Food Preparation & Nutrition

The Subject Way

Our subject has a ‘Subject Way’ at the heart of it. Our Subject Way is designed to help students become young subject specialists. The Subject Way has two main purposes:

Firstly, to teach students the vital skills they need to achieve their full potential and gain the very best grades they can. Secondly, to teach students how each subject relates to the wider world, incorporating the life skills they will learn.

It is our belief that knowing how what you learn links to the wider world brings a subject to life and therefore improves overall understanding and engagement.

Curriculum Intent

As our students become adults and have busy lives, it is easy to choose food which has been ready prepared. However, it is more nutritious and often cheaper to cook food from scratch.

At Wickersley School, students will develop their knowledge and understanding of nutrition, healthy eating, food preparation, hygiene, cooking techniques, and sensory characteristics. 

We aim to give our students vital life skills that enable them to feed themselves and others affordably and nutritiously, now and later in life. 

Encourage the development of high skills and resilience in a safe environment, allowing students to demonstrate commitment and act on feedback. 

Empower students to enable them to follow a recipe and substitute ingredients and cooking methods as appropriate, demonstrating an understanding of food choices e.g. veganism, allergies and healthy eating. 

Develop understanding that will allow students to become discriminating consumers of food products, enabling them to participate in society in an active and informed manner. 

Engage with students to encourage them to understand the environmental factors which affect food on a global scale and give them an understanding of the need to minimise ‘food waste’ starting with their own practise. 

Allow students to explore a number of multicultural perspectives concerning food. Students will enhance their understanding, appreciation and acceptance of people from a variety of cultural backgrounds through the preparation of food from different countries. 

Encourage our students to develop an awareness and acceptance of diversity within our community. 

In teaching our KS3 course in particular, we would love to feel that we inspire pupils to have a love and enjoyment for cooking for pleasure. The skills we teach contribute to the school’s mission statement to send pupils able to play a full part in society. 

Our Year 9 course allows us to give pupils a broad experience of Food and the part it plays in our lives as a pleasure and not just a necessity. We are able to enrich pupils’ experiences of ingredients through tasting sessions and making a wider variety of recipes from many different cultures. Time allows us to experiment with ingredients and investigate their properties. It also allows us to develop the pupils’ knowledge of a wide range of our subject’s technical language.Pupils also gain an insight into food within the catering and Hospitality industry.

PLT’s( personal learning and thinking skills)

Creative thinkers: Through design work including modifying recipes and presentation skills.                                                                                                                                               Team Workers: Taking responsibility and collaborating with others, completing peer assessment, assisting others during lessons.                                                                                      Self-managers: Organising time, prioritising during practical lessons, arriving prepared to lessons with ingredients/ writing equipment.                                                                                                                                                                                                                              Reflective Learners: Setting of targets for making improvements to progress to the next grade, self-assessment of progress.                                                                                                                                                   Effective Participators: Involvement in group/team activities and willingness to get involved in lessons.

The national curriculum for Design Technology Key stage 3 aims to ensure that all pupils:

  •   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 an 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

CULTURE CAPITAL: The students will make recipes covering various cultures  in KS3/4. Pupils will make a wide range of both British and foreign recipes in Food lessons and will learn their source. They will be encouraged to buy British where appropriate.The students will research traditional ingredients, cooking methods and dishes based on British cuisine and a country of their choice in Y9 Food Preparation and Nutrition.A recipe book of all recipes made is available to pupils in each year group  to make their recipes at home. A club starts after Easter for pupil premium students. In Hospitality, pupils visit food providers to see Food provision in action.

Year Group and Project/s Title/s

What is the Intent of the Project/s?

How will the project/s be Implemented?

What is the impact of the learning?

Year 7 – Design task Decorated Buns. 

Practical skills

Pupils follow a basic design process to carry out research before designing ideas, writing a specification then justifying a final idea and evaluating the buns when made. 

Pupils learn basic skills such as weighing, using basic equipment as well as the food processor then develop a range of skills such as all in one method, first stage of creaming, melting, veg preparation, boiling pasta, baking and bread making.

Predominantly savoury dishes are made to meet the NC and teach pupils to take responsibility for the safe storage of ingredients before the lesson and for their dishes afterwards. This involves correct use of the refrigerator as well as being linked to healthy eating.Pupils also learn how to handle high risk ingredients safely. Pupils will learn about the five food groups, proportions, key nutrients and images on the Eatwell guide. Teaching pupils the responsibility of working safely in a kitchen. 

Pupils engage with ‘can do’ statements for both written and practical work. 

Mixed ability lessons 2x 75 mins per week, taught by specialist and non specialist staff.

The first lesson includes a demonstration and relevant theory and the second lesson is practical where students bring ingredients from home. A printed copy of the nine recipe requirements is given to pupils, put on google classroom and emailed home to parents. The design project runs for approx five weeks and is preceded by Healthy eating and followed by theory work relevant to the recipes being made. Written work is carried out in a booklet. Pupils are encouraged to design creative and innovative ideas for their buns, based on a survey carried out for homework. Oracy is encouraged through pupils discussing ideas. 

The teacher demonstrates or shows a film of each recipe in order for pupils to select criteria that they can use to assess their own practical work in the following lesson. Pupils use self and peer assessment in practical lessons. Teachers model and pupils are encouraged to present food accurately and with care, using the stickers for ‘outstanding presentation’ and ‘even better if’. Subject leader uses presentation stickers as part of QA.

Three key pieces of work are BRAG marked.

Pupils are able to make a variety of increasingly more complex recipes safely and hygienically. They are able to name and use a range of small tools and equipment, able to weigh ingredients with some accuracy, control heat on the hob to boil and simmer and use the oven safely, gradually gaining confidence to follow a recipe to enable themselves to work more independently and wash up safely. They can name cooking methods used in each part of the cooker and have an awareness of some methods being healthier and should have the appropriate knowledge to go alongside these skills Pupils use creaming and shaping to make fork biscuits. Pupils can use the bridge hold and claw grip to chop chicken in chunks for kebabs, to dice for ragu sauce and slice and dice for chicken noodles. They learn the need for separate knives and chopping boards for food safety. They use the all-in-one cake method to make buns in order to spend time decorating them neatly, creatively and in even sizes. Pupils make bread and shape dough.They learn how to boil and simmer water to cook water for pasta and the importance of heat control so that when they fry, boil and simmer their ragu sauce they can do so safely without spitting or burning.Frying is later done in a frying pan for chicken noodles so pupils know how to cook/test chicken so it’s safe to eat and transfer food from the frying pan safely.

They are aware of the benefits of good teamwork as they work in coloured kitchen areas.   

They enjoy cooking, eating what they make and are proud to take their food home. This is encouraged by awarding a chef of the day, Top chef at the end of the course (names on the wall display) and team kitchen prizes for good teamwork which is carried out throughout KS3. 

Pupils are able to adapt recipes to suit their needs and situation and link this to the characteristics of ingredients.

Year 8 – ‘Promoting a healthy lifestyle’ which runs alongside developing an understanding of the practical work and developing skills

Some recipes are currently being moved into Y7 so this will be the last year to make brownie and pasta salad in Y8 and is due to restricted practical skills being taught during Covid. Pupils develop their practical skills by building on Y7 to be able to use a wider range of tools and equipment safely, including the food processor. Creaming method to make choc chip cookies to stress even shape and size, melting for brownie, processing/seasoning, shaping burgers, boiling,veg prep and adapting a recipe pasta salad, dicing onion, dry frying and reducing a sauce for bolognese, how to handle a high risk food safely, processing breadcrumbs, seasoning, coating,  testing if chicken is cooked chicken nuggets, whisking method, folding in, rolling for swiss roll, rubbing in and glazing scones, slicing accurately, using ingredient shapes for presentation cheese tart, frying and rice cooking for jambalaya. 

Pupils should understand how they can achieve good results when making their recipes and be able to present them well.

Pupils engage with ‘can do’ statements for both written and practical work. 

Pupils gain an understanding of basic nutrition by learning the Food groups, their proportions and images linked to the Eatwell guide, the key nutrients relevant to teenagers and their functions as part of a healthy lifestyle.They should understand how a healthy diet can prevent tooth decay and why they need to drink more water.

Mixed ability 1 lesson 75 mins per week.Taught by specialist and non specialist staff. Training for non specialist staff is on a regular basis, answer booklets provided and checked through QA. 

Pupils cook each week following a demonstration of new skills which build on prior skills requiring increasing coordination and fine motor skills. Practical work is formally assessed once but frequently using self and peer assessment.

Pupils are assessed by low stake tests regularly, a summative test and an extended writing task to inform data collections. Pupils work in team kitchens to aid clearing up and with increasing independence. Pupils work in a booklet and learn through discussion, oracy, film clips and games such as Kahoot, Blooket and Quizlet. 

Chef of the day as well as Top chef and team kitchen prizes are awarded each rotation.

Three key pieces of work are BRAG marked.

Pupils develop an enjoyment in cooking and accurate food preparation skills and are able to use the hob and oven safely, increasingly able to judge if their food is cooked, being encouraged to time them using their phone but also to use their own judgement. They become noticeably more independent in their use of small tools such as vegetable and meat knives, the processor and electric whisk Pupils are able to adapt their recipes to suit family tastes, but especially for pasta salad and bolognese sauce when they choose ingredients based on their nutrients and characteristics. Also, pupils become more aware of the seasonality of ingredients and images used on packaging such as the Red Tractor. They know basic cooking methods and are aware that some are healthier than others. Pupils understand basic nutrition relating to a balanced diet;  know the different food groups, their proportions and functions of the key nutrients in foods in relation to teenage health. 

Pupils develop their fine motor skills from chopping to dicing and slicing in Year 8 as they were only able to ‘bake’ last year during the pandemic for safety reasons and can boil, simmer and fry safely in Y8 to enable them to make savoury snacks and meals for the family. 

Pupils understand the need to store their ingredients correctly before the lesson and afterwards. A mixture of short written tasks but also pupils develop their literacy skills to help them explain their statements in more depth and use more tier three language. 

Year 9 – Food and Nutrition and Hospitality and catering as part of the Health and Development suite of subjects

Food Safety, Nutrition, Foreign and British cuisine, food labels, focaccia fillings, chocolate decorative techniques

time plans, adapting recipes and evaluation of recipes which overlaps in both subjects.

Food– introduce experimental work on pastry, 

Hospitality– types of restaurants, menus and menu styles, table and counter service, standards and ratings of hotels

Pupils gain a good understanding of nutrition in relation to teenage health and  are able to make informed choices of ingredients.

Pupils develop an understanding of food safety which is reinforced through practical lessons. This includes food related ill health. 

Pupils become aware of traditionally British as well as a variety of foreign cuisines, giving them an insight into each culture.

 Pupils carry out experiments on pastry to find out how rolling it out affects it’s texture. Pupils learn about food labels and are able to understand the key information on them.

Pupils gain knowledge about the different types of restaurants and the types of menus used in them as well as a variety of ways of presenting menus. Table and counter service are taught.

Mixed ability, 1 x 75mins lesson per week. Taught by specialist staff. Pupils spend 2 lessons on practical work to develop their preparation skills, cooking and presentation methods followed by one theory lesson. Teachers demonstrate new skills. Each term, pupils carry out group tasks when ingredients are provided for them to investigate recipes such as fats in pastry, decorative techniques using chocolate, making fresh pasta and focaccia flavours. 

Pupils work in small booklets/worksheets to complete theory work and maybe tested on the topic or carry out an assessed piece of writing when BRAG techniques are used. 

Pupils use rating charts and star profiles and use them to discuss outcomes and use the information to inform the following practical lessons. 

Pupils see images of local restaurants to learn about the types, look at actual menus and discuss their experiences to help make the topics relevant. Pupils use chrome books to carry out individual research on hotels and feedback to their group. A variety of activities are carried out to check learning such as Kahoot, card sorts, finding pairs, finding a partner, dominoes, Countdown, Wipeout, true/false cards and whiteboards are used often. 

A wider range of practical skills are learned. Presentation skills are developed such as chocolate techniques, piping and shaping skills for croquettes, meatballs and fish cakes, improving fine motor skills. Knife skills improve using meat and veg knives, peelers. They can make a thickened blended sauce as progression from a reduced bolognese or chilli sauce, all-in-one sauce later on in the course. Shortcrust pastry is followed by rough puff pastry to make cheese straws, making breadcrumbs to coat a hot mixture for croquettes or fish cakes rather than cold chicken, fresh pasta. Creaming method is developed to roll out as shortbread or pipe as biscuits. Rolling out pastry between rulers for consistent thickness shows progression from rolling out shortbread. Peeling, coring, slicing fruit skills which is stewed requiring greater heat control than boiling/simmering. A whisked swiss roll is developed into a chocolate log as it’s more difficult to use chocolate spread filling and have time to decorate with melted chocolate. The bread dough used in y7 is rolled and shaped into a pizza with toppings added. Potatoes are peeled for fish cakes but later sliced and parboiled to make a potato bake. MPupils learn the need to work quickly to make meatball pasta bake as it requires three elements to make.  Pupils are able to work with others in groups, develop their sensory analysis skills and record results in a more methodical way.  

Pupils are able to carry out experiments on ingredients and write up their results in a methodical way, based on scientific theory to prepare them for NEA1 at KS4. 

Pupils should be able to make informed choices as to the type of restaurant they see and visit as well as the differences between the types of menu and service and judge the pros and cons of each. 

Pupils will be able to justify their choice of menu and type of service for a school prom scenario.

Pupils are able to distinguish between different star ratings of hotels and justify their choice for a given scenario. 

Year 10 –  Food Preparation and Nutrition


Revision techniques

Food safety is revised. 

Cooking methods, heat transfer methods, microwaves  

Time plans

Practice NEA1 

sensory analysis

function of ingredients, raising agents 

Pupils learn about macro/ micro nutrients in detail including chemical structure, functions and deficiency diseases and key terms used in nutrition. To produce knowledge organisers to aid revision. Special diets and age group needs and diet related illnesses are linked to nutrition.

Pupils learn to adapt recipes to suit different needs.  

To link food safety to practical work as well as cooking methods. 

Pupils know the different cooking methods.

Pupils practise writing a time plan, adding times and control points to ones done at KS3. Dovetailing is taught and practised at the end of the year.

Pupils practice two NEA1 when they carry out a group experiment and write it up individually and investigate raising agents and enzymic browning.  

Also flavours,equipment and also practice sensory analysis skills.

Mixed ability. 2 x 75mins lessons per week. Pupils work in booklets to complete theory work, produce their own revision notes and are then tested on each topic.This is taught by specialist teachers using power points, regular use of starter questions to recap, past paper questions, Kahoot, card sorts, google forms and dominoes.

Pupils use IT to increase the fibre and decrease the fat in a recipe, analyse the findings and conclusion. 

Pupils progress from a blended/all in one sauce to a roux sauce, shortcrust/rough puff to choux pastry, practice knife skills to achieve brunoise, julienne and batons, use their shortcrust pastry skills to roll out to line a dish and add bake it blind, make pastry decorations and a lattice top. They learn how to portion chicken, separate eggs, segment an orange, can mash but also pipe potatoes, pipe a garlic butter filling inside chicken breast, coat eggs with sausage meat, egg and crumbs, layering to make lasagne using their fresh pasta learned in y9, using whisked method to make a flan case and add creme patissiere and a glaze to fruit, make flatbreads and a batter for pancakes to improve frying skills with little/no fat.


ingredients are provided for experiments and carried out as a group task then analysis and conclusions are written up individually 

Pupils have a solid set of notes to refer to for revision in year 11 and a set of personal revision notes covering each topic that they will find useful. They understand the topics covered.

To embed learning of key food safety temperatures. Pupils are able to use a range of methods to cook food and understand its impact on nutritional value.

Pupils have a wide repertoire of recipes to choose from for NEA2 and are able to achieve the high level skills marks. They get used to following a time plan rather than a recipe on the board. 

Cultural capital- A school recipe book is available to practice at home.They are aware of different religions, how it affects the diet and which foods are grown in the UK and the red tractor symbol.

Pupils understand what is expected of them in NEA1 to achieve their target grade or above. 

Pupils are able to use rating charts, star profiles confidently.

Year 10 Hospitality and Catering

Jobs and Working conditions, 

kitchen and front of house operations, 

Workflow in a kitchen and restaurant, linked to the layout of the room. 

Revisit food safety, providers, menus, service and hotel ratings

Weekly practical work

Nutrition, special diets and menu planning. 


Presentation tasks

Pupils learn about jobs both front and back of house. jobs then study working conditions and are able to name different types of contract, remuneration and entitlements. Pupils should be able to name the personal attributes that employers look for in a variety of jobs.

Pupils to recap briefly before mock exams to relearn facts.

To reinforce earlier work 

Builds on practical skills in exactly the same way as the GCSE Food preparation course. 

Group tasks are used termly.

Pupils have a more in depth knowledge of nutrition, diet related diseases and the differing needs of a range of age groups. They understand how cooking methods affect nutrients and choose suitable methods to conserve nutrients and be aware of how menu choices are made to suit customers. 

Pupils learn different techniques 

Mixed ability. 2 x 75mins lessons per week. Pupils work in booklets to complete theory work, produce their own revision notes and are then tested on each topic. 

Visit W’s (if possible) to look at front of house operations, jobs and working conditions and Ibis to look at accommodation/star rating/facilities.  

Displays of small catering equipment in class with regular starters/quizzes to learn names and functions. 

Quizzes and past paper questions  used. 

Ingredients are provided for pupils to experiment with different ways to plate and present desserts, carrots.

Pupils have an understanding of what jobs are available in the industry, what it is like to be employed in it and what attributes a range of jobs requires of them. 

Pupils broaden their knowledge of Hospitality businesses both front and back of house jobs and get a better understanding of workflow through the visit as well as theory work and their own research. 

Pupils see the difference between domestic and catering equipment both back and front of house. Pupils can identify the areas of both rooms and their best position within it. 

To maximise learning and examination grades.

Pupils are able to choose recipes that show higher level skills for assessment for both main dishes as well as accompaniments and have a wider repertoire of recipes. They should feel confident about the y11 assessment worth 60%

Pupils are more aware of the importance of presentation and how they can gain the 3 skills required in their final assessment.

Year 11 Food Preparation and Nutrition  

(No NEA 1 this year, normally involving a final practice before actual NEA).

NEA 2. 

Revision and examination techniques. 

Practice NEA2 skills. They choose, plan, prepare and evaluate 2 suitable dishes and accompaniments to demonstrate skills. 

They carry out research, referring to their earlier nutrition work, they research recipe ideas which they justify due to nutrition, skills and techniques used based on those practised in Y10. They choose suitable accompaniments, plan using time plans for dishes to be made and evaluate practical outcomes with improvements if needed.

Practice of examination technique.

Revision and practice of examination technique following completion of assessment by the beginning of April.

Experiment as a group to investigate eggs which they write up their results for individually. School provides ingredients. 

NEA 2 – Pupils work individually using IT to present work. Regular feedback and catch up sessions if needed.

Half the class at a time will complete their practical final exam to allow space and time to photograph outcomes with minimum disruption to other lessons.

Pupils use actual examination answers from previous years to understand what is expected for  their target grade

Pupils are able to use their knowledge and skills acquired earlier to achieve their target grades in the assessments. 

Pupils should feel confident about their knowledge and skills to be able to apply to a range of question styles under examination conditions. 

Pupils understand how questions are assessed in examinations. 

Year 11 Hospitality and Catering

Nutrition and special diets, menu planning, Unit 2 assessment.

Revision and examination techniques.

. Pupils are able to justify their own recipe choices and how they meet different customer needs and wants. Environmental factors are linked to a scenario of a restaurant. 

Health and Safety, Factors affecting the success of a business are remaining theory work, followed by revision of earlier topics.

Pupils practice choosing and justifying suitable catering and accommodation provision using their earlier knowledge and skills. 

Pupils work in booklets to complete theory notes.

Pupils carry out a variety of practice assessment tasks to meet the marking criteria, often linked to practical work.

Ingredients are provided for pupils to experiment with different ways to plate and present starters or main courses.. 

Pupils carry out a live assessment, typed onto google slides and make their chosen dishes.Pupils use their classroom notes to complete it in 9.5 hours. 

Pupils are provided with a Key words booklet with terms and definitions and a revision guide. 

Pupils can work independently, choose and justify two dishes with accompaniments to meet an identified customer’s needs.

Pupils can dovetail a time plan to be able to prepare and cook their dishes in 3 ½ hours. 

Pupils feel confident about the examination topics, having practised techniques to answer questions and revise. . 

Pupils are aware of how employers, workers and customers are protected by legislation.

They develop an awareness of how customer demographics and lifestyle affect their choices and other factors that affect the success of a business in Hospitality. 

Pupils able to get onto college course and apprenticeships. 

All pupils should be able to gain some of the higher mark exam essay style questions. 

Long Term Plans

Year 7 

Half Term 1 

A nine week course as part of the DT carousel. Pupils study safety in the kitchen and basic hygiene which is reinforced throughout practical lessons. They learn names and uses of simple tools and equipment as well as how to use them and a range of practical skills such as the creaming method to make biscuits and melting method to make brownie as well as learning to weigh ingredients accurately and use the oven safely. Pupils learn chopping skills and safe handling of chicken to make kebabs and also a ragu sauce to use the hob. In the second lesson of the week, pupils follow the design process to design their own decorated bun using glace icing or melted chocolate to meet a brief and their research. They also learn how to write a time plan to help them follow a recipe and evaluate their practical work.

Half Term 2

Pupils learn how to use yeast to make bread, knead and shape bread rolls and pinwheels. They learn how to cook pasta to make pasta salad and become more accurate in their chopping skills and also how to boil and simmer. 

In the second lesson, pupils learn about the five food groups, their proportions and the images used in the Eat well Guide. They learn how to adapt recipes to make them suit their family tastes, linked to healthy choices and about the characteristics of ingredients used in their own recipes that provide the flavour, appearance and texture in their cooking. They learn how to use the fridge safely linked to health. 

Year 8

Half Term 1

Pupils learn about the Eatwell Guide and how it is used to plan healthy eating relating to the food groups and their proportions which are linked to the Government’s healthy eating guidelines. Pupils look at choosing healthier options for snacks, breakfast cereals and drinks linked to fat and sugar. Pupils learn about the key nutrients that teenagers need and why.  Pupils practice the creaming method to make cookies and reinforce oven safety. They learn how to use the food processor to make burgers, shape and season them, how to cook pasta including how to boil and simmer and learn dicing skills and hob safety when making bolognese. 

Half term 2

Pupils look at the role of healthy eating in preventing tooth decay and produce a piece of extended writing where literacy skills are reinforced. They act on feedback to write about the healthy choices of drinks they can make and how to drink more water. Pupils learn about the importance of balancing their energy intake with their output and a basic understanding of the traffic light nutrition label. 

Pupils practice chopping, coating skills and the importance of seasoning to make chicken nuggets, the whisking method to make swiss roll, rubbing in method to make scones in a range of flavours and apply boil/simmering skills to cook rice to make jambalaya. Finally, they learn how to use rolled out pastry and slicing skills to make a cheese and tomato tart. 

Pupils develop their evaluating skills becoming more adept at identifying their own strengths, weakness and ways to improve their practical work. They develop their ability to write a time plan in more detail to help them follow a recipe. They develop their knowledge and ability to use the fridge safely and understand the rules when preparing high risk foods such as chicken and raw meat. Pupils are able to adapt recipes to suit their family tastes based on the characteristics of ingredients and their nutritional content. Pupils are introduced to the seasonality of ingredients.   

Year 9

Half term 1

As part of the Health, development and nutrition suite, pupils study both Food and Nutrition and Hospitality and Catering. Recipes are made by pupils for two weeks when food safety/hygiene, reducing food waste is reinforced and the function of the ingredients is linked to the recipes.The recipes build on the skills taught in y7-8 and develop accuracy and presentation. Two practical lessons are followed by a theory lesson when topics such as food safety, nutrition, labelling and British cuisine are taught which both subjects have in common.  

In the first half term, pupils have two theory lessons studying Food safety in which they are able to identify high risk foods and learn the key temperatures needed to store and cook food safely and become aware of the main causes of food poisoning. 

Pupils make biscuits to practice rolling out evenly, chicken nuggets to apply food safety rules and the importance of seasoning and use the processor to make their own breadcrumbs to practice coating and chocolate muffins. 

Half term 2

Pupils are tested on food safety before studying food labelling and what is legally required on a food label, including the storage dates to help inform healthy choices. Pupils study British cuisine, looking at traditional ingredients, dishes, cooking methods from around the UK as an introduction to food provenance. 

Pupils make a blended sauce to make sweet and sour chicken or pork, and a fruit crumble to practice peeling/coring skills and introduce seasonality of ingredients. They investigate focaccia flavours, practice cooking pasta and rice and develop their whisking method to make a decorated chocolate log. 

The first Hospitality and Catering theory lesson introduces pupils to what the industry is, the differences and business in the local area, including services they offer. 

Half term 3

Pupils learn about key types of restaurants and the type of menu they offer as well as the style and presentation of menus.

Pupils develop dicing, boiling and simmering skills to make bolognese or chilli, adapting the recipe to suit family tastes. They carry out an investigation into the characteristics of different fats in shortcrust pastry before making jam tarts. Pupils use their yeast cookery skills to make a bread dough which they roll out to make pizza.

Half term 4

Pupils learn about the types of food service such as table service and counter service linked to restaurants studied previously. 

Pupils learn a range of decorative techniques using chocolate. They learn how to pipe biscuits and can apply a chocolate drizzle. Pupils learn slicing and parboiling potatoes to make a potato bake and rolling out a scone dough to make a pinwheel. 

Half term 5

Teenage nutrition is taught covering both macro and micronutrients, also the need for a healthy breakfast. Pupils learn rough puff pastry to make cheese straws, practicing accurate presentation. They learn how to make fresh tagliatelle using a pasta maker and fish cakes to practice shaping and coating skills. 

Half term 6

Hospitality theory covers the types of hotels and the key job roles in the hotel and catering industry. 

Pupils learn how to make an all-in-one sauce to make mac n cheese, piping cream and fruit prep to make cheesecake which is linked to seasonality and shaping meatballs to make a pasta bake. 


Year 10

Half term 1

Pupils learn about macro and micro nutrients in detail including the chemical structure and produce knowledge organisers to aid revision. Pupils use IT to find a recipe and increase the fibre and decrease the fat. Analyse the findings and conclusion. Pupils make strawberry shortcakes, jambalaya, cheesecake, chicken in a creamy sauce, viennese fingers, macaroni cheese, bonfire toffee.

Half term 2

Special diets, focusing on vegetarians, including allergies and intolerances and different age group needs. Diet related illnesses. Pupils practice NEA1 when they carry out a group experiment and write it up individually. Pupils make focaccia, palmiers, milk chocolate cake, fishcakes, chocolate log, viennese mince pies. 

Half term 3

Pupils learn to adapt recipes to suit different needs according to age and lifestyle.

Food commodities. Pupils practice two NEA1 investigations into ingredients. Pupils make soup, millionaires shortbread, shepherds pie, eclairs, scotch eggs.

Half term 4

Food commodities. food provenance. Pupils make pancakes, chicken kiev, yogurt/cheese or butter, sausage rolls, calzone pizza, victoria sponge.

Half term 5

Primary and secondary food processing and preservation methods. 

Cooking methods, heat transfer methods, microwaves, technological advances and sensory analysis. Pupils make ginger snaps/baskets, pasta, chicken pie, lemon meringue pie. 

Half term 6

Preservation methods. Pupils practice writing a time plan, adding times and control points. Pupils practice NEA1. Pupils make pizza lattice pie, lasagne, chocolate tarte, lamb koftas and flatbread, fruit flan


Year 11 

Half term 1

Pupils carry out research for NEA2, referring to their earlier nutrition work. They research recipe ideas then choose two which they justify due to the nutritional content, skills and techniques used. 

Half term 2

 Pupils write up their choice of two recipes with methods, justification and nutritional analysis practiced in Y10. Mock exam fortnight. Pupils choose suitable accompaniments for their dishes and write up. 

Half term 3

Pupils write up detailed time plans for all dishes to be made. Practical exam.

Half term 4

Evaluation of practical outcomes. Improvements to be made if needed.

Half term 5

Preservation methods and sensory analysis topics to complete. Revise properties and functions of ingredients followed by revision of all key topics and final practice of examination technique.