Food Technology

Key Stage 3 Food Technology

All new Schemes of Work for September 2014 to fall in line with NC new PoS for Cooking and Nutrition. Pupils will cook a repertoire of predominantly healthy main meals.


Year Group

Areas of Study


Across 3 terms on a carousel. Either terms 1 to 3 or terms 4 to 6.

Unit 1 - Healthy eating – the Eat Well Plate, Gov. 8 top tips and overview of macro nutrients. Power point and info sheet with follow up activities.

Unit 2 – Project to design and make a new dish for the school canteen salad bar. Disassembly and sensory analysis of existing shop bought salad dishes, recipe search, make mix and match salad, produce nutrient profile and evaluation of work.

Unit 3 – Production line group practical activity for making a ragu based pasta dish. Links to food industry, job roles, quality control etc. Follow up of other Italian recipes to make.

Unit 4 – Hygiene and safety – group research and poster work on an aspect of hygiene and safety – posters presented to class, peer assessed and displayed.

A range of additional cooking activities including stir fry (with back ground work on costing and nutrient profile/ food label), crumble (with opportunities for recipe adaptation, links to buying seasonal, local produce and eating your 5-7 a day), savoury scones (to reinforce rubbing in method from crumble and to consider finishing techniques.)



Across 3 terms on a carousel. Either terms 1 to 3 or terms 4 to 6.

Unit 1 – Healthy meals for young people. Research into burgers/ koftas/ kebabs and selection of own recipe and accompaniment to make. Recipe risk assessment. Nutritional analysis and links to Eat Well Plate. Sensory analysis of dish made.

Unit 2 – Food Hygiene and safety – power point and quiz. Food poisoning case study.

Unit 3 – Savoury biscuits. Covering function of ingredients, developments and associated constraints. All make chosen biscuits and evaluate.

Unit 4 – Healthy eating campaigns. Background on healthy eating – recap Eat Well Plate, food groups, main nutrients and RDAs. Group work on one aspect of healthy eating to produce a healthy eating campaign which is presented to peers and peer assessed

A range of additional cooking activities including risotto, fish & veg stack (accompanying input on functions of ingredients, sustainability of ingredients and pupils produce production plan for making recipe), Swiss Roll, healthy fillings for jacket potatoes, tuna pasta bake.



Across 2 terms on a carousel. Intro to GCSE in term 6.

Unit 1 – Energy Balance and quick, healthy snack foods. Background on energy balance and role of protein in diet. Makin of own choice noodle or wrap healthy snack & nutritional analysis of this.

On-going group research of given nutrients culminating in group presentations to class.

Unit 2 – Multicultural dishes. All make choice of curry, all select own multicultural healthy main meal to make. Follow up sensory analysis, nutritional profile and recipe risk activities. All adapt and make Shepherd’s pie.

Unit 3 – Food hygiene and safety

Unit 4 – Bread. Covering functions of ingredients, yeast experiment on conditions needed for CO2 production, development of breads and associated constraints. All make bread and evaluate.


Term 6 – Introduction to GCSE Food Technology

Pasta – functions of ingredients, use of pasta machine, research into shapes, colours and flavours. Make own pasta, develop shape, colour and flavour of own pasta. Make own pasta dish. Nutritional analysis of pasta dish. Disassembly and sensory analysis of existing pasta product

Sensory analysis - introduction

Mini Project on cook chill products – supermarket research into existing products, design ideas of suitable dishes and making / sensory testing of prototypes. To be carried over into Year 10.



Key Stage 4:


Years 10/11


Subject:               (AQA) GCSE Design and Technology: Food Technology                                                

Link to other subjects/degrees/careers:

Careers: hospitality and catering, teaching, health care sector: dietician/ nutritionist, Home Economist, food science, food industry- product development, working for the major supermarkets/ magazines/ TV food network

Degrees: Food Science, teaching

Subject links: Science, PE

Skills/competencies developed:

Application of knowledge, designing, creativity, analysis, critical evaluation, investigation, team work, organisation, practical making (cooking) skills, use of equipment, time management, reflection, life skills.


Unit 1 - Written paper 40%. Delivered in Year 10 through investigations, experiments, disassembly, practical cooking activities, mini projects, group and individual work, information and activity sheets, research topics etc.

Materials and Components

  • The functional and nutritional properties of food
  • The effects of combining different ingredients and the interactions of foods during preparation and cooking
  • Importance of appropriate proportions on the structure, shape and volume of mixtures
  • Effects of acids and alkalis
  • The use of standard components in food processing
  • Competence in a range of practical food skills/ methods/ processes to produce quality outcomes

Design and Market Influences:

  • Product prototype development
  • Labelling, packaging, product information and codes of practice
  • Social, economic, cultural and environmental considerations

Processes and Manufacture:

  • The use, need and effect of additives
  • The impact and effect of using a range of different equipment to produce food items of quality and consistency
  • Storage of food and food products
  • Manufacturing/  large scale production requirements
  • Technological developments


Unit 2 – Controlled Assessment 60%. Delivered in Year 11. Choice of 6 design briefs set by AQA which follow the design process.

Investigating the Design Opportunity:

  • Analysis of task, target market profile, research, analysis of research, design specification

Development of Design Proposals:

  • Production of design ideas, product specification and development of one prototype to produce final product


  • 20 hours of assessed practical work to make 6 prototype dishes, developmental work of one prototype and from this, production of final dish

Testing and Evaluation:

  • On-going testing of all practical work through sensory evaluation by target market. Practical investigation and experimental work.

The controlled assessment culminates in the production of a design folder compiling of approx. 20 sides of typed A3 script with supporting photographic evidence of all practical activities.