Curriculum Statement: Food and Nutrition
Our curriculum is underpinned by our core values;
The main intention of Food and Nutrition is to understand what we are eating, how it affects are bodies and the general impact of food as an industry. The curriculum enables students to understand how to prepare, choose, and safely work with food from around the world using skills for everyday life. The curriculum allows students to produce delicious and nutritious meals, whilst learning about what happens to ingredients when prepared and cooked in a variety of ways. The curriculum focuses on how food can affect health and wellbeing and will result in the students becoming informed and thoughtful consumers of food.
As a department, we support several transition days for Year 5 and Year 6 students as well as supporting practical food on Open Evening. During these events, students are able to access and handle food in a fun and accessible way.
Through nurture provision (individual needs)
We support those with individual needs in a variety of ways. For some students’ we provide ingredients so that they are able to succeed in lessons. We provide revision books and materials for GSCE students. We encourage all learners to take risks and experiment. In Key Stage Four, we support free choice with practical work and experimentation; for example, filleting fish or de-boning chicken.
We run a range of visits to external providers to support the curriculum. These have included trips to ‘The Good Food’ show, a local fishery and to Waitrose in Marlborough where students worked with a chef. We hold and annual Rotary Club competition with Year 10 GCSE students, winners of which compete at county level.
Through teaching, learning & assessment
The curriculum is taught by a wide range of teaching styles and methods to meet the learning styles of the students. It is the intention to give meaning full experiences and values that will go beyond learning in lessons. The majority of the curriculum will be delivered by practical preparation and making activities. The key skills and knowledge will be demonstrated to show correct methods and practice; for example, knife skills and formation of mixtures. This is supported with written instructions and guides. Students will need to apply the theory to their method and practice so will have time for reflective and collaborative learning individually and with peers. Home learning tasks are designed for students to research and present work on tasks that inspire and motivate their interest in food. At Key Stage Four, students learn theory by a variety of opportunities; both teacher led and short interactive tasks.
In Key Stage Three, written work is marked regularly with a final grade at the end of the module, practical work is photographed and verbal feedback given, whilst pupils self assess. Home learning is always marked and commented on.
In Year 10, students receive verbal feedback every practical lesson. Written work is commented on at least every three weeks, sometimes more frequently. A detailed written comment on practical work is given every week. Any examination papers or questions are marked with the relevant mark scheme. In Year 11, students sit the NEA components of the specification. The assessment of this is continuous, both written and verbal to ensure students are meeting the sections of the criteria for this component.
Through promoting literacy
Key words are used throughout the teaching of food and are shared visually in lessons. We use a literacy mat that supports Tier 2 and 3 language that is specific to Food and Nutrition in theory lessons. Spellings are marked and students are asked to improve them during DIRT lessons.
Each subject has a copy of the school’s literacy strategy this is used to support the accurate use of subject specific spelling and correct use of grammar and punctuation. The subject specific word listed on each document are Tier 2 and Tier 3 language. The aim of this document is to provide learners with a format that is familiar, but developed for the lesson they are in at the time. Classrooms display Tier 2 and Tier 3 language for the specific topics being taught. Spellings of key words are corrected when work is deep marked. A literacy target is given. Both are addressed during DIRT sessions where learners are asked to improve their work in a dedicated section of any given lesson.
Project work is set over a long period of time for students to embed their learning over an extended period of time, options are given to allow students choice in the work they produce.
The impact of the school’s curriculum is measured through several means:
Outcomes for students at GCSE in Y11
Uptake for GCSE options
Progress and attainment data for current year groups
Engagement in enrichment activities
Passion for the subject
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