Food Technology

Curriculum Intent - Food Technology

Curriculum Intent

In KS3 Food Technology, students are expected to develop substantive knowledge across a range of fundamental areas related to food preparation, nutrition, and cooking skills. They learn about the properties and functions of different ingredients, including carbohydrates, proteins, fats, vitamins, and minerals, and how these nutrients contribute to a balanced diet and overall health. Pupils gain practical skills in using kitchen equipment safely and effectively, understanding food hygiene, and applying techniques such as chopping, mixing, baking, and cooking. Additionally, students explore principles of food provenance, seasonality, and sustainability, enabling them to make informed choices about food sources and the environmental impact of their diets. The curriculum also introduces basic sensory evaluation and encourages creativity in recipe development, fostering both technical competence and an appreciation for diverse culinary traditions.

Knowledge & Skills

Students are expected to develop their understanding by building on foundational skills and knowledge through increasingly complex tasks and problem-solving activities. This developmental knowledge includes learning to plan, prepare, and cook a wider variety of dishes with growing independence and confidence, while adapting recipes to meet specific dietary needs or preferences. Students develop critical thinking by evaluating the nutritional content, taste, and presentation of their food, and considering the impact of food choices on health and the environment. They also begin to understand the scientific principles behind cooking processes, such as how heat affects different ingredients and how ingredients interact during food preparation. Throughout this stage, students refine their practical skills, improve time management in the kitchen, and deepen their appreciation of food culture and sustainability, all of which prepare them for more advanced study and everyday life.

Real-World Application

Within our subject, students are expected to develop a range of practical and cognitive skills essential for food preparation and cooking. These skills include mastering safe and hygienic use of kitchen tools and equipment, such as knives, ovens, and mixers, as well as techniques like peeling, chopping, mixing, shaping, and cooking various ingredients. Students learn to follow recipes accurately while also developing the ability to adapt and modify them creatively. They enhance their organisational skills by planning meals, managing time effectively during food preparation, and working collaboratively when required. Additionally, students build skills in evaluating their own and others’ food products, using sensory analysis to assess taste, texture, appearance, and nutritional value. These skill developments are designed to foster independence, confidence, and problem-solving abilities in the kitchen, supporting lifelong healthy eating habits.

By the end of KS3, students will have built a strong foundation in food knowledge and practical skills that will prepare them for more focused study in later years and support lifelong healthy eating habits.

Overview & Structure

Key Stage 4 (Years 10-11) - GCSE

GCSE Exam Board:

WJEC Level 1/2 Award in Hospitality and Catering

WJEC GCSE Food Preparation and Nutrition

OCR Level 1/2 Award in Child Development

Full specifications can be found here:

Assessment

WJEC Level 1/2 Award in Hospitality and Catering consists of one externally assessed examination in the Summer of Year 11
Unit 1: The hospitality and catering industry
Written examination: 1 hour 20 minutes
40% of qualification
80 marks

Questions requiring short and extended answers, based around applied situations. Learners will be required to use stimulus material to respond to questions.

The remaining 60% of this qualification is a controlled piece of written coursework produced from September to December of Year 11. This unit is internally marked and externally moderated.
Unit 2: Hospitality and catering in action
Controlled assessment: approximately 12 hours
60% of qualification
120 marks

WJEC GCSE Food Preparation and Nutrition
Unit 1: Principles of Food and Nutrition
Written examination: 1 hour 30 minutes
40% of qualification
80 marks

This unit will consist of two sections both containing compulsory questions. Section A: questions based on stimulus materials.

Section B: a range of question types to assess all content related to food and nutrition.
Unit 2: Food and Nutrition in Action Non-examination assessment: internally assessed, externally moderated
Assessment 1: 10 hours
Assessment 2: 15 hours
60% of qualification
120 marks

Assessment 1: The Food Investigation Assessment: 20% of the total marks available will be allocated to a scientific food investigation which will assess the learner's knowledge, skills and understanding in relation to the scientific principles underlying the preparation and cooking of food.

Assessment 2: The Food Preparation Assessment 40% of the total marks available will be allocated to a task which assesses the learner’s knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of dishes to form a menu. These assessments will be based on a choice of tasks released by WJEC annually

OCR Level 1/2 Award in Child Development
Consists of two units of controlled coursework RO58 completed in Y10 and RO59 completed in Y11.
60% of qualification.
120 marks

RO57: Health and wellbeing of child development.

Content covered: Preconception health and reproduction, Antenatal care and preparation for birth. Postnatal checks, postnatal care and conditions for development. Childhood illnesses and child safe environments.

40% of qualification
70 marks
Questions requiring short and extended answers, based around applied situations. Learners will be required to use stimulus material to respond to questions.

Key Stage 5 (Years 12-13)

GCSE Exam Board:

Pearson

Course title: Pearson Level 3 Alternative Academic Qualification BTEC National in Health and Social Care (Extended Certificate)

Full specification can be found here:

Health and Social Care (AAQ) | Pearson qualifications

Size and Structure:

360 GLH (474 TQT) Equivalent in size to one A Level. 4 units of which 3 are mandatory and 2 are external. Mandatory content (75%). External assessment (50%)

Summary and purpose:

The Extended Certificate is for students who are interested in learning about the health and social care sector alongside other fields of study, with a view to progressing to a wide range of higher education courses, not necessarily in health and social care-related subjects. It is designed to be taken as part of a programme of study that includes A Levels.

Mandatory units – students complete all units

Unit 1 Human Lifespan and Development. 90 Guided Learning Hours. Externally assessed.
Unit 2 Human Biology and Health. 90 Guided Learning Hours. Externally assessed.
Unit 3 Principles of Health and Social Care Practice. 90 Guided Learning Hours. Internally assessed.
Optional unit- students complete one unit chosen by class teacher.
Unit 6 Safe environments in Health and Social Care.
External assessment

50% of the total qualification GLH is made up of external assessment. A summary is given below.

Unit

Type

Availability

Unit 1: Human Lifespan and Development

An external examination set and marked by Pearson 80 marks

January and June

First assessment

May/June 2026

Unit 2: Human Biology and Health

An external examination set and marked by Pearson 80 marks

January and June First assessment May/June 2026

Studying Health and Social Care at Neston High School opens a wide range of opportunities for further education and diverse career pathways. 

Careers & Further Education Pathways

This qualification can lead to progression to the following degrees:

BSC Nursing
BSC Social Work
BSC Subjects Allied to Health

Studying Health and Social Care at BTEC Level opens the door to a wide range of rewarding career opportunities. Graduates often pursue roles in nursing, social work, healthcare management, public health, early years education, and support services for vulnerable groups. The course equips students with essential skills such as communication, empathy, and critical thinking, which are highly valued in sectors focused on improving wellbeing and quality of life.

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Educational Goals