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Food Technology

Food is a global issue, of everyday importance to people and a necessity in life. We are all consumers, users and makers of food. If children are not educated about food from an early age they will still make food choices, develop preferences and find ways of meeting their food needs, but from a very low baseline of knowledge and understanding. Being out of control in this way makes them powerless, passive rather than active citizens.

A little basic food education can make a real difference to the quality of people’s lives. It empowers them to make choices and provides them with a greater range of options. Not to be educated about food has consequences for the quality of life.

Learning about food should be as practically involving an experience as possible at all ages, because food presents people with everyday decisions to make and problems to solve. Children need to develop the knowledge, skills and practical capability to meet needs and requirements through appropriate responses to the challenges which food presents in their lives. As such, food has a role to play in linking aspects of education that relate to health, life skills and in preparing young people as citizens.

Food and the National Curriculum

In National Curriculum (England and Wales) terms, the purpose of the Design & Technology (D&T) curriculum is to develop each individual’s capability to combine practical skills with knowledge and understanding. It is from this context that food technology is taught.

Pupils are provided with opportunities to develop the relevant knowledge, skills and understanding about their world, considering what it consists of, how it is made up, how it impacts on people’s lives and how individuals can interact with it and improve it.

Key Stage 3

Year 1 Eating Well (2017 – 2018)

Unit 1 Unit 2 Unit 3
Fuelling up

·         Starting the day with breakfast

·         Eatwell plate activities – food groups
Focus on energy and fuel foods – breaking the day’s fast

·         Tasting and testing commercial breakfast foods

·         Making breakfast foods for selves and others, egs cooking eggs, omelettes with a variety of fillings, fruit and savoury pancakes, snacks on toast, toasties, fruity cereals, fruit salads

·         Fruity breakfasts – different ways of getting off to a good start with 5 a Day

·         Get juicing – dairy and fruit based smoothies

·         Establishing safe and hygienic working practice and procedures

·         Safe storage of food

·         Planning and sequencing

·         Understanding tools and equipment

·         Where does our food come from – origins of foods from animal and vegetable sources

Snack Attack

·         Healthy snacking throughout the day – fruit and vegetable snacks, bread-based snacks, spreads and dips eg hummous, toasted sandwiches, salads

·         The nutritional value of healthy snacking

·         Evaluating the snack market – crisps and confectionary

·         Eatwell plate model – analysing composite dishes

·         Focus on meat, fish, beans and other non-dairy sources of protein – different ways of incorporating them into snacks

·         Making hand-held snacks and lunch-box items, egs wraps, filled pittas, pizzas, samosas, spring rolls, wraps, cereal bars

·         Making a range of sausages and burgers from scratch

·         Snacking on salads

·         Safety and hygiene

Take 5

·         Importance of fruits and vegetables

·         Making a range of different soups using vegetables, pulses and wholegrains

·         Take 5 ingredients (Ready Steady Cook style) including veg, pulses and/or wholegrain and combine into a soup – evaluate ideas

·         Make a suitable bread or pizza bread to accompany your soup

·         Eatwell plate activities – a question of balance

·         Use of tools and equipment

·         Combining ingredients creatively into successful soups

·         Considering presentation, garnishing and what could be served with soup to make a balanced meal or snack eg bread, sandwich, salads

·         Sensory evaluation

•   Develop safe working practice and storage of foods

Cooking skills: weighing & measuring; knife skills; using oven, grill & hob; preparation skills eg peeling, chopping, grating; using basic tools and equipment Cooking skills: weighing & measuring; knife skills; using oven, grill & hob; preparation skills eg peeling, chopping, grating; using basic tools and equipment Cooking skills: Knife skills, safe working practice, Chopping, peeling, slicing skills, sautéing, simmering
Discussing issues: who has what for breakfast; Energy in/out concept; healthy start to the day; the Eatwell plate Discussing issues: Energy in/out concept; healthy snacking during the day; the Eatwell plate, safety and hygiene Discussing issues: how to Get (at least) 5 a day; the Eatwell plate, seasonality, recognising value for money
Designing sub-skills: planning, evaluating Designing sub-skills: exploring, planning, evaluating Designing sub-skills: exploring, generating, developing
Design and make a Breakfast bar/Bake Off Competition Design and make a happy burger meal Design and make a soup and bread meal-deal for the school canteen
ICT ·         Using electronically controlled equipment eg scales, cooker controls



·         Using Internet and CD-ROMs for research

·         Sensory evaluation – star profiles

·         Using Internet for recipe databases

·         Nutritional analysis



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.


This course is a balance between practical and theoretical knowledge and understanding and is split into six areas of content:


  1. Food commodities
  2. Principles of nutrition
  3. Diet and good health
  4. The science of food
  5. Where food comes from
  6. Cooking and food preparation


The pupils will complete 2 practical assessments (50% of final exam mark) and a written exam (50% of final exam mark) at the end of the 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.

Contact Us

If you wish to contact The Rose School you can do so using the following methods.

The Rose School
BB11 4DT

Phone: 01282 683050

Fax: 01282 683052

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