- Knowledge drills are used at the start and during lessons. This is done in the form of quick questions with instant responses using green pen. Self-marking of knowledge drills allows instant feedback and often leads to discussion. Knowledge drills are also used to collaborate information such as key vocabulary and definitions. For example a short wordsearch or crossword. Using blank wordsearches to identify key vocabulary has been used this encourages pupils to look back at previous work and recap.
- Where possible modelling is used to demonstrate skills and presentation. This is mainly teacher led but pupils are also identified to lead on demonstrating or showing skills such as presentation.
- Using a visualiser to demonstrate both practical and theory has become a integral part of implementation. Being able to work through a chemical structure for example: protein denaturization has made learning a more structured process. Teaching online has also benefited from the use of a visualizer as detailed images can be seen on a large screen which can open discussion.
- Pupils are encouraged to look beyond their normal and look at being diverse. Part of implementing practical work is to research other nationalities and look at culture and historical influences on food.
- All year groups are encouraged to take part in practical lessons where skills are the main focus. This enables development of skills through KS3 and KS4.
- Reference to healthy eating and nutritional content develops through Year 7 to Year 11.
How is greater depth achieved?
Visit and talks from local higher education establishments in KS4 allow pupils to see what routes are available in the food industry. Year 9 and Year 10 have the opportunity to enter competitions that are offered by outside organisations. This links to (Gatsby Benchmark 7) Year 7 study food through project-based learning and practical is not a focal part of this structure. This is offered as an after school extra curriculum activity.
How are you teaching literacy through your subject?
All pupils follow the literacy policy that is attached to books, this is generic throughout the school. SMID data provides all the information needed to track and find information when planning lessons.
Oracy – Pupils are encouraged to discuss and share ideas and outcomes. The lessons run on a non-hands up policy where all pupils are expected to answer a question or give feedback. Questions are levelled at ability but used to stretch thinking. Pupils are not set up to always get the correct answer. This encourages pupils to think and readdress a response.
Reading – KS3 and KS4 are required to read instructions. Time is allocated at the start of a practical lesson for instructions to be read and questions asked. Pupils are also encouraged to annotate information and as a stretch activity some pupils will be asked to identify equipment used in the practical.
Writing – KS3 will evaluate verbally and in a written format. Theory books show evidence of written work. KS4 show in their books clear notes taken in lessons. These need to be concise as they will be used as a reference for revision. There are several pupils who use a laptop for taking notes and they use Teams as an online class notebook.
Vocabulary is a strong focus and is used consistently in discussions and written work. This embeds knowledge and secures the use of food preparation and nutrition language used in exam papers.
How do you ensure the needs are ALL learners are met?
All pupils will be provided with the best quality delivery and assessment at all times to encourage a love of food. Pupils will be fully engaged in challenging activities, in practicals and theory lessons, that will ensure a good understanding of the skills and knowledge required to successfully achieve a GSCE in Food Preparation and Nutrition. Subject matter is sequenced to support pupils in retaining the content. In KS4 Non-Exam Assessment is delivered and pupils are encouraged to think complexly as they research and complete a range of assignments. This provides the opportunity for pupils to work independently on their Non-exam Assessment and achieve a great outcome.
In practical work differentiation can be seen in outcome. This enables pupils to starch and challenge themselves. Some pupils love the challenge and will strive to produce practical work with higher skills each time and will question their ability. Some pupils will need to be lead and this is where we can often use the support of TA or technician. Modelling is used more in this situation and small group demonstrations to embed basic skills are used.
We have a very inclusive subject and ingredients are provided when required so no pupils miss out on the opportunities available.
Within the Food Department we intend that our pupils will leave us in Year 11 possessing the following skills and attributes:
- Confidence in a kitchen environment
- Have a passion for food with an ability to prepare and cook a range of ingredients producing high skill dishes
- Safely use different equipment in the kitchen to produce great outcomes
- Recognise how to provide nutritious dishes and what a balanced diet looks like
- Able to prepare and cook food safely
- Able to adapt recipes for different dietary needs
Meeting learners needs and SEND provision
All the approaches to teaching and learning described above are designed to support all learners in science. Fundamentally all our lesson are planned with the intention to teach to the top and scaffolding is used to support students in achieving mastery of each concept. All staff use intentionally designed seating plans to ensure they are aware of and can support all the needs of learners in their classroom. Individual Education Plans are used in every lesson to further support those pupils that require additional, individualised support to enable them to achieve their full potential.
Assessment and feedback
- Verbal feedback will be given during all lessons to encourage progress – where possible this will be in the form of questions to encourage pupil ownership of learning and progress.
- Verbal feedback will also use the format of ‘What Went Well’ and ‘Even Better If’ – to deliver praise and the expectation of improvement.
- Pupil books are used to consolidate learning and provide written feedback. Feedback will be provided at regular intervals on the completion of classwork, summative and formative assessment. Pupils will also self-assess their own progress at intervals.
- Teacher marking will be in purple pen and feedback by pupils will be in green pen.
- Knowledge drills will be used as starters and throughout lesson time to recap on knowledge during lessons and from past learning.
Homework is set once a fortnight as every other week pupils will take part in a practical lesson. Part of home learning will be to identify or adapt recipes and ingredients and on some occasions weight out ingredients. Pupils are given a basic recipe but are encouraged to use home learning to research other options. The homework will also identify and use key vocabulary / information learnt to create a comprehension of understanding. This will combine key vocabulary (tier 2 and 3 words) and built in comprehension skills learnt to stretch knowledge and understanding of vocabulary and allow for higher level of learning to take place independently.
What opportunities are offered to enrich the cultural capital of ALL learners?
Enrichment opportunities are embedded into the curriculum, offering learners a broader experience of Food Technology. There are secure links with local schools, partnership schools and the wider community. It is important for learners to experience Food/Master Chef competitions and work with external companies in order to widen their knowledge and skills.
How do you ensure the transition to KS4 is successful is a progressive model over 5 years?
Food preparation and Nutrition is a popular GCSE with a differentiated cohort. From year 7 we allow students to be independent, but have the ability to support pupils who need that little extra in gaining more confidence. We promote independence and encourage individuals to develop and adapt practical work. Even if this involves mistakes.
Throughout KS3 we develop and extend learning. For example, in Year 7 we look at the eatwell guide and healthy eating. Pupils then extend this knowledge in Year8 with more detailed knowledge of nutrients and the functions they have in the body. Year 9 looks in more detail at vitamins and minerals. This blends into the GSCE curriculum where all the knowledge gained is used to understand the different life stages, their needs and how planning a healthy diet relates to individual needs.
7 – All Year 10 and 11 have the opportunity to visit higher education colleges and we have the opportunity to take part in a competition run by one Warrington Vale Royal college. This allows pupils to experience college life and how an industrial kitchen would be run.
What does the subject offer for blended learning?
The use of the visualiser has allowed so many opportunities for blended learning to take place. During lockdown this was an invaluable piece of equipment and allowed the food room to be used into pupils’ houses. Close up demonstrations of practical’s and the scope it gave to show in detail the functional and chemical properties of ingredients was incredible. KS3 watched how bread was made while following along at home. Screen sharing allowed feedback from the teacher instantly and outcomes were shared on Teams or in class notebook. KS4 produced gluten structure again while watching a demonstration and the visualizer being used to give very close up detailed examples.
This way of teaching has continued in the classroom and opportunities are still being explored. The use of an iPad is a new concept and this will be a strong focus for the new academic year ahead.
How do you ensure staff development in your curriculum area?
We have close links with two other schools in the local area. These links are used to help moderate NEA work as well as discussing any changes and sharing ideas. CPD looks at literacy and numeracy as a whole school focus which encourages mapping to be revisited to make changes and adapt to new ideas.
The Food Teacher Center is a Facebook group which offers support and advice to teachers of food. This is a way to share ideas and communicate with other teachers who teach in a department of one. They offer face to face meetings at a small cost. These run throughout the year and are held all around the country.