Food Preparation and Nutrition

Curriculum Overview – Year 7

In Year 7, students study Food, Preparation and Nutrition through the TRIOS thematic curriculum. The aim of the TRIOS curriculum is to deliver fun and engaging lessons to our students, whilst developing the essential life and educational skills of team working, resilience, independence and oracy. We deliver subject content through these skills within the themes of ‘Roots’ and the ‘Environment’. The subject is in rotation with Design and Technology Hard Materials and students spend half of the year in each of the two subject areas. Examples of products that are made in Year 7 include fruit kebabs, fruit crumble, oaty flapjacks, pasta salad, lemon & poppy seed muffins, vegetable quiche, coconut curry and chicken goujons.

Curriculum Overview – Year 8

In Year 8, we start to focus on the Food, Preparation and Nutrition curriculum and scaffold key skills, embedding knowledge for future learning. Students will have the opportunity to manufacture a range of products in the food preparation room, developing in complexity as the terms progress.
The subject is in rotation with Design and Technology Hard Materials and students spend half of the year in each of the two subject areas.
Examples of products that are made in Year 8 include fruit cupcakes, breadsticks, pizza and pastry rolls.
Students can choose to pick the subject at options time and follow it through into Year 11 or they can simply use their time in the subject as a stepping stone to build their culinary skills for the future in leading a healthy lifestyle.

Curriculum Overview -Year 9

In Year 9, students start to follow the Eduqas Food Preparation and Nutrition GCSE course. Students will have three one hour lessons a week and will include a theory based lesson to prepare students for the terminal exam, a scaffolded demo lesson to deliver skills and then one lesson to practise the skills and produce a product in the food preparation room.
We offer students the chance to work with a range of ingredients and develop new and existing skills in product based learning.
These are delivered and practised around the themes of bread, pastry, baked goods and multicultural cooking. These skills can then be built on for more complex products in Year 10 and support students in their independence and resilience when completing coursework in Y11 in line with exam board guidance.
Examples of products that are made in Year 9 include a wide range of bread, pastries and baked dishes along with food from around the world such as samosas, lasagna and burgers.

Curriculum Overview – Year 10

In Year 10, students continue to follow the Eduqas Food, Preparation and Nutrition GCSE course. Students will still have three one-hour lessons a week and will include a theory based lesson to prepare students for the terminal exam, a scaffolded demo lesson to deliver skills and then one lesson to practise the skills and produce a product in the food preparation room.
Building on from product based learning in Year 9, the learning is now centred around commodity based learning where the students look into more detail about the ingredients that go into a product or dish.
These complex skills are delivered and practised around the themes of fruits and vegetables, dairy, sugars and fats, farming methods, environmental issues and packaging.
This should then leave our students with a complete skill set where they are equipped to independently tackle coursework in Year 11 in line with exam board guidance.
Examples of products that are made in Year 10 include curries, falafel, meatballs, cheesecakes and a range of sponges.

Curriculum Overview – Year 11

In Year 11, students continue to follow the Eduqas Food, Preparation and Nutrition GCSE course. However the breakdown of lessons is more independently focused. The learning is centred around completing the coursework. All theory and knowledge required for the exam will have been delivered in previous years and students will be expected to work on their investigations independently with minimal support – as set out in the specification.

For the first non-examined assessment, students will have investigated a food science task which is provided by the exam board. This requires them to make several practical prototypes / trials of products and would be supported by a written report completed in Google-docs. This assignment is teacher assessed and moderated externally by the exam board.

For the second non-examined assessment, students will have researched a given brief, planned out and practised skills in order to complete a series of dishes in a final timed conditions assessment which is then be teacher assessed and moderated externally by the exam board.

When both n on-examined assessments are complete just before the Easter term, students then focus on revision for the terminal exam in the summer series.

Teacher of Food and Nutrition

Mrs J Barnett – jbarnett@sbch.org.uk