Food Technology

Intent

The intent of our food technology curriculum is to apply the principles of nutrition and healthy eating, instilling a love of cooking in all pupils. Learning how to cook is a crucial life skill for pupils now and in later life. Throughout their time at school, we aim to encourage independent learning through practical participation. The department ensures that our students have a wider understanding of environmental impacts on our choice of foods and why there should be more encouragement to buy in season.

We aim to provide all pupils with the ability to cook a range of nutritious dishes from ingredients that are easily sourced and budget friendly. We encourage pupils to try new food from different cultures to enrich their knowledge and encourage them to try new foods. Pupils learn how to cook safety and know how to ensure high standard of personal hygiene throughout every practical lesson.

We use evaluations to encourage pupils to strive for personal excellence and challenge themselves to improve on their practice. We ensure pupils use the correct terminology for the equipment and demonstrate the safe use of them. Skills and knowledge is taught in a spiral curriculum to teach new skills, building on prior knowledge and developing skills they have already learnt.

Implementation

The spiral curriculum is built around essential knowledge, understanding and key skills. These are broken into year group expectations and show clear continuity and progress by learning new and revisiting key skills to develop confidence and independence in the kitchen. Pupils are taught by specialist teachers who instil a passion for the subject.

While making, children will be given choice and a range of equipment to choose freely from. This is to develop problem solving and independence. When evaluating, children should be able to evaluate their own dish and give improvement points to develop upon. As pupils develop skills and knowledge they are encouraged to adapt and change recipes to suit their own and other dietary needs.

Impact

By the end of their journey at LMS, students will have developed knowledge and practical skills. Pupils will be able to explain how to make and cook safely, hygienically and how to choose healthy balanced meals. Pupils will be able to critique and evaluate their own dishes and the work of others. This will be evident in their classroom books and also the meals they prepare in the kitchen. The students will have developed and built up resilience, by regularly challenging themselves both in and out of the classroom.

As a result of high-quality provision, children make good progress, building knowledge and skills as they move through school. They develop an enthusiasm for food technology, build resilience and gain satisfaction from creating their own dishes. Children produce high quality outcomes and are well prepared for their next stage in their food technology education.

Curriculum Overview

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Year 5

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Knowledge:

Pupils will be able to explain the health and safety rules of the classroom.

Pupils will learn what a target market is and why this is important in the design process.

Pupils will learn what a design brief is.

Product analysis: they will be able to analyse good and bad points and an improvement point.

Skills:

Design: Pupils will learn how to design taking in to account their target market. They will generate at least 2 ideas linked to the design brief and target market. They will make simple suggestions of improvement for their designs. They will annotate all the key parts of their design.

Vocabulary:

Target market, design, brief, analysis.

Knowledge:

Pupils will learn what a pattern is.

Pupils will be able to name basic textile equipment and select the correct equipment for the job.

Skills:

Practical: Pupils will learn how to use a pattern.

Pupils will learn how to cut fabric.

Pupils will learn how to hand sew at least two different stitches.

Vocabulary:

Pattern, fabric, sew, running stitch. Scissors.

Knowledge:

Pupils will be able to explain what an evaluation is.

They will identify basic tools and materials. They will explain why felt is a good material to use on their pencil case.

Skills:

Practical: Use basic sewing equipment, tools and materials. Produce a suitable finished product.

Pupils will learn how to use the sewing machine on controlled speed.

Pupils will learn how to evaluate with an improvement point. They will be able to describe the product. Pupils will be able to explain mistakes and problems they have solved.

Vocabulary:

Evaluation, needle, pin, unpicker, improvement, equipment.

Swap to FFT

Year 6

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Knowledge:

Pupils will be able to explain why rules and health and safety are important in the DT room.

Pupils will be able understand what sustainable means and how it affects the designer. Pupils will learn why it is important to design thinking about the environment.

Skills:

Learn how to pick out key research points from research information.

Pupils develop the drawing skills from y5 and will learn how to draw in 3d.

Vocabulary:

Sustainability, reuse, rethink, reduce, recycle, refuse, repair, environment.

Knowledge:

Product analysis the good/ bad, improvement point, material, size.

Pupils will be able to explain what rendering is.

Pupils will be able to explain a 3d drawing technique.

Skills:

Pupils will develop the drawing skills from y5 and learn how to render wood and draw in different tones.

Design bug hotel: Pupils will use their design skills from y5 they will develop their own creative ideas and learn how to link to the design brief. Pupils will design 3 different ideas. They will develop their annotation skills and add key features. Pupils will think about sustainability and the 6Rs when designing. They will add detail to their design, including sizes.

Vocabulary:

Render, vertical, Tenon saw, junior hacksaw, tri square, creative.

Knowledge:

Pupils will be able to identify different tools.

Pupils will be able to select the correct tool for the job.

Pupils will be able to explain why evaluation is important inthe design process.

Pupils will be able to understand how to identify hazards and how to use different hand tools.

Skills:

Make: Pupils will develop measuring skills.

Pupils will learn how to use hand tools with confidence and safely.

Pupils will be able to understand how to plan out basic steps of the making process.

Evaluate: Pupils will learn how to adapt plans if a problem occurs. They will identify strengths and weakness and justify with improvement points. Pupils will explain ways to improve thinking about sustainability. Presentation of work will be thought about, some joined up letters, key words spelt correctly.

Vocabulary:

Tenon saw, junior hacksaw, tri square, hazard, justify.

Swap to FFT

Year 7

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Knowledge:

Pupils will be able to clearly explain the expectations of the DT room and follow them.

Pupils will be able to identify different drawing techniques.

Pupils will be able to explain why it is important to render different materials in your design.

Skills:

Technical drawing skills: Pupils will be able to draw in isometric.

Pupils will learn how to draw curved shapes in isometric. Pupils will learn how to draw curved 3d shapes.

Pupils will develop their one point perspective skills from y6, rendering different materials.

Vocabulary:

Perspective, isometric, render.

Knowledge:

Product analysis: pupils will be able to explain the good/ bad, improvement point, materials, graphics, function, theme, target market.

Pupils will be able to identify different fonts and explain when they would be used.

They will understand the process of design and how to improve designs using the iterative process.

Skills:

Design pop up cards: Pupils will be able to explain properties of materials and why they have chosen them for the design. They will be able to describe strengths and weaknesses of their design in detail. With help they can identify and solve their own design problems.

Vocabulary:

Graphics, theme, function, fonts, Serif, Sans serif.

Knowledge:

Pupils will be able to select the correct material/ tools and explain why they have chosen it.

They will be able to explain why scoring is an important part of the process.

Skills:

Practical pop up card: Pupils will use a range of materials card, tissue paper, felt, colouring pencil, felt tips to finish their design to a high standard.

Pupils will demonstrate how to score accurately. They will render their design all in the same direction to a high quality.

Pupils will use fonts that they have designed considering the theme. Pupils will complete a functional, working product. They will be able to identify errors in their design and ask for help to solve them.

Evaluation: Pupils will have thought about presentation, neat handwriting with joined up letters. They will explain how they have developed skills in detail. They will show use of descriptive key words.

Vocabulary:

Net, tabs, accuracy, quality control.

Knowledge:

Pupils will understand the benefits of CAD and CAM in the design industry.

They will explain how CAD has improved the design industry.

Pupils will be able to identify the risks of using the laser cutter.

Skills:

Practical key ring: Using the laser cutter, using 2D design software, materials

Pupils will demonstrate how to use the workspace and the tools bars.

They will demonstrate how to vectorise an image.

They will be able to use the path tool to follow lines.

Pupils will demonstrate how to use the text tool, fill tool, background tool, grid and step lock.

Vocabulary:

Laser cutter, vectorise.

Knowledge:

Pupils will understand different pattern markings.

Pupils will understand how to work with design constraints.

Skills:

Practical soft toy: Pupils will develop cutting skills by cutting a range of different fabric and more complicated shapes.

They will develop using patterns, reading instructions independently to create a soft toy.

Pupils will continue to develop their design skills thinking about materials and target market.

Vocabulary:

Grain line, quality control, seam allowance.

Knowledge:

Pupils will be able to explain some fabric materials properties and how the properties suit their design.

Pupils will be able to explain why the seam allowance is important.

Skills:

Practical soft toy: Pupils will develop hand sewing skills from year 5 to tack together soft toy.

They will develop Y5 sewing machine skills to sew more complicated shapes.

Evaluation: Pupils will explain how they could test their product to ensure its quality. They will explain how they have developed skills in detail and use descriptive key words.

Vocabulary:

Tacking, quantity, properties.

Year 8

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Knowledge:

Product analysis using ACCESS FM Aesthetics, cost, customer, ergonomics, size, safety, function, materials. Pupils will use this analysis to inform their design.

Pupils will be able to explain why it is important to think about ergonomics in the design process.

Skills:

Pupils will be able to use powerpoint to create a mood board for their client.

Pupils will be able to design thinking about ergonomics.

Vocabulary:

Aesthetics, function, cost, ergonomics, mood board.

Knowledge:

Pupils will be able to teach others and identify risks in the classroom and explain the precautions to stop them happening.

They will explain the difference between soft wood and hard wood. They will name a wood and some of its properties.

They will name the tools and identify which tool is needed for the correct job.

Skills:

Practical: Pupils will develop their skills and practice how to use the tools safely. Pupils will learn how to use wood work equipment to make a finger joint.

Pupils will learn how to use the pillar drill safely.

Vocabulary:

Pillar drill, precaution, risk assessment, soft wood, hard wood.

Knowledge:

Pupils will be able to explain the difference between thermosets and thermoforming plastics.

Pupils will understand social and moral aspects of design.

Skills:

Design: They will develop rendering skills for year 7.

Pupils will develop 3d drawing isometric from year 7 to draw their design accurately in 3d.

They will evaluate their ideas and with help think of way to improve to match the brief, considering the views of the client.

They will explain the environmental and social impacts of their design. They can identify and solve their own design problems independently.

Vocabulary:

Social impacts, moral impacts, thermoforming, thermosetting.

Knowledge:

Pupils will be able to name the different equipment for wood work and what it is used for.

Skills:

Practical make a sweet dispenser: Pupils will develop knowledge from year 6 for the basic wood work tools and add new tools. Tenon saw, coping saw, line bender, pillar drill, marking gauge.

They will develop their marking skills. Pupils will be able to independently use the tools.

They will develop their communication skills and follow instructions.

Pupils will develop their measuring skills.

They will develop their finishing skills to produce a good quality product.

Evaluation: Identify strengths, weakness and ways to improve. Critically evaluate in detail. Use the test results and redesign your product to improve it.

Vocabulary:

Marking gauge, tri square.

Knowledge:

Pupils will understand what a 3d printer is and how it has changed the design world.

They will know what the software Tinker CAD is and identify tools and explain what they are used for.

Pupils will be able to explain different careers in CAD and CAM

Skills:

Practical: how to use 3d software: Pupils will use knowledge from using 2d design in year 7 to help with hand coordination and using the mouse, short cuts/ some tools.

They will be able to demonstrate how to use Tinker CAD.

Vocabulary:

Tinker CAD, align, extrude, axis.

Knowledge:

Pupils will understand how the 3d printer works to be able to design a working project.

They will understand what the design specification is.

Pupils will be able to use the 3d printer safely.

Skills:

Practical: design and make a keyring using the 3d printer:

Pupils will design a functional keyring that can be printed in the 3d printer.

They will use the tools on tinker CAD to design a working keyring.

They will use the 3d printer to print the key ring.

Vocabulary:

Specification, PLA.

British Values

The Rule of Law	Individual Liberty	Tolerance
In Food Technology we give pupils the basic knowledge of health, hygiene and safety which are then relied upon to use that knowledge in their lessons to ensure they are safe in our environment. These rules can be used in the outside world when they are cooking at home. We give expectations for behaviour in every lesson.	In Design and Technology we understand that they are able to listen to others but can still use their own ideas and design choices when making their pencil case. In product analysis, accept that others ideas may not be the same as their own but are able to accept this.	In Food Technology this is well developed through looking at foods from other cultures e.g. potato and chickpea curry. We look at different faiths and beliefs and varying dietary needs e.g. vegetarians, cultural diets, missing meat etc, allergies.

Careers

In Food Technology we teach the pupils how to be prepared for careers in the subject. From Year 5 we teach the pupils how to work in a professional setting with hygiene, health and safety rules. We talk to them about different careers they can do linked to the subject for example: food taster, chef, head chef, waitress, quality assurance manager, nutritionist, nutritional therapist, health and safety inspector, food designer

Spiritual, Moral, Social and Cultural Development (SMSC)

Spiritual	Moral	Social	Cultural
In Food Technology we provide pupils with the opportunity to participate in making and evaluating food from other countries learning about others from the world around them. E.g. bread tasting. Pupils are encouraged to recognise and respect cultural and social differences of other pupils within food lessons.	In Food Technology pupils reflect on the ethical issues around food such as food miles and sustainability. In year 6, pupils design a pizza using food in season to reduce food miles. Opportunities are provided to appreciate the views of others. Lessons and extra-curricular activities are offered so that pupils have enjoyment and a fascination to learn about the food they eat. Reflecting on the ethical issues around food such as price, income and fair trade. Opportunities are provided to appreciate the views of others. Promoting participation and teamwork in practical cooking lessons – encouraging pupils to work co-operatively. By developing individual skills, confidence, independence and creativity through practical cooking lessons. Pupils learn and make decisions about food safety and hygiene.	In Food Technology pupils the pupils are taught effective communication through collaborative learning, both during theory and practical lessons – this includes both peers and adults – and are encouraged to have positive interactions with one another. pupils peer and self-assess work, constructive feedback is taught. pupils are encouraged to consider the social responsibility of the food industry including food choice, issues surrounding food and packaging, as well as wastage. In year 8 pupils look at different needs and how we need to be inclusive and design and adapt recipes for certain diets.	In Food Technology pupils are encouraged to recognise and respect the cultural and social differences of other pupils. Pupils learn about Government guidance given on healthy eating and the concern for the health of the British population (Eatwell Guide). Pupils learn how different cultures have different dietary needs depending what the can or cannot eat. E.g. no pork. Pupils learn to cook a variety of recipes including traditional British foods and world foods. In year 8, the pupils make spinach and chick pea curry.