Nunnery wood high school 14

Food, Care and Vocational

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Vision – Food & Nutrition

 “Let food be thy medicine, and let medicine be thy food” Hippocrates

"Food and Nutrition is a really fun and exciting subject; one that we all need to learn. Learning about good health has consequences for the future, for you and others. It is an interesting subject where we are given loads of opportunities to learn life skills, and cook great food!" Student Quote, LS Year 7

Every child has the right to learn about good nutrition and health. With a track record of success and achievement for a range of student abilities; teaching and learning in the food and nutrition department at Nunnery Wood High School is approached in a creative, innovative, and practical manner; underpinned with the opportunity to develop and use problem solving and analytical skills. Students are coached through their learning journey in a truly inclusive environment, and all are empowered to make healthy food choices. Cross-curricular links with PHSE and SMSC support understanding, and links to science support learning at a higher level. Studying food and nutrition provides life skills and an understanding of global and environmental food matters. Knowledge gained at Key Stage 3 provides an excellent platform to study further at GCSE level, and beyond. The career opportunities are many and varied, ranging from opportunities for personnel in catering, to horticulture, to being a food scientist to help solve issues surrounding the global food crisis. A range of careers can be accessed directly post-16 via further education and apprenticeships, or study at A level, leading then to higher education degrees.

 

Vision – Health & Social Care

“No society can legitimately call itself civilized if a sick person is denied medical aid because of lack of means.” Aneurin Bevan


“Learning about health and social care is really interesting, and helps build us up for the future and the challenges we might face in the world, especially in the community and workplace.” Student quote, FL & AA Year 10

At Nunnery Wood High School part of our offer to expand students’ knowledge and create pathways for careers, is evident in our Key Stage 4 Health and Social Care course. Transferable skills such as problem-solving, analysing and learning about a diverse society are key aspects of the learning experience. Becoming a Healthcare Professional has been known to be one of the most rewarding careers; helping and aiding some of the most vulnerable people in society. Studying Health and Social Care can open doors to some great development opportunities in careers which allow for excellent and varied career progression. Many aspects of roles can ensure the job is interesting and motivating because you never quite know what to expect. Health care is a constantly growing sector, and an industry that is always in demand. A career in Health & Social Care offers long-term employment prospects, with the opportunity for promotion and progression, as well as job security. If you are the right person, with the right attitude and qualifications, there are countless opportunities. Further learning and training can be accessed via a variety of platforms such as A levels, further education college, and apprenticeships.

 

Vision – Child Development

“Children are the world’s most valuable resource and its best hope for the futureJohn F. Kennedy
 

“It’s really interesting to learn a brand new subject that we haven’t learnt before. The lessons give us a chance to discover how babies and children grow and develop. For me, it links to a career in pediatrics which I would like to train in after I leave school.”Student quote

The Child Development course at Nunnery Wood High School is a unique offering delivered in both practical and theoretical ways. By studying ‘the human’ from conception to early years, students can reflect also on their own development and become equipped with the tools to make suitable choices for their own futures. A vocational-style course which provides opportunities at Key Stage 4 level which most students would usually have to wait until post-16 to study. The course gives students the opportunity to study children to learn more about why they develop the way they do, and also the most effective ways to help them to develop as responsible citizens with positive contributions to make.  The course offers opportunities for students to go on to further study, or directly into employment-based training.

 

Vision – Vocational

“Vocational education programs have made a real difference in the lives of countless young people...; they build self-confidence and leadership skills by allowing students to utilise their unique gifts and talents” Conrad Burns

At Nunnery Wood High School “we share an irresistible belief that each child will succeed”. In a truly inclusive environment, where every student is supported to be their best, we believe that access to vocational skills at Key Stage 4 level is an effective way to prepare students for the next development phase of their lives. Whether they choose post-16 study, employment or an apprenticeship route. This provides opportunities for them to access sustainable careers, and a means to continue to grow, develop and thrive. The ASDAN Personal Development Programme of study offers students the opportunity to learn about a wide range of topics, gain new skills, and strengthen literacy and numeracy.

 


 

Staffing Structure
Curriculum Leader: S Young
Email: s.young@nunnerywood.worcs.sch.uk
Phone: 01905 363620

Subject Leader: Mrs G Howie
Email: g.howie@nunnerywood.worcs.sch.uk

Team Structure
Curriculum Leader for Food, Care and Vocational
1 Subject Leader for Food and Nutrition
2 part time food and nutrition teachers
2 part time technicians
 

Curriculum Facilities
The department is well resourced with two dedicated food rooms, complete with kitchen facilities to enable students to undertake practical lessons in school. All rooms have a projector and an interactive smart board. We also have digital cameras which are used for recording students’ practical work. We have access to IT facilities as required.

KS3

KS3 Description of the key skills, knowledge and understanding that are a prime focus of KS3 teaching in the subject area

Learning about good nutrition and healthy lifestyles is an integral part of how we develop into effective learners. Life can be better if we eat well and feel well. During Years 7, 8 and 9 pupils will learn a variety of skills and knowledge to support their own development. They will also learn about the science of food and, the wider national and global aspects. Topics will also support further learning for those that choose to pursue their learning at GCSE level.

Safety & Hygiene: personal safety, food safety, hygiene.
Core practical skills & use of equipment: using all parts of the cooker, knives, whisks, and other equipment.

Healthy Eating & Nutrition: nutrients, diet, Eatwell Guide.
Special Diets: Gluten-free, vegetarian, lactose intolerant and others.
Functions of ingredients: functionality of key ingredients in products; focus on the ‘fantastic four’: flour, sugar, egg, butter (& oils).

Foods of the World: foods from different countries and cultures.
Seasonality: British foods, seasonal foods, carbon footprint.
Food Science: reactions that take place upon the application of heat/mechanical processing/use of microorganisms; for example, dextrinisation, coagulation, aeration, fermentation.

Other learning: range of extracurricular opportunities throughout the year such as pumpkin carving, Christmas yule log club, chef club and bake off competitions to support local charities.

 

Organisation of the KS3 curriculum and how students are assessed (brief summary of long term plan of units and very approximate timings.

Pupils have a one-hour lesson, once a week. We aim to provide a balance of practical and theory work; this includes food analysis and experiments.

1 key assessment takes place each half term; usually made up of a practical task or a theory test. Other smaller assessments may take place of short answer questions or presentation tasks.

Homework is an integral part of the learning, and making progress and all pupils are expected to check the Microsoft Teams regularly, and communicate with their teacher if they are unsure of any instructions given.
 

Sources of information that may be useful
Food a Fact of Life: http://www.foodafactoflife.org.uk/
NHS Eatwell: http://www.nhs.uk/Livewell/goodfood/Pages/the-eatwell-guide.aspx
GCSE Bitesize: http://www.bbc.co.uk/schools/gcsebitesize/design/foodtech/
British Nutrition Foundation: https://www.nutrition.org.uk/
BBC Good Food – Recipes: http://www.bbcgoodfood.com/recipes
BBC Good Food – How To Guides: http://www.bbcgoodfood.com/howto/guide/category/cookery
BBC Food – Seasons: http://www.bbc.co.uk/food/seasons
Vegan Society UK: https://www.vegansociety.com/
Vegetarian Society UK: https://www.vegsoc.org/
Eat the Seasons UK: http://eattheseasons.co.uk/
Coeliac Organisation UK: https://www.coeliac.org.uk/home/

KS4 - Food Preparation and Nutrition AQA 8585

KS4 Description of the key skills, knowledge and understanding that are a prime focus of KS4 teaching in the subject area

Pupils have 5 lessons over two week; this includes a split double in both weeks. 

The course is integrated into five core topics:

  • Food, nutrition and health
  • Food science
  • Food safety
  • Food choice
  • Food provenance

The learning continues to build on knowledge and skills learned and developed in Years 7, 8 & 9.

 

Organisation of the KS4 curriculum (brief summary of long term plan of units and very approximate timings)

1st Year
Terms 1 &2: advanced cooking skills, macronutrients, diets at life stages, special diets, food properties and sample investigation task.
Terms 3 & 4: food science, safety
Terms 5 & 6: food provenance, Micronutrients, seasonality, cooking methods

2nd Year
Terms 1, 2 & 3: controlled assessment
Terms 4 & 5: exam preparation
Term 6: exam

It is essential that students fully engage with all homework tasks set. Also, it is expected that students practice recipes and key skills at home.

 

Assessment
The course is delivered in two units of work.

1. A written examination at the end of the course, which contributes to 50% of the final grade. This requires students to apply what they have learnt during the entire course.
2. Controlled assessment tasks which take place in the second year of the course, contributing to a total of 50% of the final grade:
¬ Task 1: Food investigation (15%): to assess students’ understanding of the working characteristics, and functional and chemical properties of ingredients.
¬ Task 2: Food preparation assessment (35%): to assess students’ knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task. As part of this students will prepare, cook and present a number of chosen dishes.
Sample food investigation tasks:
1. Investigate what type of flour is best for bread making
2. Investigate the use of raising agents in baked products
3. Investigate the ingredients used to thicken sauces and soups

Sample food preparation assessment tasks:

1. Plan, prepare, cook and present a range of dishes which would be suitable for vegetarians. Present three final dishes.
2. Plan, prepare, cook and present a range of dishes which are a good source of fibre and would appeal to teenagers. Present three final dishes.
3. Plan, prepare, cook and present a range of dishes from the Mediterranean culinary tradition. Present three final dishes.

Understanding and application of nutritional knowledge will be a requirement of all tasks.

 

Sources of information that may be useful
Food a Fact of Life: http://www.foodafactoflife.org.uk/
NHS Eatwell: http://www.nhs.uk/Livewell/goodfood/Pages/the-eatwell-guide.aspx
GCSE Bitesize: http://www.bbc.co.uk/schools/gcsebitesize/design/foodtech/
British Nutrition Foundation: https://www.nutrition.org.uk/
BBC Good Food – Recipes: http://www.bbcgoodfood.com/recipes
BBC Good Food – How To Guides: http://www.bbcgoodfood.com/howto/guide/category/cookery
BBC Food – Seasons: http://www.bbc.co.uk/food/seasons
Vegan Society UK: https://www.vegansociety.com/
Vegetarian Society UK: https://www.vegsoc.org/
Eat the Seasons UK: http://eattheseasons.co.uk/
Coeliac Organisation UK: https://www.coeliac.org.uk/home/
AQA exam board information: http://www.aqa.org.uk/subjects/food/gcse/food-preparation-and-nutrition-8585
AQA Video tutorials: http://www.aqa.org.uk/resources/food/gcse/food-preparation-and-nutrition/teach/food-preparation-video-tutorials
Food provenance: http://www.foodafactoflife.org.uk/section.aspx?siteId=19§ionId=92
Food provenance – fish: http://www.telegraph.co.uk/foodanddrink/9536671/Food-provenance-the-fishermen-leading-the-way.html
GCSE Bitesize – Food Technology: http://www.bbc.co.uk/schools/gcsebitesize/design/foodtech/

KS4 - Health and Social Care

Subject title, board and syllabus code:
Cambridge National in Health and Social Care Level 1 / 2 J835

 

 

This course is suitable for students aged 14-16 years and will develop knowledge, understanding and practical skills that would be used in the health and social care sectors. This is a vocational-based course where students can go on to study health and social care post-16, or go straight into employment-based training/employment.

The program of study will also help to develop independence and confidence in using skills that are relevant in Care settings. The qualification will also help to develop learning and skills relevant to other life and work situations. For example, research and communications skills within the NEA set assignments, where students complete research into the rights of clients, values of care, and needs of clients at different life stages. 

Students will study the principles of good practices in health, social and early year’s settings, and the importance of person-centred values.

There are three mandatory units:

Unit R032: Principles of care in health and social care. This is assessed by an external exam. In this unit, you will learn about the key topics that are important when caring for and protecting people in health and social care. Topics include the rights of service users in health and social care settings, person-centred values of care, effective communication in health and social care, protecting service users and service providers in health and social care settings. 

Unit R033: Supporting individuals through life events. This is assessed by a Set Assignment. In this unit, you will learn about growth and development through the life stages. You will also learn how to understand the needs of individuals who have been affected by life events, and how to recommend support to meet their needs. Topics include Life stages, impacts of life events, and sources of support.

Unit R034: Creative and therapeutic activities OR Unit R035: Health promotion campaigns. This is assessed by a Set Assignment.

Unit R034: Creative and therapeutic activities.  In this unit, you will research therapies and learn about how they can benefit people. You will also learn about the benefits of creative activities and you will plan and deliver a creative activity to a group or individual. 

OR

Unit R035: Health promotion campaigns. In this unit, you will research health promotion campaigns and learn about their benefits to society. You will also plan and deliver your own health promotion campaign. 

 

Assessment
Unit R032: Principles of care in health and social care (external examination): Written paper, OCR-set and marked (40% of the overall award)

Unit R033: Supporting individuals through life events. Centre-assessed tasks, OCR moderated (30% of the overall award)

Unit R034: Creative and therapeutic activities OR Unit R035: Health promotion campaigns. Centre-assessed tasks, OCR moderated (30% of the overall award)

 

Sources of information that may be useful:
www.ocr.org.uk
www.nhs.uk/service-search 
www.equalityhumanrights.com
www.gov.uk
www.hse.gov.uk/legislation
www.careerpilot.org.uk/jobs/health-and-social-care
www.eoc.org.uk
www.sja.org.uk

KS4 - Food Enrichment

Food Enrichment builds on skills from KS3 in real life scenarios. The course promotes independent learners, and encourages students become more confident and competent with their practical skills. Students undertake recipe research to cater for a variety of different needs, learning new skills as they go. An emphasis on environmentally aware practices, sustainability and British Food is encouraged.

Food Enrichment classes are open to all students, regardless of whether they study food at GCSE level or not. Students who do study the full GCSE are encouraged to the Enrichment course also, but it is not compulsory; if students have an active interest in food and nutrition then they should be able to access the GCSE without the Enrichment option.

The course focuses on ‘skills for life’ underpinned with principles of healthy eating and the Eatwell Guide.

KS4: Child Development

Subject title, board and syllabus code:
Cambridge National in Child Development Level 1 / 2 J809

This course is a great choice for students aged 14-16 years and will develop knowledge, understanding and practical skills, relevant to employment in the Childcare sector. The course award comprises of set assignments (coursework) and an external exam. This is a vocational-based course where students can go on to study child development post-16, or go straight into employment-based training/employment.

The program of study will also help to develop independence and confidence in using skills that would be relevant to the Childcare sector. The qualification will help to develop learning and skills relevant to other life and work situations. For example, research and communications skills within the NEA set assignments, where students complete research for equipment to help make decisions on which to choose and explain why; justifying their choices and making recommendations.

Students will study aspects of pre-conception health and social factors, conception, birth, post-natal health, and development of children from birth to five years. Where possible, the application of practical tasks will support learning.

There are three mandatory units:

Unit R057: Health and well-being for child development. This is assessed by an external exam. In this unit, you will learn about the importance of pre-conception health and reproduction, antenatal care and preparation for birth. You will also learn about postnatal care and the conditions in which a child can thrive. Topics include pre-conception health and reproduction, antenatal care and preparation for birth, postnatal checks, postnatal care and the conditions for development, childhood illnesses and a child-safe environment.

Unit R058: Create a safe environment and understand the nutritional needs of children from birth to five years. This is assessed by a set assignment. In this unit, you will learn how to create a safe environment for children from birth to five years in childcare settings. You will research and choose equipment that is suitable and safe for use, and will learn about children’s nutrition and dietary needs. Topics include creating a safe environment in a childcare setting, choosing suitable equipment for a childcare setting, and nutritional needs of children from birth to five years.

Unit R059: Understand the development of a child from one to five years. This is assessed by a set assignment. In this unit, you will learn the physical, intellectual and social developmental norms for children from one to five years. You will understand the importance of creating plans and providing different play activities to support children in their development. Topics include: physical, intellectual and social developmental norms from one to five years, stages and types of play and how play benefits development, observe the development of a child aged one to five years, plan and evaluate play activities for a child aged one to five years for a chosen area of development.

Assessment
R057:
Health and well-being for child development (external examination): Written paper, OCR-set and marked (40% of the overall award)

R058: Understand the equipment and nutritional needs of children from birth to five years: Centre-assessed tasks, OCR moderated (30% of the overall award)

R059: Understand the development of a child from birth to five years: Centre-assessed tasks, OCR moderated (30% of the overall award)

Sources of information that may be useful:
www.ocr.org.uk
https://www.nhs.uk/pregnancy/
https://www.nhs.uk/common-health-questions/childrens-health/
https://www.nhs.uk/start4life/baby/
https://www.nhs.uk/conditions/baby/first-aid-and-safety/safety/baby-and-toddler-safety/
https://www.hct.nhs.uk/children-and-families/top-tips/keeping-your-baby-and-children-safe-at-home/
https://www.nhs.uk/conditions/baby/weaning-and-feeding/what-to-feed-young-children/
https://www.nhs.uk/conditions/baby/weaning-and-feeding/babys-first-solid-foods/
https://www.rospa.com/home-safety/advice/product/toy-safety
https://www.rospa.com/media/documents/road-safety/teaching-road-safety-a-guide-for-parents.pdf
https://www.choc.org/primary-care/ages-stages/

 

Key Stage 4: Vocational Studies

ASDAN Personal Development Programme

ASDAN's Personal Development Programmes (Bronze, Silver and Gold) offer imaginative and practical ways of developing, recording and certificating a wide range of student’s personal qualities, abilities and achievements, as well as introducing them to new activities and challenges. This is a great course, offering students a bespoke learning plan, which will help them gain life skills, and improve their post-16 career path. Students will study a selection of units from modules on: Communication; My community; Sport and leisure; Independent Living; My environment; Number handling; Health and wellbeing; World of work; Science and technology; The wider world; Expressive arts; Beliefs and values; and Combined studies. 

 

Assessment
This is by means of a portfolio of work, which students build up in units, to contribute to either a bronze, silver or gold certificate.

Students are required to plan and review their work at key points, explaining how they have developed their skills in six areas: Ability to learn; Teamwork; Problem solving, IT skills; Literacy; and Numeracy. There are pro forma recording documents (Skills Sheets) to guide them.

 

Sources of information that may be useful:
https://www.asdan.org.uk/
https://www.asdan.org.uk/personal-development-programmes/