and Nutrition 8585. This course is split into two areas:

o    Unit 1 – Written paper (Exam) 50% of the total marks awarded.

o    Unit 2 -Non-exam assessment including practical investigations. The non-exam assessment consists of two tasks set and completed in year 11. 50% of the total marks awarded.

Career Links

            

St Thomas More has its very own dedicated careers team.  To find out more about careers at St Thomas More, please click here. 

 

Tips and Advice

This may include book recommendations, additional equipment required, TV programmes to support learning and local locations to visit.

Practical and Design skills are assessed through one controlled assessment which takes place throughout the year. The exam at the end of the course will assess their theory and design skills. It is essential students attend all lessons to take part in these parts of the course.

  • AQA GCSE Food Preparation and Nutrition: Student Book by Anita Tull
  • AQA GCSE Food Preparation and Nutrition by Alexis Rickus

Students should be encouraged to practice and develop food preparation skills at home. There are a number of good websites with recipes; UK based websites are recommended by AQA. Many include video clips of preparation techniques.

 

Further Information

https://www.aqa.org.uk/subjects/food/gcse/food-preparation-and-nutrition-8585

Subject Leader Information

For more information or if you have any questions please use the contact details below.

Mr R. Williams – Subject Leader Rwilliams@stmca.org.uk

Mrs C Champion – Food And Nutrition Lead Teacher Cchampion@stmca.org.uk

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