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The De La Salle Academy

The De La Salle Academy

The De La Salle Academy

Inspiring People;
Breaking Boundaries

Food Technology


Directorate Staff
Mrs T. Davies
Mrs A. Kewley

Curriculum Intent

“Healthy eating is a way of life, so it’s important to establish routines that are simple, realistically, and ultimately liveable.” – Horace

“Take care of your body. It’s the only place you have to live.” – Jim Rohn


The Food Department at The De La Salle Academy is committed to promoting moral, social and personal progression. We aim to provide students with the ability to explore different ingredients, methods and recipes to enable them to build skills that will last a lifetime.

In this way, students can learn to understand the need for good food choices to give them a healthy and happy life, experiencing foods and ingredients they may not have tried previously, regardless of talent or ability. Food encourages students to think differently, giving them the ability to work collaboratively and innovatively. As a subject, we aim to promote successful, independent learners, who make excellent progress through an enjoyment of learning.

Across both key stages, we have a clear aim to develop and improve learners’ experience and understanding of Food through skill development, incorporating the formal elements: Knife skills, weighing and measuring, methods and techniques and using a range of equipment. Student’s skills are developed upon year by year. As students’ progress we engage with the design aspect to enable students to develop and trial their own dishes, being as creative as possible.

Learning activities and Teaching approaches.
 A range of teaching and learning approaches will be implemented with the aim of ensuring pupils are provided with opportunities to:

  • Produce creative, stimulating work, which explores their ideas and records their experiences.
  • Become proficient in weighing and measuring, knife skills, methods and techniques and the Design process.
  • Analyse and evaluate creative works using the language of sensory analysis.
  • Have a broad knowledge of nutrition, health and safety, hospitality and different chefs.

Curriculum Implementation







Year 7
Students will follow schemes of work linking directly to the formal elements of Food. This is intended to provide learners with fundamental practical skills and knowledge. The delivered units of work are exciting and engaging, intended to stimulate creativity and promote expression. The use of various ingredients such as staples – flour, sugar, eggs as well fruit, vegetables and meat, have been incorporated into the scheme of work, to introduce learners to a variety of materials.  


Year 8
In year 8, students will be building on their existing knowledge. They will engage in a scheme of work which allows them to explore the formal elements at a deeper level. Our students will learn techniques required to strengthen and improve their skills and use of different techniques. Skills include weighing and measuring, bread making, shaping and portioning, knife skills and using the different parts off the cooker. In year 8, nutritional analysis will be introduced. Students will be encouraged to evaluate their work and the work of others.  


Year 9
As students choose their options in year 9, this year is used as a preparatory year for examinations. Students will follow a scheme of work which allows them to engage with some of the assessment objectives used at key stage 4. These being, creating and planning their own dishes in response to a set brief, time plans, nutritional analysis and food labelling :  Themes such as ready meals and cakes will be explored.

In year 7, our boys will complete a baseline assessment. This will then inform their targets and work within the classroom. At key stage three, students are assessed regularly throughout the term against the MIKE criteria. This has been devised from the National Curriculum aims, focusing on: making. Investigation knowledge and evaluation.

Students are regularly given verbal and written feedback in the form of a WWW and an EBI (What went well, even better if). During lesson time, they are given Dedicated Independent Reflection Time (DIRT) to respond to their feedback, and set personal targets.

Year 10
In year 10, students will be studying Hospitality and Catering to level 2. Students will build upon prior knowledge, and develop their techniques and skills to make informed decisions. Skills workshops will be followed in the first term, allowing students to gain a feel of the examination required standards, and refresh their skills. Through both independent and group work, students will develop higher skills levels, and be able to produce a range of individual dishes.

Students are given the chance to develop their understanding of the work of the hospitality industry and this course helps to provide a stepping stone for those who wish to pursue a career in this sector.

Year 11
In year 11, as the course progresses, students will work independently, developing personal ideas, within the framework of a provided theme. Year 11 is when our students will sit their exam as well as complete the practical element of the course. This is set externally and will take 6-8 weeks to complete to produce their final dishes in response to the brief.

At key stage four, students are assessed against the Assessment Objectives, They will complete a written project that will contain a three hour practical exam to demonstrate skills and understanding as well as a written folio of work with the total adding up up 9 hours. This is for 60% of the final grade. They will also sit an on line external examination, this is also worth 40% of the final grade. This will cover all the areas of the hospitality industry including Health and Safety, Nutritional information and Roles within the hospitality Industry.


Curriculum Impact


Examination information 

Food Technology
Contact: Ms T. Redmond
Applies to: Years 10 & 11
Course Type: Vocational Lv1/2
Exam Board: WJEC
Specification: 601/7703/2
Board Website: