Overview

To learn a range of dishes using a large range of practical skills. Also learning healthy eating and evaluation techniques

Fo-71

KS3 Intent Statement

Art, Design and Technology subjects sit in the curriculum to develop students’ visual and oral literacy. One, which develops students’ as lifelong learners through their exposure to new subjects, themes, materials, skills and techniques in the early KS3 years. Our broad subject areas drive learning to enhancing and embracing students, creativity, imagination through exploration of media and processes. Where student thrive on new experiences and aspire to achieve the extraordinary.
Visual stimulation through displays and exhibitions of work, drive learning and sets high expectations to inspire and challenge throughout early foundation years. Celebration of work through competitions, clubs, trips and students exhibits captivate and drive passion for future progression, enhancing aspirations and embracing person goals. Design is the common thread across Art, Design and Technology, where students develop the skills to be independent and creative, such as developing: products, artwork, sculptures, food, garments and packaging are some examples of purposeful and individual outcomes developed at KS3.
Our Curriculum is built to develop students’ knowledge of both technical and life skills. With an emphasis on learning the importance of take risks, whilst developing an understanding of aesthetic qualities of their own work and the wider world of Art, Design and Technology. Students develop technical skills and knowledge across the subjects and key stages. Our curriculum journeys are designed specifically to extend and expand on learning whilst consolidating previous knowledge and skills to prepare for future development. Working away from preconceptions and embracing diversity making our curriculum accessible for all.
In the early years, students develop the skills around routines and best practice when working in practical subjects and curriculum areas. Learning Life skills: tidying up, presentation, organisation, classroom routines, managing resources and materials whilst working as a team are fundamental to success and enjoyment of KS3. To be ready for the independence offered at GCSE and A level. The board curriculum offers a breath of knowledge built on experiences, discussions, whilst developing life skills, ideas and values. Students learn to respect their environment and equipment, with some consideration for ecological issues and being resourceful with materials. Students learn through project based learning. Students develop their written skills investigation the work of others, evaluating outcomes, whilst conversational confidence is a key to assessment and understanding in our subject areas.
Year 8 and 9 years are built to extend on that knowledge and independence learnt in Year 7, but to encourage more personalise learning and outcomes with less modelling to enhance prior learnt behaviours and routines. Key stage 3 fuels the passion for emotionally strong lifelong learners who aspire to be the best the possibly can.

KS3 Learning Journey

---

Overview

The WJEC Eduqas GCSE in Food Preparation and Nutrition equips learners with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It encourages learners to cook, enables them to make informed decisions about food and nutrition and allows them to acquire knowledge in order to be able to feed themselves and others affordably and nutritiously, now and later in life.

KS4 Intent Statement

Art, Design and Technology subjects at GCSE sit in the curriculum to extend our visual and oral literacy. At GCSE these begin to encompass the importance of person choice, further independence, self-discovery, and individualisation as the driving force of our broad curriculum areas. The diversity of our curriculum is wide and broad, allowing all students of all abilities to make personal informed choices for subject selection at GCSE in ADT. Careful support and guidance during the progression stage from KS3 to 4, are built into our ADT plan. Developing students and parents knowledge and understanding of what our subjects offer across ADT. Encompassing an outlet avenue to all students of all abilities ensuring they feel confident to perform successfully in one or more areas in ADT.
GCSE offers a new layer of self-awareness, social, cultural and moral diversity across ADT. In some of the Art and Design subjects, this is an outlet for personal projects and investigations that unpin the deeper conceptual thoughts, which can act as a layer of support to some of our more vulnerable students. Our curriculum is one that offers something for all, where diversity is celebrated and personal outlet is encouraged and embraced. ADT seeks to raise aspirations for students of all abilities, regardless of academic achievement. Independent skills learnt at KS3 are develop upon; time management and personal choice drive students’ independence and the smooth transition from learning at KS3 to GCSE. Written and visual language, use of subject terminology are key to success and understanding of the Assessment Objectives from KS3 to 4.
Refining skills and understanding the wider knowledge of a broader variety of ingredients, materials, styles and processes inform students’ choices whilst influenced by the wider world of Art, Design and Technology. Enhancing students’ opportunities to extend on basic use and understanding of techniques from KS3. E.g. Pencil use to graphite stick, watercolours to oil paints in Fine Art. Cooking pasta to making pasta in Food Preparation and Nutrition. Developing digital skills with subject specific software (adobe) in Graphics to designing functional products. Product Design casting to vacuum forming. Making fabric samples to garments in Textile Design. All subject areas Develop and extend on technical skills and knowledge taught at Key stage 3 to 4 , this is an integral part of students learning journey, which is embedded in our curriculum planning
Developmental work on personalisation of presentation skills in workbooks/ folders portfolios/sketchbooks, scale, size and time management are all-important learning focuses at KS4. Developing students own style in ADT subjects, drawing on personal interests, strengths and in some cases self-expression. Students have an opportunity to develop and share their interests through coursework-based work and sustained projects. Which lead to more opportunities for peer discussion and sharing of group ideas. There are opportunities to take personal experiences and apply them to real life world problems. Individual and holistic development is embraced and encouraged through celebration of all work from all students - in our end of year in our GCSE and A level exhibition. Celebration of work within the local community from invites to exhibitions, Residents’ afternoon tea, embeds our strengths in ADT.
Future aspirations in careers and educational experience and routes are enhanced at KS4, lead by subject assemblies with our ADT KS5 Ambassadors as role models. Outside agencies support our career pathways for example: Guest chef, Royal Navy chefs, workshops with Arts University, Elite Art group, clubs, gallery visits, trips, and our residential in Conway working with artist, all extended learning opportunities fuelling passions to the wider world of ADT. Key stage 4 supports the technical processes and life skills learnt at KS3, whilst extending on their visual, critical, emotional and personal development.

Qualification Details

Exam Board: WJEC/EDUQAS
Qualification Title: Food Preparation & Nutrition
Qualification Specification Code:
Qualification Webpage: Click here to visit the WJEC/EDUQAS webpage for the specification.

Why should I study this course?

By studying food preparation and nutrition learners will:
•be able to demonstrate effective and safe cooking skills by planning, preparing and cooking a variety of food commodities whilst using different cooking techniques and equipment
•develop knowledge and understanding of the functional properties and chemical characteristics of food as well as a sound knowledge of the nutritional content of food and drinks
•understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health
•understand the economic, environmental, ethical and socio-cultural influences on food availability, production processes, diet and health choices
•demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food
•understand and explore a range of ingredients and processes from different culinary traditions (traditional British and international) to inspire new ideas or modify existing recipes.

What knowledge and/or skills will I need?

There are no previous learning requirements for this specification. Any requirements set for entry to a course based on this specification are at the school/college’s discretion.

What will I study in this qualification?

How will I be assessed?

Assessment 1: The Food Investigation Assessment
15% of total qualification

A Food Investigation will be set that will require each learner to:
(i) (a) research and plan the task
(b) investigate the working characteristics, function and chemical properties of ingredients through practical experimentation and use the findings to achieve a particular result
(c) analyse and evaluate the task
(ii) produce a report which evidences all of the above.
Assessment 2:The Food Preparation Assessment
35% of total qualification

This assessment is synoptic and assesses the application of knowledge and understanding in relation to selecting dishes and identifying cooking skills/techniques and the execution of practical skills. This assessment will require learners to: Plan, prepare, cook and present a selection of selection of dishes, to meet particular requirements such as a dietary need, lifestyle choice or specific context. Two options for this assessment will be set by WJEC Eduqas that will require the learners to:
(a) investigate and plan the task, select a final menu to be produced to showcase skills and produce a plan of action for the practical execution of the dishes (to include trialling and testing)
(b) prepare, cook and present a menu of three dishes within a single session.
(c) evaluate the selection, preparation, cooking and presentation of the three dishes
(ii) produce a folio of evidence which includes documentation related to the selection of dishes, planning and evaluation and photographs and/or visual recordings which demonstrate the learner’s application of technical skills and the final outcomes.

Possible Career Paths

This specification builds on subject content which is typically taught at Key Stage 3 and provides a suitable foundation for the study of WJEC Level 3 Food, Science and Nutrition, and other food-related courses at either AS or A level. In addition, this specification provides a coherent, satisfying and worthwhile course of study for learners who do not progress to further study in this subject.

This specification will enable learners to make informed decisions about a wide range of further learning opportunities and career pathways.