Technology DT Food

Year 7 & 8 Curriculum

 

Design & Technology

 

They work to explore and investigate their Contextual Challenges, to enable them to design and make a range of creative, innovative products made from a variety of materials including timber, polymers, metals, textiles and boards.

Within Year 8 Technology lessons, all students study the two subjects of Food and Design & Technology

 

Students work to develop their skills of

 

·        Designing

·        Collaboration

·        Researching

·        Analysing

·        Evaluating

·        Investigating

·        Making

·        Leadership

·        Planning

·        Testing

·        Justifying

·        Exploring

 

Assessment

 

In Year 7, the assessment framework is based on the following:

 

·        Practical – practical skills are assessed throughout each module

·        Theory – the theory work students complete within the classroom and for Home Learning is assessed

·        Knowledge – at the end of each rotation, students complete an exam to determine how much they have learnt

 

GCSE Design and Technology (AQA)

 

Year 9

Students complete a variety of mini iterative design challenges to develop their knowledge and understanding for the completion of the GCSE. The tasks are designed to prepare them for the completion of their NEA (non-exam assessment worth 50% of the course) and their examination.

 

Students work to explore and investigate a variety of Contextual Challenges including:

·        Safe and comfortable home

·        Sound on the move

·        Designing for young children

 

They then work to design and make a range of creative, innovative products made from a variety of materials including timber, polymers, metals, textiles and boards.

 

Year 9 assessment

 

In Year 9, the assessment framework is based on the following:

 

·             Practical – practical skills are assessed throughout each module

·             Theory – the theory work students complete within the classroom and for Home Learning is assessed

·             Knowledge – at the end of each half term, students complete an exam to determine how much they have learnt. These exams become more interleaved as the course progresses i.e. more of the topics covered are built into each exam.

 

Year 10

 

Students complete two mock NEAs (Non-Exam Assessments). The tasks are designed to prepare them for the completion of their Year 11 NEA (worth 50% of their final level) and their examination.

 

Students work to explore and investigate a variety of Contextual Challenges including…

 

·             Supporting UK Wildlife

·             Sustainable Future

 

They then work to design and make a range of creative, innovative products made from a variety of materials including timber, polymers, metals, textiles and boards.

 

Year 10 assessment

 

In Year 10, the assessment framework is based on the following:

 

·             Practical – practical skills are assessed throughout each module

·             Theory – the theory work students complete within the classroom and for Home Learning is assessed

·             Knowledge – at the end of each half term, students complete an exam to determine how much they have learnt

·             Practice NEAs – assessed in line with the requirements of the exam board - AQA

 

Year 11

 

Students complete their NEA (non-exam assessment worth 50% of the course) and prepare for their examination.  Students work to explore and investigate a variety of Contextual Challenges set by the exam board, these will be released to the students at the start of Year 11. They then work to design and make a creative, innovative product made from a variety of materials including timber, polymers, metals, textiles and boards. All work is assessed to meet the requirements set by the examination board - AQA.

 

 

 

Key Stage 3 Food

Year 7

From this academic year 2020 to 2021 the subject area of Food is being led by Mrs Beatty. As a result a new programme has been implemented for all Key Stages. Students now follow a thematic, modular curriculum. 

 

Students begin their food learning by working through the Year 7 Module – Food; How not to kill yourself or others. Topics studied include….

 

·        keeping safe in the food workshops

·        producing food that is safe to eat – food hygiene/how to avoid food poisoning

·        making food choices that support good health

 

Alongside the above theory students develop key practical skills with the emphasis being on mastering the basics the aim? Students who can make their own food. Practical products include Pasta Bake, Risotto, Scones, Curry, and Pizza.

 

Year 7 Assessment

 

In Year 7, the assessment framework is based on the following:

 

·        Practical – practical skills are assessed throughout

·        Theory – the theory work students complete within the classroom and for Independent learning is assessed

·        Knowledge – at the end of each module, students complete a report in relation to a working hypothesis which requires them reflect upon their module learning to determine their response

 

Year 8

Our Year 8 students build upon their Year 7 knowledge and understanding through the Year 8 Module – Food; Your Future. Topics studied include…

 

·         the food production system (from farm to fork and all in-between) – associated problems with and their impact on the world

·         how we can reduce the negative impacts of our food choices 

 

Alongside the above theory students continue to develop key practical skills with the emphasis being on mastering products that require more experience and dexterity. Products include Quesadillas, Burritos, and Panna Cotta. By the end of Year 8 we want our students to feel confident enough to take on the challenge of a range of recipes and be discernible food consumers.

 

Year 8 assessment

 

In Year 8, the assessment framework is based on the following:

 

·         Practical – practical skills are assessed throughout

·         Theory – the theory work students complete within the classroom and for Independent learning is assessed

·         Knowledge – at the end of each module, students complete a report in relation to a working hypothesis which requires them reflect upon their module learning to determine their response

 

 

GCSE Food Preparation and Nutrition (AQA)

 

Year 9

 

From this academic year 2020 to 2021 the subject area of Food is being led by Mrs Beatty. As a result a new programme has been implemented for all Key Stages. Students now follow a thematic, modular curriculum. 

 

Students begin their GCSE food learning by working through the Year 9 Modules….

  •  Food; The Inedible: Topics include – microbiology, pathogens, food spoilage, enzymic browning and hygiene.
  • Food; The Science: Topics include – aeration, what happens in the oven, gluten formation, coagulation, dextrinisation and setting.
  •  Food; Hot Stuff: Topics include – energy, heat transfer, and the impact of heat on food.
  • Food; Our Lifelong Journey: Here students learn about how dietary needs differ as they move through life.
  • Food; Getting it wrong: Topics include – impact of poor dietary choices, malnutrition, dietary related illnesses.
  • Food; Getting it right: Students learn about how to make good dietary choices – following the 8 tips, the Eat Well plate, how to not only plan a balanced diet but also one that meets nutritional requirements.

Alongside the above theory students continue to develop practical skills with the emphasis being on mastering more complex processes.  

 

Year 9 Food assessment

 

In Year 9, the assessment framework is based on the following:

 

  • Practical – practical skills are assessed throughout the course with feedback given on a regular basis.
  • Theory – the theory work students complete within the classroom and for Independent Learning is assessed through self-assessment; peer-assessment and various teacher methods.
  • Knowledge – at the end of each module of work students complete an exam. These exams become more interleaved as the course progresses i.e. more of the topics previously covered are built into each exam. In addition at the end of each module, students complete a report in relation to a working hypothesis which requires them reflect upon their module learning to determine their response.

 

Year 10

 

Students follow a scheme of learning that aims to develop their Year 9 knowledge. This is the year when the students complete the learning they will need to meet the requirements of the examination. They will also use this knowledge to complete their NEAs in Year 11.

 

Students continue their GCSE food learning by working through the Year 10 Modules….

  • Food; Psychology: Topics include – food choices and reasons for, impact of culture and religion.
  • Food; From Farm to Fork: Topics include – food provenance, growing, rearing, catching and then processing.
  • Food; In the 21st Century: Topics – problems with the current food system and how we can produce our food more sustainably.
  • Food; Mind the gap: At this point students complete a GCSE Food paper to identify any learning that needs to be revisited and determine how to close these learning gaps.
  • Food; How to make the grade NEA 1 – completion of a ‘mock’ NEA 1
  • Food; How to make the grade NEA 2 – completion of a ‘mock’ NEA 2

Alongside the above theory students continue to develop practical skills with the emphasis being on mastering even more complex processes. 

 

Year 10 Food assessment

 

In Year 10, the assessment framework is based on the following:

 

  • Practical – practical skills are assessed throughout the course with feedback given on a regular basis.
  • Theory – the theory work students complete within the classroom and for Independent Learning is assessed through self-assessment; peer-assessment and various teacher methods.
  • Knowledge – at the end of each module of work students complete an exam. These exams become more interleaved as the course progresses i.e. the topics previously covered are built into each exam. In addition at the end of each module, students complete a report in relation to a working hypothesis which requires them reflect upon their module learning to determine their response.
  • Practice NEAs are assessed in line with the requirements of the exam board

 

Year 11

 

Students complete their NEAs (non-exam assessments worth 50% of the course) and prepare for their examination.  Students work to research and investigate a variety of NEA topics set by the exam board, these are released to the students at the start of and during Year 11. All work is assessed as required by the examination board - AQA.

 

Past NEA 1 Challenges – worth 15% of the final level awarded have included…

·         Investigate what type of flour is best for bread making

·         Investigate the use of raising agents in baked products

·         Investigate the ingredients used to thicken sauces and soups

 

 Past NEA 2 Challenges – worth 35% of the final level awarded have included…

·         Plan, prepare, cook and present a range of dishes which would be suitable for vegetarians. Present three final dishes.

·         Plan, prepare, cook and present a range of dishes which are a good source of fibre and would appeal to teenagers. Present three final dishes.

·         Plan, prepare, cook and present a range of dishes from the Mediterranean culinary tradition. Present three final dishes.

 

Extra-Curricular Opportunities

 

Have a Go Activities

 

To encourage a love of working with food and the development of practical skills students are given ‘Have A Go’ Challenges. Each module students are given ten practical products related to the module, they have to pick and complete five in their own time at home.

For example the ‘Have A Go Activities’ for the Year 9 Module, Food; The Science, are called – Have A Go with Dough. Products to pick from include…

  • Pretzels
  • Naan bread/pitta bread
  • Crumpets
  • Iced buns 

 

 

 

 

 

  

 

Performance Faculty Subjects

 

 

 

 

 

 

DT Promo 

 

 

 

 

 

 

 

 

 

 

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