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Vision Statement  
The Design and Technology department at Queen Katharine Academy are committed to delivering a curriculum accessible to all which provides the broadest possible range of opportunities for students. One which will allow students to become self-motivated and confident learners, who can work independently and as part of a team. We aim to ensure that learners develop technical and practical competencies as well as the wider skills valued by employers. Our main priority is for students to be problem solvers who are not afraid of making mistakes. We hope our students will become responsible citizens who make a positive contribution to society. 

Mission Statement  
The department passionately believes that students learn best by ‘doing’ and by allowing them to experiment and take risks, in a safe and positive learning environment. This is achieved through imaginative teaching that embraces modern technologies and resembles modern industrial processes, whilst retaining the best of traditional practices. At the heart of this, is the desire to deliver a curriculum in which students produce high quality outcomes. Students must learn about the social and ethical responsibilities of designers and engineers and the importance of managing finite resources with care. 

Department Aims 

  • To establish a safe learning environment which is conducive to learning, is stimulating, imaginative and relaxed where students feel supported and secure. 

  • To link too many different curriculum areas to develop a set of transferable skills they can enjoy in school and use in their future working lives. 

  • To enable students to combine their designing and making skills with knowledge and understanding, to design, make, analyse, and evaluate products of high quality. 

  • To value the work of all students, using assessment to monitor student progress 

Key Stage Three 

Key Stage Three students follow schemes of work that develop and explore new skills in three key technology areas –Graphic design, Food and Textiles – via a planned cycle that covers the National Curriculum for Design and Technology requirements. 


In years 7 and 8 the students learn about food nutrients and why we need these nutrients for our health and wellbeing. We learn to use our senses of taste and smell with various food items. 

Practical work is usually once a fortnight, where students learn to prepare and cook different food dishes. 

The schemes of work we use are called “Building a food repertoire” and “Principles of nutrition and Health.” 

In year 9 the students follow the scheme of work from the AQA web site which leads up to the GCSE Food Preparation and Nutrition. 


Key Stage Four 


In year 10 and 11 the students follow the AQA scheme of work for the GCSE Food Preparation and Nutrition. 

Why choose AQA for GCSE Food Preparation and Nutrition 

This new GCSE Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing students' practical cookery skills to give them a strong understanding of nutrition. 

Food preparation skills are integrated into five core topics: 

  • Food, nutrition, and health 

  • Food science 

  • Food safety 

  • Food choice 

  • Food provenance. 

Upon completion of this course, students will be qualified to go on to further study or embark on an apprenticeship or full-time career in the catering or food industries. 


Subject content 

Food preparation skills – these are intended to be integrated into the five sections: 

  1. Food, nutrition and health 

  1. Food science 

  1. Food safety 

  1. Food choice 

  1. Food provenance 



Paper 1: Food preparation and nutrition 

What is assessed 

Theoretical knowledge of food preparation and nutrition from Sections 1 to 5. 

How it is assessed 

  • Written exam: 1 hour 45 minutes 

  • 100 marks 

  • 50% of GCSE 


  • Multiple choice questions (20 marks) 

  • Five questions each with a number of sub questions (80 marks) 


Non-exam assessment (NEA) 

What is assessed 

Task 1: Food investigation (30 marks) 

Students' understanding of the working characteristics, functional and chemical properties of ingredients. 

Practical investigations are a compulsory element of this NEA task. 

Task 2: Food preparation assessment (70 marks) 

Students' knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task. 

Students will prepare, cook, and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved. 

How it is assessed 

  • Task 1: Written or electronic report (1,500–2,000 words) including photographic evidence of the practical investigation. 

  • Task 2: Written or electronic portfolio including photographic evidence. Photographic evidence of the three final dishes must be included. 



Mrs S Erwin (Head of faculty) 
Mrs J Hamaali (Deputy Head of faculty)

Mrs L Henson 
Mrs M Stapleton Copland
Mrs A Bernard
Ms A Howard
Miss H Collins