Food
Vision
At Birchwood, we want to foster an interest in and lifelong love of food. We want to equip student with the knowledge, understanding and skills required to cook safely whilst applying the principles of science, nutrition and healthy eating.
We aim to encourage students to cook regularly and empower them to make informed decisions around nutrition. We hope that the learning opportunities provided will enable students to acquire confidence and independence. We ultimately want to equip out students with the knowledge and skills to be able to nourish themselves and others in an affordable and accessible way, beyond their time at school.
How do we build on what students learn at KS2?
We want to ensure that our students are thoroughly supported in their transition from KS2 to KS3 Food. To do this, we work with local primary schools so that our curriculums complement one another. In year 7, we purposely prioritise revisiting and rebuilding on the following:
- Health, safety and hygiene
- Using cookery equipment
- Developing more precise, independent skills, processes and techniques
How do we cover the KS3 national curriculum and beyond?
We believe that covering the KS3 National Curriculum is hugely important, but we also recognise how crucial it is for students to be exposed to wider knowledge beyond this.
We ensure that we cover the KS3 National Curriculum by covering the following in the rotations:
- Year 7: Considering factors that influence food choice, developing awareness of sensory perception and the importance of taste, texture and smell in helping make decisions about food and ingredients, developing competence and greater independence in a range of cooking techniques and processes and studying the principles of healthy eating
- Year 8: Revisiting and building on the awareness and importance of sensory perception in food decision making, further developing confidence, competence and greater independence in a wider range of cooking techniques and processes, considering the characteristics of different ingredients, and developing awareness of the principles of nutrition
- Year 9: Continue to develop confidence and awareness of the characteristics, functional and aesthetic properties of different ingredients, use the senses to help make informed decisions about seasoning of foods, develop and extend confidence and ability in a range of cooking techniques and processes, apply the principles of health and nutrition to meal planning for different groups
Beyond the curriculum, we provide:
Recipe ideas/booklets to encourage students to continue cooking beyond their rotational unit, the chance to watch and reflect on different cooking programmes and competitions
What do we cover in KS4 and how do we aspire towards KS5?
We ensure that our curriculum revisits key ideas that are covered in key stage 3 and prepare students for the challenges of KS4:
Year 10: Component 1 Principles of Food Preparation and Nutrition: Food commodities, Principles of Nutrition, Diet and Good Health, the science of food, where food comes form, cooking and food preparation
Year 11: Component 2 Food Preparation and Nutrition in Action: Assessment 1: The Food Investigation Assessment (15% of total qualification) Assessment 2: The Food preparation Assessment (35% of total qualification)
We want to ensure that our students are ready for life beyond KS4. As part of this preparation, we dedicate time to:
- Healthy eating and nutrition
- Providing a variety of practical opportunities to allow all students to flourish and achieve now and in the future
- Discussion about careers in food
KS3 Curriculum Overview
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YEAR 7 OVERALL LEARNING QUESTION |
Can I understand and demonstrate how to set up for and carry out practical work safely?
Can I discuss and explain the Eatwell Guide and current healthy eating guidelines? |
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KEY KNOWLEDGE OVERVIEW |
· Students will be introduced to food and consider food provenance, seasonality and factors influencing food choice. · Use simple sensory perception tests to make judgements on food. · Discover and use a range of basic equipment and cooking techniques. · Prepare and use a range of ingredients to make a variety of products that demonstrate use of the cooker, hob, and grill. · Develop awareness of key food safety and hygiene and demonstrate the principles during practical sessions. · Investigate the Eatwell guide and current healthy eating advice. |
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BUILDING AND REVISITING |
Opportunities for application and demonstration of skills: Working safely and hygienically, getting ready for practical work, understanding practical success criteria, selecting and using different equipment, reading to understand a recipe, preparation and cooking skills, time management, teamwork and the importance of the final product result. |
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ASSESSMENT |
Practical feedback Recall Questioning Over the shoulder marking RAP – students will produce a practical product End of unit test
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YEAR 8 OVERALL LEARNING QUESTION |
What do we mean by cuisine and what affects British cuisine?
How do nutrients support the body? |
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KEY KNOWLEDGE OVERVIEW |
· Students will continue to expand their practical repertoire through making a variety of more challenging dishes. · Develop awareness of the characteristics of different ingredients. · Learn about British cuisine and what influences our cuisine. · Use simple sensory perception tests to make judgements on food. · Develop understanding of macro and micronutrients and the importance of good nutrition. · Plan and modify products to improve nutritional value. · Investigate a range of nutritional problems that may occur through excess or deficiency of different nutrients.
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BUILDING AND REVISITING |
Opportunities for application and demonstration of skills: Working safely and hygienically, getting ready for practical work, understanding practical success criteria, selecting, and using equipment, reading to understand a recipe, preparation and cooking skills, time management and teamwork and the importance of the final product result. · Healthy eating and the Eatwell guide. · Sensory perception · Cooking techniques, processes and methods of cooking |
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ASSESSMENT |
Practical feedback Recall Questioning Over the shoulder marking RAP – students will produce a practical product End of unit test |
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YEAR 9 OVERALL LEARNING QUESTION |
What are the problems associated with food spoilage, food contamination and food poisoning?
How do you meet the nutritional and healthy eating requirements of people at different life stages and those with specific lifestyles? |
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KEY KNOWLEDGE OVERVIEW |
• Students will continue to expand their practical repertoire through making a variety of more challenging dishes as well as dishes inspired by other cultures and countries. •Investigate food contamination, food poisoning and food spoilage and the problems associated with these. •Investigate useful functions of microorganisms in food products. · Investigate the characteristics, functional and aesthetic properties of different ingredients •Apply nutritional knowledge and healthy eating principles to the planning of meals for different age groups. •Investigate diets for specific lifestyles – vegetarians, allergies and intolerances, sports people and different cultural and religious beliefs. |
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BUILDING AND REVISITING |
Opportunities for application and demonstration of skills: Working safely and hygienically, getting ready for practical work, understanding success criteria, selecting, and using equipment, reading to understand a recipe, preparation and cooking skills, time management and teamwork and the importance of the final product result. · Food safety principles · Healthy eating and the Eatwell guide. · Nutrition · Characteristics of different ingredients · Cooking methods, cooking techniques and processes |
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ASSESSMENT |
Practical feedback Recall Questioning Over the shoulder marking RAP – students will produce a practical product End of unit test |
KS4 Curriculum Overview
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Aim and Objectives The WJEC EDUQAS GCSE in Food Preparation and Nutrition equips students with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It encourages students to cook, enables them to make informed decisions about food and nutrition and allows them to acquire knowledge in order to be able to feed themselves and others affordably and nutritiously, now and later in life. |
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Prior Learning and Progression This specification builds on subject content which is typically taught at Key Stage 3 and provides a suitable foundation for the study of Level 3 Food, Science and Nutrition, and other food-related courses at either AS or A level. In addition, this specification provides a coherent, satisfying and worthwhile course of study for students who do not progress to further study in this subject. This specification will enable students to make informed decisions about a wide range of further learning opportunities and career pathways. |
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Year 10 |
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Why? Component 1: Principles of food preparation and nutrition Students will be given the opportunity to develop their knowledge and understanding of six areas of content. Students will also be given the opportunity to develop a range of technical skills through practical and experimental work. This opportunity will allow students to develop sound technical skills whilst exploring and consolidating knowledge and understanding relating to food preparation and nutrition |
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5 x lessons a fortnight |
Term 1 |
Term 2 |
Term 3 |
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Learning Question
Overview of Key knowledge |
Component 1: Principles of food preparation and nutrition
How do we begin to understand the interactions involved in food, food commodities, nutrition, diet and good health, food science, cooking and food preparation?
· Food commodities · Principles of nutrition · Diet and Good health · The science of food · Where Food comes from · Cooking and Food preparation
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Component 1: Principles of food preparation and nutrition
How do we begin to further develop and understand the interactions involved in food, food commodities, nutrition, diet and good health, food science, cooking and food preparation?
· Food commodities · Principles of nutrition · Diet and Good health · The science of food · Where Food comes from · Cooking and Food preparation
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Component 1: Principles of food preparation and nutrition
How do we begin to further develop and understand the interactions involved in food, food commodities, nutrition, diet and good health, food science, cooking and food preparation? · Food commodities · Principles of nutrition · Diet and Good health · The science of food · Where Food comes from · Cooking and Food preparation
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Building and revisiting |
· Demonstrate knowledge and understanding of nutrition, food, cooking and preparation. · Apply knowledge and understanding of nutrition, food, cooking and preparation. · Plan, prepare, cook and present dishes, combining appropriate techniques. · Analyse and evaluate different aspects of nutrition, food, cooking and preparation, including food made by themselves and others. |
· Demonstrate knowledge and understanding of nutrition, food, cooking and preparation. · Apply knowledge and understanding of nutrition, food, cooking and preparation. · Plan, prepare, cook and present dishes, combining appropriate techniques. · Analyse and evaluate different aspects of nutrition, food, cooking and preparation, including food made by themselves and others. .
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· Demonstrate knowledge and understanding of nutrition, food, cooking and preparation. · Apply knowledge and understanding of nutrition, food, cooking and preparation. · Plan, prepare, cook and present dishes, combining appropriate techniques. · Analyse and evaluate different aspects of nutrition, food, cooking and preparation, including food made by themselves and others. |
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Assessment |
Teacher assessed.
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Teacher assessed.
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Teacher assessed.
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Year 11 |
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Why? Component 2: Food preparation and Nutrition in Action This component forms the non-examination assessment part of the course and is composed of two assessments that are set by the examination board. The assessment tasks are released at specific times and change each year. Both assessments are to be completed in the academic year in which the student is entered for the qualification. Students will select from a choice of two tasks for each assessment as directed by their teacher. These assessments need to be completed within the centre in compliance with the required regulatory conditions. |
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5 x lessons a fortnight |
Term 1 |
Term 2 |
Term 3 |
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Learning Question
Overview of Key knowledge |
Component 2: Assessment 1: The Food Investigation Assessment Externally set assignment worth 15% of total qualification (Half term 1)
How do I plan and carry out a fair food science experiment?
· use a range of relevant sources to research the task. · create a plan of action. · predict an outcome. · demonstrate their ability to review and make improvements to the investigation by amending the ingredients to include the most appropriate ingredients, process and cooking method. · demonstrate an understanding of the working characteristics and functional and chemical properties of the ingredients selected. · record the outcomes of their investigation, the modification and adjustments made during the preparation and cooking process, and the sensory preference tests carried out to formulate the results. · analyse the data and results collected, draw conclusions. · justify findings, the reasons for the success or failure of the ingredients selected to trial. · evaluate the hypothesis and confirm if the prediction was proven.
Component 2: Assessment 2: The Food Preparation Assessment Externally set assignment worth 35% of total qualification Started in (Half term 2 and continued into Term 2)
How do I research, plan carry out and evaluate a food preparation and cooking assignment?
· use a range of research skills to investigate the task • demonstrate knowledge and understanding in the choice of dishes when selecting a final menu • plan the task and produce a clear dovetailed sequence of work to include health and safety points and quality points demonstrate health and safety procedures when preparing, cooking and presenting a menu of three dishes • select, demonstrate and apply a variety of technical skills in the preparation, cooking and presentation, of three dishes to meet a particular requirement • use a wide range of ingredients/commodities to produce very different types of dishes • demonstrate excellent and where appropriate complex knife skills, the ability to weigh and measure accurately • be able to test the dishes for readiness using the appropriate technique and judge and manipulate sensory properties during the cooking processes • demonstrate portion control, excellent presentation to include how the dishes would form part of a meal and food styling • demonstrate appropriate use of the 3 hours allowed for preparation, cooking and serving to showcase technical skills • include photographic evidence of the final presented dishes evaluate the technical skills selected and demonstrated in relation to the chosen dishes • evaluate using sensory properties; consider the taste, texture, aroma and appearance: presentation and food styling of the completed dishes
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Component 2: Assessment 2: The Food Preparation Assessment Externally set assignment worth 35% of total qualification. Started in (Half term 2 and continued into Term 2)
How do I research, plan carry out and evaluate a food preparation and cooking assignment?
· use a range of research skills to investigate the task • demonstrate knowledge and understanding in the choice of dishes when selecting a final menu • plan the task and produce a clear dovetailed sequence of work to include health and safety points and quality points demonstrate health and safety procedures when preparing, cooking and presenting a menu of three dishes • select, demonstrate and apply a variety of technical skills in the preparation, cooking and presentation, of three dishes to meet a particular requirement • use a wide range of ingredients/commodities to produce very different types of dishes • demonstrate excellent and where appropriate complex knife skills, the ability to weigh and measure accurately • be able to test the dishes for readiness using the appropriate technique and judge and manipulate sensory properties during the cooking processes • demonstrate portion control, excellent presentation to include how the dishes would form part of a meal and food styling • demonstrate appropriate use of the 3 hours allowed for preparation, cooking and serving to showcase technical skills • include photographic evidence of the final presented dishes evaluate the technical skills selected and demonstrated in relation to the chosen dishes • evaluate using sensory properties; consider the taste, texture, aroma and appearance: presentation and food styling of the completed dishes
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Component: Written examination preparation and revision
How do I answer examination style questions?
Re visiting syllabus content of year 10 and preparing for the written examination using a range of revision materials and techniques. |
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Building and revisiting |
· Demonstrate knowledge and understanding of nutrition, food, cooking and preparation. · Apply knowledge and understanding of nutrition, food, cooking and preparation. · Plan, prepare, cook, and present dishes, combining appropriate techniques. · Analyse and evaluate different aspects of nutrition, food, cooking and preparation, including food made by themselves and others. |
· Demonstrate knowledge and understanding of nutrition, food, cooking and preparation. · Apply knowledge and understanding of nutrition, food, cooking and preparation. · Plan, prepare, cook, and present dishes, combining appropriate techniques. · Analyse and evaluate different aspects of nutrition, food, cooking and preparation, including food made by themselves and others.
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· Demonstrate knowledge and understanding of nutrition, food, cooking and preparation. · Apply knowledge and understanding of nutrition, food, cooking and preparation. · Analyse and evaluate different aspects of nutrition, food, cooking and preparation. |
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Assessment |
Internally moderated & externally assessed assignments. Assessment 1: The Food Investigation Assessment Externally set assignment worth 15% of total qualification A Food Investigation will be set that will require each student to: (i) (a) research and plan the task (b) investigate the working characteristics, function, and chemical properties of ingredients through practical experimentation and use the findings to achieve a particular result (c) analyse and evaluate the task (ii) produce a report which evidences all the above and includes photographs and/or visual recordings to support the investigation
Th Assessment 2: Food Preparation Assessment Externally set assignment worth 35% of total qualification
This assessment is synoptic and assesses the application of knowledge and understanding in relation to selecting dishes and identifying cooking skills/techniques and the execution of practical skills. This assessment will require students to: Plan, prepare, cook and present a selection of dishes, to meet particular requirements such as a dietary need, lifestyle choice or specific context. Two options for this assessment will be set by WJEC EDUQAS that will require the students to: (i) (a) investigate and plan the task, select a final menu to be produced to showcase skills and produce a plan of action for the practical execution of the dishes (to include trialling and testing) (b) prepare, cook and present a menu of three dishes and relevant accompaniments within a single session. (c) evaluate the selection, preparation, cooking and presentation of the three dishes (ii) produce a folio of evidence which includes documentation related to the selection of dishes, planning and evaluation and photographs and/or visual recordings
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Internally moderated & externally assessed. Assessment 2: The Food Preparation Assessment Externally set assignment worth 35% of total qualification This assessment is synoptic and assesses the application of knowledge and understanding in relation to selecting dishes and identifying cooking skills/techniques and the execution of practical skills. This assessment will require students to: Plan, prepare, cook and present a selection of dishes, to meet particular requirements such as a dietary need, lifestyle choice or specific context. Two options for this assessment will be set by WJEC EDUQAS that will require the students to: (i) (a) investigate and plan the task, select a final menu to be produced to showcase skills and produce a plan of action for the practical execution of the dishes (to include trialling and testing) (b) prepare, cook and present a menu of three dishes and relevant accompaniments within a single session. (c) evaluate the selection, preparation, cooking and presentation of the three dishes (ii) produce a folio of evidence which includes documentation related to the selection of dishes, planning and evaluation and photographs and/or visual recordings which demonstrate the student’s application of technical skills and the final outcomes
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Internally moderated & externally assessed by a written examination.
Component 1: Principles of Food Preparation and Nutrition Written examination: 1 hour 45 minutes. 50% of qualification This component will consist of a written examination of two sections both containing compulsory questions.It will assess the six areas of content as listed in the specified GCSE content taught in year 10. Section A: questions based on stimulus material. Section B: structured, short and extended response questions to assess content related to food preparation and nutrition.
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