Mrs E Durrani
Curriculum Leader for Food Technology and Health and Social Care
Mrs S James
Food Technology Teacher
Ms Lindsay Hayden
Food Technology Technician
The food technology curriculum applies the principles of nutrition and healthy eating, instilling confidence of cooking in pupils. The department at Ursuline ensures that students understand the environmental impacts of food choices and students learn why we should buy in season. Students study multicultural foods and experience how different cultural foods influence everyday food choices; this enables students to understand different religions and ethical beliefs and how these influence food choices. Students will also learn how to cook predominantly savoury dishes which is a vital life skill that enables them to feed themselves and others on a healthy, affordable, realistic budget now and in later life.
Key Stage 3
Key stage 3 follows the National Curriculum Cooking and Nutrition programme of study and the core competencies for children and young people aged 5 - 16 in this subject. By the end of Key Stage 3 pupils will have studied:
The importance of good hygiene practice and the potential hazards when working with food.
The application and the principles of nutrition and health.
Adapting and using their own recipes, using awareness of taste, texture and smell to decide how to season dishes and combine ingredients.
The source, seasonality and characteristics of a broad range of ingredients.
The importance of eating well on a budget.
Hazards in the Food Room- The basic health and safety within a kitchen environment and be able to identify hazards and know how to be safe in this environment
The Eat Well Guide
Macronutrients & Micronutrients- The five sections of the Eat well guide and how they fit into our daily diet and how to eat well on a budget.
Practical skills- Using correct preparation boards to stop cross contamination
Using knife skills - bridge, claw, peel, slice, and dice.
Special Dietary Needs/Requirements-
different nutrients the body needs to be healthy and what foods provide us with essential vitamins, minerals and energy.
Students will learn to-
Food preparation techniques.
Cooking and living on a budget.
Identifying the problems associated with malnutrition and obesity.
Practical skills that will be developed are-
The different types of food poisoning bacterium and food safety.
The way in which food poisoning can be prevented, the signs and symptoms of someone with food poisoning.
A further development of the broad range of practical skills studied in year 7 where students will follow a recipe and assess the end result.
Staple foods from around the world and cultural cuisine.
Investigating foods from around some parts of the world-
what different countries grow/eat as their staple food within each countries diet.
Students will take a tour around the world cooking a variety of dishes from around the UK.
The nutritional information found on food packages.
How this information can be used to influence their choice when buying food products. Links to year 7 healthy eating.
Students will continue their tour around the world cooking predominantly savoury dishes from around Europe.
The different types of flour and how this can have an impact on a finished bread product.
Yeast Investigation using a simple experiment to enforce learning.
The different types of raising agents and link this to the function of cake making.
Students will continue their tour around the world cooking predominantly savoury dishes from around the rest of the world.
The different types of food poisoning bacterium.
How to store, cook and reheat, including the danger zone.
How to investigate and start to explain differences between the nutritional needs of different groups.
Students will develop recipes and cook a multicultural dish of their choice based on their understanding gained in previous cycles.
How lifestyle choices people make happen, why, learn how to cook with replacement products to put protein back in the meal they cook
How this lifestyle choice effects their overall diet.
The variety of international dishes and the variety of cooking methods required to produce these dishes.
Creating recipes that cater for the nutritional requirements of others and link these to improving people’s health.
How to develop recipes using nutritional analysis programmes to suit the nutritional needs of a variety of different groups
How to compare their own diet to others with similar nutritional needs.
Key Stage 4
Exam Board: WJEC Edquas
Hospitality and Catering:
Future Careers: The WJEC Level 1/2 Vocational Award in Hospitality and Catering has been designed to support learners in schools and colleges who want to learn about this vocational sector and the potential it can offer them for their careers or further study. It is most suitable as a foundation for further study. This further study would provide learners with the opportunity to develop a range of specialist and general skills that would support their progression to employment. Employment in hospitality and catering can range from waiting staff, receptionists and catering assistants to chefs, hotel and bar managers and food technologists in food manufacturing. All of these roles require further education and training either through apprenticeships or further and higher education.
The WJEC Level 1/2 Vocational Award in Hospitality and Catering is made up of two mandatory units: Unit 1 The Hospitality and Catering Industry Unit 2 Hospitality and Catering in Action.
Learners apply their learning by considering all aspects of the vocational sector. They should acquire knowledge of all aspects of the industry and be able to propose new hospitality and catering provision for specific locations. Learners will be able to use their learning of different types of establishment and job roles to determine the best option. Learners will be able to identify different types of establishments and service providers. They will also analyse and understand the different requirements for job roles and working conditions across a range of operations.
They will then apply their learning in relation to front of house and kitchen operations to determine how the proposed hospitality and catering provision will operate efficiently legally and financially viable, whilst meeting the needs of their potential market. This unit provides a broad introduction to the vocational sector in a way that is purposeful and develops a range of transferable skills. During this period, learners will investigate the factors that affect the success of provisions such as costs, profits, economic and environmental issues as well as demographics and lifestyle, competition and trends as well as political and media influences.
Learners will understand how the industry meets health and safety requirements and the responsibilities that apply to both employees and employers.
This includes legislation and regulations such as Manual handling, HASAWA, RIDDOR, COSHH and PPER. This content will be reenforced during practical assignments within the classroom as well as observing how it is applied in the workplace. Learners will be able to identify levels of risks to both health and security and should be able to implement control measures. Learners will apply theory to practice to enhance their understanding.
During this cycle, Learners will learn about the causes of food related ill health and the implications this can have for both individuals as well as from a business point of view. Learners will understand the role of the Environmental health officer by using real life scenarios and by ensuring good practice is implemented during practical development.
Learners will about common types of food poisoning and the symptoms as well as understanding the health implications affiliated with intolerances and allergies.
All of the content provided, should enable learners to be able to review and recommend suitable provisions for both a hospitality and catering establishment as well as a hospitality provision, using evidence and justification of choice.
( Unit 2)
Learners apply their learning to safely, plan, prepare, cook and present nutritional dishes.
Learners will understand the importance of nutrition when planning menus and will begin by identifying the source of a range of nutrients and be able to describe the function of such nutrients in the human body.
Learners will need to be familiar with the needs of specific people, including different life stages as well as special diets and medical conditions as this is paramount when planning a menu. Consideration of these elements will need to be actioned prior to proposing dishes for planning dishes for their practical assessment.
Learners will also need to understand the characteristics of unsatisfactory nutritional intake.
The theory will also be reinforced during practical tasks through nutritional analysis of recipes and evaluation/adaptation and modification.
How to plan menus, including factors to be considered, the environmental issues to be taken into account, how dishes meet customer needs and plan the production of dishes for a menu