Food Technology, Catering and Textiles

In years 7, 8 and 9 students will have two units of Food Technology and one unit of Textiles. Each unit is approximately a third of the academic year (12 weeks) and students have a single  one hour lesson per week.

Year 7

Food Technology Unit 1

Aim

To introduce students to the Food Technology rooms and equipment and give them the confidence to work safely, hygienically and independently to produce a range of products using a variety of skills.

To introduce healthy eating principles and encourage a healthy diet.

Topics covered

  • Basic kitchen equipment
  • Working safely and hygienically
  • Washing up
  • The five nutrients
  • The eatwell plate
  • Bridge hold and claw grip/ knife skills
  • Using the cooker safely
  • Rubbed in method
  • Subject specific vocabulary
  • Evaluating work

Products made

  • Dips and vegetable dippers
  • Shortbread
  • Toasted snack meal
  • Pasta salad
  • Rock buns (practical assessment task)

Homework

  • Safety  in the Food Technology Room poster
  • Weigh out and bring in ingredients
  • Family feedback comments on products made
  • Bridge hold/claw grip sheet
  • Using the cooker sheet
  • Abbreviations in recipes
  • Washing up
  • Chopping boards sheet
  • Menu card for snack meal

Assessment

Each practical task is assessed against national curriculum criteria. There is also one formal practical assessment to assess independent work in planning, making and evaluating.

Year 7

Food Technology Unit 2

Aim

To build on the experiences of unit 1 and introduce new skills and equipment.

Topics covered

  • 5 a day
  • Fruit and vegetables
  • Food miles/carbon footprint
  • Reading and understanding the labels on food packaging

Products made

  • Fruit salad
  • Fruit muffins
  • Ratatouille/vegetable curry
  • Cheese sauce with pasta or cauliflower
  • Shortcrust pastry and jam tarts

Homework

  • An information leaflet about the 5 a day campaign
  • Design the packaging for the fruit muffins
  • Seasonal fruit and vegetables sheet
  • Food miles sheet
  • Research your favourite fruit and produce a fact file
  • Weigh out and bring in ingredients
  • Collect feedback on the products made from family members

Assessment

Each practical task is assessed against the national curriculum criteria and the completed unit of work is also assessed and students are given national curriculum level. Feedback is given for each practical activity

Year 7

Textiles

Aim

To introduce students to the Textiles room and equipment and develop fine motor skills, creativity and problem solving skills.

Topics covered

  • Working safely in the Textiles room
  • Using the sewing machine and iron
  • Printing a design using transfer crayons
  • Researching a topic and producing an image board/collage
  • Hand stitching
  • Subject specific vocabulary
  • Designing
  • Evaluating

Products made

  • A drinks coaster
  • A set of three juggling balls each showing different techniques

Homework

  • To research the theme “circus” and produce an image board/ collage
  • Use the “safety in the textiles room” sheet produce a poster
  • Bring in the rice/lentils to fill the juggling balls

Assessment

Each practical task is assessed against national curriculum criteria. The completed unit of work is marked according to the national curriculum levels. Feedback is given throughout the project for written work and samples.

Year 8

Food Technology Unit 1 – Cereals

Aim

To improve practical skills.

To increase awareness of what is made from a variety of cereal crops.

Topics covered

  • Staple foods
  • Cereal crops
  • Uses of different types of flour
  • Recipe modification
  • Developing an idea
  • Packaging design

Products made

  • Scones –savoury or sweet
  • Savoury pinwheels
  • Bread rolls
  • Bread based pizza
  • Cereal bars

Homework

  • Making popcorn sheet
  • Primary and secondary processing
  • Finding out about flour
  • Bread from around the world
  • Weigh out  and bring in ingredients for practical sessions
  • Family feedback comments on products made

Assessment

Each practical task is assessed against the national curriculum criteria and the unit is also assessed as a whole against national curriculum levels.

One practical session is marked as a formal assessment. The associated planning and evaluation are part of the assessment.

Year 8

Food Technology Unit 2 – electrical equipment

Aim

To develop practical skills further.

To work confidently with a range of small electrical appliances.

Topics covered

  • Using electrical equipment safely
  • Modifying recipes
  • Design work

Products made

  • Soup
  • Swiss roll
  • Stuffed peppers/mushrooms/tomatoes
  • Cheesecake
  • Crumble

Homework

  • Collect pictures of small electrical equipment you have in the kitchen
  • Survey family members to find out which soups are their favourite and why
  • Weigh out  and bring in ingredients for practical sessions
  • Image board of pictures of cheesecake for inspiration

Assessment

Each practical task is assessed against national curriculum criteria The unit of work is marked according to the national curriculum levels. Feedback is given throughout the project on practical and written work.

Year 8

Textiles

Aim

To improve machine skills, cutting skills and designing.

To introduce printing

Topics covered

  • Adinkra
  • Making a printing block
  • Measuring and cutting out
  • Design work
  • Printing with a block
  • Sewing on buttons
  • Improving machine skills

Product made

  • A printed cushion cover

Homework

  • Research Adinkra and produce an A4 information sheet.
  • Find pictures to show five examples of existing cushions that have logos or symbols on them. For each cushion say who it has been designed for and why the symbol/logo would appeal to the target group.

Assessment

The project is marked according to the national curriculum levels. Feedback is given throughout the project on written work and samples.

Year 9

Food Technology Unit 1 – Meals

Aim

To ensure students have the ability to make a range of simple, low cost meals from a set of basic recipes and can modify recipes.

To continue development of healthy eating knowledge and improve practical skills.

To be aware of dietary deficiencies that can result from a poor diet.

Topics covered

  • Dietary disorders and deficiencies
  • Revision of dietary guidelines
  • Function of ingredients in the recipes used
  • Practical skills for making meals

Products made

  • Stir fry
  • Savoury mince/Bolognese/chilli/ curry
  • Risotto/savoury rice
  • Flavoured mash /fishcakes /corned beef and potato pie/fish pie
  • A meal with chicken or Quorn

Homework

  • Allergies sheet
  • Healthy eating leaflet for teenagers
  • Weigh and bring in ingredients for practical sessions
  • Feedback comments from family members on products made

Assessment

The unit of work is marked according to the national curriculum levels. Feedback is given throughout the project on written work. Each meal made is given a national curriculum level to reflect skills demonstrated, equipment used and independent work.

Year 9

Food Technology Unit 2 – “3 star chef award challenge”

Aim

This challenge is set by Sainsbury’s and the Design and Technology association. It is a project that will enable students to follow the design process and produce dishes that demonstrate their understanding of the dietary guidelines, recipe modification and different dietary needs and demonstrate a variety of practical skills.

It should allow much more independent work.

Topics covered

  • Dietary needs for different ages
  • Recipe modification
  • Planning and evaluating
  • Researching food for celebrations in other cultures
  • Continuing development of practical skills
  • Presenting food attractively

Products made

  • Students will make five products suitable for a celebration buffet. The products need to be suitable for a range of party guests and be made such that they are lower in fat, sugar and salt and higher in dietary fibre.

Homework

  • Weigh out  and bring in ingredients
  • Feedback comments from family members on products made
  • Research three festivals / celebrations from other countries or cultures and the food associated with them
  • Worksheets on special dietary needs

Assessment

The project is marked according to the national curriculum levels. Feedback is given throughout the project on written work. Each meal made is given a national curriculum level to reflect skills demonstrated, equipment used and independent work.

Year 9

Textiles

Aim

To introduce appliqué and stencilling techniques, pattern making and improve design work and machine skills.

To produce work through a project to introduce the design and make approach followed in GCSE.

Topics covered

  • The design process
  • Improvement of machine skills
  • Appliqué
  • Stencilling
  • Using texture mats for transfer patterns
  • Pattern making
  • Subject specific vocabulary
  • Hand stitching
  • Evaluation

Product made

  • A fun textiles monster

Homework

  • Collect images of textiles monsters to use for inspiration
  • Research the properties and uses of polycotton fabric

Assessment

The project is marked according to the national curriculum levels. Feedback is given throughout the project on written work and samples.

GCSE

Design and Technology: Textiles Technology

Students will have five one hour lessons a fortnight for this option subject.

Students will need to purchase an A3 flip folder for their controlled assessment work and supply fabrics for the controlled assessments in years 10 and 11.

The full specification can be found on the OCR website

Year 10 Topics

  • Materials – fibres and fabrics
  • Traditional techniques – patchwork and applique
  • Improving machine skills
  • Recycling and the 6 R’s
  • Sustainable design
  • Environmental considerations
  • Product analysis
  • The design process for controlled assessment Task 1
  • Pattern symbols
  • Construction techniques- seams, darts, gathers, hems, zip insertion, buttons and buttonholes, facings
  • Making a child’s dress
  • Labelling products

Homework

This will be set weekly and will be a combination of  worksheets, research, design activities and revision for mini tests.

Assessment

There is one controlled assessment task based on the sustainable design. The theme and task are set by the examination board. This tests an understanding of the design and make process and represents 30% of the final GCSE grade.

Year 11 Topics

  • Modern and smart materials
  • Disposal of fullness
  • Fastenings and components
  • Hand and machine embroidery including computerised machine embroidery and embellishment
  • Industrial production  methods
  • Industrial equipment
  • Health and safety
  • Aftercare of fabrics
  • Dyeing and printing including industrial methods
  • Quality Assurance and quality control

Homework

This will be set weekly and will be a combination of  worksheets, research, design activities and revision for mini tests.

Assessment

There is one controlled assessment task with a focus on making quality products. The theme and task is set by the examination board. This represents 30% of the final GCSE grade.

There is one written examination in the summer term which represents 40% of the final GCSE grade.

GCSE

Hospitality and Catering – single award

Students will have five one hour lessons a fortnight for this option subject.

Students will need to purchase a set of chef’s whites and a hat via school as these items are a requirement for the practical sessions.

Students will need to bring in their ingredients for practical work.

The full specification can be found on the WJEC website.

Year 10 Topics

Practical work:

  • Soups
  • Sauces
  • Main dishes using meat, fish and chicken
  • Pastries – shortcrust, choux, flaky and sugar plus bought filo and puff
  • Afternoon teas products
  • Buffet foods
  • Bar snacks
  • Bread and rich yeast dough

Theory work:

  • Establishments that provide food
  • Health and safety
  • Food hygiene, food poisoning, cross contamination
  • Personal hygiene
  • Job roles in the catering and hospitality industry
  • Types of food service
  • Basic nutrition and healthy eating guidelines
  • Menu planning
  • Dairy foods
  • Portion control, presentation and costing

Controlled Assessment  Task 1and practical examination 1

NOTE: Students will cook once a week and will need to bring in ingredients.

Homework

Weigh out and bring in ingredients for practical activities.

Research and/or theory work related to the topic will be set weekly.

Assessment

There is one controlled assessment in year 10 that represents 20% of the final GCSE grade.

Students are required to plan and make four dishes on a theme, e.g. dairy foods in a practical examination . This practical work is supported by a project that demonstrates research, testing, planning and evaluation skills.

The theme for this assessment is set by the examination board.

Year 11 Topics

Practical work:

  • Hot and cold main courses
  • Risk assessment and HACCP
  • Accident prevention
  • Basic first aid
  • Recipe adaptation to meet healthy eating guidelines
  • Special diets e.g. vegetarian, celiac, low fat, religious diets
  • Meals for different groups – children, elderly etc
  • Allergies and intolerances
  • Environmental considerations
  • Cooking methods
  • Multicultural influences
  • Current legislation
  • Record keeping and communication

Controlled Assessment  Task 2 and practical examination 2

NOTE: Students will cook once a week and will need to bring in ingredients.

Homework

Weigh out and bring in ingredients for practical activities.

Research and/or theory work related to the topic will be set weekly.

Assessment

There is one controlled assessment in year 11 that represents 40% of the final GCSE grade.

Students are required to plan,  make and serve  a two course meal for two on a theme, e.g. international food, in a practical examination . This practical work is supported by a project that demonstrates research, testing, planning and evaluation skills.

The theme for this assessment is set by the examination board.

There is also a single written examination in the summer of Year 11 representing 40% of the final GCSE grade.

Years 12 & 13

A level Design and Technology : Product Design (Textiles)

The specification can be viewed on the AQA website.

Year 12

AS Topics

Materials, components and application

  • Source and classification of main fibre groups
  • Basic knowledge of fibre manufacture
  • Fibre and fabric qualities and uses
  • Yarns and fabric construction methods
  • Smart and modern materials and their uses
  • Fabric finishes
  • Surface decoration including dyeing and printing methods
  • Fastenings and trims
  • Combining materials
  • Major developments in design in 19th and 20th centuries
  • Product analysis and evaluation
  • Design in practice
  • Prototypes
  • Pattern development
  • Product manufacture
  • Health and safety
  • Quality assurance and control

Homework

Students are expected to read around this subject to enhance awareness of fashion designers, design movements and technological developments. There are a number of books in the school library and the Textiles room that can be borrowed.

There will be a variety of weekly assignments e.g. research, preparing presentations, past paper questions, designing, essays.

Assessment

Coursework: There is one assessment task/ project that represents 50% of the AS grade (25% of A2). This is a design project that requires the student to write a design brief and research, plan and make a product to a high standard. The project reflects industrial practice and requires good practical skills, pattern drafting/pattern adaptation and evaluation.

Examination: There is a single two hour written examination paper representing 50% of the final AS (25% of the A2) grade

Year 13

A2 topics

Design and Manufacture

  • Fibre classification and generic names
  • Fabric construction – industrial and hand methods, cultural woven traditions and new technologies
  • Technical terms related to yarns
  • More detailed knowledge of fibre, yarn and fabric properties and performance characteristics
  • Testing fabrics
  • Mixtures, blends and laminates
  • Manipulating and combining materials
  • The effects of major technological developments in textiles technology
  • The work of past and present designers
  • Product life cycle
  • Fashion cycles – sales, marketing, trends
  • Marketing and branding
  • New technology related to CAD, advertising, labelling, visual merchandising
  • Global marketing and communication methods
  • Roles of professionals in the fashion industry
  • Product classification
  • Health and safety
  • Environmental considerations and sustainable design
  • Industrial and commercial practice
  • Product maintenance
  • Design in the human context
  • Industrial practice

Homework

Students are expected to continue to read around this subject to enhance awareness of fashion designers, design movements and technological developments.

There will be a variety of weekly assignments e.g. research, preparing presentations, past paper questions, designing, essays.

Assessment

The AS marks are carried forward and represent 50% of the final grade.

Coursework: There is one assessment task/ project that represents 25% of the A2 grade. This is a design project that requires the student to write a design brief and research, plan and make a product to a high standard. The project reflects industrial practice and requires good practical skills, pattern drafting/pattern adaptation and evaluation

Examination: There is a single two hour written examination paper representing 25% of the final A2 grade