Key Stage 3

Year 7

In Y7 students will have experience in textile and food handling, for one lesson a fortnight throughout the year.
As students have had a wide variety of experience in textiles and food we make the main focus in year 7 skills based. This gives all students an opportunity to experience good basic grounding in handling textiles and foods which they will build on throughout KS 3.

Eco-bags
This project looks at recycling and environmental issues in everyday life and the outcome is to design and make a fabric ‘bag for life’
Aim is to make students aware of environmental issues globally and within the community. They use ICT skills- publisher to design a logo to be printed onto their eco-bag.
To learn how to thread up a sewing machine and to have good control when sewing a straight line of stitching. In addition they need to understand how a sewing machine works and to be confident in using this piece of electrical equipment.

This activity focuses on assessing student’s ability to:

  • Respond creativity to brief.
  • Plan, organize and make.

Knowledge and understanding of material and techniques

  • Designing an original logo using CAD/CAM.
  • Good time management – well organized in practical lessons to meet deadlines.
  • Controlling the sewing machine effectively and efficiently.
Homework
Week 1List the 4 natural fibres.
Week 2 - 3Find out the names of 4 manufactured fibres
Week 4To complete design ideas and to state with reasons which eco bag they will be developing
Week 5To complete model and make a decision on the fabric to use, bring fabric from home it using re-cycled fabric, duvet cover, pillow case, sheet, etc
Week 6 - 7To make sure they are up to date with the class work, may need to come in and use computers to do Logo, or come in to cut out fabric at lunch or break time
Week 8/9/10To come in at lunch or break time to ensure they have completed tasks set by teacher for that practical lesson, teacher to make sure pupils who need to come in know when and where to go
Week 11To complete eco bag and prepare for the evaluation and star profile for next lesson
Week 12Complete all work to be handed in for assessment if necessary

Most information can be found by using search engines like ‘google’.

Year 7 Food
‘Let’s get cooking’ project.
This project will involve the students in practicing basic skills such as peeling, chopping, rubbing in, weighing and measuring, etc… They will be using a variety of equipment from large such as ovens to small such as hand held blenders. Healthy eating will be emphasised throughout the project based on ‘5 a day’ the ‘eat well plate and ‘food for life’ which are government led initiatives on healthy lifestyles. Finally the students understanding of everything learnt will be used in a design and make project called my pasta sauce.

This activity focuses on assessing student’s ability to:

Apply Knowledge and Understanding of materials and techniques

  • Use of local seasonal vegetables and fruit to include the preparation and inclusion in recipes.
  • To understand the function of ingredients as well as their nutritional importance in a healthy diet.

Reflect on their own designing

  • Assessing their practical outcomes by sensory testing and using other’s view to help develop their recipes.
  • Make use of the food program to see if their recipes reflect the government’s healthy guidelines.
Homework
Week 1Produce a safety poster to make others aware of potential hazards
Week 2To list the functions of all the ingredients used in their muffin recipe. To also prepare ingredients for their next lesson.
Week 3To sensory test their muffins using set evaluation questions. Also to use this information to make suggestions on how they could further improve their muffins.
Week 4To work out the cost of their drink and to carry out peer assessment with a friend.
Week 5Evaluation of their scones.
Week 6Produce a list of suitable desserts to compliment the following dishes;Spaghetti Bolognese, cottage pie, pizza, curry and fish and chips. Give reasons for their choices.
Week 7Evaluation of fruit crumble/cobbler.
Week 8Complete pasta sauce questionnaire and gather results ready for the next lesson.
Week 9Record the changes you have made to your pasta bake with reasons for these changes.
Week 10 - 11½ evaluate their pasta bake – star profiles ½ prepare for their practical.
Week 12Check that they have also met their assessment target before handing in their books for marking.

Year 8

Y8 textiles
Body Adornment

In this project students will be making a simple garment. Progression will be made using zig-zag stitch and construction a 3D garment. This project will also look at fashion sketching techniques, wash care labels and swing tags.

This activity focuses on assessing student’s ability to;

Generate, develop, communicate and model ideas

  • Fashion sketching using template and annotation of style features and fastenings.
  • Designing outfits for a variety of occasions.
    Plan organize and make.
  • Confidence in using the sewing machine to progress to inserting a zip or making a casing and neatening seams.
  • Good organization of time within the practical lesson and use of homework time if necessary to ensure they meet deadlines.
Homework
Week 1To complete a fashion sketch for a particular occasion, front and back view
Week 2 - 3Complete fashion sketches and methods for working samples.
Week 4Bring fabric to lesson.
Week 5 - 6On going practical, students who are absent or who have not completed class task to catch up at lunchtimes.
Week 7Come in at lunchtime to make sure processes have been completed.
Week 8/9/10To come in at lunch or break time to ensure they have completed tasks set by teacher for that practical lesson, teacher to make sure pupils who need to come in know when and where to go.
Week 11To complete tasks set for the lesson.
Week 12 to make sure all written work is completed. Check against the assessment criteria before making a judgment on your level.

Y8 Food – Diet and Health
In this project students will be making progress by handling high risk foods, using healthy methods of cooking as well as preparing healthy main meals and desserts. They will gain knowledge of food groups and nutritional requirements for a healthy lifestyle.
This activity focuses on assessing student’s ability to:

Apply knowledge and understanding and techniques

  • Using fruits/vegetables/proteins and cereal produce as basis for healthy meals/snacks.
  • Functions of ingredients and nutritional properties.

Plan, organise and make

  • Selecting healthy recipes which can be made within the practical lesson and following the method of making.
  • To look at presenting finished products and making sure sauces and accompaniment are full of flavor.
Homework
Week 1Write up a report – on their diet/families and how it compares to the ‘eat well’ plate. Make suggestions for improvement.
Week 2 To prepare ingredients for next lesson. To work out the cost of their salad and dressing.
Week 3To evaluate their products – asking family members to complete a sensory table – colour/flavour/textures of salad then the dressing. Include improvements.
Week 41. Find out all the different types of fats there are and give an example of which foods they are found in.
2. Find out what saturated fats and polyunsaturated fats are.
3. why is it important to have fat in our diet?
Week 5Evaluate – collect others comments and produce a star profile to show their feedback.
Week 6State the importance of carbohydrates in the diet.
Week 7Find out where sugar comes from, how it is used in the food industry and the dangers of too much in our diet.
Week 8 Evaluate your curry.
Week 9To prepare for the next practical lesson.
Week 10Peer assessment of fruity pancakes.
Week 11Nutritional analysis of your chicken Tikka/parmesan chicken nuggets.
Week 12To make sure that the assessment sheet is completed with skills ticked off and all work is up to date ready to be handed in for marking next lesson.

Year 9

In year 9 textiles students look at the principles behind fabric printing and dyeing. Students work on a brief of ‘nature’ to come up with some inspirational design ideas which are then printed and later embellished further onto their final outcome of a cushion.
In the summer term there is an optional project- surf wear which allows students to look at SMART fabrics and to apply their knowledge to design a range of surf wear/beachwear or accessories.

This activity focuses on assessing student’s ability to:

  • Plan. Organize and make.
  • Designing for others
  • CAD/CAM
  • Printing techniques
Homework
Week 1Peer assessment of printing samples.
Week 2/3/4Collect resources for inspiration board.
Week 5/6Evaluation of surface decoration samples.
Week 7Complete design ideas.
Week Evaluation of final outcome.

Food technology students look at three projects:

  • Designer cakes – students will be experimenting with different ingredient combinations and different methods of making to come up with their perfect recipe.
  • ICT skills and CAD/CAM will be used to produce a design which shows a specific celebratory occasion. The designs will be printed onto sugar paper and attached to their final cake.

This allows students to:

Generate, develop, communicate and model ideas.

  • Designing for a specific occasion
  • Using CAD\CAM
  • Functions of ingredients
  • Try out decorating skills
Homework
Week 1Find out the cost of a range of made to order celebration cakes.
Week 2Produce a written report showing the results of the cake experiments.
Week 3To research different methods of decorating techniques, must include a healthy option as well.
Week 4To evaluate the trial cake.
Week 5List developmental changes that needed to be made to your trial cake with reasons showing how and why these changes have been made.
Week 6Prepare for the decoration of your cake- ideas/recipe/methods.
Week 7Evaluation.

Bread project – students are designing and making a new savoury product which can be made and sold in the school canteen. Students will be using the current healthy eating guidelines to produce their prototype. Prototypes will be judged by the canteen manager and the successful idea will be made for the whole school to buy.

This activity focuses on assessing student’s ability to:

Reflect on their own designing

  • Designing for others
  • Identifying people’s needs through different dietary requirements
  • Peer assessment
Homework
Week 1Write up results from bread testing session.
Week 2Designing a prototype- finish off any design work and prepare for your practical lesson.
Week 3Sensory testing- collect tester’s feedback and suggest ideas for further development.
Week 4Record the main points that you thought were important advice from the video clip ‘Breaking into Tescos’.
Week 5/6Find out the nutritional value of your bread product and work out how much it cost you to make and how much the canteen could sell it for.
Week 7Final evaluation.

Making meals – Looks at giving students the skills, confidence and knowledge needed to make healthy two course meals for the family and for themselves. They will be looking at a range of special dietary needs and healthy eating guidelines to produce nutritious meals from scratch.

Homework
Week 1List the sources of dietary fibre.
Week 2Evaluation.
Week 3Which nutrients are often missing in a vegetarian’s diet?
Week 5 Evaluation.
Week 7Nutritional needs of specific dietary groups.

Surf project – this project is a design based piece of work which runs alongside the cushion project. It is for students who do not wish to make their prints into a cushion.
This project looks at SMART fabric and it’s uses in surfing wear and accessories.

Key Stage 4

Year 10: Food Preparation & Nutrition

GCSE Food Preparation and Nutrition: EDUQAS

This exciting brand new course will:

  • equip students with the knowledge, understanding and skills required to cook,
  • apply the principles of food science, nutrition and healthy eating,
  • encourage students to cook and enable them to make informed decisions about food and nutrition in order to be able to feed themselves and others affordably and nutritiously, now and later in life,
  • allow students to understand the huge challenges that we face globally to supply the world with nutritious and safe food.

Areas of Study:

  • Food commodities: eg, cereals, fruit and vegetables, sugars, dairy, fats, meat/fish and vegetarian alternatives. The course will look at their value in the diet, their working characteristics and experiments to understand changes occurring during cooking and also current recommended guidelines for a healthy diet.
  • Principles of nutrition: the role of the main nutrients in the diet, their sources, function and deficiency diseases.
  • Diet and good health.
  • Where food comes from.
  • Cooking and food preparation.

Assessment:

Component 1: Principles of food preparation and nutrition: Written examination (50% of qualification) to be taken at the end of Year 11, comprising of
short and extended answers.

Component 2: Food preparation and nutrition in action – Controlled Assessment (50% of qualification) two parts to be undertaken in Year 11:

1. An investigative assessment worth 15% (8 hours) eg, find the most suitable ingredients to produce a crisp pastry or investigate the different methods used to thicken sauces. A report of 1500 words will be produced.

2. A food preparation assessment worth 35% (12 hours). Plan, prepare, cook and evaluate 3 dishes to suit a specific dietary need such as the cuisine of another country or a special diet such as vegetarianism. A report of 15 sides will be produced.

If you have a keen interest in cooking and are looking to understand how and why ingredients work together then this GCSE is for you. You will need to be well organised to bring ingredients regularly* and understand the need to evidence your cooking through photographs, charts and written evaluations. You will be
experimenting with a wide range of ingredients to develop your cooking skills and your ability to create nutritionally balanced menus.

* School may provide support for this, depending upon circumstances

Year 11:

GCSE Food Preparation and Nutrition: WJEC

This exciting brand new course will:

  • equip students with the knowledge, understanding and skills required to cook,
  • apply the principles of food science, nutrition and healthy eating,
  • encourage students to cook and enable them to make informed decisions about food and nutrition in order to be able to feed themselves and others affordably and nutritiously, now and later in life,
  • allow students to understand the huge challenges that we face globally to supply the world with nutritious and safe food.

Areas of Study:

  • Food commodities: eg, cereals, fruit and vegetables, sugars, dairy, fats, meat/fish and vegetarian alternatives. The course will look at their value in the diet, their working characteristics and experiments to understand changes occurring during cooking and also current recommended guidelines for a healthy diet.
  • Principles of nutrition: the role of the main nutrients in the diet, their sources, function and deficiency diseases.
  • Diet and good health.
  • Where food comes from.
  • Cooking and food preparation.

Assessment:

Component 1: Principles of food preparation and nutrition: Written examination (50% of qualification) to be taken at the end of Year 11, comprising of
short and extended answers.

Component 2: Food preparation and nutrition in action – Controlled Assessment (50% of qualification) two parts to be undertaken in Year 11:

1. An investigative assessment worth 15% (8 hours) eg, find the most suitable ingredients to produce a crisp pastry or investigate the different methods used to thicken sauces. A report of 1500 words will be produced.

2. A food preparation assessment worth 35% (12 hours). Plan, prepare, cook and evaluate 3 dishes to suit a specific dietary need such as the cuisine of another country or a special diet such as vegetarianism. A report of 15 sides will be produced.

If you have a keen interest in cooking and are looking to understand how and why ingredients work together then this GCSE is for you. You will need to be well organised to bring ingredients regularly* and understand the need to evidence your cooking through photographs, charts and written evaluations. You will be experimenting with a wide range of ingredients to develop your cooking skills and your ability to create nutritionally balanced menus.

* School may provide support for this, depending upon circumstances

Key Stage 5

Please see the relevant section of the Sixth Form Prospectus