Food Preparation & Nutrition

The Key Stage 3 curriculum is designed to develop students’ practical skills in preparing a range of commodities and understanding of hygiene practises. Students learn about the theoretical knowledge of health and safety, hazards, nutrition, special diets, and the impact of food choice on health and the environment.  It provides a foundation for GCSE Food Preparation and Nutrition while equipping students with essential life skills.

Year 7 Food curriculum introduces students to the fundamental knowledge and practical skills needed to work safely and confidently in a food room providing a strong foundation for future learning. Students develop an understanding of healthy eating looking at the main food groups in the Eatwell Guide and the importance of a balanced diet. They are taught about nutrition where they are introduced to the nutrients and their functions in the body. Students learn how to prepare food safely and hygienically following the handwashing techniques, kitchen health and safety rules and preventing cross-contamination. Students become familiar with a range of kitchen tools and equipment to be able to select correct tools for different task. Finally, students are taught safe knife handling and preparation such as the bridge hold, claw grip. Emphasis is placed on safety, accuracy, and developing confidence when preparing ingredients. Throughout the term, students complete a variety of practical activities to allow them to follow recipes accurately, weigh and measure ingredients, work collaboratively and evaluate their finished products.

The Year 8 Food curriculum builds upon the knowledge and practical skills developed in Year 7. Students deepen their understanding of nutrition by exploring the functions of the nutrients, consequences of nutrient deficiencies and excesses and the role of nutrients in maintaining health and wellbeing. Student’s revisit and extend their knowledge of safe food preparation practises, including temperature control and danger zone, personal and kitchen hygiene, food poisoning and food-bourne illnesses. Students investigate the factors that influences what people eat such as cultural and religious beliefs, ethical considerations, advertisements and media influences. From these students will learn how to make healthier food choices. Students are also introduced to food science concepts relating to conduction, convection and radiation. They explore how heat is transferred during cooking and how different cooking methods affect the sensory qualities, nutritional value, and safety of food. Finally, students learn about types of vegetarians, vegetarian diets, alternative sources of protein and the reasons people choose to become vegetarians. Throughout the term students further develop their practical skills in following more complex recipe, selecting and using appropriate equipment, demonstrating safe and hygienic working practises and evaluating and improving their food products.

Year 9 Food curriculum prepares students for the transition to GCSE Food Preparation and Nutrition by developing a deeper understanding about the types of contamination such as physical, chemical and biological, the causes of food spoilage and how contamination can affect food safety.  Students deepen their understanding of nutrition by studying Diet-related diseases such as obesity, cardiovascular disease, and type 2 diabetes. Students will also investigate a range of cooking methods such as baking, poaching, steaming, grilling and their effects on food. They will explore their advantages and disadvantages and the effects on texture, flavour, appearance and nutritional value. Finally, students will learn about Adverse reactions to food exploring food intolerance and their causes, common intolerances, the difference between food intolerance and food allergy, coeliac disease and how to adapt recipe for specific dietary needs. Students will continue to refine their practical skills by demonstrating safe and hygienic working practises, planning and preparing more complex dishes, applying variety of cooking methods, working collaboratively, managing time effectively and also evaluating dishes and suggesting improvements.

The Year 9 curriculum provides a strong foundation for GCSE Food Preparation and Nutrition by introducing key food science concepts, developing nutritional knowledge and strengthening practical skills. Student will finish KS3 as more confident, knowledgeable, and independent food learners ready to tackle the demands for GCSE study.

As a department, we follow the WJEC Eduqas GCSE in Food Preparation and Nutrition, in order to provide students with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating.

The Year 10 Food Preparation and Nutrition curriculum introduces students to the core GCSE content and develops the knowledge, understanding and practical skills required for success in the course. Students should build upon their KS3 learning by exploring the relationship between Principles of Nutrition, Diet and Good Health, The Science of cooking Food, Food Provenance and Food waste and Food commodities. Throughout Year 10, students develop and refine practical skills as well as being encouraged to make informed decisions about food.  Students understand portion control, sensory properties for food readiness, presentation and garnishing. Students apply their knowledge of cooking techniques and practical skills by de-boning and portioning chicken and fish and also making their own pasta using various types of flour. Students develop their understanding of dietary restrictions and menu adaptations and modifications as a result (including knowledge of gluten-free, lactose intolerance and vegetarian diets). Whilst learning and engaging in practical work, managing time effectively, evaluating dishes and suggesting improvements are of the utmost importance. This practical expertise lays the foundation for Year 11 study and the Non-Examination Assessments (NEAs).

Students will also be taken on an educational trip to further broaden their understanding of the science of food.

Year 11 curriculum focuses on completing the two GCSE Non-Examination Assessments (NEAs) independently while continuing to strengthen the subject knowledge and practical skills in preparation for the final written examination. Students answer a range of short-answer and extended questions.  Students apply the knowledge and skills developed throughout Year 9 and 10 to real-life food and nutrition contexts.

NEAs are awarded on the grade scale of 9(highest) to 1(lowest).  NEA 1 is a scientific investigation to research, plan and carry out, predicting a hypothesis, drawing conclusions and evaluate. NEA 2 is a practical food preparation task demonstrating a range of skills. Theory is embedded into the practical components of the qualification, where students develop their hands-on experience, which students find enjoyable and engaging. Students utilise their skills with dovetail planning, plotting consumer sensory preferences, and STAR diagrams. Students also analyse the various aspects of their dishes, including presentation and finishing techniques, adaptation and modification, skill application, and comparisons with similar dishes created by others. Students will also review and develop their knowledge to link practise with theory.

ASSESSMENT

Component 1:

Written Examination (1Hr 45mins)

50% GCSE Qualification

Component 2:

NEA1 Practical Food Investigation

(Total 8hours classroom cookery experiments over YR11)

NEA2 Practical Creative Cookery

Assessment (3 Hours practical Exam)

50% GCSE Qualifications

AN ACTIVITY TO TRY AT HOME

Enzymic Browning

Learning                                                                

The aim of this session is to:

• Demonstrate enzymic browning    
• Find out how enzymic browning can be prevented or reduced.

You will need

1 apple (or a potato/iceberg lettuce), 3 dishes or saucers, 150ml water, 5g sugar, 1 lemon, knife, chopping board, juicer.

Instructions

1. Prepare 3 clearly labelled dishes, containing each of the following:
2. 50ml water;
3. 50ml water and 5g sugar;
4. 50ml water and juice of half a lemon.
5. Slice the apple, potato or iceberg lettuce into approximately ½ cm thick slices.
6. Place one or two slices onto each dish.
7. Leave the slices in the dishes for about half an hour.
8. Check on the three slices. Which has browned the most and which the least? Write down your observations.

Questions

Think about these questions after you have completed the experiment:

• What causes the sliced fruit or vegetable to go brown?
• What is in the dish with the slice that browns the least?
• How does this substance prevent browning?
• Describe other methods that could prevent these slices from going brown.

Once your sugar-water is cool enough, pour into your glass/jar. Once sticks are dry carefully place them into the jar. Remember, your skewer should be completely dry– the rock candy needs the sugar on the sticks to grow! Please make sure your sticks are not touching the side or bottom of the jar.

Hold the skewers up with your clothespin. Then, wait an observe! If you can hold out, wait about a week and enjoy!

Food Preparation and Nutrition are essential fields that contribute directly to health, wellness and the overall quality of life.

Careers in these areas offer a wide range of opportunities from hands-on cooking to scientific research. Careers include: Food Scientist, Hospital Food Service Manager, Catering Manager, Nutritionist, Dietitian, Chef, Cook, Food and Nutrition teacher. Food Technology has a mixture of Business Studies, Science, Maths and English subjects that help to develop a range of skills such as: communication and teamwork, creativity and organisation, baking and decorating, and knowledge of food safety.