Waterhead Academy

Food

Years 7,8 and 9

Our curriculum at KS3 is founded in skills-based learning, supporting students in developing  an understanding of the functions and sources of the food we eat, including food provenance and ethical issues. In support of the KS4 curriculum, we demonstrate outcomes using a solid understanding of specialist terminology and key knowledge, to ensure that pupils can access and meet the higher grade criteria.

The Year 10 and 11 schemes of work ensure that students are well equipped to continue their GCSE journey. In Year 11, students enhance their understanding of food nutrition, science, safety and provenance, in preparation for the two NEA (non exam assessments that are completed in school under teacher supervision) tasks and the end of year exam in Year 11.

The Exam Board for GCSE Food Preparation and Nutrition is: AQA

YEAR 7

Year 7 Curriculum Map - 7 lesson rotation

Subject knowledge 

Taught 

 

BASIC FOOD SKILLS – Healthy Lunchbox Products 

 

  • The importance of food hygiene and safety 
  • How to use kitchen equipment safely and accurately 
  • How to weigh and measure accurately 
  • Metric weights and measurements of liquids  
  • How to use an oven and a hob 
  • How to make a range of lunchbox products/ snacks (e.g. pasta salad, flapjacks, pizza, apple puffs, cheese straws, bran biscuits) 
  • Basic functions of a range of ingredients in dishes 
  • Seasonality of fruits and vegetables 

Rationale 

 

 

 

Students have varied experience of working in a kitchen, for some this will be none. The aim is to ensure that all students have the opportunity to experience working with a variety of small and large kitchen equipment, safely and hygienically. 

We want all students to be able to prepare and cook a range of dishes safely and hygienically and to have the confidence to replicate these in future life. The Health curriculum will discuss the connection between food and nutrition. Students will be able to make connections with the ingredients and their basic functions in recipes (e.g. self-raising flour makes baked foods rise by trapping air bubbles, eggs set hard) This understanding will then be able to be used when preparing and cooking other dishes in future years and outside of school. These are also key skills required for progression to the KS4 Food Preparation and Nutrition Curriculum. 

The recipes selected mirror the need in the community for affordable, nutritious choices that appeal to teenagers. Students will consider how locally sourced ingredients and ingredients in season make dishes environmentally friendly and more cost effective. 

The AQA syllabus stipulates that recipes should concentrate on savoury dishes (reflected in the recipe choices) 

 

Home Learning – ingredient preparation, weighing and measuring, hygiene and safety. 

 

 

YEAR 8

  Year 8 Curriculum Map - 7 lesson rotation

Subject knowledge taught 

 

Foods From Around The World - Multicultural Dishes 

  • How to use specialist equipment safely and accurately 
  • How to make a range of multicultural products (e.g cheesecake. fajitas, carrot/banana muffins, chow mein, pasta bake, scones) 
  • Meat preparation and safety 
  • Cooking techniques for quality of outcome, e.g pasta being cooked al dente, cheese not being overcooked due to syneresis 
  • The importance of food hygiene and safety 
  • How to use kitchen equipment safely and accurately 
  • How to weigh and measure accurately 
  • Metric weights and measurements of liquids  
  • How to use an oven and a hob 

 

Rationale 

 

Students will build on year 7 knowledge of hygiene, safety and functions of ingredients, thus strengthening their ability to perform in the kitchen with more independence and accuracy. 

The year 8 Health module will continue to address the healthy eating guidelines, the functions and sources of macro and micro nutrients. They will have the opportunity to investigate a range of foods from different countries and cultures. Religious beliefs and dietary needs resulting from these will be explored. Cost implications of ingredients and less expensive alternatives will also be discussed. 

The AQA syllabus stipulates that recipes should concentrate on savoury dishes (reflected in the recipe choices) 

These practical lessons will enable students to replicate these dishes and other similar dishes in later life. These are also key skills required for progression to the KS4 Food Preparation and Nutrition Curriculum. 

Home Learning- ingredient preparation, recipe adaptation, hygiene and safety. 

YEAR 9

 Year 9 Curriculum Map - 7 lesson rotation

Subject knowledge taught 

 

Skills – breads, pastries and cakes 

  • How to use quality and portion control equipment correctly (cutters, shapers, trays, moulds, piping bags and nozzles) 
  • How to make a range of skills based products (e.g shortcrust pastry, a pastry case, puff pastry, cakes using the creaming, all in one and whisking methods, sweet and savoury bread recipes) 
  • Cooking techniques for quality of outcome and presentation skills (importance of blind baking in pastry, preparation of cake tins, kneading and proving of dough) 
  • The importance of food hygiene and safety 
  • How to use kitchen equipment safely and accurately 
  • How to weigh and measure accurately 
  • Metric weights and measurements of liquids  

How to use an oven and a hob 

 

Rationale 

 

Students will build on year 8 knowledge of hygiene, safety and functions of ingredients, thus strengthening their ability to perform in the kitchen with more independence and accuracy. 

The year 9 Health module will continue to address the healthy eating guidelines, the functions and sources of macro and micro nutrients. They will have the opportunity to investigate a range of foods from different countries and cultures. Religious beliefs and dietary needs resulting from these will be explored. Cost implications of ingredients and less expensive alternatives will also be discussed. 

The AQA syllabus stipulates that recipes should concentrate on savoury dishes (reflected in the recipe choices) 

These practical lessons will enable students to replicate these dishes and other similar dishes in later life. These are also key skills required for progression to the KS4 Food Preparation and Nutrition Curriculum. 

 Home Learning- ingredient  preparation, recipe adaptation, hygiene and safety. 

Year 10

 Year 10

 

HT1 

HT2 

HT3 

HT4 

HT5 

HT6 

 

Year 10 

Subject knowledge taught 

3.4 Food Safety 

 

3.1 food Preparation Skills 

3.7 Food Preparation and Cooking Techniques 

 

3.2 Food, Nutrition and Health 

 

3.1 food Preparation Skills 

3.7 Food Preparation and Cooking Techniques 

 

3.2 Food, Nutrition and Health 

 

3.1 food Preparation Skills 

3.7 Food Preparation and Cooking Techniques 

 

3.6 Food Provenance 

 

3.1 food Preparation Skills 

3.7 Food Preparation and Cooking Techniques 

 

3.5 Food Choice, taught  through a mock NEA 2 

 

3.1 food Preparation Skills 

3.7 Food Preparation and Cooking Techniques 

 

3.3 Food Science, taught through a mock NEA 1 

 

 

3.1 food Preparation Skills 

3.7 Food Preparation and Cooking Techniques 

 

 

Rationale 

 

Students have experienced limited access to the curriculum at KS3. Beginning with food safety, alongside basic food preparation skills will ensure students are able to effectively work in a kitchen from the beginning of the course. This will build on knowledge from KS3 about hygiene, safety and food poisoning, together with prevention measures. 

Food, nutrition and health underpins the specification for this subject. Ensuring that students build on their basic KS3 knowledge from the Heath rotation will ensure that students understand the link between ingested foods and drinks and the effects these have on the body (both positive and negative) Understanding portion control linked to energy intake will enable students to effectively plan dishes that are appropriate for the course and be able to explain these choices. 

This half term will address the macronutrients protein, fat and carbohydrates, PAL and energy intake. It will also cover obesity and obesity related diseases/ illnesses. 

Food, nutrition and health underpins the specification for this subject. Ensuring that students build on their basic KS3 knowledge from the Heath rotation will ensure that students understand the link between ingested foods and drinks and the effects these have on the body (both positive and negative) Understanding portion control linked to energy intake will enable students to effectively plan dishes that are appropriate for the course and be able to explain these choices. 

This half term will address the micronutrients vitamins and minerals. It will also cover the different requirements of each age group throughout life. 

 Students will gain further knowledge about where their food comes from, investigation the environmental, economic and social implications of food provenance. This has been superficially discussed at KS3 due to time constraints, however students will have varying knowledge from other curriculum areas such as PSHCCE, geography, history and their own personal interests. 

Topic areas will include food sustainability, fair trade, food miles, carbon footprint, organic foods, GM foods, seasonal foods, intensive farming, free range, red tractor, food processing for health and longevity. 

 This topic will be new to students as an explicit area of study (though aspects of this will be discussed from the beginning of the course) 

It will include factors that influence food choices (time, skill, finance, preferences, enjoyment, lifestyle, time of day, time available) food choice related to religion, culture, ethical choices, moral beliefs and medical conditions, food labelling, foods from different countries/ regions (cuisine) and sensory testing. This will be taught through a mock NEA 2 about foods from different cultures – the research section will be given then used to formulate ideas. And analyse results. 

Food science is taught during every recipe made, however in this section of study, these chemical and functional properties of foods will be discussed explicitly. Topic areas include heat transfer, selection of appropriate preparation and cooking times to achieve desired characteristics, protein coagulation and denaturation, gluten formation, foam formation, gelatinisation, dextrinization, caraelisation, shortening, aeration, plasticityemulsification, enzymic browning, oxidation and raising agents. 

This will be taught through a mock NEA 1 about a selection of topics from which students will choose 1 – the research section will be given then used to formulate hypotheses and  analyse results. 

 

 

 Year 11

Year 11

 

HT1 

HT2 

HT3 

HT4 

HT5 

HT6 

Subject knowledge taught 

 

4 NEA 1 Food Investigation (15% of GCSE) 

 

 

3.1 food Preparation Skills 

3.7 Food Preparation and Cooking Techniques 

 

4 NEA 2 Food Preparation Assessment  (35% of GCSE) 

 

 

3.1 food Preparation Skills 

3.7 Food Preparation and Cooking Techniques 

 

4 NEA 2 Food Preparation Assessment  (35% of GCSE) 

 

 

3.1 food Preparation Skills 

3.7 Food Preparation and Cooking Techniques 

 

4 NEA 2 Food Preparation Assessment  (35% of GCSE) 

 

 

3.1 food Preparation Skills 

3.7 Food Preparation and Cooking Techniques 

 

 

 

 

 

 

Revision for unit 1 – externally assessed examination. 

Covering all sub units from the exam paper 

  

 

 

 

 

Rationale 

 

This is a formal aspect of assessment. The NEA involves a prolonged piece of work over time and follows the format of a scientific experiment. The exam board will release the titles of the NEA on 1st September. 

Students have to complete the following to be successful: 

Research (6 marks) 

Investigation (15 marks) 

Analysis and Evaluation (9 marks)Students will use all of their year 10 knowledge, especially from HT6, to investigate their chosen topic. 

This is a formal aspect of assessment. The NEA involves a prolonged piece of work over time and follows the format of a food preparation task, following research of the chosen topic. The exam board will release the titles of the NEA on 1st November. 

Students have to complete the following to be successful: 

Research (6 marks) 

Demonstration of technical skills (18 marks) 

Planning for the final menu (8 marks) 

Making the final dishes (30 marks) 

Analysis and Evaluation (8 marks) 

Students will use all of their year 10 knowledge, to investigate their chosen topic. 

This is a formal aspect of assessment. The NEA involves a prolonged piece of work over time and follows the format of a food preparation task, following research of the chosen topic. The exam board will release the titles of the NEA on 1st November. 

Students have to complete the following to be successful: 

Research (6 marks) 

Demonstration of technical skills (18 marks) 

Planning for the final menu (8 marks) 

Making the final dishes (30 marks) 

Analysis and Evaluation (8 marks) 

Students will use all of their year 10 knowledge, to investigate their chosen topic. 

This is a formal aspect of assessment. The NEA involves a prolonged piece of work over time and follows the format of a food preparation task, following research of the chosen topic. The exam board will release the titles of the NEA on 1st November. 

Students have to complete the following to be successful: 

Research (6 marks) 

Demonstration of technical skills (18 marks) 

Planning for the final menu (8 marks) 

Making the final dishes (30 marks) 

Analysis and Evaluation (8 marks) 

Students will use all of their year 10 knowledge, to investigate their chosen topic.