Curriculum Intention:

The following topics are covered in this one term of study: Food safety, Food Nutrition and Health, Food provenance, Food Choice, Skills focus, Analysis and Evaluation skills.

All topics will be covered in more detail later at KS3.  Year 7 is a basic introduction to the main areas of the course; students need to have an understanding of how to prepare food in a safe and hygienic manner by avoiding poor handling, storage and the risk of food poisoning. Students will have an understanding of different food groups and nutrients and how to apply this knowledge when selecting healthy choices that supports healthy lifestyles – this reflects Government guidelines on well- being (having an ability to construct a healthy plate of well-balanced foods) and how choices can impact on their health and quality of life.  Students will have an understanding of how to reduce the risks of Obesity, Heart Attack, Diabetes and Stokes through the reduction of certain foods in their diet by achieving a healthy balance.

Examples of the food groups taught:

Carbohydrates: Bread, Pasta, Rice and Potatoes

Proteins: Meat, Fish, Eggs, Nuts and Vegetarian alternatives

Calcium: Dairy Products

Fats: this includes ‘hidden fats’ found in cakes, cheese..

Sugar: empty calories (particularly in drinks)

Following the National Curriculum Pupils will be taught to:

• understand where food comes from; Animal and Plants based food groups – students will be able to map sources and understand the benefits of consuming foods from these groups or why alternitives are essential for growth and good health
• understand and apply the principles of a healthy and varied diet*
• understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed
• prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques:

Students will be taught basic skills using knives (correct and safe use of) and other equipment which will include chopping, slicing and peeling. Use of frying pans and the ovens. They will learn different ‘rubbing in’ techniques and methods of seasoning.

*Understanding alternative/ special diets and why certain food groups would be swapped – alternatives and benefits. Recipe developments are linked to this and any specific allergies/ requirements are adapted with students to acknowledge specific students’ requirements.  

Autumn

Spring

Summer

Sept 2^nd - Oct 14^th

Food safety, Food, Nutrition and Health and Skills focus.

Jan 6^th – 10^th Feb

Food safety, Food, Nutrition and Health and Skills focus.

20^th April – 18^th May

Food safety, Food, Nutrition and Health and Skills focus.

Half term

Half term

Half term

Oct 28^th – Dec 16^th

Food provenance, Food Choice, Skills focus and Analysis and Evaluation

24^th Feb – 30^th March

Food provenance, Food Choice, Skills focus and Analysis and Evaluation

1^st June – 13^th July

Food provenance, Food Choice, Skills focus and Analysis and Evaluation.

Internal exam: theoretical knowledge

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Good knowledge of critical storage temperatures. A fully completed food safety poster.

Good knowledge of the need for balanced diet and how diet affects health. Can explain the function and sources of different nutrients

Use variety of technical skills in planned practical cooking activities to achieve good quality dishes. Show good food safety principles throughout.

Employability skills:

Basic life skills, helping to look after self and others.

Curriculum Intention:

As part of the Government awareness schemes* and drive to educate people on healthy eating, lifestyle choices and food portion control, year 8 students continue to acquire further knowledge and understanding of the following topics; Hydration, energy and nutrients and an enhanced practical skills focus. 

This extends the learning from the year 7 introductory level to more developed a greater and more detailed knowledge of the above elements and links to the year 9 unit of ‘Food Choices’.

The skill levels in the practical cooking sessions are moving from basic to medium levels of complexity and of skill acquisition.

*Government awareness on the prevention of Anemia, Scurvy and Rickets

Hydration – why this is important to our bodies; skin, digestive system and body temperature control

Balance with Calorie control – understanding where and how energy converts from Food sources and that too much leads to stored fat; obesity.

Enhanced knowledge of Amino Acids, complex and simple Carbohydrates, dietary fibre, vitamins and minerals will be delivered as part of the function of ingredients/ nutrients.

Practical sessions focus on Savoury Foods where higher risk ingredients are safely prepared; use of different meat, complexity of combining ingredients through multiple processes; use of Food Processors, Frying pans and moving to the development of meal solutions that reflect more advanced skill being taught and delivered. 

Autumn

Spring

Summer

Sept 2^nd - Oct 14^th

Hydration, energy and nutrients and Skills focus (practical cooking tasks)

Jan 6^th – 10^th Feb

Hydration, energy and nutrients and Skills focus (practical cooking tasks)

20^th April – 18^th May

Hydration, energy and nutrients and Skills focus (practical cooking tasks)

Half term

Half term

Half term

Oct 28^th – Dec 16^th

Skills focus and Analysis and Evaluation

24^th Feb – 30^th March

Skills focus and Analysis and Evaluation

1^st June – 13^th July

Skills focus and Analysis and Evaluation,

Internal exam: theoretical knowledge

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

They have fully completed hydration, energy and nutrients tasks in their booklet. They make links to their own nutrition.

They have created good standard energy foldable, protein postcard and posters using detailed source material. 

They use variety of technical skills in practical cooking activities to achieve good quality dishes. They show good food safety principles throughout.

They have completed sensory analysis of their practical tasks and analysed their findings. They have completed their own learning evaluations in their booklet. Exam questions answered show a good level of understanding of food and nutrition.

Employability skills:

Apply your knowledge and understanding of nutrition, food preparation and culture to different situations in everyday life.

Curriculum Intention:

These are the National Curriculum guidelines at KS3:

• understand and apply the principles of nutrition and health
• cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
• become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]
• understand the source, seasonality and characteristics of a broad range of ingredients

These topics are part of Food and Nutrition GCSE content and prepare students to further studies. They also extend previous learning in Y7 and 8.

Principles of food safety and food poisoning will be reviewed and specific cases evaluated with links to public food hygiene standards and the prevention/ spreading of symptoms.

The more complex links to food science and cooking methods are now explored and this reflects the discovery content with testing and modification processes that are seen at GCSE. For example; the differences when using and testing different raising agents such as yeast, self-raising flour and baking powder. Coagulation and Emulsification – the function of eggs when combining them with different ingredients and caramelisation of sugars and the browning process.

Further links are explored with the choice and selection of food for special diets; advertising and labelling and the influences seen on young peoples’ diets with social media and other social and religious contexts.

There is an enhance practical skills focus with analysis and evaluation forming the basis for further modification

Internal exam: theoretical knowledge.

Students will as a final practical, follow design stages to plan and prepare a complex meal solution with justification on processes to be used and ingredients to combine - this will draw upon the theoretical aspects of the course covered and be linked to the

Design Brief: Design and Make a Dish that is suitable for an Identified ‘Special Diet’ and for a Teenage Client Group.  

Autumn

Spring

Summer

Sept 2^nd - Oct 14^th

Principles of food safety and food poisoning, food science and cooking methods, Skills focus and Analysis and Evaluation

Jan 6^th – 10^th Feb

Principles of food safety and food poisoning, food science and cooking methods, Skills focus and Analysis and Evaluation

20^th April – 18^th May

Principles of food safety and food poisoning, food science and cooking methods, Skills focus and Analysis and Evaluation

Half term

Half term

Half term

Oct 28^th – Dec 16^th

Food choice and special diets,

Skills focus and Analysis and Evaluation

24^th Feb – 30^th March

Food choice and special diets,

Skills focus and Analysis and Evaluation

1^st June – 13^th July 

Food choice and special diets,

Skills focus and Analysis and Evaluation Internal exam: theoretical knowledge

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

They have  completed critical temperature point presentation, analysed their own diet based on Eatwell model, produced detailed cooking methods mindmap and research and created a table of different special diets. They have research a recipe for their own meal practical task, created a timeplan and evaluated their process. Their practical skills level is medium to high.

Employability skills:

Looking after your-self and others, well-being

Curriculum Intention:

AQA  GCSE Food Preparation and Nutrition specification sets out the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating.

The majority of the specification should be delivered through preparation and making activities.

Students must be able to make the connections between theory and practice to apply their understanding of food and nutrition to practical preparation.

Topics and themes have been grouped to help to teach the specification, but these are not intended as a route through the specification, you can teach the content in any order.

The topics are:

1. Food, nutrition and health
2. Food science
3. Food safety
4. Food choice
5. Food provenance.

Autumn

Spring

Summer

Sept 2^nd - Oct 14^th

Nutrition and health: Macro and Micro nutrients: the functions and

main sources,effects of deficiency and excess, related dietary reference value.

Food preparation skills.

The food preparation skills have been integrated throughout the scheme of work and linked where appropriate to the subject content. Students must be taught how and when to use different food preparation skills to achieve a range of different outcome.

Jan 6^th – 10^th Feb

Food safety: Food spoilage and contamination, microorganisms and enzymes.

Food preparation skills. There will be the opportunity to showcase different food preparation skills, technical challenges to 3 different levels of demand. Complex skill: Home-made pasta shapes with filling and sauce.

(Highest markband,) Student demonstrates the execution of skills and Technical processes to an excellent standard. Medium demand: Meatbals with home-made pasta.

(Middle Mark Band) Student demonstrates the execution of skills and processes to a good standard.

Basic (lowest mark band) Spaghetti Bolognese (ready-made pasta) Student  demonstrates the technical skill and processes to a basic standard.

20^th April – 18^th May

Food provenance, environmental impact and sustainability of food.

Food sources: students must know and understand where and how ingredients are grown, reared and caught.

Food processing and production, primary and secondary stages of processing and production; how processing affects the sensory and nutritional properties of ingredients. Continiuos development of food preparation skills

Half term

Half term

Half term

Oct 28^th – Dec 16^th

Food science: Functional and chemical properties of food;  the scientific principles underlying these processes when preparing and cooking food.

Cooking of food and heat transfer; why food is cooked and how heat is transferred to food.

Special diets: Students research and presents powerpoint of  their chosen special diet.

Continuous development of food preparation skills

24^th Feb – 30^th March

Food choice and factors affecting food choice:  physical activity level (PAL), celebration/occasion, cost of food, preferences, enjoyment, food availability, healthy eating, iIncome, lifestyles, seasonality. time of day and time available to prepare/cook.

Students must be able to cost recipes and make modifications.

Food preparation skills, Mock NEA2 Students' knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task which is selected from exam board samples.E.G. Mediterranean food culture.

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.

1^st June – 13^th July

Mock NEA 1: Food investigation

Students' understanding of the working characteristics, functional and chemical properties of ingredients. The brief is selected from exam board examples. E.G. Functions of ingredients in short crust pastry.

Continuous developments of food preparation skills.

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

They demonstrate effective and safe cooking skills by planning, preparing and cooking using a variety of food commodities, cooking techniques and equipment

• develop knowledge and understanding of the functional properties and chemical processes as well as the nutritional content of food and drinks
• understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health
• understand the economic, environmental, ethical, and socio-cultural influences on food availability, production processes, and diet and health choices
• demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food
• understand and explore a range of ingredients and processes from different culinary traditions (traditional British and international), to inspire new ideas or modify existing recipes.

They will achieve their target grade in internal exams.

Employability skills:

Upon completion of this course, students will be qualified to go on to further study, or embark on an apprenticeship or full time career in the catering or food industries.

Curriculum Intention:

AQA GCSE Food and Nutrition  specification

Assessments

Paper 1: Food preparation and nutrition +

Theoretical knowledge of food preparation and

nutrition from Sections 1 to 5.

•• Written exam: 1 hour 45 minutes

•• 100 marks

•• 50 % of GCSE

Non-exam assessment (NEA)

Task 1: Food investigation (30 marks) Briefs released 1^st September

Students' understanding of the working characteristics, functional and chemical

properties of ingredients. Practical investigations are a compulsory element of this NEA task.

Task 2: Food preparation assessment

(70 marks) Briefs released 1^st November

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 3 hours, planning in advance how this will be achieved.

Revision for written exam

Autumn

Spring

Summer

Sept 2^nd - Oct 14^th

The requirements

of the Year 11 course

including:

• food investigation task

• food preparation task

• final exam

NEA1: Food investigation task (15%) (investigation brief set by exam board)

Students will research, plan and carry out an investigation into the working characteristics, functional and chemical properties of ingredients. They will develop research skills to gather and use primary and secondary sources of information. Develop analysis and evaluation skills and explain how findings will influence practical investigations. Students will write a hypothesis or prediction based upon research findings.They will plan relevant and appropriate practical investigations referring to research findings and hypothesis.

Jan 6^th – 10^th Feb

NEA2

Students will continue to demonstrate a range of technical skill. They will plan relevant and appropriate practical activities. Students will analyse and evaluate  mock exam  and other design idea cooking. Students will plan a final menu for chosen life stage/dietary group or culinary tradition. They will ensure all recipes and time plans are preprepared and read thoroughly prior to assessment and consider the final presentation of each dish how to achieve a high level of finish and decoration.They will consider how final dishes are going to be presented for photography and teacher assessment.

20^th April – 18^th May

Revision for written exam (50%)

Students will prepare for revision program after auditing what areas of specification have already been covered effectively in Year 10 and prioritise any topics not covered by students which need revising.

The following should be covered in this period:

• how the written exam is organised

• how to prepare for the written exam

• the command words used in written exam

• the types of questions that will be asked in a written exam including:

• multiple choice

• data response

• structured question

• open-ended response questions or free response questions

Half term

Half term

Half term

Oct 28^th – Dec 16^th

NEA2

(Brief set by Exam board) Introduction and outline of the food preparation task ((35%)

The requirements of the food preparation task

including:

• analyse a task and carry out research on a life stage/dietary group or culinary tradition. Students will develop research skills to gather and use primary and secondary sources of information.  They will also develop analysis and evaluation skills and explain how findings will influence practical investigations.

• demonstrate a range of technical skill. They need  to select a range of three or four suitable dishes to trial further and justify choices and explain suitability, creativity and technical skill. They need to record evidence of the choice of dishes made during the  technical skills  demonstration.Students will plan and cook three hour practical mock exam in December.

24^th Feb – 30^th March

NEA2

Plan, prepare, cook and serve three dishes in a three hour session They need to analyse and evaluate final menu using nutritional analysis program.

They will present a concise and effectively communicated portfolio of work.

1^st June – 13^th Jul

Christmas Holidays

Easter Holidays

Summer Holidays

Outcomes:

Students have completed their NEA work to good standard and they will achieve their target grades in NEA units and written exam.

Employability skills:

Upon completion of this course, students will be qualified to go on to further study, or embark on an apprenticeship or full time career in the catering or food industries