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The Henry
Beaufort
School

Food

 

 

 

EXAM BOARD

AQA

ASSESSMENT FORMAT

50% terminal examination

50% non-exam assessment 

NEA 1 = 15%      NEA 2 = 35%

GRADE METHOD

9-1

 

GCSE

GCSE Food Preparation & Nutrition will equip students with an array of culinary techniques, as well as a knowledge of nutrition, food traditions and kitchen safety.

 

Terminal exam: 50%

Testing theoretical knowledge of food preparation and nutrition.  

 

Non-exam assessment:

TASK 1 Food Investigation - 15% 

A written/electronic report (1,500 – 2000 words). Assessing an understanding of the working characteristics, functionality and chemical properties of ingredients. For example, looking at the effect of different types of flour on the thickening of a sauce.

 

TASK 2 Food Preparation Assessment – 35%

Students will plan, prepare and cook a final menu of three dishes within a three hour time limit. The students will plan in advance how this will be achieved. 

 

KEY STAGE 3

Building from the basics, making biscuits to designing their own pizza, students in Year 7 and 8 gain a range of cooking and kitchen skills, studying the importance of hygiene and how different foods contribute to a balanced diet. In Year 9, practical food skills are extended to more complex recipes and students are made aware of the needs of those with special dietary requirements.

 

IT in Food

Solidworks, 3D Design, 2D Design, programmable technology, nutritional analysis, CAD, BBC Mircobit, crumbles.

 

Numeracy and Literacy in Food

Numeracy - Reading scales, scale and proportion, ratios, percentages, data analysis, isometric drawing, measuring.

Literacy - Technical terminology, expression of ideas, annotations, oral expressions, text planning, reasoned explanations.

 

Prevent Duty and British values in food

Prevent

We are committed to ensuring that our students are offered a broad and balanced curriculum that aims to prepare them for life in modern Britain. We encourage our students to be inquisitive learners who are open to new experiences and are tolerant of others.

These values support the development of the whole student as a reflective learner within a calm, caring, happy and purposeful atmosphere. Teaching the schools core values alongside the fundamental British Values supports quality teaching and learning, whilst making a positive contribution to the development of a fair, just and civil society.

The internet provides young people with access to a wide-range of content, some of which is harmful. Extremists use the internet, including social media, to share their messages. The filtering systems used in our school blocks inappropriate content, including extremist content.

We also filter out social media, such as Facebook. Searches and web addresses are monitored and the ICT technicians will alert senior staff where there are concerns and prevent further access when new sites that are unblocked are found. Where staff, students or visitors find unblocked extremist content they must report it to a senior member of staff.

We are aware that young people have access to unfiltered internet when using their mobile phones and staff are alert to the need for vigilance when students are using their phones.

Students and staff know how to report internet content that is inappropriate or of concern.

 

British Values

We promote tolerance through different people’s ideas that may be built on cultural diversity which promotes mutual respect.

Students have the opportunity to work independently and as a team to build resilience and self‐esteem through tasks. When working in groups students are expected to share ideas and resources and encourage and support each other. By promoting high expectations through the setting of ground rules, students are rewarded for positive behaviour.

 

SMSC in Food

Spiritual - Imagination, inspiration, instiling a sense of awe, wonder and mystery, encouraging creativity.

Moral - Students are given an awareness of the moral dilemmas created by technological advances. Encouraging students to become responsible consumers.

Social - Industrial visits, opportunities to work as a team, promoting equality of opportunity, providing an awareness of areas of gender issues.

Cultural - Diversity of materials and ways in which technology can improve the quality of life. Investigate how different cultures have contributed to technology.