The curriculum provides one lesson per week of Food Preparation and Nutrition at Key Stage 3. The approach is inclusive, and the equipment and ingredient provision ensure that all students can take part in practical sessions every fortnight. Groups are kept below the UK ratio of pupils to teacher allowing pupils to benefit from individual attention.
The focus in year 7 is to convey the importance of hygiene and safety to ensure that students can build upon the most basic of food preparation and cooking skills by building independence and confidence when using different parts of the cooker (hob, grill and oven). This scaffolding is essential when accessing the subject in year 8 where the curriculum involves higher level skills in food preparation and processing (e.g., multi-tasking, frying, simmering and boiling).
Year 9 students can choose a three-year GCSE programme, that involves two lessons weekly, which increases to three in years 10 and 11. At each of these stages’ students will experience both theory and practical lessons every week.
In Key Stage 3 pupils follow a linked theory and practical course from Dynamic Learning which develops their understanding and competence in relation to the learning outcomes.
In years 9 through to 11 students access two different sets of learning resources and have access to an online textbook augmented by websites, clips and animations to enhance learning. Students become increasingly independent in their work and choice of tasks for elements of the NEA assessment.
Apart from the traditional methods employed in this curriculum area (e.g., demonstrations, guided practice, students also experience events organised through Skills Jersey. These include food masterclasses at Highlands College, linking students with hospitality professionals, the Zest Festival workshops and the Cultivate Young Minds event that links cooking with food production and provenance and production.
Specific approaches which are used within the curriculum areas include:
1:1 support with practical tasks using the DT technician
Resources adapted to accommodate a range of SEND needs
Practical tasks demonstrated and more challenging stages recorded to be viewed by the learner as needed
Seating plans to allow for peer/teacher support
A range of learning styles embedded in all lessons
How does our curriculum cater for disadvantaged students and those from minority groups?
As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy. More specifically within the teaching of Design Technology, we;
Targeted support for under-performing students
Intervention available throughout the week
Technician support with practical tasks
Engagement using practical learning
