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Curriculum Map

Food at Key stage 3

Students are taught in mixed ability groups on a twelve week rota, consisting of approximately 24-36 hours in Food and 24-36 hours in Textiles.

Food and Textile Technology is all about learning how to design and make new and exciting products that you can take home. In FTT you will learn:

How to use a variety of basic skills

How to choose the correct equipment for the job you want to do

How to select the correct materials

To understand the functional properties of the materials you are using

To plan your making

How to make a selection of products

How to evaluate products

Key Stage 3 Assessments

Assessments will take place throughout the course.  At the end of the unit of work you will be:-

In Year 7 working towards a 4a or above

In Year 8 working towards a 5a/6

In Year 9 working towards a 6a/7

In Food and Textiles Technology pupils will be set individual targets that will help them to aim and develop their skills and understanding. Pupils will receive regular feedback about classwork and homework.


An overview of food and textiles assessments …







Year 7


Introduction to Food/basic skills


Kite project


Year 8


Nutritious Main Meals for All


Pencil case/waist coats


Year 9


Create a meal/menu suitable for the School canteen


Multi- Cultural Hats


Key Stage 3 How to Progress

Level ExploringTheTask Level GenerationIdeas Level ModellingIdeas Level Planning Level Evaluating
4c4b4a 2.3



You have produced a basic mind map that reflects the main needs of the user.You have listed a few essential and desirable criteria.   4c4b4a 2.3



You have produced a mood board to help you generate ideas.You have come up with 1 or 2 basic ideas. 4c4b4a 2.3



You have changed your designs.You have changed your ideas, thinking about shape, size, size, flavours, decorations etc. 4c4b4a 2.3



You have made step by step plans. 4c4b4a 2.3



You have shown what worked well, what you like about your design and what you would do to improve it.
5c5b5a 3.3



You have produced a detailed brainstorm/mind map.You have used different sources of information to help you to design your product. You have listed several essential and desirable criteria. 5c5b5a 3.3



You have produced a detailed mood board to help generate ideas.You have based ideas on findings from research. You have produced a range of 2D and 3D ideas with labels. 

You have evaluated your ideas.

5c5b5a 3.3



You have thought about what makes a good product.You have checked your work as you have been designing and you have changed your ideas when you thought that they would not work. 5c5b5a 3.3



You have used your plans to work from.You have modified your plans as your designs have changed. You have started to take into account control checks when planning. 5c5b5a 3.3



You have evaluated your product against what you were asked to do in the brief.You have evaluated your research findings and shown how they have been helpful to you.
6c6b6a  4.3






All your research is relevant to the task.You have thoroughly evaluated your finding and shown how your research is going to help you. 6c6b6a 4.3



Your ideas match what people said that they wanted.Your designs are detailed and show exactly why they meet the brief. 6c6b6a 4.3



You have made models to test your ideas.You have tested your ideas with users. 6c6b6a 4.3



You have suggested alternative ways of doing something if something goes wrong.If this happens, I will do this…. 6c6b6a 4.3



You have evaluated your product and have shown how it meets the needs of your target group and fills a gap in the market for a new product.
7c7b7a 5.3



You have recognised that different people have different needs and you have shown evidence of this in your research. 7c7b7a 5.3



You have designed products with different users in mind.You have shown how ideas could be developed into a range. 7c7b7a 5.3



You have investigated functions of ingredients and how products are made in industry.Your designs are realistic. You have used several ways of showing your designs. 7c7b7a 5.3



In your plans you have predicted how much time is needed to carry out certain tasks. 7c7b7a 5.3



You have evaluated each stage of your project and have made changes throughout the project based on your evaluations.



Food Technology

Pupils are set a design brief at the beginning of the 12 week rota, during this period of time the will learn a variety of different tasks and skills.

As pupils progress through Key Stage 3 they will build and develop their skills through theory and practical tasks

 During Key Stage 3 Pupils will learn:


 Food Technology Year7

  • Practical skills:
  • Cheese and tomato melts (rubbing in method, safe use of a knife, safe use of the oven, shaping and forming)
  • Tomato soup (Chopping, bridge grip, chopping an onion safely, reducing, use of the hob and blending)
  • Cheese and onion triangles(pastry making, grating, forming, shaping, quality control)
  • Apple and sultana crumble ( Stewing, peeling, cutting, reducing, rubbing in)
  • Healthy breakfast muffins ( adaption of recipes to change the flavour, nutrition, colour and other sensory characteristics)
  • Practical development work – best binding agent for scones

 Designing skills:

  • Understanding of basic hygiene and safety
  • Identifying hazards
  • Sensory evaluation – understanding adjectives used to describe taste, texture and appearance
  • Basic planning
  • Evaluation writing and self-reflection
  • Design skills
  • Basic nutrition, healthy eating and energy balance


Food Technology Year 8

Practical skills

  • Vegetable curry or ratatouille (safe use of the knife, chopping, reduction)
  • Macaroni Cheese (gelatinisation – how starch thickens a sauce, use of the hob, straining and boiling)
  • Practical development work using starch
  • Mince cookery – Chili-con-Carne, Bolognese or Mince and Onions  (Safe meat preparation and storage, chopping and reduction)
  • Cheesy Mash (Peeling, chopping, boiling and mashing, use of the hob)
  • Practical development – methods of cooking a potato
  • Lasagne (putting skills learnt together in one dish – leveled task)
  • Pizza (bread making and the function of bread ingredients)

Designing Skills

  • Safe preparation and storage of high risk foods
  • Food temperature control
  • How people can contaminate food
  • Gelatinisation
  • Looking at the impact of smart materials in food manufacture
  • The Eatwell Plate
  • Nutritional needs of different groups of people
  • Designing main meals to meet the nutritional needs of different groups of people including age, vegetarianism etc.
  • Quality Controls used in food manufacture
  • Planning using control
  • Costing recipes using a database
  • Use of a nutritional database and how recipes can be modelled
  • Analysing local food producers and the advantages of buying local produce.

Food Technology Year 9

Practical – all practical work will demonstrate the School Food Standards guidelines given to school canteens.

  • Basic Bread Dough – the functions of bread ingredients and conditions needed for the activation of yeast
  • Fruit cobbler – a recipe which fits into the school food standards advice of 50% fruit
  • Pesto fish bake or Tuna fish bake – looking at the importance of fish in the diet
  • Healthy quichlets – demonstrates the importance of calcium in the diet
  • Vegetarian dish using quorn/tofu/soya – pupils will also carry out experimental work using meat analogues
  • Pasta/rice dish with own design sauce – design a one pot healthy meal.
  • Own design dish to meet the school standards


Designing skills

  • Nutrition and healthy eating for a teenager
  • Designing and adapting food products and recipes to make them appeal and which are nutritionally sound for a teenager
  • Methods of cooking
  • Food selection
  • Special diets
  • Looking at food issues and how they affect food choice, the economy and the environment
  • Changes through life
  • Diet related issues
  • Homemade v’s shop bought
  • Sensory analysis and food experimentation.


Key Stage 4

KS4 Food Technology

What is it?

  • Looks at food from an industrial perspective
  • Pupils are put in the shoes of the food designer
  • Pupils learn basic skills and methods of food preparation but are then encouraged to be creative and design their own products.


What will I do? (Practical)

  • You will cook on a regular basis – usually once a week
  • Practical skills will include:
  • Sauce making (roux, all –in –one), bread making, cake making, cooking with pasta, rice, noodles, cous cous etc, pastry making (short crust, choux, rough puff), cuts of meat, cooking methods, garnishing and decoration.
  • Once basic skills are learnt pupils will be encouraged to create and design their own recipes.

What will I learn?

  • Food industry – how a food product is researched, developed, marketed and launched.
  • Nutrition
  • Food Science – the function of ingredients and how they make recipes work
  • Sustainability, recycling moral and social issues linked to food.
  • Food intolerance and special diets
  • Packaging and labelling
  • Health and safety
  • The use of ICT and large scale equipment used in the food industry


Controlled Assessment

  • 60% controlled assessment (45 hours)
  • 40% exam
  • 60 % of the controlled assessment is practical work
  • 40% is written folder work
  • The controlled assessment this year is to ‘Design and make a new product which could be sold in a farm shop’

New for September 2016

Food Preparation & Nutrition GCSE

Pupils are given the opportunity to make a huge variety of products over the course of two years in a well-structured environment. Pupils can achieve successful outcomes at the end of nearly every double lesson which will impress their friends and family members. This course will give you valuable key life skills enabling you to cook and make informed choices about what and how well you are eating.

Exam Board: AQA

Qualification: Draft 8585 (final specification released Winter 2015) GCSE Food Preparation and Nutrition

What will I study?

* Food Preparation Skills

* Food Nutrition and Health

* Food Safety

* Food Science

* Food Provenance

* Food Choice

During the course you will be given the opportunity to practise a wide range of skills along with having a greater understanding of nutrition, the science behind food as a material and wider environmental aspects associated with food.

In Year 10 pupils will carry out practical work weekly. This may be in the form of independent practical dishes to take home or food science experiments done in groups. Pupils will comple a series of modules involving written work and food experiments.

In year 11 pupils will concentrate on completing two Non Examination Assessments (NEA) using a variety of research and investigation methods. Students will respond to one of three specified tasks set by the exam board. Pupils will not cook as much in year 11 due to NEA and preparing for their exam in the Summer term.

Pupils will enjoy Food Technology if they are organised and enjoy experimenting with food. It is more important for pupils choosing the course to enjoy a large variety of foods than have a natural flair for cooking; We will teach you how to cook!

The course is taught in a “hands on” practical way; consequently the weekly purchase of ingredients is essential. It is estimated to cost between £5-£10 per week. Time will also need to be allocated to visiting the supermarket. If cost is a concern please ensure you have a confidential discussion with Mrs Iddison or Mrs Bradley prior to selecting Food Preparation and Nutrition as an option choice.

How will my course be assessed?

All assessments take place in year 11

September – December. NEA Task 1 – Food Science Investigation (10 hours) = 15% of GCSE

December – February. NEA Task 2 – Food Preparation Assessment (20 hours including a 3 hour assessment) = 35% of GCSE

May – June. 1 hour 45 minute exam = 50% of GCSE

Will all my study be at school?

Most work in Year 10 is school based, although each each project studied, pupils will receive independent home study and learning on a regular basis. In year 11 students will practise past exam questions and complete revision activities once a month as independent study, taking approximately 2-4 hours. Students are also expected to do their own ingredients shopping (not parents!) and be prepared for lessons, having familiarised themselves with their recipes prior to attending class.


Young Chef Competition – Information Pack
Year 8 Homework Menu
Year 9 Homework Menu