The aims of Food Studies at Clare Mount are that students will be taught:

1. To learn and use a range of skills through practical applications as well as written.

2. To increase their proficiency in identifying, selecting and the safe handling of different essential pieces of equipment in the kitchen.

3. To understand the economic, environmental, ethical, religious and socio-cultural influences on food availability, production processes, and diet and health choices.

4. To explore a range of ingredients and processes from different culinary traditions.

5. To instil a love of cooking that enables students to feed themselves and others.

6. To achieve their expectations in a creative and innovative way.

7. To demonstrate knowledge of functional and nutritional properties, the sensory qualities and the microbiological considerations leading to food preparation.

8. To critique, evaluate and test their food and the food of others.

9. To apply the principles of nutrition and healthy eating beyond the classroom as understanding and applying better nutrition ultimately fuels better academic success across the curriculum.

10. To explore as many cultures and different skills within the area of food preparation.

11. To compare and contrast skills and make informed decisions about the most effective and efficient options when planning menus, purchasing and cooking food.

12. To develop the ability to evaluate and critique a dish, then be able to use those skills to improve or change their work (and diet and food choices).

13. To develop an understanding of food provenance and its impact on society, the environment, our health and financial wellbeing.

14. To encourage students to work independently and with their peers.

15. To provide opportunities for students to explore career paths connected to food and nutrition

 

 

Implementation

Keystage 3 - Within Key stage 3 learners rotate on an approximate 6 to 7 week basis around the carousel subjects, including Food Studies. We build on prior knowledge of their understanding of Food and Nutrition learned at KS2. Students in years 7, 9 and 8 visits to Food Studies for approximately 7 weeks, twice per year.

At Key stage 3, students will learn about and begin to apply the principles of nutrition and healthy eating. Students will develop safe food techniques, including knife skills, alongside studying the EatWell guide, properties of nutrients and the importance of hydration. Students learn the importance of hygiene and the potential hazards when working in the kitchen. They prepare and cook a variety of dishes, predominately savoury, incorporating theoretical understanding and practical knowledge.

1. Safety and Hygiene Personal and kitchen hygiene and safety is paramount, including the importance of preventing cross-contamination. Knife skills are taught and students develop confidence in safely using the hob and oven.

2. Food Preparation Students demonstrate and refine their knife skills when preparing fruit and vegetables. Live demonstrations support learners in preparing, combining and shaping ingredients. They also learn the functions of ingredients in relation to promoting healthy eating habits and learners to cook a range of savoury meals throughout their rotation, with an occasional sweet or treat recipe included.

3. Nutrition Learners are introduced to nutrition through the Eatwell guide, healthy eating government guidelines and understanding the importance of hydration and the impacts these can have on an individual’s health and wellbeing. Learners will develop an understanding of food packaging and labelling legislations, marketing and food industry careers, where the knowledge of nutrition plays a vital role. Learners examine the traffic light labelling scheme and how it is designed to help consumers make informed choices. They demonstrate their literacy/vocabulary skills when evaluating food products, using sensory descriptors and specialist vocabulary to describe the characteristics of foods.

Keystage 3 & 4 - Methods of Assessment

Students are assessed throughout each lesson, using teacher observations and targeted verbal questioning as well as, peer and self-assessment, and a set success criterion that is shared with the students in each lesson, based on taught content.

Teachers use the information to make live decisions plan the following learning journey for each class following the long term planning to ensure the curriculum is well sequenced and students can master their knowledge, skills and understanding making nutrition and cooking relevant to them

Keystage 4 - WJEC Specification The Eduqas Vocational Hospitality and Catering equips learners with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It encourages learners to cook, enables them to make informed decisions about food and nutrition and allows them to acquire knowledge to be able to feed themselves and others affordably and nutritiously, now and later in life. The curriculum is divided into six main topics and two non-examination assessment tasks. By studying Hospitality and Catering, learners will:

• Be able to demonstrate effective and safe cooking skills by planning, preparing and cooking a variety of food commodities while using different cooking techniques and equipment.

• Develop knowledge and understanding of the functional properties and chemical characteristics of food as well as a sound knowledge of the nutritional content of food and drinks.

• Explore and develop knowledge and understand the Hospitality and Catering industry. The job roles and opportunities

• Understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health.

• Understand the economic, environmental, ethical and socio-cultural influences on food availability, production processes, and diet and health choices. Demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food.

• Understand and explore a range of ingredients and processes from different culinary traditions (traditional British and international) to inspire new ideas or modify existing recipes. Students to learn the differences in command and key words so exam questions become easily accessible. To ensure skills can be consolidated and students can show their skill progression in the final practical exam

 

Impact

Through Food Studies at Clare Mount our learners will demonstrate that they have made progress from their starting points and are working on becoming well rounded individuals. Learners’ will demonstrate their knowledge, understanding and practical skills, thought planning, preparing and using a range of ingredients and equipment in meeting various nutritional or dietary needs. Discussions with learners will illustrate their ability to explain and explore their own personal beliefs and feelings towards food and culture. Throughout their learning journey, learners will enhance their culture capital, exploring ideas, concepts and developing holistically. Learners from all key stages will have multiple opportunities to participate in food based competitions within school and externally, developing a passion for food technology and working within this industry. This also builds a passion for learning,

Learners will be reflective practitioners through meaningfully reflecting on their own performances in practical cooking lessons and how this impacts future development. Learners have gained knowledge about food production, values, morals, religious and cultural impacts of food, enabling them to be conscious in food choices moving forwards. Learners are also aware of the impact of food production on the environment, such as food miles and sustainability. Learners are able to demonstrate their application of knowledge and technical skills as well rounded individuals, influencing their choices outside of the classroom or school environment. This is achieved by utilising those skills throughout everyday life, including adulthood and passing this knowledge onto others. Learners have developed a range of cooking skills and healthy eating habits, which they use to maintain a healthy lifestyle and wellbeing. Learners are able to progress academically in continuing to study food at further and higher educational facilities, including pursuing a career within the food industry if desired. Learners have recognised qualifications.

 

 

SEND PROVISION How do we support SEND students in Food?

Expected typicality across all food studies ꓿ Embedded behaviour expectations → Personal hygiene and safety routine → selecting equipment → I do we do → Make → Clear up → Assessments

Modelling – I do, We do, You do: Students will be shown the activity visually by the teacher, by pupil demonstration, by class demonstration, then they will attempt the task in teams or independently.

Scaffolding – Students will be provided with several steps to enable them to achieve the learning aims of the lesson. These steps will be explicitly explained and when possible modelled to the whole class. Groupings – In food studies students occasionally work in groups and or pairs. These groups are manipulated constantly to ensure everyone feels comfortable and able to make significant progress.

Adaptive teaching – Tasks in lessons can at times be overwhelming for students therefore we can always adapt an activity to ensure a pupil still meets the learning aim in a way that suits their style of learning, ensuring they still access the curriculum.

Literacy – Students will be provided with word banks, exemplar work including live demonstrations, peer support, teacher support and visual prompts to support their participating in the lessons and activities.

Analytical Thinking / Problem Solving

Students will be provided with a simple visual recipe and be expected to identify and source the relevant equipment from its storage area within the room

Rationale for Sequencing Food Studies

Sequencing has been planned to enable learners to develop skills and acquire knowledge in a logical and repetitious way to embed the mastery of fundamental skills. The following sequencing map demonstrates several threads that run from KS3 to KS4. For example, students will develop health and hygiene knowledge at the following moments:

Year 7: Introduction to Food Safety → Year 8: Refining cutting techniques and skills → Year 9: Using complex cutting techniques to complete technical elements and understanding the safety of using food probes for high risk foods → KS4: Apply and execute technical knife skills and using food probes within practical examination Additionally, we aim to support students’ literacy by implementing the use of subject specific vocabulary throughout KS3 to support their ability to respond coherently and fluidly at KS4 external assessments. Year 7: Food & Hygiene Assessment → Year 8: Evaluating the nutritional and allergen content of dishes cooked in class → Year 9: Demonstrating their understanding of food provenance cultural diversity and preparing a recipe to meet an individual’s specific need → GCSE: Written coursework and completion of practical cooking examination If you have any further questions about the sequencing of our curriculum, please get in touch

Equality and Diversity in the Curriculum.

The Food Studies department is committed to improving the equality and diversity within the Clare Mount curriculum. Therefore, we have incorporated various recipes from across the world. We also work closely with learners to ensure their own dietary needs, preferences and observances are upheld and respected within the practical food studies lessons. Additionally, we look at cultures and cuisines across the world and our mindful when choosing recipes and dishes to ensure a vast range of representation is included throughout the curriculum.

Impact

Through Food Studies at Clare Mount our learners will demonstrate that they have made progress from their starting points and are working on becoming well rounded individuals. Learners’ will demonstrate their knowledge, understanding and practical skills, thought planning, preparing and using a range of ingredients and equipment in meeting various nutritional or dietary needs. Discussions with learners will illustrate their ability to explain and explore their own personal beliefs and feelings towards food and culture. Throughout their learning journey, learners will enhance their culture capital, exploring ideas, concepts and developing holistically. Learners from all key stages will have multiple opportunities to participate in food based competitions within school and externally, developing a passion for food technology and working within this industry. This also builds a passion for learning,

Learners will be reflective practitioners through meaningfully reflecting on their own performances in practical cooking lessons and how this impacts future development. Learners have gained knowledge about food production, values, morals, religious and cultural impacts of food, enabling them to be conscious in food choices moving forwards. Learners are also aware of the impact of food production on the environment, such as food miles and sustainability. Learners are able to demonstrate their application of knowledge and technical skills as well rounded individuals, influencing their choices outside of the classroom or school environment. This is achieved by utilising those skills throughout everyday life, including adulthood and passing this knowledge onto others. Learners have developed a range of cooking skills and healthy eating habits, which they use to maintain a healthy lifestyle and wellbeing. Learners are able to progress academically in continuing to study food at further and higher educational facilities, including pursuing a career within the food industry if desired. Learners have recognised qualifications.

 

 

SEND PROVISION How do we support SEND students in Food?

Expected typicality across all food studies ꓿ Embedded behaviour expectations → Personal hygiene and safety routine → selecting equipment → I do we do → Make → Clear up → Assessments

Modelling – I do, We do, You do: Students will be shown the activity visually by the teacher, by pupil demonstration, by class demonstration, then they will attempt the task in teams or independently.

Scaffolding – Students will be provided with several steps to enable them to achieve the learning aims of the lesson. These steps will be explicitly explained and when possible modelled to the whole class. Groupings – In food studies students occasionally work in groups and or pairs. These groups are manipulated constantly to ensure everyone feels comfortable and able to make significant progress.

Adaptive teaching – Tasks in lessons can at times be overwhelming for students therefore we can always adapt an activity to ensure a pupil still meets the learning aim in a way that suits their style of learning, ensuring they still access the curriculum.

Literacy – Students will be provided with word banks, exemplar work including live demonstrations, peer support, teacher support and visual prompts to support their participating in the lessons and activities.

Analytical Thinking / Problem Solving

Students will be provided with a simple visual recipe and be expected to identify and source the relevant equipment from its storage area within the room

Rationale for Sequencing Food Studies

Sequencing has been planned to enable learners to develop skills and acquire knowledge in a logical and repetitious way to embed the mastery of fundamental skills. The following sequencing map demonstrates several threads that run from KS3 to KS4. For example, students will develop health and hygiene knowledge at the following moments:

Year 7: Introduction to Food Safety → Year 8: Refining cutting techniques and skills → Year 9: Using complex cutting techniques to complete technical elements and understanding the safety of using food probes for high risk foods → KS4: Apply and execute technical knife skills and using food probes within practical examination Additionally, we aim to support students’ literacy by implementing the use of subject specific vocabulary throughout KS3 to support their ability to respond coherently and fluidly at KS4 external assessments. Year 7: Food & Hygiene Assessment → Year 8: Evaluating the nutritional and allergen content of dishes cooked in class → Year 9: Demonstrating their understanding of food provenance cultural diversity and preparing a recipe to meet an individual’s specific need → GCSE: Written coursework and completion of practical cooking examination If you have any further questions about the sequencing of our curriculum, please get in touch

Equality and Diversity in the Curriculum.

The Food Studies department is committed to improving the equality and diversity within the Clare Mount curriculum. Therefore, we have incorporated various recipes from across the world. We also work closely with learners to ensure their own dietary needs, preferences and observances are upheld and respected within the practical food studies lessons. Additionally, we look at cultures and cuisines across the world and our mindful when choosing recipes and dishes to ensure a vast range of representation is included throughout the curriculum.

Impact

Through Food Studies at Clare Mount our learners will demonstrate that they have made progress from their starting points and are working on becoming well rounded individuals. Learners’ will demonstrate their knowledge, understanding and practical skills, thought planning, preparing and using a range of ingredients and equipment in meeting various nutritional or dietary needs. Discussions with learners will illustrate their ability to explain and explore their own personal beliefs and feelings towards food and culture. Throughout their learning journey, learners will enhance their culture capital, exploring ideas, concepts and developing holistically. Learners from all key stages will have multiple opportunities to participate in food based competitions within school and externally, developing a passion for food technology and working within this industry. This also builds a passion for learning,

Learners will be reflective practitioners through meaningfully reflecting on their own performances in practical cooking lessons and how this impacts future development. Learners have gained knowledge about food production, values, morals, religious and cultural impacts of food, enabling them to be conscious in food choices moving forwards. Learners are also aware of the impact of food production on the environment, such as food miles and sustainability. Learners are able to demonstrate their application of knowledge and technical skills as well rounded individuals, influencing their choices outside of the classroom or school environment. This is achieved by utilising those skills throughout everyday life, including adulthood and passing this knowledge onto others. Learners have developed a range of cooking skills and healthy eating habits, which they use to maintain a healthy lifestyle and wellbeing. Learners are able to progress academically in continuing to study food at further and higher educational facilities, including pursuing a career within the food industry if desired. Learners have recognised qualifications.

 

 

SEND PROVISION How do we support SEND students in Food?

Expected typicality across all food studies ꓿ Embedded behaviour expectations → Personal hygiene and safety routine → selecting equipment → I do we do → Make → Clear up → Assessments

Modelling – I do, We do, You do: Students will be shown the activity visually by the teacher, by pupil demonstration, by class demonstration, then they will attempt the task in teams or independently.

Scaffolding – Students will be provided with several steps to enable them to achieve the learning aims of the lesson. These steps will be explicitly explained and when possible modelled to the whole class. Groupings – In food studies students occasionally work in groups and or pairs. These groups are manipulated constantly to ensure everyone feels comfortable and able to make significant progress.

Adaptive teaching – Tasks in lessons can at times be overwhelming for students therefore we can always adapt an activity to ensure a pupil still meets the learning aim in a way that suits their style of learning, ensuring they still access the curriculum.

Literacy – Students will be provided with word banks, exemplar work including live demonstrations, peer support, teacher support and visual prompts to support their participating in the lessons and activities.

Analytical Thinking / Problem Solving

Students will be provided with a simple visual recipe and be expected to identify and source the relevant equipment from its storage area within the room

Rationale for Sequencing Food Studies

Sequencing has been planned to enable learners to develop skills and acquire knowledge in a logical and repetitious way to embed the mastery of fundamental skills. The following sequencing map demonstrates several threads that run from KS3 to KS4. For example, students will develop health and hygiene knowledge at the following moments:

Year 7: Introduction to Food Safety → Year 8: Refining cutting techniques and skills → Year 9: Using complex cutting techniques to complete technical elements and understanding the safety of using food probes for high risk foods → KS4: Apply and execute technical knife skills and using food probes within practical examination Additionally, we aim to support students’ literacy by implementing the use of subject specific vocabulary throughout KS3 to support their ability to respond coherently and fluidly at KS4 external assessments. Year 7: Food & Hygiene Assessment → Year 8: Evaluating the nutritional and allergen content of dishes cooked in class → Year 9: Demonstrating their understanding of food provenance cultural diversity and preparing a recipe to meet an individual’s specific need → GCSE: Written coursework and completion of practical cooking examination If you have any further questions about the sequencing of our curriculum, please get in touch

Equality and Diversity in the Curriculum.

The Food Studies department is committed to improving the equality and diversity within the Clare Mount curriculum. Therefore, we have incorporated various recipes from across the world. We also work closely with learners to ensure their own dietary needs, preferences and observances are upheld and respected within the practical food studies lessons. Additionally, we look at cultures and cuisines across the world and our mindful when choosing recipes and dishes to ensure a vast range of representation is included throughout the curriculum.

Impact

 

Through Food Studies at Clare Mount our learners will demonstrate that they have made progress from their starting points and are working on becoming well rounded individuals. Learners’ will demonstrate their knowledge, understanding and practical skills, thought planning, preparing and using a range of ingredients and equipment in meeting various nutritional or dietary needs.

Discussions with learners will illustrate their ability to explain and explore their own personal beliefs and feelings towards food and culture. Throughout their learning journey, learners will enhance their culture capital, exploring ideas, concepts and developing holistically. Learners from all key stages will have multiple opportunities to participate in food based competitions within school and externally, developing a passion for food technology and working within this industry. This also builds a passion for learning, Learners will be reflective practitioners through meaningfully reflecting on their own performances in practical cooking lessons and how this impacts future development. Learners have gained knowledge about food production, values, morals, religious and cultural impacts of food, enabling them to be conscious in food choices moving forwards. Learners are also aware of the impact of food production on the environment, such as food miles and sustainability. Learners are able to demonstrate their application of knowledge and technical skills as well rounded individuals, influencing their choices outside of the classroom or school environment. This is achieved by utilising those skills throughout everyday life, including adulthood and passing this knowledge onto others.

Learners have developed a range of cooking skills and healthy eating habits, which they use to maintain a healthy lifestyle and wellbeing. Learners are able to progress academically in continuing to study food at further and higher educational facilities, including pursuing a career within the food industry if desired. Learners have recognised qualifications.

SEND PROVISION How do we support SEND students in Food?

Expected typicality across all food studies ꓿ Embedded behaviour expectations → Personal hygiene and safety routine → selecting equipment → I do we do → Make → Clear up → Assessments

Modelling – I do, We do, You do: Students will be shown the activity visually by the teacher, by pupil demonstration, by class demonstration, then they will attempt the task in teams or independently.

Scaffolding – Students will be provided with several steps to enable them to achieve the learning aims of the lesson. These steps will be explicitly explained and when possible modelled to the whole class.

Groupings – In food studies students occasionally work in groups and or pairs. These groups are manipulated constantly to ensure everyone feels comfortable and able to make significant progress.

Adaptive teaching – Tasks in lessons can at times be overwhelming for students therefore we can always adapt an activity to ensure a pupil still meets the learning aim in a way that suits their style of learning, ensuring they still access the curriculum.

Literacy – Students will be provided with word banks, exemplar work including live demonstrations, peer support, teacher support and visual prompts to support their participating in the lessons and activities.

Analytical Thinking / Problem Solving - Students will be provided with a simple visual recipe and be expected to identify and source the relevant equipment from its storage area within the room

Rationale for Sequencing Food Studies - Sequencing has been planned to enable learners to develop skills and acquire knowledge in a logical and repetitious way to embed the mastery of fundamental skills. The following sequencing map demonstrates several threads that run from KS3 to KS4. For example, students will develop health and hygiene knowledge at the following moments:

Year 7: Introduction to Food Safety → Year 8: Refining cutting techniques and skills → Year 9: Using complex cutting techniques to complete technical elements and understanding the safety of using food probes for high risk foods → KS4: Apply and execute technical knife skills and using food probes within practical examination Additionally, we aim to support students’ literacy by implementing the use of subject specific vocabulary throughout KS3 to support their ability to respond coherently and fluidly at KS4 external assessments. Year 7: Food & Hygiene Assessment → Year 8: Evaluating the nutritional and allergen content of dishes cooked in class → Year 9: Demonstrating their understanding of food provenance cultural diversity and preparing a recipe to meet an individual’s specific need → GCSE: Written coursework and completion of practical cooking examination

If you have any further questions about the sequencing of our curriculum, please be in touch

 

www.gov.uk/government/publications/national-curriculum-in-england-design-and-technology-programmesof-stud