Hathershaw College

Food & Nutrition

Food & Nutrition

 

Curriculum Intent

 

  • To provide students with a comprehensive and creative Design and Technology curriculum that inspires and engages.
  • To establish a culture of high expectations to ensure that all students are able to make good progress and learn key transferable skills that will provide a solid skills base for future study.
  • To deliver a varied curriculum, including practical opportunities that support students in becoming independent learners who are confident and resilient in completing new tasks.
  • Give students the opportunity to work within ‘real world’ contexts so that students feel confident in taking risks when developing innovative and enterprising solutions.
  • Encourage students to critically reflect on existing products to develop an understanding of the impact that design can have on daily life, the environment and the wider world.
  • To encourage students to consider the needs of, and develop designs for, a wide range of users to nurture an appreciation and tolerance of other people’s experiences and perspectives.
  • Provide continuing opportunities for students to share their ideas with others so that they are confident in giving and receiving constructive feedback and are able to critique, evaluate and test their own ideas and the work of others.
  • To provide students with opportunities to experience the work of past and present designers and other STEM professionals to develop curiosity and enjoyment of the world around them.
  • To teach students the importance of eating a healthy and varied diet and how this can contribute to better physical and mental health and support their long term well-being.
  • To ensure that all students can safely and independently cook a repertoire of predominantly savoury dishes so they are able to make healthy food choices to feed themselves and others affordably.
  • To celebrate the diversity of our school by experiencing a range ingredients and dishes from around the world to inspire curiosity of the world around us and develop a culture of tolerance and understanding.
  • To consider the needs of others when cooking and preparing food products such as awareness of food allergies, intolerances, religion and other dietary requirements.
  • Support student’s literacy and reading development by providing them with factual texts and contexts, such as newspaper articles, to develop their language and vocabulary. Opportunities for debate, opinion and reflection of the written text will support students in developing their comprehension. 

 

Curriculum Overview

HT1 HT2 HT3 HT4 HT5 HT6
Y10

Food Choice

Students will learn the GCSE coverage of what influences our food choice Inc. culture, religion and food labelling.  They will learn about marketing influence and the impact this can have on our choices.

British and International Cuisine and  Food Provenance

Students will learn about where food comes from and the features and characteristics of cuisines from Britain and other countries.

Food Processing and Production
Students will learn where food comes from Inc. GM foods, food miles and the sustainability of food.  The will also learn about food production and its environmental impact.  

Food Science
Students will learn about food and heat transfer and how to select appropriate cooking methods.  They will also learn about the functional and chemical properties of food.

 

Food Safety

Students will learn about micro-organisms, food spoilage, food poisoning and enzymes in order to safely cook, prepare and store a range of meals.

NEA 1 and NEA 2* mock
Investigate the functional and chemical properties of raising agents. Plan, prepare, and cook dishes based on a starchy carbohydrate diet.

Y11

GCSE NEA 2*

The start of NEA 2 students produce a task analysis and research 15-18 dishes.

Student’s plan for and trial dishes 1-4.  These are then evaluated and a final dish chosen.

Students will continue to use retrieval techniques and exam practice to prepare them for the written exam unit of their GCSE.

Retrieval Focus -

Food Preparation Skills (portioning a chicken, making fresh pasta, filleting fish)

British and International Cuisine

Food Processing and Production

Food Safety


 

GCSE NEA 2*

The start of the practical exam students will be given 3 hours to make 2 dishes of their choosing.  In this unit students must show the ability to work independently within a strict time limit whilst demonstrating a range of technical skills.

Once complete students will need to evaluate and analyse their dishes.

Nutrition, Diet and Health

GCSE coverage of nutrition, diet and health including micro and macro nutrients.  Students will learn about nutrition guidelines, life stages and diet related illnesses. 

Retrieval Focus -

Food Science theory and through practical activities demonstrating the functional and chemical properties of food

Exam Preparation

Preparation for the written exam including-

-Food Choice

-Food Provenance

-Processing and Production

- Food science

-Food Safety

-Food and Nutrition

*NEA is the Non Exam Assessment that students must complete as part of their GCSE.  The NEA is 50% of the total GCSE grade and is a piece of work that is completed in class and is moderated by the exam board.

*Updated arrangements for 2022 due to pandemic: https://www.gov.uk/government/consultations/arrangements-for-non-exam-assessment-for-qualifications-in-2022

 

To download this table, please click below.

Curriculum Overview

 

Medium Term Plans

 

 

 

 

 

Food & Nutrition SMSC Statement

 

SMSC plays an integral part of our teaching of KS3 Food Technology and GSCE Food Preparation and Nutrition at Hathershaw College. Every day we all make food choices based on our beliefs and values and we encourage all students to reflect on the choices that they make and also consider other people’s views in relation to food and their food choices. In KS3 students are encouraged to adapt dishes, so that they are suitable for a range of needs or requirements, which encourages them to learn more about different people’s faiths, feelings and values and respect the choices that they make.

Through our teaching of food we also aim to give students a sense of enjoyment and fascination in learning about themselves and the world around them. In Yr9 students complete a global cuisine project where they research and cook foods from a range of countries including France, Japan and Mexico and we encourage students to cook and try foods that they may not normally choose. Students also learn about traditional British cuisine and how our climate, farming and traditions all impact the foods and dishes that we often associate with Great Britain. Within this unit we also explore and celebrate the factors that have influenced and changed some of Britain’s culinary traditions such as immigration, foreign travel and increased imports which have all given us more variety and creative opportunities within our dishes.

In KS3 students are encouraged to question the moral and ethical factors that may influence our food choices such as vegetarianism, food miles and Fairtrade. For example, in Year 7 students are asked to debate in support of or against two viewpoints that argue the importance of food choice as opposed to only eating local foods because of the environmental impact of imported foods. Students are expected to give reasoned views but also respect the opinions and viewpoints of others in the group.

In Food Technology it is vital that students understand the consequence of their behaviour as students will need to work safely and carefully within a busy kitchen environment. Within this environment students also are expected to work collaboratively with pupils from outside their normal friendship groups which helps them to develop social skills, tolerance and a team approach to their workspace. In both KS3 and KS4 students are expected to reflect on their own cooking experiences and practical outcomes and look at ways their dishes may be adapted or improved in the future.

In our Food Technology planning we recognise the potential barriers that some students may have when trying to make good food choices within their everyday lives. To support this we aim to give all students the practical skills required to produce healthy, nutritious and affordable meals and also the knowledge of how to make healthy food choices and become responsible consumers, so that they can a make positive contribution to life in modern Britain.