Food Technology
Curriculum Leader: Mrs E Maple
Subject Teachers: Mrs E Maple, Miss A Hughes
Good food is a global thing and I find that there is always something new and amazing to learn - I love it!
Jamie Oliver
Overall Purpose of the Subject - Summary:
Food Preparation and Nutrition allows pupils to explore their creativity using a range of materials and techniques. Pupils have the opportunity to design and make products that respond to a wide variety of problems within a range of contexts.
In Food Technology pupils are taught how to become competent in a range of cooking processes such as selecting and preparing ingredients, using utensils and electrical equipment and how to adapt their own recipes.
Course Outline and Structure – Key Stage 3
Each year in Key Stage 3 pupils experience a rotational timetable of the different Design and Technology subjects. Each rotation lasts approximately 10 weeks allowing for pupils to develop their skills in 5 different areas.
During the Food Technology rotation pupils are taught the importance of healthy eating and the principles of nutrition. Making a range of predominately savoury dishes, pupils are encouraged to explore flavours and textures whilst learning a variety of cooking techniques.
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Design Technology Department – Hospitality and Catering KS4 Plan |
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Year 10 This structure has been designed to develop students’ knowledge and understanding related to a range of hospitality and catering providers; how they operate and what they must consider to be successful. Students will learn about issues related to nutrition and food safety and how they affect successful hospitality and catering operations. In this qualification, students develop food preparation and cooking skills as well as the transferable skills of problem solving, organisation and time management, planning and communication. Throughout the course students develop their food preparation development skills. They are able to work more independently, selecting and developing recipes to meet certain needs and briefs. |
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Term1 |
Term 2 |
Term 3 |
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Theory: LO1 Understand the environment in which hospitality and catering providers operate. Theory: LO2 Understand how hospitality and catering provision operates. Theory: Food Safety and Hygiene Health & Safety in the workplace HACCP- Risk Assessment and CCPs Industry Structure and Types of establishment Practical (recipes may vary dependant on time of year and availability of ingredients) Tropical Fruit Salad (Knife Skills Assessment) A range of Sweet and Savoury Pastry dishes |
Theory: LO3 – Understand how hospitality and catering provision meets health and safety requirements. Theory: LO4 – Know how food can cause ill health. Theory: Type of Service and Menu planning Culinary terms Costing & portion control Practical (recipes may vary dependant on time of year and availability of ingredients) A range of sweet and savoury sauces in relevant dishes. |
Theory: LO5 – Be able to propose a hospitality and catering provision to meet specific requirements. Theory: Revision of all topics in prep for exam. *External Assessment examination Mock/ Evaluation of assessment Theory: Specialist equipment Nutrition Legislation Practical: Vegetarian, Sponge based desserts and dishes for specified dietary needs and requirements. |
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Pillars of Knowledge Food safety and hygiene awareness Critical Temperatures Legal requirements of Food workers and Establishments
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Pillars of Knowledge Food safety and hygiene awareness Critical Temperatures Legal requirements of Food workers and Establishments |
Pillars of Knowledge Food safety and hygiene awareness Critical Temperatures Legal requirements of Food workers and Establishments
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Design Technology Department – Hospitality and Catering KS4 Plan |
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Year 11 Unit 2: Hospitality and Catering in Action Learners apply their learning to safely prepare, cook and present nutritional dishes. They will draw on their learning of different types of provision and kitchen and front of house operations in Unit 1, as well as personal safety in their preparations. The content is relevant not only to employees within food production, but also those with a responsibility for food safety in the industry, nutritionists and managers and owners. This extends the learners appreciation of the whole vocational area beyond the kitchen environment. Why should we follow storage recommendations on food products? Why do chefs need to consider the nutritional needs of their clients? Why should vegetarian dishes be prepared away from those containing meat? Why are temperature probes used in the catering industry? Why does appropriate professional attire need to be worn? Food needs to be stored, handled, prepared and cooked correctly to ensure its consumption does not affect people’s health. Everyone who has a role to play within the food industry has a responsibility to minimise the risks of causing food borne illness, regardless of whether they are someone who works in food processing, a food operator in a fast food outlet, an apprentice chef in a small hotel or the head chef in a Michelin star restaurant. Reviewing the food preparation and presentation process and nutritionists would be involved in preparation of menus or reviewing how preparation and presentation methods affect nutritional values. Food on a menu needs to meet the nutritional needs of the customer and be prepared, cooked and served in a certain way to ensure customer appeal and standards are maintained in any establishment; thus food safety and meeting nutritional needs must be the focus of all planning and activities. In this unit you will gain knowledge of the nutritional needs of a range of client groups in order for you to plan nutritional dishes to go on a menu. You will learn and develop safe and hygienic food preparation, cooking and finishing skills required to produce nutritional dishes. |
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Term 1 |
Term 2 |
Term 3 |
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LO1 understand the importance of nutrition when planning menus Theory: AC1.1 describe functions of nutrients in the human body AC1.2 compare nutritional needs of specific groups AC1.3 explain characteristics of unsatisfactory nutritional intake AC1.4 explain how cooking methods impact on nutritional value Practical lessons: Practical (recipes may vary dependant on time of year and availability of ingredients) A range of sweet and savoury sauces in relevant dishes i.e. puff pastry, trifle, jambalaya |
LO2 understand menu planning Theory: AC2.1 explain factors to consider when proposing dishes for menus AC2.2 explain how dishes on a menu address environmental issues AC2.3 explain how menu dishes meet customer needs AC2.4 plan production of dishes for a menu Practical lessons: Practical (recipes may vary dependant on time of year and availability of ingredients) A range of sweet and savoury sauces in relevant dishes i.e. yule log, KFC Fakeaway, Chinese Style Curry |
LO3 be able to cook dishes Theory: AC3.1 use techniques in preparation of commodities AC3.2 assure quality of commodities to be used in food preparation AC3.3 use techniques in cooking of commodities AC3.4 complete dishes using presentation techniques AC3.5 use food safety practices Practical lessons: Practical (recipes may vary dependant on time of year and availability of ingredients) A range of sweet and savoury sauces in relevant dishes. Practice dishes for the cooking exam. |
Extra-Curricular Activities / Clubs:
We currently offer regular after school workshops in the format of a period 7 for GCSE pupils who are completing their controlled assessments. These workshops will focus on ensuring the pupils have all the elements required to submit a thorough project meeting all of the Assessment Objectives.
Key Websites to support learning / useful resources:
- BBC Bitesize Food Tech
- AQA and OCR Food Technology Textbooks
- Lonsdale Revision Guidebook for Food Technology
Revision Links
Click here for information about the National Curriculum for Food Technology
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| Subject Documents |
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| Food Technology - Curriculum Maps |