Food Technology KS4

Nothing brings people together like good food!

Curriculum Vision

The intent of our Food Technology curriculum at Key Stage 4 is to strengthen the skills and embedded knowledge learnt at Key Stage 3.

Pupils can further develop and apply the principles of safety in the kitchen, nutrition and healthy eating, with a particular focus on cooking more complex meals to ensure pupils possess the necessary independence to support them in their future Destinations. The intent of the curriculum is that it will support pupils to use the principles of a healthy and varied diet to prepare dishes using a range of cooking techniques.

Food Technology lessons at Pathways

All Key Stage 4 pupils have a double lesson of Food Technology every week taught by a specialist deliverer. They are taught in their class groups which are split into smaller differentiated kitchens. The teaching rooms are divided into smaller spaces which replicate a home kitchen environment. This give pupils a clear and safe working space where they are encouraged to feel safe, speak up and care for their environment. Pupils are supported to work as independently as possible which equips them with skills they can use in a kitchen environment at home, transferring practical skills into real life situations and beyond. Lessons are delivered on a two-week pattern with a theory lesson followed by a practical session.

Food Technology allows pupils to combine both academic and practical knowledge and skills in a variety of media. It allows pupils to work both individually, in pairs and in groups to achieve the required outcome. In order to promote sound learning and practical capability, a variety of learning styles will be employed:

Short tasks which may involve specific learning objectives.
Long tasks which may cover a range of learning.
Fast thinking activities of short duration to introduce group work or as a stimulus for certain concepts of skills, including the use of active learning strategies including role play, simulation, brainstorming and discussion.
Research tasks used to extend learning or to focus on particular knowledge or skills.
Investigations to find out a principle or consolidate knowledge.
Demonstration to indicate good working practices when showing specific skills, procedures and processes.
Skills practices to reinforce learning and to develop manipulative skills.
Factual tasks enabling important knowledge, information to be imparted.
Resource based tasks enabling independent structured learning through a variety of resources or as a way of introducing or researching skills, possibly involving audio visual or I.T. resources.
Focused practical activities in which specific skills and knowledge are targeted and used as a foundation of knowledge and skill which can inform a more open activity where pupils have more influence over the origin and direction of their projects, having a greater responsibility for their work
Pupils should be expected to show sound communication skills and be encouraged to present outcomes of their work both through display and verbal reporting to their peers. Quality of outcome should be expected and promoted in every area.
Pupils should be aware of teaching objectives and be involved in their own assessment and review.

High quality teaching resources are provided with fresh food delivered on a weekly basis.

Pupil Voice

Miss makes cooking lessons fun, I made bread and then ate it.