Food Preparation & Nutrition
- 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 by referring frequently to seasonal and local ingredients. Give pupils 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.
- 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 and prioritising during practical lessons, arriving prepared to lessons with ingredients and 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.
- 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
|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 Healthy eating intro||Pupils follow the design process to carry out research before designing ideas, justifying a final idea before writing a time plan and evaluating the buns afterwards. Pupils learn basic skills such as weighing, using basic equipment and the cooker then develop a range of skills such as all in one method, creaming, melting, chicken and veg preparation, boiling pasta, baking and bread making. Last year, we maintained practical lessons throughout the year but limited recipes to baking due to Covid restrictions as pupils had to bring their ingredients and take food away with them afterwards. Predominantly savoury dishes are being made this year to teach pupils to take responsibility for the safe storage of ingredients and correct use of the refrigerator as well as being linked to healthy eating. Pupils will learn about the five food groups, proportions and key images on the Eat well 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. The first lesson includes a demonstration and relevant theory and the second is practical when pupils bring ingredients. A printed copy of the nine recipe requirements is taken home and this is also put on the google classroom and emailed to parents. The design project runs for approx 6 weeks followed by work linked to the recipes they make. Pupils work in a booklet. They are encouraged to design creative and innovative ideas. Oracy is encouraged through pupils discussing ideas. The teacher demonstrates each recipe in order for pupils to select criteria that they can use to assess their own practical work in the following lesson. This is done using the visualiser to ensure pupils see close-up or showing a film of the teacher demonstrating. Pupils use self and peer assessment in practical lessons. Teachers model and pupils are encouraged to present food and written work accurately and with care, using the stickers for ‘outstanding presentation’ and ‘even better if’||Pupils are able to make 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, 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. Pupils should have the appropriate knowledge to go alongside these skills. Pupils use creaming to make fork biscuits, simply rolled and a fork pattern and also learn to weigh and use the oven safely themselves.Later they make their designed buns using the all-in-one method, following their own time plan, adding a topping and decorations. Pupils can use the bridge hold and claw grip to chop chicken and veg in chunks for kebabs and chopping veg smaller in pasta salad, but later to dice onion for ragu sauce and chicken noodles, melting method, present food in even sizes, decorate buns, make bread shapes by hand but then roll out the dough to make pinwheels.Pupils are aware of the characteristics of many of their ingredients they use in their recipes, where they come from and use this knowledge to help them adapt the pasta salad. Pupils can apply basic safety rules when using the fridge to store ingredients and cooked food. They are aware of the benefits of good teamwork as they work in coloured areas. Pupils make creative and innovatively decorated buns. They enjoy cooking 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. Cfp’s are awarded on a regular basis. Pupils know the routine in lessons and this then becomes embedded as standard practice in lessons in all years.Pupils should be able to identify foods in each group and the size of each.|
|Year 8 – ‘Promoting a healthy lifestyle’ which runs alongside developing an understanding of the knowledge to accompany their developing practical skills||Again,practical work last year was mainly baked and is now mainly savoury and linked to the theory work. Some recipes are being moved into y7 so will be the last year for brownie and pasta salad in Y8. 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. Choc chip cookies- creaming, brownie – melting, burgers-processor/seasoning, pasta salad-boiling, veg prep, adapting a recipe, bolognese-dicing onion, dry frying, simmering, nuggets-high risk food prep, seasoning, coating, swiss roll-whisking,rolling, scones-rubbing-in, jambalaya- frying,rice, simmering, cheese and tomato tart-slicing,accuracy shaping. Pupils should understand how they can achieve good results when making their recipes and be able to present them well. Pupils gain an understanding of basic nutrition and the Eatwell Guide. They should be able to make healthy choices of breakfasts, snacks and drinks. They should understand how a healthy diet can help prevent tooth decay and why they need to drink more water and other healthy drink choices.||Mixed ability 2 lesson x 75mins per week Taught by specialist staff. Pupils are assessed using extended writing at two points in the rotation to inform data collections and show an understanding of how food affects their health. Pupils work in teams to aid clearing up and with increasing independence. Recipes build on prior skills requiring increasing coordination and fine motor skills such as dicing onion, slicing tomato rather than chopping it in Y7, boiling pasta in Y7 but simmering a sauce in Y8. Alongside this, pupils also learn about nutrition, the Eatwell Guide and it’s recommendations and making healthy eating choices through oracy, film clips, games and work in a booklet.||Creaming method cookies to recap weighing, safe use of the oven, melting, whisking and rubbing-in cake making methods, the latter 2 being higher skill level. Onion peeling/ halving then diced in processor for burgers then diced by hand in bolognese and jambalaya. Dry frying used in bolognese, then frying in oil and testing heat in jambalaya. Boiling pasta then simmering used in bolognese and jambalaya. Seasoning importance and achieving correct consistency of a mixture increasingly more important from bolognese sauce to scone dough, jambalaya and creamed cake mix. Upside down cake is a full creaming method as it uses egg. Pupils should always time their recipes in the oven and become increasingly able to judge when cooked. Pupils develop an enjoyment in cooking and accurate food preparation skills, be able to use a range of catering equipment with minimal assistance including electric whisks, veg and meat knives. Practical work is formally assessed once but frequently self and peer assessed. Pupils are able to adapt their pasta salad and bolognese recipes to suit family tastes. Pupils take responsibility for storing ingredients safely and know rules when using the fridge. They have some understanding of the characteristics of ingredients they use and the key nutrients they contain. Pupils are aware of the seasonality of ingredients. A mixture of short written tasks but pupils develop their ability to write using connectives to help them explain their statements in more depth and organise them into paragraphs that follow a logical sequence, as well as including ‘technical’ (higher grade) language. Pupils have the knowledge to make an informed choice to eat healthier that could improve their own health. Chef of the day as well as Top chef and team kitchen prizes are awarded.|
|Year 9 – Part of the Nutrition, Health and development suite. Food – Food Safety, Nutrition, British cuisine, cooking methods, organic/fair trade/seasonality, introduce experimental work, chocolate decorative techniques. Hospitality – types of restaurants, menus, styles/ presentation of menus, types of food service, types of hotels, jobs in catering and front of house hotels Hospitality and Catering overlaps on nutrition/labelling, safety.||This is a foundation year of one lesson per week to prepare pupils with the background knowledge and food preparation skills for examination level. Pupils gain an in-depth understanding of nutrition relating to teenagers. Pupils develop an understanding of food safety which includes food related ill health and is reinforced in practical lessons. Pupils research British cuisine including traditional ingredients, cooking methods and dishes around the UK. Pupils learn what is required on a food label by law. Pupils carry out experiments on fats in pastry to develop their investigative skills to inform their choice in their jam tarts. Pupils gain knowledge about the different types of food providers e.g. restaurants, cafes and the types of menus used in them and how they are presented to customers as well as two methods used to serve food – table, counter service.||Mixed ability, 1 x 75mins lesson per week of Food and Nutrition or Hospitality and Catering which is rotated each term for theory work. Pupils cook for two weeks to develop their preparation skills, cooking and presentation methods. Specialist teachers demonstrate new skills. Pupils work on worksheets in a folder to complete theory work on the third week and are then tested on key topics where the two subjects overlap. This is done by google forms and formal written tests. Activities to check learning such as Kahoot, Blooket, card sorts, finding pairs, finding a partner, dominoes, Countdown, Wipeout, true/false cards and whiteboards are used often as well as verbal and written questioning. Ingredients are provided for them to investigate fat in pastry. Pupils write up a detailed analysis and conclusion of the results. Ingredients are provided for pupils to practice decorative techniques using chocolate which they can apply in future lessons for presentation skills.||A wide range of practical skills are learned. Presentation skills are developed such as chocolate techniques, piping and shaping skills, improving fine motor skills. Knife skills improve using meat, veg knives and peelers. They can make a thickened blended sauce as progression from a reduced bolognese/chilli, and an all-in-one sauce is used later on for macaroni cheese. Shortcrust and rough puff pastry are higher skills and pupils make breadcrumbs to coat chicken and later fishcakes which are hot. Creaming method used again but additionally it’s rolled out as shortbread or piped as shortcake biscuits. Rolling out pastry later on in Y9 for jam tarts shows progression from shortbread. Cheese straws are the first step of rough puff which is developed into sausage rolls in y10. Peeling, coring, slicing fruit skills which are then stewed before adding crumble topping. The whisked swiss roll is developed into a chocolate roll which is then decorated with melted chocolate. The bread dough from y7 is rolled into a pizza and toppings added.Potatoes are sliced and parboiled for a potato bake but later peeled and mashed for fish cakes. Pasta bake involves shaping meatballs as well as cooking pasta and a reduced sauce. Pizza scrolls are a scone dough which is more difficult to achieve correct consistency and roll out than y7 bread pinwheels. Pupils become more tolerant of others by teamwork. Pupils should be able to make informed choices when choosing ingredients by understanding the food label and nutrition. Pupils begin to learn how to prepare themselves for revising for examinations. 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 are able to work with others in groups and develop their sensory analysis skills when tasting. Pupils should be able to make informed choices as to the type of eating places they see and visit as well as the differences between the types of menu and service. Pupils can see the theory work applied in a vocational context through films and are able to link it to possible future employment. Cultural capital – an awareness of foods and traditional dishes in British culture.|
|Year 10 – Food Preparation and Nutrition Nutrition, Practice NEA1, Food safety, Time plans, major commodity groups, function of ingredients, raising agents. Group tasks- weighing expt, apple puds using pastry, potato recipes, presentation techniques Revision and examination techniques.||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. Special diets, focusing on vegetarians, including allergies and intolerances and different age group needs. Diet related illnesses. Pupils learn to adapt recipes to suit different needs according to age and lifestyle. all food commodities and food provenance, primary and secondary food processing and preservation methods. Cooking methods, heat transfer methods, microwaves, technological advances and sensory analysis. Meringues. Pupils practice writing a time plan, adding times and control points to ones done at KS3. Pupils practice two NEA1 when they carry out a group experiment and write it up individually.||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 to check understanding. This is taught by a specialist teacher using ppts, regular use of starter questions to recap, past paper questions, Kahoot, Blooket, card sorts, dominoes etc. Practical work is carried out weekly including a dairy investigation into butter/cheese/yogurt making when ingredients are provided so pupils can experiment with flavours, methods, equipment and also practice sensory analysis skills.||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. Pupils progress to a roux sauce, choux pastry, practice knife skills to achieve brunoise/batons/julienne, rolling out pastry to line a dish, to decorate a pie and make a lattice top, baking a pastry case blind, know how to portion chicken, separate eggs to make meringue nests. Segment an orange, can mash and also pipe potatoes, pipe a garlic butter filling inside chicken, coat eggs with shaped sausage meat, egg and crumbs, layering to make lasagne, making the fresh pasta, using whisked method to make a flan case, creme patissiere and a glaze, flatbread and pancake batter to fry. Many of these are higher level practical skills and build in complexity and pressure on time. Pupils have a wide repertoire of recipes to choose from for NEA2 and develop a wide range of high level practical skills. They get used to following a time plan rather than a recipe on the board. Pupils understand what is expected of them in NEA1 to achieve their target grade. Cultural capital – pupils are aware of different religions and how it affects the diet. Which foods are imported and which grown in the UK and the use of the red tractor symbol to show this.|
|Year 11 Food Preparation and Nutrition – NEA 2. Revision and examination techniques.||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. Pupils write up their choice of two recipes with methods, justification and nutritional analysis practiced in Y10. Approx 6 practical lessons to practice higher level skills that also link to the NEA. Mock exam fortnight. Pupils choose suitable accompaniments for their dishes and write up, followed by detailed time plans for all dishes to be made. Practical exam and an evaluation of practical outcomes. Improvements to be made if needed. 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. Practice of examination technique, a mock exam in December and April, a wide range of revision tasks are used in Y11.||Pupils work on computers on google docs, producing their own templates to work on their NEA. The class is divided in two to complete the practical exam, all outcomes being photographed for the examiner. Pupils use actual examination answers from previous years to understand what is expected for their target grade. re and||Pupils are able to use their skills acquired in years 7- 11 to achieve their target grades in the NEA 2 assessment, mostly using recipes practiced in school. No NEA 1 this year only. 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.|
Long Term Plans
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.
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.
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.
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
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.
Our Subjects at KS4