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Hungerhill School

Design Technology: Food

The Food department at Hungerhill School are committed to delivering a curriculum accessible to all students and which nurtures and develops a love of the subject. The department will provide a range of opportunities for students. We aim to support students to become self-motivated and confident learners, who can work independently and interdependently.

I believe that it is vital that food education is included in the school curriculum to instill in young people the value of making the correct food choices to support their and future generations development and life chances in terms of well-being and health. If students know where their food has come from, how it has been produced, understand how to choose ingredients, prepare, and serve nutritionally balanced meals and understand the nutritional content of food and its impact on their health they will learn to make informed decisions about the food that they eat. In addition, we aim to raise an awareness about protecting the environment by encouraging them to buy and use seasonal foods which are nutritionally superior, support the local economy and are tastier; at the same time as protecting the environment by reducing food miles, packaging, and transport.

Mrs K Stones
Curriculum Leader

Recent studies have highlighted the link between nutrition and academic performance, it is therefore important to ensure that students understand the importance of eating well. With a growing childhood obesity and type 2 diabetes rate, the diet of children has received a lot of media attention over the last few years. Good nutrition is vital to health, yet large numbers of schoolchildren are ‘overfed but undernourished’. The consequences of poor eating patterns and sedentary lifestyles have been well researched and acknowledged, but potential impacts extend beyond an increased risk of chronic health problems in later life. It is vital that the food curriculum in school raises awareness of the issues.

The department promotes and encourages students to develop skills by taking part in a wide range of practical activities while at the same time providing a safe learning environment.  We aim to deliver a curriculum in which students understand what they are doing and why, they learn to adapt and develop their ideas and to produce successful, quality outcomes. They learn about nutrition, cooking methods, why specific ingredients are used in products, the function of an ingredient in a recipe, the importance of accurate weighing, measuring and application of quality control checks for successful outcomes and the ‘science’ behind the preparation and cooking of food. We aim to encourage our students to become responsible consumers and to live healthy lifestyles.


Our Food Preparation and Nutrition curriculum will:

Develop the character of all students.

  • Our main priority is for students to become enquiring independent and interdependent learners who develop a lifelong love of learning.
  • Students are taught to be respectful of each other, to support and encourage each other in their learning and to work as a team to get the job done.
  • Students are made aware of the values and beliefs of other cultures and religions and to be respectful of differences.
  • We encourage students to question and challenge themselves, to be adaptable and open minded in their thinking.
  • We ask for constructive feedback from the consumers of their products and expect students to act on feedback, solve problems, see mistakes as a challenge and to be resilient in resolving problems.
  • We encourage our students to become responsible citizens who make a positive contribution to society by asking them to consider the impact on the environment in their food choices.
  • We encourage our students to take responsibility for their health and well-being by making positive choices about what they eat.
  • We develop transferable skills; planning, organisation, time management, teamwork, determination and resilience, all of which are valued in the workplace.
  • Students learn about the social and ethical responsibilities of their lifestyle choices and the impact on theirs and others lives.


Ensure all students are literate and numerate.

  • Students will be encouraged to read texts relevant to their learning and be able to apply their knowledge to practical situations, when recording coursework and completing home learning and assessments
  • Students will be encouraged to stay abreast of current issues relating to food by listening to the news, reading relevant material (books, magazines, media)
  • Students will develop their literacy by reading and interpreting recipes and processes of making and by researching new subject specific terminology.
  • Students will develop literacy by research, nutritional analysis, report writing, use of sensory descriptive words to analyse food and by writing evaluations about their products.
  • Students will develop numeracy through practical application. They will: weigh, measure, work out portions, scale recipes, work out ratios of ingredients, time the cooking of food products, comparing the time it takes to cook certain food using different cooking methods, use of cutters, read food temperature thermometers and by dividing mixtures into specified amounts.

Build knowledge and aspirations of all students.

  • By providing practical and investigative opportunities and teaching theoretical knowledge students will build on prior learning and understanding. Learning will be recycled and assessed regularly to ensure learning is embedded.
  • Appoint ‘Subject Leaders’ to promote the subject, encourage, support and nurture other students with their learning and to raise the profile of the subject at open evenings.
  • Produce opportunities for students to develop challenging technical skills.
  • Encourage students to ‘upskill’ recipes and produce ‘high-skill’ products.


Ensure all students have the secure foundations to progress into further education and employment.

  • Plan and sequence the food curriculum correctly to ensure effective progression through the key stages.
  • Develop and promote the ‘soft’ skills (e.g., teamwork, leadership, communication skills, problem-solving skills, work ethic, interpersonal skills and flexibility and adaptability) to ensure students can apply them in different situations.
  • Provide Student Leadership opportunities within lessons and the department.
  • Provide information to students about careers in food.




Develop cultural capital of all students:

  • Provide opportunities for students to study international cuisine KS3 and 4
  • Provide opportunities for students to work with specialists e.g., Vegan Cookery demonstration by Animal Aid at KS4
  • Provide sensory tasting opportunities for students to experience different cuisines – KS3 & KS4
  • Cooking Club – KS3
  • Departmental challenges KS3 & KS4- Easter and Christmas cooking competition
  • Creative Arts Evening
  • Cross Curricular links discussed within lessons
  • Study of Celebrity Chefs/ TV Shows/ online Webinars
  • Provide Student Leadership opportunities within lessons and the department.


National Curriculum Aims:

The framework is presented in nine sections, this is used for whole departmental planning and training and the planning of quality first teaching:

1. Developing professional competence

2. Taking a whole school approach

3. Teaching the curriculum

4. Managing practical food classes

5. Teaching food preparation and cooking

6. Designing, making and evaluating food

7. Promoting and applying nutrition

8. Applying aspects of consumer awareness

9. Implementing good food safety and hygiene

Design Technology: Food Preparation and Nutrition KS3

Main skills developed in Key Stage 4:  

Design Skills:

  • Analytical
  • Research skills
  • Communication skills; using a range of different techniques
  • Investigative skills
  • Problem solving
  • Planning
  • Evaluating

Making Skills:​

  • Using a range of equipment
  • Investigating how and why ingredients work
  • Experimental work
  • Cutting, shaping, and combining ingredients
  • Manufacturing a wide range of practical food products
  • Presentation and 'finishing' techniques​


​How parents can help to support their son's/daughter's learning in Key Stage 4: ​​​
  • Encourage students to bring basic equipment to each lesson
  • Provide students with an A4 display folder to store their work in
  • Help students to organise and present their work to the best of their ability
  • Support the department by providing ingredients for practical lessons
  • Provide feedback to encourage them to improve their practical products. 

KS4 Food preparation and nutrition

Exam board: AQA

Qualification: GCSE


5O% NEA (two controlled assessment tasks) which are set by the examination board

Science investigation – 15% final mark (this element has been withdrawn for 2021-2022 due to the Coronavirus pandemic)

Food preparation task – 35% final mark (50% 2021-2022- see above)

50% final written examination; this is taken at the end of the course

Outline of the course:

The aim of this course is to teach students about food in the widest sense and to help them to develop a range of food preparation skills.

The course will help you to understand:

  • What food is composed of
  • How food is prepared safely and skilfully
  • What happens to the ingredients when you cook them (food science)
  • Where food comes from and how it is produced and sold (food provenance)
  • Which foods different cultures eat throughout the world
  • How food choice affects health and well-being of themselves and their families
  • The impact of food production on the environment

Outline of the course structure:

Students cover a wide range of activities in year 9 and 10. This develops their knowledge, skill and understanding of food and nutrition. The course in these years develops confidence and competence and prepares students for the challenge of year 11.

Course content Year 9

Introduces students to the five component areas of food preparation and nutrition:

Food nutrition and health

Food science

Food safety

Food choice and food provenance

The skills and knowledge are taught through a range of practical projects which include: Cakes. Pastry. Soup and bread.

Students are introduced to scientific investigation tasks and ‘mock’ food preparation tasks.

Course content Year 10

Skill and knowledge in the five component areas continues to be developed in year ten through the following projects:

Rice, pasta and flat bread. Chicken and fish. Preservation, jam, chutney and curd.

Students continue with scientific investigations and ‘mock’ NEA 1 and 2.

Course content Year 11

Students undertake their NEA 1 controlled assessment in September and October of year 11. The tasks are set by the examination board. Students work independently and interdependently to produce an individual folder of work which records their joint practical scientific investigations and outcomes. This comprises 15% of their final mark.

In November of year 11 students begin work on their NEA 2 controlled assessment. This challenge is set by the examination board. They undertake a food preparation and nutrition challenge. Students work independently on this task and it allows them to research, plan, trial and develop three final products which are produced in a three-hour final practical examination. Folder work records and reflects on the development of this project. This comprises 35% of their final mark.

Following the completion of the second controlled assessment students prepare for the final written examination. The examination lasts for one hour and forty-five minutes and is in two sections. Section A is comprised of 20 multiple choice questions and section B six longer response questions. The examination paper covers all aspects of the course specification.

Careers are many and varied and include:

  • The hospitality industry (the fastest growing industry in the country)
  • Teaching/lecturing
  • Food product development
  • Food writer
  • Food photographer
  • Food technologist
  • Nutritionist
  • Quality assurance inspector in the food industry
  • Food critic
  • Chef/TV celebrity chef
  • Advertising
  • Marketing
  • Dietician

Progression from GCSE:

  • Catering courses:
    • Introduction to Culinary Skills Level 1
    • Professional Cookery Level 2
    • Culinary Skills CG Certificate Level 2
    • Level 2 & 3 Diploma in Professional Food and Beverage Service
    • Level 2 & 3 Diploma Professional Cookery (Kitchen & Larder)
    • VRQ Level 3 Diploma in Patisserie & Confectionery
  • Apprenticeships:
    • Hospitality- working in a hotel, restaurant or other business in hospitality, apprenticeships include:
      • Commis Chef
      • Hospitality Supervisor
      • Hospitality Team Member
  • Various degree courses:
    • Food and Nutrition
    • Food Marketing Management
    • Food Marketing and Product Development
    • Human Nutrition and Health
    • Nutrition, Diet and Wellbeing
    • Sport and Exercise Science

Progression form GCSE:

Catering course – two or three years, this can be a pre university two year course

University degree – three years