Implementation Statements
Food and Nutrition structures the curriculum into a 3-year Key Stage 3, a 2-year KS4. The curriculum is a progressive model. Subject and cross subject sequencing intends to develop schemata making subsequent learning possible.
Subject specialists have given consideration and thought to the sequence and rationale of the curriculum; why we teach the content we do and in the order that we do. This is to ensure knowledge is not isolated information; it is connected knowledge that enables comprehension.
At Key Stage 3, the full National Curriculum is delivered. The Food and Nutrition curriculum is organised into a sequence of lessons. Each sequence of lessons builds on prior knowledge allowing connections to be made and enables knowledge to be transferable. In Food and Nutrition ,we believe this facilitates deeper comprehension. The sequences of lessons reflect understanding and capacity for skilful performance.
At Key Stage 4, the full Food Preparation and Nutrition GCSE and Hospitality and Catering Level 1/2 is delivered. Content is structured into sequences of lessons. The curriculum is designed to ensure students have the essential Nutrition knowledge and practical techniques required. Each lesson builds on prior learning, allowing connections to be made between content Units have been organised and designed to promote learning and provide depth and breadth of understanding
Student voice has been conducted to ensure that students have a contribution to the curriculum content. This has resulted in more multi –cultural dishes being produced being introduced.
The Food and Nutrition Department works alongside the School Improvement Partners to quality assure our curriculum and ensure that it provides a high quality and comprehensive curriculum for all.
Pedagogical approach
The pedagogical approach for Food and Nutrition adheres to the LLT Teaching and Learning Policy. Subject specialists deliver the Food and Nutrition curriculum through55-minute lessons per fortnight
Rosenshine and ‘Teach Like a Champion’ strategies are implemented in all lessons and lesson episodes are designed to enable students to store knowledge into the long-term memory.
Lessons
Tasks and activities are engaging and whenever possible are linked to local context, careers and progression and develop cultural capital. Examples include Chef demonstrations and College workshops.
Lessons are structured to enable students to review/retrieve prior knowledge and activate it to make connections with new learning. This is through ‘Do It Now’ tasks at the start of each lesson
In each lesson, students are informed what they are learning and what the outcomes for the lesson are. We call these ‘WALT’ (What we are all learning today,) and ‘WILF’ (What I’m Looking For.)
New information is delivered in small steps and models are provided to support student comprehension. Practical techniques are modelled and models of best practice shared.
Lessons provide opportunities for students to practice applying their new learning. This may include guided and/or independent practice.
Questioning is used to inform adaptive teaching, and this includes techniques such as ‘right is right’ to ensure students accurately and clearly articulate their responses.
Students are asked to complete practical based activities such as use of a range of equipment and high-level practical knowledge.
Students develop essential knowledge and then apply it in activities that ‘bring it all together.’ This ensures they connect knowledge and learning.
We assess an ever-expanding curriculum. Assessment takes place in the form of formative and summative assessment tasks. These are carefully considered and link directly to the curriculum intent for the half term. Summative assessment samples from the whole curriculum to date – not just what has been most recently taught
Clear ‘essential knowledge reading’ activities are provided to support reading development and provide depth and breadth to the curriculum. Reading of order of work for a practical lesson is essential and evaluations of dishes produced.
Literacy
In Food and Nutrition, the teachers, embed the essential disciplinary literacy into all lessons.
The department teachers clearly communicate their subject discipline using appropriate vocabulary. This includes the use of command words, vocabulary lists, Tier 2 and 3 vocabulary.
Food and Nutrition reading materials are carefully selected to develop reading and comprehension skills. The Food and Nutrition department teach reading comprehension strategies through case studies of different age groups and their dietary needs. We provide support for students so they can access challenging texts such as word banks and glossaries. Wider reading opportunities are embedded into subject sequences and continue to develop.
In Food and Nutrition, we provide opportunities for students to ‘bring together’ knowledge developed. This is through extended writing tasks on, for example coronary heart disease, healthy eating, and veganism.
To develop Oracy the Food and Nutrition dept. uses the essential specialist subject terminology when answering questions and when presenting their work to the class.
Local restaurants have been visited and Chef demonstration to engage and challenge pupils and to develop their Cultural Capital awareness.
