This CRST rationale explains the principles of how we have designed the curriculum for pupils and how these principles underpin how we have selected the things we want them to learn.  

This subject-specific rationale demonstrates how we have selected what we want pupils to learn and how the order has been arrived at so that pupils make progress in their learning.  We have a three year Key Stage 3 building on Key Stage 2 and leading into KS 4 and 5. 

 

 

Our vision for KS3 Technology and KS4 Food Preparation & Nutrition 

Our vision for Technology is a work in progress. We have strengths in Food Technology and there is a hope of starting resistant materials to add to the ‘hands-on’ experience. Technology subjects really develop the ‘skills’ part of KASE which then leads to knowledge through practical lessons which is consolidated in the theory lessons. It also builds on attributes as quite often the students must work out of their comfort zone which can strengthen their resilience. Technology gives those students who may be less academic a chance to shine and hopefully build their confidence. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens . We strive for our lessons to be engaging, relevant to real life and most of all fun. Our subject is always popular, and the pride shown by students at every level regarding their achievements is clear to see. 

For FPN we would like to give them more experiences to showcase careers in the food industry and to show the relevance of the subject. Expectations are high which generally lead to good outcomes however we also hope to create a climate where students feel it is okay to sometimes fail as it is part of the learning but then give them the opportunity to reflect and progress. 

As a department we continuously reflect at lessons to and review the curriculum to ensure that students are engaged and being challenged. We also like to challenge ourselves as staff by developing our own skills and trying new recipes or sewing projects. We keep up to date with the latest on food trends, the popular chefs and health issues which adds to our expert knowledge. We want our students to learn those life skills of cooking and sewing as well as what impact their food or consumer choice have on the environment and their own health.  

 

 

The content of our Curriculum for Technology 

Technology – Learning in Year 7 leads to progression on those skills in Years 8 and 9. Skills are reviewed and built upon each year as the curriculum becomes more challenging. Our curriculum offer continues to evolve and remains a target for development, but it follows and fulfils the basic requirements of the National Curriculum of design.  We make and evaluate and also incorporates some technical knowledge taught in lessons. However, we currently acknowledge that Technical Knowledge remains an area we need to expand in our curriculum offer.  

Pupils explore a breadth of curriculum and experiences in technology through rotation between textiles, graphics (YR7), Product design (YR8 and 9) and Cooking & Nutrition. In each rotation pupils develop substantive knowledge of key strands linked to other rotations.  This builds disciplinary knowledge linked to thinking like a designer and the process of design, make and evaluate in a range of contexts.  

 

Food Preparation & Nutrition. 

Year 7 - students learn about nutrition and food waste as well as knife skills, kitchen and food safety and use of cooker. 

Year 8 – Food commodities, provenance and sensory analysis. They build on the skills learnt in Year 7 and learn new skills and dishes that are useful for them to make at home such as pizza, bolognaise and stir-fry. 

Year 9 – Environmental impact of our food choices and food science. Building on skills learnt in Years 7 & 8. 

KS4 – Skills learnt in KS3 are good foundations for the skills required in KS4. The theory from KS3 is also developed further in KS4.  

Key Stage 4 starts with knife skills and Food Safety to understand the importance of hygiene and contamination and also becoming expert in skills required for most practical lessons. Students then learn nutrition which will apply to the rest of the curriculum so again needs to be taught early. Food choice includes special diets and international cuisine both of which are topics in NEA 2, worth 35% of the final GCSE. During this time they do a mock NEA 2 about preparing foods for a specific client, so that we can model the expectations for the assessment in Year 11. Food provenance is the final topic, and students realise that this topic, including food waste, environment and food sources, is constantly evolving. Food science is taught continuously throughout which leads nicely to a mock NEA 1. In Year 11 they finish off provenance and then start their NEAs. The knowledge in Year 10 is required for both NEAs. Practical skills are developed even further and students are challenged so they are ready for their practical exam. We also benefit from visits by external speakers such as the fishmonger from Morrisons and post 16 colleges.