Food

We cannot live without food, so we need to embrace the study of it and have lots of fun along the way.

During Key Stage 3 we start with basic skills and knowledge that we can build upon throughout time. We make a range of products that will be useful later in life, whether it be for feeding ourselves at university or cooking for a family feast.

Key Stage 4 Food covers more depth of knowledge and complex skills are mastered.

We are fortunate to be well-equipped with a newly refurbished food room with excellent facilities and equipment.

Student resources

The Google Drive and Clickview are only available for students and teachers of Aylesbury High School. The Google Drive contains all Google-based resources used in lessons.

The other quick links are to websites we subscribe to with extra resources. Students have their own login details given to them by the school.

AHS only resources

Web based quick links

Subject intent

Key Stage 3

The overall aim during Key Stage 3 is for students to learn to work independently and safely in the food environment and to act as a stepping stone to either progressing on to the new Food Preparation and Nutrition GCSE or to enable them to use the skills learnt to allow them to prepare basic but healthy products according to their own dietary requirements.

In Year 7 they will learn how to use the main pieces of equipment such as the grill, hob and main oven, as well as the various knives and other small equipment in a safe and hygienic manner.

In Year 8 the focus is on the basic practical skills alongside the associated theory, basic nutrition and simple recipe exchange of suitable ingredients.

Year 9 is the final stepping stone where students apply the skills learnt, both practical and theoretical, to adapt recipes to make them suitable for special diets, people's likes and dislikes and multicultural needs. Alongside this, they will also extend their nutritional understanding and be able to plan and make main meals.

Each year incorporates an aspect of experimental work, in order to make them better prepared for this section of the GCSE.

Key Stage 4

It is designed to equip our students with an array of culinary techniques, giving them confidence to cook with ingredients across the globe. It will develop their knowledge of nutrition and healthy eating, food science, food provenance, and the working characteristics of food materials.

In Year 10, they will cover all the knowledge and skills necessary to prepare them to work independently on the NEA work which is completed in year 11.

In the Autumn and Spring terms of Year 11, all NEA work is carried out, and then a well-structured revision programme prepares them for the final exam.

Key Stage 3 (Years 7-9) course implementation, learning journey & attainment.

Course content

Year 7	Year 8	Year 9
Fantastic 5 Recipes include: Fruit fusion Breakfast muffins Vegetable curry Top toastie Fruit crumble Key objectives of this unit are: To develop basic cookery skills using a range of fresh ingredients. To develop an awareness of the characteristics of ingredients, eg enzymic browning To consider diet and nutritional needs. To use the grill, hob and oven. To weigh and measure ingredients accurately. To carry out sensory analysis to evaluate foods. To understand the importance of health and safety issues. To understand consumer and money issues related to food shopping. To understand the impact of environmental issues on food choices.	European Delights Recipes include: Scones Quiche Lorraine Couscous / pasta salad Home-made pasta Bread rolls Pizza Roux sauce Fruit-based cake Greek style filo pie Savoury rice dish Ratatouille Key objectives of this unit are: To develop a more detailed awareness of the characteristics and working properties of ingredients. To increase confidence and competence in a variety of cookery skills. To have a deeper understanding of diet and nutritional needs. To understand the importance of health and safety issues. To carry out a range of sensory analysis to evaluate foods. To understand money issues related to food shopping, including advertising and marketing. To develop an awareness of environmental issues linked to food. To carry out experimental work using flours in cake making	Developing Healthy Sweet Treats and Street Food Recipes include: Shortbread Swiss roll Vegetable cakes Short-crust pastry product Sweet bread product Chinese Stir-fry Indian starter/main dish of choice Thai fish cakes/Thai Green Curry Fajitas with homemade tortillas Key objectives of this unit are: To further develop awareness of the characteristics and working properties of ingredients. To increase confidence and competence in a variety of cookery skills and to have the knowledge to adapt and develop these further. To have a deeper understanding of the diet and nutritional needs of specific target groups. To understand the importance of health and safety issues. To carry out a range of sensory analysis to evaluate foods. To develop a greater awareness of cultural, ethical and environmental issues linked to food. To carry out experimental work using different flours in shortcrust pastry.

Year 7

Year 8

Year 9

Fantastic 5

Recipes include:

Fruit fusion
Breakfast muffins
Vegetable curry
Top toastie
Fruit crumble

Key objectives of this unit are:

To develop basic cookery skills using a range of fresh ingredients.
To develop an awareness of the characteristics of ingredients, eg enzymic browning
To consider diet and nutritional needs.
To use the grill, hob and oven.
To weigh and measure ingredients accurately.
To carry out sensory analysis to evaluate foods.
To understand the importance of health and safety issues.
To understand consumer and money issues related to food shopping.
To understand the impact of environmental issues on food choices.

European Delights

Recipes include:

Scones
Quiche Lorraine
Couscous / pasta salad
Home-made pasta
Bread rolls
Pizza
Roux sauce
Fruit-based cake
Greek style filo pie
Savoury rice dish
Ratatouille

Key objectives of this unit are:

To develop a more detailed awareness of the characteristics and working properties of ingredients.
To increase confidence and competence in a variety of cookery skills.
To have a deeper understanding of diet and nutritional needs.
To understand the importance of health and safety issues.
To carry out a range of sensory analysis to evaluate foods.
To understand money issues related to food shopping, including advertising and marketing.
To develop an awareness of environmental issues linked to food.
To carry out experimental work using flours in cake making

Developing Healthy Sweet Treats and Street Food Recipes include:

Shortbread
Swiss roll
Vegetable cakes
Short-crust pastry product
Sweet bread product
Chinese Stir-fry
Indian starter/main dish of choice
Thai fish cakes/Thai Green Curry
Fajitas with homemade tortillas

Key objectives of this unit are:

To further develop awareness of the characteristics and working properties of ingredients.
To increase confidence and competence in a variety of cookery skills and to have the knowledge to adapt and develop these further.
To have a deeper understanding of the diet and nutritional needs of specific target groups.
To understand the importance of health and safety issues.
To carry out a range of sensory analysis to evaluate foods.
To develop a greater awareness of cultural, ethical and
environmental issues linked to food.
To carry out experimental work using different flours in shortcrust pastry.

These attainment descriptors clarify the skills/knowledge needed for the different levels of attainment in Years 7–9. For Years 8 and 9 it is always the case that not all of these will have been covered before the summer term. Teachers therefore make a judgement based upon how the skills/knowledge that have been covered have been used by the students before each data collection. This is not the case in Year 7, where students only get 1 term of each language, so everything is covered by the time of each term's data collection.

Students can use these descriptors to focus on particular areas in order to make improvements. For writing and speaking in particular, there are very targeted areas to look at.

Year 7 attainment descriptors

In Year 7, attainment is split into 4 areas, as indicated by the tables below. We use 'I can' statements to explain the skills acquired.

Working Towards

Food preparation skills	Food theory and knowledge	Healthy eating and basic nutrition	Food safety
I can prepare myself and my work area with some guidance I can identify and use some basic equipment and, with guidance, can work safely to make a good product.	I can identify what a plan of making looks like and what quality and safety checks are I can recognise the qualities of my product and use sensory words in a basic way I can identify what went well and what could be improved	I am aware that we all need a balanced and varied diet to grow and survive I recognise that food is related to health I can recall the main purposes of the main food groups in my body.	I understand what is meant by the words 'hygiene' and 'food safety' I can identify storage, date mark and preparation information on food labels I can recall the steps required for preparing to cook safely

Working At

Food preparation skills	Food theory and knowledge	Healthy eating and basic nutrition	Food safety
I can prepare myself and work area hygienically to work in a safe way I can describe, select and use a range of equipment with some accuracy and skill and work safely to make a good quality product I can cook a basic range of dishes with some guidance	I can order production stages into a plan that includes quality and safety points linked to each stage. I can use basic sensory testing to describe the qualities of my product, using some sensory vocabulary I can describe and give a reason for the most and least successful parts of my product	I describe the basic principles of the Eatwell Guide. I can name the food groups which foods fit into each section and the main nutrients linked to these with some guidance I can apply the basic principles of the Eatwell guide, e.g., to drink enough water, to eat 5 fruits and/or vegetables a day, to eat carbohydrates for energy I can explain some basic nutrition and energy needs of a few different people	I can describe good food safety practices linked to preventing contamination so that it is safe to eat I can describe the basic principles of where to store different types of food I can describe the main hazards when preparing and cooking foods and link this to how to prepare myself and work area ready for cooking safely in a practical lesson

Working Beyond

Food preparation skills	Food theory and knowledge	Healthy eating and basic nutrition	Food safety
I can prepare myself quickly, hygienically, and correctly to demonstrate working in a safe and sensible manner I can explain the selection of and use a range of equipment accurately, safely, with some skill to make a good quality product I can cook a basic range of dishes by following a plan carefully, with minimal help	I can write an effective plan of making that explains the need for specific quality and safety checks at stages of making I can use a variety of sensory analysis correctly to test the qualities of my product, explain what went well and suggest improvements I can consider how techniques and ingredients affect the outcome	I describe the principles of the Eatwell Guide, and I can name the food groups which foods fit into each section and the main nutrients linked to these I can describe what the main nutrients are in most foods and what their basic functions are I can explain the basic nutrition and energy needs of some different people, e.g., athletes and the elderly	I can explain and follow the storage and preparation guidance on food labels I can explain why some foods have a higher risk of food poisoning than others I can explain the use of date marks and storage instructions on food labels for different types of food

Year 8 attainment descriptors

In Year 8, attainment is split into 4 areas, as indicated by the tables below. We use 'I can' statements to explain the skills acquired.

Working Towards

Food preparation skills	Food theory and knowledge	Healthy eating and basic nutrition	Food safety
I can prepare myself and work area hygienically to work in a safe way I can describe, select and use a range of equipment with some accuracy and skill and work safely to make a good quality product I can cook a basic range of dishes with some guidance	I can order production stages into a plan that includes quality and safety points linked to each stage. I can use basic sensory testing to describe the qualities of my product, using some sensory vocabulary I can describe and give a reason for the most and least successful parts of my product	I describe the basic principles of the 'Eatwell Guide', and I can name the food groups which foods fit into each section and the main nutrients linked to these with some guidance I can apply the basic principles of the Eatwell guide, e.g. to drink enough water, eat 5 fruits and/or vegetables a day, to eat carbohydrates for energy I can explain some basic nutrition and energy needs of a few different people	I can describe good food safety practices linked to preventing contamination so that it is safe to eat I can describe the basic principles of where to store different types of food I can describe the main hazards when preparing and cooking foods and link this to how to prepare myself and work area ready for cooking safely in a practical lesson

Working At

Food preparation skills	Food theory and knowledge	Healthy eating and basic nutrition	Food safety
I can prepare myself quickly, hygienically, and correctly to demonstrate working in a safe and sensible manner I can explain the selection of and use a range of equipment accurately, safely, with some skill to make a good quality product I can cook a basic range of dishes by following a plan carefully, with minimal help	I can write an effective plan of making that explains the need for specific quality and safety checks at stages of making I can use a variety of sensory analysis to correctly test the qualities of my product, explain what went well and suggest improvements I can consider how techniques and ingredients affect the outcome	I describe the principles of the 'Eatwell Guide', can name the food groups which foods fit into each section and the main nutrients linked to these I can describe what the main nutrients are in most foods and what their basic functions are I can explain the basic nutrition and energy needs of some different people, e.g., athletes and the elderly	I can explain and follow the storage and preparation guidance on food labels I can explain why some foods have a higher risk of food poisoning than others I can explain the use of date marks and storage instructions on food labels for different types of food

Working Beyond

Food preparation skills	Food theory and knowledge	Healthy eating and basic nutrition	Food safety
I can independently prepare myself quickly, safely, hygienically, and correctly to demonstrate working in a tidy and organised manner I can correctly select and use a range of suitable equipment accurately, safely, with skill and precision to produce a good quality, well-presented product I can follow good food safety practice to cook a range of dishes from a plan	I can write a coherent, detailed plan that includes timings, materials and processes I can choose appropriate methods to use and explain relevant improvements, considering consumer views I can fully explain how sensory outcomes could be altered by using different methods of cooking or types of ingredients	I can use the Eatwell guide and healthy eating advice to make recommendations for a varied and balanced diet I can describe the nutrition and energy needs of several groups of people and explain why they are different I can simply explain the effect of excess or deficiency of some nutrients on health	I have a coherent understanding of the principles of cleaning, cross contamination, chilling and cooking and reheating foods in relation to risk I can evaluate the need to ensure food is safe to eat by applying my knowledge of contamination, spoilage and decay I can evaluate the risks of poor food safety practice when preparing and cooking food

Year 9 attainment descriptors

In Year 9, attainment is split into 4 areas, as indicated by the tables below. We use 'I can' statements to explain the skills acquired.

Working Towards

Food preparation skills	Food theory and knowledge	Healthy eating and basic nutrition	Food safety
I can prepare myself quickly, hygienically, and correctly to demonstrate working in a safe and sensible manner I can explain the selection of and use a range of equipment accurately, safely, with some skill to make a good quality product I can cook a basic range of dishes by following a plan carefully, with minimal help	I can write an effective plan of making that explains the need for specific quality and safety checks at stages of making I can use a variety of sensory analysis to correctly to test the qualities of my product, explain what went well and suggest improvements I can consider how techniques and ingredients affect the outcome	I describe the principles of the Eatwell Guide, and I can name the food groups which foods fit into each section and the main nutrients linked to these I can describe what the main nutrients are in most foods and what their basic functions are I can explain the basic nutrition and energy needs of some different people, e.g., athletes and the elderly	I can explain and follow the storage and preparation guidance on food labels I can explain why some foods have a higher risk of food poisoning than others I can explain the use of date marks and storage instructions on food labels for different types of food

Working At

Food preparation skills	Food theory and knowledge	Healthy eating and basic nutrition	Food safety
I can independently prepare myself quickly, safely, hygienically, and correctly to demonstrate working in a tidy and organised manner I can correctly select and use a range of suitable equipment accurately, safely, with skill and precision to produce a good quality, well-presented product I can follow good food safety practice to cook a range of dishes from a plan	I can write a coherent, detailed plan that includes timings, materials and processes I can choose appropriate methods to use and explain relevant improvements, considering consumer views I can fully explain how sensory outcomes could be altered by using different methods of cooking or types of ingredients	I can use the Eatwell Guide and healthy eating advice to make recommendations for a varied and balanced diet I can describe the nutrition and energy needs of several groups of people and explain why they are different I can simply explain the effect of excess or deficiency of some nutrients on health	I have a coherent understanding of the principles of cleaning, cross contamination, chilling and cooking and reheating foods in relation to risk I can evaluate the need to ensure food is safe to eat by applying my knowledge of contamination, spoilage, and decay I can evaluate the risks of poor food safety practice when preparing and cooking food

Working Beyond

Food preparation skills	Food theory and knowledge	Healthy eating and basic nutrition	Food safety
I can competently prepare myself and work area in an efficient, safe, hygienic way, working effectively in a clean and organised manner I can justify the choice of appropriate equipment and use it skilfully to effectively produce outcomes with a good quality finish I can competently apply good food safety practice and quality controls from a plan to cook a range of dishes competently.	I can write an accurate, detailed plan for more complex dishes I can select and use appropriate terms to evaluate the success of a dish against specified criteria and analyse relevant improvements linked to intended consumers I can interpret and justify how the use of alternative ingredients and cooking methods can positively and negatively affect sensory outcomes	I can apply the main themes of the Eatwell Guide and healthy eating advice to develop recipes suitable for a varied and balanced diet I can explain the nutrition and energy needs of several groups of people based on their life stage, level of exercise and give advice on diet I understand what a wider range of nutrients are, can identify their functions in the body and explain the effects on health of an excess or deficiency in some.	I can explain how bacteria grows, causes contamination, spoilage, and decay of food. I know food storage requirements and techniques to prevent food poisoning risk. I understand the causes, symptoms, and preventive measures for some food poisoning. I can evaluate the procedures required to demonstrate good food safety practice

Key Stage 4 (Years 10-11) course implementation, learning journey & assessment info.

Course content

Year 10	Year 11
Food Preparation and Nutrition GCSE Exam board: AQA There are 5 key sections to the course. Food nutrition and health Food science Food safety Food choice Food provenance Key objectives of this GCSE are to: Develop their understanding and knowledge of all key nutrients. Continue to apply their knowledge of nutrition to practical cookery. Develop an awareness of scientific principles governing food processes. Develop confidence and competence in a wider range of practical making skills selecting the correct equipment and processes to produce quality products. Have a more detailed awareness of the characteristics and working properties of ingredients. Have a wider understanding of the importance of health and safety issues when preparing food. Continue to carry out a range of sensory analysis techniques to evaluate foods. Increase awareness of methods of food production in a commercial environment. Develop an understanding of social, moral, ethical and environmental issues related to food. Prepare them for the Non-Exam Assessments to be carried out in year 11.	Students carry out the new Non-Exam Assessments (NEA) during the Autumn and Spring terms. NEA 1 – The Food Investigation (worth15%) Students are given a choice of 3 tasks set by the exam board at the beginning of September. They have 10 hours to carry out experimental work related to the task and write up their results in no more than 2000 words. This will test their understanding of the working characteristics, functional and chemical properties of ingredients. NEA 2 – The Food Preparation Assessment (worth 35%) Students are given a choice of 3 design briefs set by the exam board at the beginning of November. They will then have approximately 20 hours to show their knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen brief. This will culminate in a 3hour practical exam. The remainder of the year is spent preparing the students for the final examination (worth 50%). This is 1hr 45 mins long and takes place in the Summer term.

Year 10

Year 11

Food Preparation and Nutrition GCSE Exam board: AQA

There are 5 key sections to the course.

Food nutrition and health
Food science
Food safety
Food choice
Food provenance

Key objectives of this GCSE are to:

Develop their understanding and knowledge of all key nutrients.
Continue to apply their knowledge of nutrition to practical cookery.
Develop an awareness of scientific principles governing food processes.
Develop confidence and competence in a wider range of practical making skills selecting the correct equipment and processes to produce quality products.
Have a more detailed awareness of the characteristics and working properties of ingredients.
Have a wider understanding of the importance of health and safety issues when preparing food.
Continue to carry out a range of sensory analysis techniques to evaluate foods.
Increase awareness of methods of food production in a commercial environment.
Develop an understanding of social, moral, ethical and environmental issues related to food.
Prepare them for the Non-Exam Assessments to be carried out in year 11.

Students carry out the new Non-Exam Assessments (NEA) during the Autumn and Spring terms.

NEA 1 – The Food Investigation (worth15%)

Students are given a choice of 3 tasks set by the exam board at the beginning of September. They have 10 hours to carry out experimental work related to the task and write up their results in no more than 2000 words.

This will test their understanding of the working characteristics, functional and chemical properties of ingredients.

NEA 2 – The Food Preparation Assessment (worth 35%)

Students are given a choice of 3 design briefs set by the exam board at the beginning of November. They will then have approximately 20 hours to show their knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen brief. This will culminate in a 3hour practical exam.

The remainder of the year is spent preparing the students for the final examination (worth 50%). This is 1hr 45 mins long and takes place in the Summer term.

This link takes you to the AQA specification, which contains all the necessary course information. Assessments take place throughout the 2 years of the course, in addition to Year 10 exams and mocks in the spring term of Year 11.

How will I be assessed?

The following summary is based upon students doing the Higher papers.

Paper 1 - Food preparation and nutrition 50%	NEA 50%
Written exam – 1 hr 45 mins Multiple choice questions (20 marks) Five questions each with a number of sub-questions (80 marks)	Task 1: Food investigation (30 marks) Students' understanding of the working characteristics, functional and chemical properties of ingredients. Practical investigations are a compulsory element of this NEA task. Task 1 assessment: Written or electronic report (1,500–2,000 words) including photographic evidence of the practical investigation. Task 2: Food preparation assessment (70 marks) Students' knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task. Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved. Task 2 assessment: Written or electronic portfolio including photographic evidence. Photographic evidence of the three final dishes must be included.

Paper 1 - Food preparation and nutrition 50%

NEA 50%

Written exam – 1 hr 45 mins

Multiple choice questions (20 marks)

Five questions each with a number of sub-questions (80 marks)

Task 1: Food investigation (30 marks) Students' understanding of the working characteristics, functional and chemical properties of ingredients. Practical investigations are a compulsory element of this NEA task.

Task 1 assessment: Written or electronic report (1,500–2,000 words) including photographic evidence of the practical investigation.

Task 2: Food preparation assessment (70 marks) Students' knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task. Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved.

Task 2 assessment: Written or electronic portfolio including photographic evidence. Photographic evidence of the three final dishes must be included.

Subject impact

Key Stage 3

By the end of Key Stage 3 students will be well-prepared for GCSE Food Preparation and Nutrition with knowledge and experience of

Hygiene and safety
Weighing and measuring
Confidently can use the hob, oven and grill
Able to use specialist equipment, including electrical equipment
Able to prepare and make dishes using the basic practical techniques, including bread, pastry, sauces and cakes
Have a working knowledge of nutrition and the basic function of ingredients ready to be expanded during KS4.
Healthy eating is always at the forefront of the lessons.

Key Stage 4

By the end of Key Stage 4, students will

Have a theoretical knowledge of Food Preparation and Nutrition as per the AQA syllabus
Have the skills and understanding in relation to the planning, preparation, presentation and application of relevant nutrition
Able to complete a 3-hour practical exam based on a theme set by the exam board
Confidently able to complete practical work showcasing the 12 main categories as per the AQA syllabus
Have a good understanding of the working characteristics, functional and chemical properties of ingredients and will be able to display this through scientific experimental work

Feedback in Food lessons

This chart explains the types of feedback that students can expect to receive for work done in geography lessons/at home.

Activity	Types of feedback
Written homework tasks	Teacher marked
Oral work in class	Oral feedback
Mini-whiteboard	Oral feedback
Folder checklist for all work content	Oral & written feedback as appropriate
Practical work	Positives and improvements discussed in class
End of unit tests	Written feedback
Google quizzes	Self-marked

School values in Food

Boundless Aspiration	Curious Engagement	Resilient Bravery	Selfless Generosity
Try really hard in all that you do, both in practical and theoretical work The first kitchen finished at the end of a practical lesson Challenge yourself by entering local and national cooking competitions	Be really interested in a topic and ask lots of questions Watch relevant TV programmes and talk about them with a passion for the subject	Have a go at anything and keep trying even if things go wrong Try out new things that you have not done before and think you cannot do	Work as a team & help others in your kitchen group Provide useful feedback to each other Help others with something that you can do and they can’t Help the teacher with extra jobs

Aylesbury High School

Food

Student resources

Subject intent

Key Stage 3

Key Stage 4

Key Stage 3 (Years 7-9) course implementation, learning journey & attainment.

Course content

Year 7 attainment descriptors

Working Towards

Working At

Working Beyond

Year 8 attainment descriptors

Working Towards

Working At

Working Beyond

Year 9 attainment descriptors

Working Towards

Working At

Working Beyond

Key Stage 4 (Years 10-11) course implementation, learning journey & assessment info.

Course content

Subject impact

Feedback in Food lessons

School values in Food

Aylesbury High School

Contact Us