Subjects

Hospitality & Catering

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. This fits in with the school’s ethos to ‘send our pupils out into the world able to play a full part in it’ as well as being qualified. This may mean providing support to pupil premium children with ingredients, visual pictures to show steps in a recipe in order to remove barriers to enable all pupils to access our curriculum.

  • 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.

 

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 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

 

CULTURE CAPITAL:  The students will make a range of recipes covering various cultures and cuisines in KS3.

Pupils will make a wide range of both British and foreign recipes in Food lessons and will learn their country of origin as well as of specific ingredients. They will be encouraged to buy British where appropriate. The students will research traditional ingredients, cooking methods and dishes based on British cuisine in Y9 Food and Nutrition.                                                                                                                                    

All lessons will be delivered in accordance with the Faculty Health and Safety policy, Behaviour policy and with frequent reference to the school presentation of work.

 

Year Group and Project/s Title/sWhat is the Intent of the Project/s?How will the project/s be Implemented?What is the impact of the learning?

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 Hospitality and Catering

Working conditions, Health and safety, kitchen and front of house operations, factors affecting the success of a Hospitality business

 

Visit to a restaurant?

 

Pupils complete food safety then study jobs in Hospitality and Catering and follow with front of house and kitchen operations in order to see how they actually work.

Pupils learn about macro and micro nutrients in detail and produce knowledge organisers to aid revision. 

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. 

They understand how cooking methods affect nutrients and choose suitable methods to conserve nutrients and be aware of how menu choices are made to be more environmentally friendly. Pupils are able to justify their own recipe choices and how they meet customer needs. 

Weekly practical work is the same as GCSE Food and Nutrition though instead of investigations, pupils make ice-cream and do a savoury presentation task. 

Pupils practice writing a time plan, adding times and safety points to ones done at KS3.

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, film clips, Kahoot, Blooket, card sorts, dominoes etc.

A visit if possible to see this is action –  front of house and kitchen operations.

 

pupils can experiment with flavours, ingredients and also practice presentation skills and ingredients are provided.

Assessment booklet includes notes and practice tasks to become familiar with AC headings.

Pupils understand what jobs are available in the industry and study hotel jobs as well as restaurant jobs covered earlier. Pupils have an understanding of what it is like to be employed in Hospitality and workflow in the kitchen and restaurant.

Pupils broaden their knowledge of Hospitality businesses both front and back of house through visits if restrictions allow and businesses are willing as well as theory work. 

 

Pupils should feel confident about the assessment unit 2 in Y11. 

Pupils are aware of how the Hospitality and catering industry can contribute to a better environment by reducing the carbon footprint/food miles by choosing local and seasonal produce and reducing waste.

 

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.

Pupils are able to taste dishes to widen their taste.

 

Pupils feel confident following their own plans.

Year 11 Hospitality and Catering

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

Revision and examination techniques.

Complete how cooking methods affect nutrients and choose suitable methods to conserve nutrients and be aware of how menu choices are made to be more environmentally friendly. Pupils are able to justify their own recipe choices and how they meet customer needs. 

Approx 6 recipes to practice higher level skills. 

Unit 2 controlled assessment. Pupils write up detailed information on nutrients which they link to their two chosen target groups and they compare their different needs. They choose 4 recipes, justify their choices according to the customer needs and the needs of the business and link to the environmental factors. A time plan is planned of the two recipes they actually make with accompaniments to follow in the practical exam. 

Health and safety in the workplace.  

Pupils are aware of how a range of factors can affect how successful a business is and the effects of social media. Pupils research examples of how social media is used by customers. 

Working conditions- to name different types of contract, remuneration and entitlements. They should be able to name the various  legislation that protects workers. Pupils should be able to name the qualifications key jobs require as well as the personal attributes that employers look for in a variety of jobs

 

The provision of food and Hospitality businesses and what affects where the type of business is situated and it’s target market.

Pupils work in a booklet to complete theory notes, including revision notes, revision activities and testing. 

 

This is done on ppt template slides provided on google classroom. Pupils use and engage with their Y10 notes to complete the live

 

All assessment within a 9.5 hour time limit.

 

Pupils are given scenarios to plan Hospitality and catering provision for.

 

 

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.

They feel confident in choosing recipes they’ve practiced in school from y7-11. 

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

Pupils develop an awareness of how customer demographics and lifestyle affect their choices.Also what affects the success of Hospitality and Catering businesses.

Pupils should feel more confident to answer the high mark exam question at the end of the paper.

Pupils understand how questions are assessed in examinations.

 

Pupils able to get onto college courses and apprenticeships.

Long Term Plans

YEAR 9
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6
Pupils make shortbread, chicken nuggets, chocolate muffins, pizza, lemon drizzle cake, sweet and sour chicken or pork. Hospitality and Catering introduces the industry, looking at types of restaurants and menus. Pupils make fruit crumble, pizza scrolls, chocolate log and mince pies. Hospitality and Catering study types of food service and food safety and practice knife skills. Pupils make croquettes, swiss shortcakes, cheesecake brownie. Pupils learn about a variety of food commodities and how to choose and store them. They also study food safety. Pupils make pancakes and eat them in class, fresh pasta to make lasagne, treacle sponge, sausage and potato bake and bbq chicken. Hospitality and catering investigate types of accommodation and learn about ratings such as stars and diamonds. Pupils make curry, cheese straws, fish cakes and quiche. Hospitality and catering study jobs both front and back of house such as chefs as well as housekeeping, receptionists, porters. Pupils make Victoria sponge cake, meatball pasta bake, chicken in a sauce, Fruit crumble cake. Hospitality and catering study how to write a time plan for a recipe.

Year 10

The same recipes are made each week as GCSE Food 

Half term 1

Pupils complete food safety then study jobs in Hospitality and Catering. 

Half term 2

Pupils study front of house and kitchen operations in order to see how they actually work.

Pupils learn about macro and micro nutrients in detail. Pupils practice knife skills.

Half term 3

Special diets, focusing on vegetarians, including allergies and intolerances. Different age group needs. Diet related illnesses. Pupils practice a food presentation challenge and make ice cream.

Half term 4

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

They understand how cooking methods affect nutrients and choose suitable methods to conserve nutrients.

Half term 5

Pupils become aware of how menu choices are made to be more environmentally friendly. Pupils are able to justify their own recipe choices and how they meet customer needs. 

Half term 6

Pupils practice writing time plans and practice answering key assessment criteria. Pupils practice a food presentation challenge.

 

Year 11

Half term 1

Complete how cooking methods affect nutrients and choose suitable methods to conserve nutrients and be aware of how menu choices are made to be more environmentally friendly. Pupils are able to justify their own recipe choices and how they meet customer needs. 

Approx 6 recipes to practice higher level skills. 

Half term 2

Unit 2 controlled assessment. Pupils write up detailed information on nutrients which they link to their two chosen target groups and they compare their different needs. They choose 4 recipes, justify their choices according to the customer needs and the needs of the business and link to the environmental factors. 

Half term 3

A time plan is planned of the two recipes they actually make with accompaniments to follow in the practical exam. 

Pupils learn about Health and safety in the workplace, including legislation.  

Half term 4

Pupils become aware of how a range of factors can affect how successful a business is and the effects of social media. Pupils research examples of how social media is used by customers. 

Working conditions- to name different types of contract, remuneration and entitlements. They should be able to name the various  legislation that protects workers. Pupils should be able to name the qualifications key jobs require as well as the personal attributes that employers look for in a variety of jobs

Half term 5 

The provision of food and Hospitality businesses and what affects where the type of business is situated and it’s target market. Practice examination technique for higher mark questions.