Project Description
Hospitality & Catering
In food at KS3 students are taught how to prepare and cook safely, applying the principles of nutrition and healthy eating. Students cook predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet.
- To be able to plan, prepare and cook a range of dishes that enables students to lead a healthy lifestyle.
- To know and understand the nutrients and function of ingredients in the dishes they cook or consume.
- How food is produced and the impact this has on the environment.
The curriculum is continually reviewed and updated each year to improve progress. This is dependent on NC/Exam board requirements and students cohort ability.
At KS3, pupils cook a variety of dishes on a mixed ability carousel. Each unit of work lasts 8 weeks and the KS3 course last three years. The KS3 course is designed to prepare students for the necessary skills required for KS4 Hospitality and Catering and beyond.
Results are outstanding with 100% Level 2 Passes 2019 in The Level 1/ 2 Award in Hospitality and Catering.
SoW across KS3 have been designed with the Level 2 Award in Hospitality and Catering specification points in mind. These points have been worked back through down to year 7 whilst also using the Department for Educations ‘Food Teaching in Secondary Schools’ and the National Curriculum.
The content is well sequenced over the 8-week rotations in KS3. Lesson plans are updated regularly.
KS4 units of work and split up and are taught then assessed with a written exam. Results of these unit tests are on G4S. Folders are used with dividers to keep each section of work together with its PAS with key words and unit test.
The development and progression of skills is a major focus throughout both KS3 and 4. Key Level 2 Award terms and vocabulary are often referenced and investigated at KS3 to build the foundations for the KS4 course. Pupils at KS3 will often undertake example Level 2 Award tasks. KS4 pupils have a practical skills and evaluation tracking sheet, that is used to identify their current performance against the Level 2 Award marking criteria. Each practical is a possible example of a dish that could be used in their final practical 3 hour exam that takes place in February.
Assessment at KS3 is at a minimum of two set points; mid-point teacher/peer assessment and an end of unit assessment.
A combination of formative and summative assessment is used throughout KS3 to determine current progress. Verbal feedback, along with peer/self-assessment is used to predominantly at the mid-point. Exemplar KS4 work is used to model and scaffold key pupils.
The sequence of lessons and units of work at KS3 has worked well in building knowledge, particularly with GSCE concepts and terminology. This helped to bridge the “gap” when pupils try the course at GCSE.
An area for further development is the practical hand skills, as for some pupils this an area that would benefit from more time. Many pupils elect to study GCSE D&T and some struggle with the practical aspects of the course.
Schemes of Learning: Projects are updated and improved to accommodate the learners on reflection of short- and medium- planning. The linking of GCSE theory and vocabulary to KS3 SoW has worked well, as evidenced by GCSE progress of at all least at or above national averages.
Assessment design: The current assessment process at KS3 does work overall, and pupils can actively reflect and improve on work with mid-point assessments.
