Food & Nutrition

Curriculum Intent

“As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life”.
National Curriculum

The Food and Nutrition curriculum at Corpus Christi is designed to equip pupils with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating.

The curriculum helps to build the capacity for pupils to feed themselves and their families well by developing the skills to prepare healthy foods and meals which they enjoy. As well as instilling in them an ability to recognise poor food choices and resist them.

This subject is totally inclusive. The emphasis is placed on independence and resilience to follow a recipe and become self-sufficient. Pupils develop an appreciation that eating can be an enjoyable activity and understand the role of food within society and culture.

At the centre of this is the ability of pupils to understand and communicate the wider effects of food, technology and waste on the environment and improve the pupils’ sense of stewardship of the planet we have been given by God. Pupils will gain an understanding of the wider impact of the ingredients they work with each year on the environment.

Through studying and carrying out a range of activities the subject promotes the use of numeracy and literacy in a practical and accessible way. Pupils develop confidence in reading and following a recipe, comprehension of instructions to produce a final dish. Accurate numeracy skills are essential when creating high quality food items. Pupils develop knowledge and understanding of social, moral, ethical and environmental issues, whilst creating mouth-watering dishes that can be shared at home.

Food and Nutrition offers pupils a rich and varied curriculum, expanding learning at all levels with links into humanities subjects, science and religious studies, to name a few.

The curriculum also enables pupils to make informed decisions about a wide range of further learning opportunities and career pathways within the subject.

Aims:

The national curriculum for Food and Nutrition aims to ensure that all pupils:

understand and apply the principles of nutrition and health
cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]
understand the source, seasonality and characteristics of a broad range of ingredients

Subject content Key Stage 3

Pupils will develop understanding on how to apply the principles of a healthy and varied diet following the guidance from the Eat well Guide. Pupils will be able to prepare and cook a wide diversity of predominantly savoury dishes using a range of cooking techniques. They will have an understanding of the term seasonality and how this can be applied to menu choices. Pupils will gain extensive knowledge where and how a variety of ingredients are grown, reared, caught and processed. Pupils will also be aware of sensory properties, taste, texture and smell and how to season and combine ingredients; adapting and using their own recipes in later stages of Key Stage 3. The impact of the knowledge and understanding enables students to cook a variety of dishes building on their skills from Year 7 through to Year 9 where they will be able to make a variety of dishes to a high standard.

Subject content Key Stage 4

Pupils will consolidate and extend their knowledge of the principles of nutrition and develop greater competence in a range of cooking techniques.

Through GCSE Food Preparation and Nutrition, pupils will:

Demonstrate effective and safe cooking skills by planning, preparing and cooking using a variety of food commodities, cooking techniques and equipment
develop knowledge and understanding of the functional properties and chemical processes as well as the nutritional content of food and drinks
understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health
understand the economic, environmental, ethical, and socio-cultural influences on food availability, production processes, and diet and health choices
demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food
understand and explore a range of ingredients and processes from different culinary traditions (traditional British and international), to inspire new ideas or modify existing recipes

KS3 Overview

Year 7

Health and safety

To understand how to work safely: follow correct health and safety, personal and food safety practices and procedures

Diet and good health

To know the main nutrients needed for a balanced diet
To understand their functions and food sources
To understand what a balanced diet is
To understand the features of the Eatwell Guide
To be able to use the Eatwell guide to plan balanced meals/diets.

Food provenance

To understand ‘Organic’ farming methods
To understand ‘Seasonality’ and the benefits of using seasonal produce

Practical skills

To learn how to use sharp knives safely and skilfully to prepare a selection of fruits (bridge hold, claw grip, peel, slice and dice)
To understand why enzymic browning occurs and how to slow it down
To learn how to use the grill safely to prepare toast
To learn how to dice an onion
To learn how to use the grater safely
To learn how to use the hob safely to boil pasta
To continue to develop knife skills ‘topping and tailing’, thick and fine dice
To learn how to use food styling (‘wolf-teeth’ tomato styling) to enhance presentation
To learn how to use the oven safely.
To learn how to prepare and shape a dough (shortening)
To learn how to prepare equipment: grease and line a baking tray
To learn how to store, prepare and cook a high-risk ingredient safely.
To learn how to use fat-based hob methods to sauté/fry a selection of vegetables and meat

Year 8

Diet and good health

To review knowledge and understanding of the main nutrients needed for a balanced diet, their functions and food sources
To understand the importance of dietary fibre and water in a balanced diet
To review knowledge and understanding of what a balanced diet is and the features of the Eatwell guide
To understand the recommendations for the Fruit and vegetables/Starchy food groups of the Eatwell Guide
To be able to use the Eatwell guide to plan balanced meals/diets.

Food safety

To understand how bacteria can been controlled during storage, preparation, serving and cooking

Practical skills

To be able to coat, shape and bind wet mixtures whilst demonstrating the technical skill of preventing cross-contamination and handling high risk ingredients correctly
To be able to demonstrate safe use of the food processor to make bread crumbs
To be able to demonstrate how to use the oven correctly to bake their product and a visual colour check to test for readiness
To continue to develop knife skills and to be able to prepare matchstick/dice cuts with greater execution
To learn how to prepare a courgette into matchsticks and dice cuts
To reinforce how to use the hob safely and to be able to adjust the cooking process to ‘boil’ and ‘simmer’ a sauce
To understand methods where oil is used to transfer heat to food and the effects it has on the sensory qualities of foods and palatability
To be able to use fat-based methods using the hob to stir-fry
To learn how to make a ‘reduction’ tomato-based sauce and to understand how evaporation concentrates flavour and changes the viscosity of the sauce
To learn how to use the ‘all-in-one’ blended method to prepare a cheese sauce
To understand how conduction and convection work to cook the sauce
To learn how to use the grill to ‘brown’ the tops of foods
To learn how to use the electric whisk/mixer safely to combine ingredients
To understand how to form a stable foam when whipping cream which holds the required shape
To be able to use garnishes and decorative techniques to improve the aesthetic qualities

Year 9

Diet and good health

To review K&U of the main nutrients needed for a balanced diet, their functions and food sources and the importance of dietary fibre and water in a balanced diet
To know the excess and deficiency symptoms of the macronutrients (protein, carbohydrates and fats)
To review K&U of the features of the Eatwell guide and the recommendations for the Fruit and vegetables/Starchy food groups
To review the recommendations for the Protein foods/Dairy & Alternatives/Oils & spreads food groups of the Eatwell Guide
To be able to use the Eatwell guide to plan balanced meals/diets.

Practical skills

To be able to select and prepare the most suitable knife cuts for the chosen recipe
To learn how to make a ‘reduction’ tomato-based sauce and to understand how evaporation concentrates flavour and changes the viscosity of the sauce
To understand methods where oil and liquid are used to transfer heat to food and the effects they have on the sensory qualities of foods and palatability
To be able to use fat-based and moist-based methods using the hob to cook a sauce
To be able to adjust the cooking process to ‘boil’ and ‘simmer’ a sauce
To learn how to make a ‘reduction’ hob dish and to understand how evaporation concentrates flavour.
To investigate the properties of gluten and yeast and demonstrate the skills of gluten formation and fermentation.
To develop understanding of the functions of ingredients in bread making.
To be able to make a yeast-based bread product.
To be able to demonstrate the technical skill of shortening, be able to shape and finish a short crust pastry dough
To develop understanding of the functions of ingredients in pastry making.
To understand the faults that can occur when making pastry.

KS4 Overview

Edugas Food Preparation and Nutrition

This is a creative course which focuses on practical cooking skills to ensure pupils develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials.

Pupils will consolidate and extend their knowledge of the principles of nutrition and develop greater competence in a range of cooking techniques.

Through GCSE Food Preparation and Nutrition, pupils will:

Demonstrate effective and safe cooking skills by planning, preparing and cooking using a variety of food commodities, cooking techniques and equipment.
Develop knowledge and understanding of the functional properties and chemical processes as well as the nutritional content of food and drinks.
Understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health.
Understand the economic, environmental, ethical, and socio-cultural influences on food availability, production processes, and diet and health choices.
Demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food.
Understand and explore a range of ingredients and processes from different culinary traditions (traditional British and international), to inspire new ideas or modify existing recipes.

Year 10

Principles of nutrition

Understand the definition of macronutrients and micronutrients in relation to human nutrition.
Understand the role of macronutrients and micronutrients in human nutrition.

Diet and good health

Know and understand the recommended daily intake (RDI) and the percentage energy values of protein, fat and carbohydrates: monosaccharides (sugars) polysaccharides (starch) and non-soluble polysaccharides (dietary fibre) vitamins and minerals, for:
(i) a range of life-stages: toddlers, teenagers, early, middle and late adulthood
(ii) individuals with specific dietary needs or nutritional deficiencies to include coeliac disease; diabetes (type 2 diabetes only to be considered), dental caries; iron deficiency anaemia; obesity; cardiovascular disease (CVD); calcium deficiencies to include bone health; nut or lactose (dairy) intolerances
(iii) individuals with specific lifestyle needs to include vegetarians: lacto-ovo, lacto, vegan, and those with religious beliefs that affect choice of diet, to include Hindu, Muslim, Jewish.
Understand how nutrients work together in the body, e.g. complementary actions.
Understand basal metabolic rate (BMR) and physical activity level (PAL) and their importance in determining energy requirements.
Have a sound awareness of other common dietary issues including coronary heart disease (CHD), cholesterol and liver disease.
Be able to calculate the energy and main macronutrients and micronutrients in the following: (i) a recipe (ii) a meal (iii) an individual’s existing diet over a period of time.
Use nutritional information/data to determine why, when and how to make changes to: (i) a recipe, e.g. increase dietary fibre (NSP) content (ii) a menu, e.g. reduce saturated fat content (iii) a diet, e.g. to increase energy intake prior to a sporting activity or to meet the new recommendations for free sugars.

The science of food

Understand why food is cooked, to include, digestion, taste, texture, appearance and to avoid food contamination.
Know how heat is transferred to food through conduction, convection and radiation and how and why the production of some dishes rely on more than one method of heat transference.
Know how selection of appropriate cooking methods can: (i) conserve or modify nutritive value, e.g. steaming of green vegetables (ii) improve palatability e.g. physical denaturation of protein.
Understand the positive use of micro-organisms such as bacteria in dairy products: cheese, yoghurt; meat products: salami, chorizo and fermentation of sugar in drink.
Know and understand the working characteristics, functional and chemical properties of ingredients to achieve a particular result: (i) carbohydrates – gelatinisation, dextrinization (ii) fats/oils – shortening, aeration, plasticity and emulsification (iii) protein – coagulation, foam formation, gluten formation, denaturation (physical, heat and acid) (iv) fruit/vegetables – enzymic browning, oxidisation.
Understand reasons why particular results may not always be achieved, e.g. a sponge cake sinks, a sauce goes lumpy.
Understand how to remedy situations when desired results may not be achieved in the first instance.

Food spoilage

Know how to store foods correctly: refrigeration/freezing, dry/cold storage, appropriate packaging/covering of foods.
Understand the importance of date-marks, labelling of food products to identify storage and preparation.
Understand the growth conditions, ways of prevention and control methods for enzyme action, mould growth and yeast production.
Know the signs of food spoilage, including enzymic action, mould growth, yeast production and bacteria.
Understand the role of temperature, pH, moisture and time in the control of bacteria.
Know the types of bacterial cross-contamination and their prevention.
Understand preservation/keeping foods for longer, e.g. jam making, pickling, freezing, bottling, vacuum packing.
Know and understand signs, symptoms of food poisoning to include poisoning caused by salmonella, campylobacter, e-coli, staphylococcus.
Know and understand food wastage: including the effect on the environment and the financial implications of waste.

Food provenance

Know and understand food origins to include where and how foods are grown, reared, or caught.
Understand food miles, impact on the carbon footprint, buying foods locally.
Understand impact of packaging on the environment versus the value of packaging.
Understand sustainability of food: the impact of food waste on the environment, local, global markets and communities, effect of food poverty.
Understand food security: access to safe sufficient food for all (World Health).

Food manufacturing

Know and understand primary stages of processing and production to include point of origin, the transporting, cleaning and sorting of the raw food e.g. bags of fruit.
Understand secondary stages of processing and production to include how primary products are changed into other types of products, e.g. wheat to bread; milk to cheese and yoghurt; fruit to jams, jellies and juices
Understand how processing affects the sensory and nutritional properties of ingredients e.g. cured meat products
Understand technological developments that claim to support better health and food production including fortification and modified foods
Understand the positive and negative effects of food modification on health and food production e.g. flavour intensifiers, stabilisers, preservatives, colourings, emulsifiers
Understand the ability of additives to produce the desired effect

Factors affecting food choice

Know how sensory perception guides the choices that people make, how taste receptors and olfactory systems work
Know the sensory qualities of a range of foods and combinations and how to set up tasting panels for preference testing
Know the range of factors that influence food choices, including, enjoyment, preferences, seasonality, costs, availability, time of day, activity, celebration or occasion and culture
Understand the choices that people make about certain foods according to religion, culture, ethical belief, medical reasons or personal choices
Know how to make informed choices about food and drink to achieve a varied and balanced diet, including awareness of portion sizes and costs
Know how information about food is available to the consumer, including food labelling and marketing and how this influences food choice

Preparation and cooking techniques

Be able to plan, prepare cook and serve a number of recipes

plan for cooking: (i) a single dish (ii) a number of dishes in one session (to ensure a dovetailed action plan)
preparation of ingredients to make a selection of recipes, e.g. weigh and measure liquids and solids, use knife skills, combine and shape, tenderise and marinate
cooking a selection of recipes, e.g. water based methods, using the oven, set a mixture, select and adjust cooking times and temperatures, judge and manipulate sensory properties: seasoning, test for readiness
presenting a selection of recipes, e.g. shaping and finishing a dough, glazing and food styling, preparing fruits and vegetables as a garnish

Be able to:

select appropriate preparation, cooking and serving techniques when producing dishes
work safely: follow correct personal and food safety and hygiene practices and procedures
work independently: make own judgements, e.g. cooking methods, cooking time, manipulating taste, texture and appearance
use sensory descriptors appropriately and correctly

Year 11

Assessment 1: The Food Investigation Assessment

A Food Investigation will be set that will require each learner to:

research and plan the task
investigate the working characteristics, function and chemical properties of ingredients through practical experimentation and use the findings to achieve a particular result
analyse and evaluate the task
produce a report which evidences all of the above and includes photographs and/or visual recordings to support the investigation

Assessment 2: The Food Preparation Assessment

This assessment will require learners to:

Plan, prepare, cook and present a selection of dishes, to meet particular requirements such as a dietary need, lifestyle choice or specific context.
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)
prepare, cook and present a menu of three dishes within a single session
evaluate the selection, preparation, cooking and presentation of the three dishes
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 learner’s application of technical skills and the final outcomes.

Reading

In design technology, we believe that all pupils should be equipped with and supported in developing a high level of reading and literacy capability. There are clear expectations for how subject knowledge and understanding will be demonstrated through oracy and literacy. This will ensure that pupils show a deep understanding of the topics taught across both key stages. Age appropriate subject knowledge vocabulary will be taught to pupils. This will be modelled by teachers and explained to pupils to continually reinforce the expected standard.

Reading strategies are implemented in the design technology department and are informed by the demands of the scheme of work, pupils’ reading ages, and the key principles of the Corpus Christi approach to ensure pupils are supported in developing their reading, literacy, and oracy across the curriculum.

Colleagues should take time to model effective reading by, for example, reading a passage aloud prior to the class reading. Additionally, colleagues must be aware of when difficult vocabulary needs to be pre-taught and this should be highlighted within the scheme. The way in which subject specific vocabulary is taught will be differentiated to suit the ability of all pupils.

Assessment

Assessment will be continuous and largely formative through the use of regular recall and pupil explanation. In addition to this, understanding will be communicated and assessed through key pieces of written work. In Key Stage 4 pupils will complete assessments at the end of each unit to check their knowledge and understanding over time.

Curriculum Impact

Exam results across the DT faculty have been excellent and the impact of the design and technology curriculum is evident in the depth of secure knowledge acquired by pupils across both key stages.

Our best ever set of results was achieved across the department in 2023, exceeding national averages across all subject areas.

We are a consistently popular option choice for year 9 pupils and have over 120 pupils studying a design technology course across year 10 and year 11. This is a result of the impact of our well planned, sequenced and stimulating curriculum that serves to inspire pupils to study our subject at GCSE.

The design technology department also offers a variety of extra-curricular clubs to all pupils. These are consistently well-attended and gives pupils the opportunity to experience aspects of the subject they may not encounter whilst studying the National Curriculum during lessons.

The impact of our curriculum is also seen in pupils choosing to continue professionally in this industry. We have past alumni that have progressed into careers within technology, including Dale Collier who is a senior engineer at Rolls Royce and Henry Edwards who works in design and engineering at British Aerospace (BAE).

Many of our pupils continue to study industry related courses at Preston College, such as, construction and joinery, or progress onto training apprenticeships gaining valuable hands-on experience in a real work environment.