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Design Technology at Framingham Earl aims to develop young people’s thinking skills and practical capability. All students study Design Technology in Years 7, 8 and 9. Design Technology at Framingham Earl encompasses four areas:
- Resistant Materials
- STEM
- Textiles
- Food Technology
At the end of Year 9 the students have the option to continue to study GCSE Design Technology, GCSE Food Preparation and Nutrition or GCSE Art and Textiles. The subject works on a rotational system whereby all students complete one unit of each subject in each year. So, across the Key Stage 3 curriculum there are 12 units of work. Every unit is based around developing the student capability to problem solve, whilst increasing their skills within the specific area of study.
The content of the units has been deliberately chosen to stimulate young minds and achieve our curriculum aims to create young designers who have experience in a wide range of practical skills. The study of Design Technology at Framingham Earl is about increasing our knowledge of the world around us, meeting needs of individuals and gaining skills which will support us throughout our lives. Each unit is assessed before the end of the rotation. This piece of work will often be practically based.
Key Stage 3
Year 7
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Term |
Content |
Assessment |
Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills. |
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Resistant Materials |
Timbers. “Working With Wood.” |
Students are assessed on their progression of knowledge and practice in safe working with a certificate sign off. They are also assessed on their practical outcomes, application of transferable skills, design ideas and presentation. Evaluation is also used for self- assessment. |
Previous Learning: From Primaries students will have a varied or minimal experience of DT and will depend on the school they went to. To introduce students to the shape of Design & Technology and its place in the world beyond education. To develop student awareness and attitude to working safely. To develop student curiosity to the made environment though investigation, design understanding and communication. To introduce students to safe and appropriate manufacturing skills. To embody an attitude for quality and accuracy in the work produced by the student. To allow the student to self-critique and evaluate their own work. Knowledge: Appropriate Health and Safety led practice and behaviour. Generating, creating and communicating design ideas. The source of timber and conversion to usable wood stock, including social and environmental considerations. Classification of wood, hardwood, softwood and manufactured materials. Manufacture of products including measuring, marking cutting and abrading wood, assembly and joining of components and surface finishes. New vocabulary: Design. Design brief. Design communication. Orthographic projection. Hardwood. Softwood. Deciduous. Coniferous. Conversion. Seasoning. Wood grain. Try square. Tenon saw. Coping saw. Bench vice. Bench hook. Sanding. Drilling. Wastage. Evaluate. Skills: A range of making skills including both hand and machine tools. Design creation and development. Formal and informal design communication. Working individually and collaboratively. Planning and recording activities. Evaluation of products and processes. Future Learning: Expansion of design language, methodology and communication. Working With Metals where some skills are transferable from this module which can be developed to be appropriate to a new material, others are an expansion. Use of industrial processes on a classroom scale. In summary: This module is in part designed to introduce students to a subject that is not often discretely taught in primary schools, to working in a workshop environment and developing a mature attitude to their behaviour beyond the class settings they have previously experienced. It is the start of the journey towards GCSE study of the subject, everything learned at this stage is appropriate to KS3 learning but also has a relevance to KS4 curriculum leading to the formal examination requirements. The module also develops personal growth with students taking increasing responsibility for their work, behaviour and safety, and that of those around them. |
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STEM |
“Mission to Mars”: Students will investigate the science involved in space travel and the colonisation of another planet. They will use this knowledge to solve a range of engineering problems linked to space exploration. Faraday challenge activity to develop team skills. The students will work with microbit rovers to complete some coding exercises. |
Students are assessed via the quality of their practical work, research tasks, and their ability to apply this knowledge in context.
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Previous Learning: From Primaries students will have a varied or minimal experience of DT and Science and will depend on the school they went to. Project aims are as follows: Collaborative learning and team building on a project which links DT (designing and product design) with KS3 science. To introduce students to working to a context. To develop student’s awareness of safety in the workshop. To develop student’s investigation and designing skills. To look at aerodynamics, forces and the physics behind them. To look at the maths linked to mass and gravity. To design and plan for the need for shelter. To build on coding skills which have been gained during Computing lessons. Knowledge: Linking curriculum topics from DT to science to ensure students see the links with STEM learning. Also links from the Design Technology GCSE with the learning and also links with Maths and Computing. Health and safety in the workshop. Designing and considering the needs of others. How to create imaginative and innovative ideas. Students will gain an understanding of the knowledge and design of scientific experiments in KS3. The project incorporates engineering and building skills linked to Design Technology GCSE. New vocabulary: Amongst others – aerodynamics and air resistance. Mass and gravity. Skills: Researching skills – consideration of the target market. They will develop a range of engineering and problem-solving skills. Teamworking and sharing equipment. Students will gain insight into planning, importance of aerodynamics when rocket building, they will complete a challenge to safely land their rover onto Mars. They will build their prototype and review its success based on a set criteria. Students will calculate mass which will help them to plan for the Mars expedition. This will link to understanding of gravity and how it is measured (linking with science). Students will plan viable shelters (paper based activity). Student groups will evaluate their findings. Team work. |
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Textiles |
‘Under the Sea’: Students are introduced to basic textiles techniques through creating a sea creature themed windsock. Health and safety and the origins of fibres and fabrics are covered within the project. |
Students are assessed via the quality of their practical work, research tasks, peer assessment and self-evaluation. |
Previous Learning: From Primaries students will have a varied or minimal experience of DT and will depend on the school they went to. Project aims are as follows: To introduce students to working to a context To develop student’s awareness of safety in the workshop To develop student’s investigation, designing and drawing skills To introduce students to working with fibres and fabrics To introduce students to quality control and accuracy To develop student’s testing and evaluation skills. Knowledge: Health and safety in the textiles room. Designing and considering the needs of others. Measuring and marking out. Making skills in fabric – cutting, shaping and using the sewing machine. Knowledge of fibres and fabrics and their sources, (natural, synthetic and regenerated). New vocabulary: fibres, woven fabric, pin, tack, thread, bobbin, bobbin case, sewing machine, natural, synthetic, regenerated fabric. Skills: Learning how to pin, tack, cutting fabric, using the sewing machine, use of scissors.
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Food |
“The Skilful Cook”: Students are introduced to the basic practical skills, nutrition, health and safety. Students will gain an understanding of the nutritional requirements to maintain a healthy diet whilst building up their knowledge of practical skills within the kitchen environment. |
Students are assessed on completion of the cookie making assessment. |
Previous Learning: From Primaries students will have a varied or minimal experience of DT and will depend on the school they went to. Project aims are as follows: To develop student’s awareness of safety in the food room. To develop a range of basic skills linked to use of equipment and the cooker. To work with increasing independence. To understand the importance of healthy eating and safe storage of food. Knowledge: To learn how to use sharp knives safely. To learn how to wash up correctly. To learn how to follow a basic recipe. To learn how to use the cooker correctly and safely. To gain an understanding of recipe adaptation. To understand the balance plate for healthy eating. New vocabulary: Key terminology – bridge, claw, creaming, boil, simmer, nutrition, healthy eating, hob, oven, grill, bacteria. Skills: Collaborative and individual work methods. Health and safety in the food room. Food hygiene and its importance in day to day life. Planning and preparation of ingredients prior to the lesson. Organisational skills. Increased knowledge of healthy eating and its importance to a healthy life. Use of basic equipment and the cooker. How to wash up correctly. How to follow a recipe with increasing independence. |
Year 8
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Term |
Content |
Assessment |
Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills.
|
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Resistant Materials |
Metals. “Making Metal Marvels” |
Students are assessed on their progression of knowledge and practice in safe working with a certificate sign off. They are also assessed on their practical outcomes, application of transferable skills, design ideas and presentation. Evaluation is also used for self-assessment. |
Previous Learning: In year 7 students will have worked with timbers and learned to work and behave in a safe way. They will have developed some design and subject specific communication skills and a range of appropriate language. Project aims are as follows: The students will develop a more in-depth knowledge of safety aspects as the projects will involve work with equipment which must be treated with appropriate respect and “process specific” use of PPE will be introduced and mandated. A more detailed use of design processes and language will be developed. Skills and knowledge learned in year 7 will be developed to be appropriate for a new material group. The students will be introduced to some industrial manufacturing processes, scaled down to be appropriate in a school setting. A range of short design and make tasks will be undertaken. A complimentary trio of products will be produced, and evaluation will focus on quality of finish and suitability for purpose.
Knowledge: Appropriate Health and Safety led practice and behaviour. Generating, creating and communicating design ideas. The source of metal and conversion to usable materials, including social and environmental considerations. Classification of metals, pure metals and alloys, ferrous and nonferrous metals. Manufacture of products including measuring, marking cutting and abrading metal, assembly and joining of components with and without heat and surface finishes. Scales of production will be introduced.
Skills: A range of making skills including both hand and machine tools including industrial based manufacturing processes. Design generation, creation and development. Formal and informal design communication. Working individually and collaboratively. Planning and recording activities. Evaluation of products and processes. Future Learning: Further expansion of design, drawing and communication skills. Computer aided design (CAD) and manufacture (CAM). Polymers and electronic circuits. In summary: This module is designed to develop on the foundations set down in year 7, both in terms the knowledge and design and manufacture processes involved. It also demands personal development in terms of growing responsibility and dealing with risk when undertaking more demanding practical processes. |
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STEM |
Emergency rescue lego robots and crumble board coding Faraday airbus rescue. Students enhance their coding skills, programming the crumble processors and lego robots. The students will develop their team work and design skills during the Faraday challenge. |
Students will be assessed through the outcomes of the robot coding and their success. Quality of their practical skills, team work and ability to use their STEM knowledge whilst completing the Faraday challenge will also be assessed. |
Previous Learning: In year 7 are introduced to the links between STEM subjects. This is continued in year 8 using different aspects of the learning. Project aims are as follows: To gain basic computer programming skills using Lego Mindstorms and the Crumble. To develop command function for the Lego Mindstorms to complete a series of tasks. Link the programming to scratch which is taught in computing lessons. To complete the Faraday challenge task. Knowledge: Designing and considering the needs of others. Working from a design context. Gain increasing levels of skills using scratch (using previously taught input from computing lessons). Understand the correct usage of Lego Mindstorms and using sensors to complete tasks. Scratch based coding using flash lights etc using STEM technology resources from the Royal Society of Engineers. New vocabulary: Basic / intermediate programming terminology and commands. Algorithms and basic computing terminology recapped. Skills: Team work and programming to meet a set task with positive outcomes. Use of Coding program – Lego EV3 Mindstorms. Program robots to problem solve eg coloured areas and sensor program grabber to rescue people or go through tunnels. Use of Scratch program and crumble boards. Competence with computer programming in STEM. To work in teams to complete the Airbus Faraday challenge task.
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Textiles |
“Buildings Project”: Students complete a range or printing techniques and use these along with surface stitching to create an end product – tote bag or pencil cases. |
Students are assessed via the quality of their practical work; research, analysis and planning tasks; design ideas; and peer assessment. |
Previous Learning: In year 7 are introduced to the key concepts of health and safety and basic skills using the sewing machine and cutting out, pinning and tacking fabric. This is continued in year 8 using different aspects of the learning. Project aims are as follows: To revisit the skills gained in year 7 (basic sewing skills on a machine and the cutting of fabric). To gain new skills and understanding of the fabrics used. To gain new skills using printing techniques and surface decoration. Knowledge: Students will gain an understanding of further health and safety (heat press). Students will understand a range of printing techniques – block printing, mark making, screen printing, heat transfer. Students will use the printing techniques to create and make a tote bag or pencil case which has surface decoration included. New vocabulary: Surface decoration, printing, heat press, block printing, mark making, screen printing, heat transfer, surface stitching. Skills: Use of a wide variety of printing methods and revisit sewing machine skills. Students will design the print to transfer onto the product. They will revisit the skills from Year 7 to construct the product. |
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Food |
“Italian Cuisine”: Students complete a series of practical tasks and study the food from Italy. Whilst completing this work, students will look at bread and pasta making, along with various Italian dishes. Students will also look at shortcrust pastry linking in with gained knowledge of gluten(this is a knock on effect of post Covid learning). |
Students are assessed via the Bolognese making assessment where they will work independently and carry out a sensory analysis and a peer assessment. |
Previous Learning: In year 7 are introduced to the links between health and safety and all DT subjects. This is continued in year 8 using different aspects of the learning. Project aims are as follows: To revisit health and safety. To revisit following a recipe. To gain an understanding of Italian cuisine and the health benefits associated. To develop new skills with practical. To understand the importance of yeast in food production and the food science linked to it. To understand the function of gluten in food production and the dietary implications of gluten allergy and coeliac disease. To understand that gluten content of flour is important when making different products. Knowledge: Conditions needed for yeast to function in bread making. To understand the importance of using the correct flour for the job e.g. strong plain flour for bread / soft flour for pastry. To further develop recipe reading / following skills. To work with a high level of safety and independence. New vocabulary: Gluten, yeast, bacteria, kneading, proving, shaping, food probe, key temperature, carbon dioxide, fermentation. Skills: Bread and pasta making, team working, independent working, following a recipe.Recipe adaptation. Scientific understanding of yeast and gluten. |
Year 9
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Term |
Content |
Assessment |
Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills.
|
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Resistant Materials |
Polymers. “Producing Plastic Products” |
Students are assessed on their progression of knowledge and practice in safe working with a certificate sign off. They are also assessed on their practical outcomes, application of transferable skills, design ideas and presentation. Evaluation is also used for self-assessment. |
Previous Learning: In year 8 students have developed a growth of maturity in their design work and dealing with processes which demand appropriate attitude and behaviour. They will have experience and knowledge relating to working with both timbers and metals. Project aims are as follows: To develop connections between working with timbers and metals and comparison with working with plastics. To develop knowledge and understanding of scales of production and repeatability. Further development of design methods including CAD (Computer Aided Design) Knowledge: The source and production of plastics. Monomers, polymers and Resins. Thermosetting and thermoforming plastics, their properties and characteristics. Recycled and virgin materials. Vacuum forming, casting and moulding plastics, cutting, scoring and cold forming of plastics. Shape memory plastics. Appropriate tools for cutting and finishing plastics. Drawing on CAD (2dDesign) and laser cutting. Repeatability and accuracy. Scales of production. New vocabulary: Monomer. Polymer. Fractional distillation. Refining. Bonding. Van der Waal forces. Covalent bonding. Hydrocarbon. Laser. CAD. CAM. Vacuum. Forming. Strip heater. Solvent. Skills: Future Learning: The KS3 curriculum provides a firm foundation of knowledge, skills and understanding upon which to build for those who follow the subject at KS4 or beyond. Those studies will follow the examination board specification. For those who do not continue to study the subject there are opportunities for related study in other subjects and indeed in the world beyond school education where problem solving, risk assessment and being discerning consumers play an important part of everyday life. In summary: This module completes the KS3 study of Timbers, Metals and Polymers, three key material areas at the heart of this subject. The design process has been explored and developed allowing students to generate and communicate ideas globally, to link with industry and commercial producers and to share their ideas with clarity and ease. If they wish to study further they have a strong foundation upon which to build and develop. |
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STEM |
Health tech - 3D print an assistive device for disabled / old people using microbits. Faraday challenge to design and build something for health care incorporating microbits. |
Students will be assessed through the outcomes of the coding and their success. They are also assessed by the outcome of their product.
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Previous Learning: In year 7 students have completed some basic microbit coding. In year 8 students have used Lego Mindstorms and crumbles. Project aims are as follows: To design an assistive device to help someone. To develop student’s investigation skills. To use tinkercad to allow them to develop and design an assistive device which they will print on the 3D printer and test for fitness of purpose. The second part of this project is to use microbits to develop health technology (heart beat monitor, step counter etc).
Knowledge: Designing and considering the needs of a particular client. Programming of microbits. New vocabulary: Tinkercad Assistive technology Skills: Use of tinkercad as a CAD platform. Understanding of how the 3D printer works and the key areas to develop when designing for a successful assistive technology product. The students will gain further skills to allow them to provide detailed coding of the microbits. |
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Textiles |
‘Reduce, Reuse, Recycle’: Students design and make a bag or case of some sort (e.g. a pencil case or wallet) using recycled/reused sweet wrappers, clear sticky-back plastic and cotton fabric. |
Students are assessed via the quality of their practical work; research and analysis tasks; design ideas; and peer assessment.
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Previous Learning: In year 8 students have looked at printing techniques. In Year 7 and Year 8 students have gained basic practical skills such as pinning tacking, cutting out. They will revisit and consolidate these during this project. Project aims are as follows: To develop student’s design skills. To create an original piece of upcycled fabric to make into an end product. Knowledge: Designing and considering the needs of a particular client. How to make a fabric. Simple pattern drafting. They will gain an understanding of the importance of reusing and recycling and why it is important for the environment. New vocabulary: Reduce, recycle, reuse, fabric making, pattern drafting, construction of fabric products. Skills: Fabric design, cutting, pattern drafting, construction and use of the sewing machine. |
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Food |
“Food around the World”: Students complete a series of practical tasks and study the food science behind dishes when making food from around the world. They will look at recipe adaptation and key skills throughout this course. |
Students are assessed via the sweet and sour making assessment and will also complete a control point assessment whilst completing this work. |
Previous Learning: In year 8 students focussed particularly on Italian food and looked at some key food science – they continue to develop the understanding of world foods and food science in this topic. Project aims are as follows: To develop student’s food science understanding. To increase skills with food practical preparation. To understand recipe modification and the functional properties of food ingredients. Knowledge: Utilization of a series of recipes to gain more skills and independence. Manipulation of ingredients – eg filo pastry when making samosa. Thickening of products and the food science process of gelatinisation of starch. New vocabulary: Gelatinisation, recipe adaptation, thickening, glutinous, gel, roux, coagulation. Skills: sauce making, recipe adaptation, combining ingredients, setting and thickening of products, adding flavour, sweet and sour sauce from basic ingredients. |
Key Stage 4 DESIGN TECHNOLOGY
At GCSE we study a wide range of areas relating to design. In Year 10, pupils will cover theory content which consists of the following core topics:
- New and Emerging Technologies
- Energy Generation and Storage
- Development in New Materials
- Systems
- Mechanical Devices
- Materials
- and specialist areas of timbers, metals and polymers.
Students are assessed for the GCSE with coursework and a written exam taken at the end of Year 11. The coursework, or Non-Examined Assessment (NEA), consists of a single design and make activity selected from a range of set tasks provided by the exam board in June. The exam and NEA task account for 50% of the marks each.
Throughout the course students are assessed against exam style questions.
Year 10
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Term |
Content |
Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills.
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Autumn Term |
To introduce you to the GCSE we will look briefly at the history of Design and Technology and compare it with the current specification. The breadth of study required is greatly more than in the past so we must understand the framework of “core” and “specialist” knowledge in terms of materials groups. We focus on Timbers, Metals and Polymers at FEHS. The final GCSE grade is made up, equally, from a long term “coursework” project (Non Examination Assessment, NEA) and a single 2-hour examination which will cover both core and specialist knowledge.
During the autumn term we will study core knowledge including the aspects of maths and science that will be included in the examination. Study will be classroom based with some practical work to reinforce learning in the workshop. Regular homework will be set, often taking the form of a revision task relating to our current or past study, an examination question on the subject and material to allow self-assessment and development of the answers. This allows the student to both test their knowledge and techniques to answer exam style questions to best effect.
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Knowledge and skills learned in KS3 provide an excellent launchpad for our scheme of study and will be revisited and expanded to ensure that all aspects of our specialist materials areas are firmly understood and developed. This will be essential for both the NEA and the examination.
The core subject content will be studied including the Science and Maths aspects which make up a total of 25% of the examination marks and which must be evidenced in the NEA.
The core content includes a range of materials beyond Timbers, Metals and Polymers, design related aspects along with social and environmental considerations |
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Spring Term |
Core and specialist knowledge study continues throughout. Additionally we will reinforce skills which will be required in the NEA work to follow and create “practice” sections of the NEA to develop understanding of its requirements. |
As above. |
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Summer Term |
Until the exam board release the criteria for the NEA during half term, we will continue as in the spring term with the addition of some revision sessions for the mock examinations. After half term we will start work on the NEA folio in the time available around mock examinations and Work experience. |
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Year 11
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Term |
Content |
Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills.
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Autumn Term |
NEA written portfolio and practical work will continue throughout this term with regular homework to maintain and develop examination preparedness. |
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Spring Term |
NEA written portfolio and practical work will continue until February half term. Once the NEA is completed study towards the examination will continue, enhancing and improving knowledge and examination technique. |
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Summer Term |
Revision for the exam. |
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Exam board: AQA
Exam title: GCSE Design and Technology
AQA Website: https://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-8552
Specification code: 8552
Key Stage 4 FOOD PREPARATION AND NUTRITION
At GCSE we study the syllabus content through five core topics;
- Food, Nutrition and Health
- Food Science
- Food Safety
- Food Choice
- Food Provenance.
There is a high level of practical work in this course which is supported by the science of food. There are two NEA (Non-Examination Assessments) worth a total of 50% of the final grade.
Year 10
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Term |
Content |
Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills.
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Autumn Term |
FOOD NUTRITION AND HEALTH: Basic practical skills and nutrition. Knife skills (soup) Nutrition – eat well plate and basic nutrition and diet. Macro and micro nutrient functions, sources, effects of deficiency and excess. FOOD SCIENCE: Food science linked to key ingredients. Bread, yeast and gluten scientific experiments. Pastry experiments, Quiche, understanding of coagulation of eggs, pastry theory, Choux pastry (profiteroles), Flaky pastry (Mille Feuille). Cake making methods – creams, all in one, melting, rubbing in. Food science linked to chemical raising agents and their use in cake making. |
Previous learning comes from Year 7, 8, 9. Basic knife skills, use of the cooker, food hygiene all touched on in year 7,8,9. Skills revisited and built upon: Knife skills health and safety, use of the cooker, food storage, shaping of products. Food science: reactions with yeast, gluten experimentation, creaming, melting, rubbing in and all in one cooks. |
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Spring Term |
FOOD PROVENANCE: Looking at food from different cultures and also consideration of seasonal food, locally grown and sourced food and food miles. Practical work planned around these areas. Environmental issues linked to food – sustainability and the environmental impact. (Organic, free range intensive farming). FOOD SAFETY: Conditions needed for growth of microorganisms. Signs of food spoilage. Use of microorganisms in food production. Types of food poisoning and spoilage bacteria. Principles of food safety. Appropriate practical sessions will be included. |
Previous learning - particularly from year 8 and 9 modules. Environmental impact of food - links with understanding gained form KS3 science on organic food and also from KS3 geography on environment and sustainability. New practical skills will be developed depending upon student choice of dishes to prepare to meet the criteria of classroom tasks linked to the topics.
Food safety has been taught from year 7 but this module will consolidate learning and will look at bacterial growth (support from science department to grow classroom bacteria on petri dishes linked in here). |
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Summer Term |
FOOD CHOICE: Research task on food choice – to understand the factors which will influence our food choice. Religion, cultural, ethical and moral reasons for choice. Medical reasons for food choice. EXAM PREPARATION: Practice NEA task. Year 10 examination. Practical skills and food practical examination. Food choice with appropriate practical skills. |
Previous learning form ks3 year 8 and 9. KS3 learning in PSHE and RS on the religious and moral and ethic reasons for food choice linked in. Health and diet links to biology and some previous allergy awareness learning in year 7 Food lessons. |
Year 11
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Term |
Content |
Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills.
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Autumn Term |
NEA 1 (science-based task). Mock examination. Start NEA2 (practical based task). |
All food science concepts along with how to set up scientific food experiments will be drawn upon to complete this |
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Spring Term |
NEA2. Practical exam and revision. |
All practical skills will be utilised for skills. Students will work to the exam board chosen topic to complete a piece of NEA work which is well thought out and researched. |
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Summer Term |
Revision and exams. |
All revision will revisit the topics which have been completed in the previous 5 terms. Exam technique will be perfected prior to sitting the exam. |
Website for exam board with specification and other material
Exam board: AQA
Exam title: GCSE Food Preparation and Nutrition
Specification code: 8585
