Exam Board: Eduqas | Spec No.: 601/8093/6 | View Eduqas's Food & Nutrition webpage

About Food & Nutrition

Food & Nutrition Curriculum Intent: Understanding Food & Nutrition’s Curriculum DREAM 

Purpose: This document sets out how Food & Nutrition approaches Curriculum Intent at Eaton Bank Academy. 

Design  How have you designed your curriculum to be broad, balanced and ambitious? 
The KS3 Curriculum follows the broad aims of the National Curriculum and references the Core Food Competences. Food and Nutrition will equip students with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition, and healthy eating.  


The curriculum is designed for students to develop and progress within 5 key concepts of disciplinary knowledge; Nutrition & Diet, Science of Food, Where Food Comes From, Factors affecting Food Choice and Food Preparation and Cooking. The national curriculum statements provide the framework for the 5 key concepts, and these are progressed in each year, building on prior knowledge.  


At KS3, pupils receive 1 lesson per fortnight, alternating practical and theory lessons and students can deepen and apply their understanding by theoretical content which has a practical application in the following lesson. The Food curriculum encourages students to cook and enable them to make informed decisions about a wide range of further learning opportunities and career pathways as well as develop vital life skills that enable them to feed themselves and others affordably and nutritiously, now, and later in life. 

Rationale  What is the rationale behind your curriculum design and ordering of content over time? 
The rationale behind the Food Curriculum is to create a practical and theoretical learning experience building in depth and breadth from Years 7 to 11. The Food Curriculum is designed to inspire and challenge student’s thinking and habits with their own and their family diet. While respecting tradition, we seek to expand their food-based experiences to consider healthier choice of foods, to introduce a wider range of ingredients from their own traditions and those of other cultures. We encourage students to consider economic, social and environmental consequences of food choice as well as developing their understanding of their own food choices on health and wellbeing. 


An early focus on food safety in year 7 ensures that students develop knowledge and skills within a clear framework of safe working practices.  During KS3 students are encouraged to experiment and adapt recipes developing confidence and independence. In year 8 there is a greater focus on Food Science and understanding the functional and chemical properties of ingredients, such as gluten in breadmaking. Healthy Eating remains a focus in both theory and practical elements. In Year 9 there is a greater focus on Food Provenance and commodities, whilst pupils undertake more complex practical skills such a filled pastry to showcase learning 


The curriculum is designed to embed a foundation stage of each of the 5 key concepts, these are not taught as distinct areas but rather interleaved throughout schemes of learning with both consolidation of prior knowledge and progression of deeper understanding.  Students who opt for Eduqas GCSE Food Preparation & Nutrition draw on KS3 learning to study Nutrition and core syllabus areas in greater depth, with more frequent practical work. 

Equality  How is your curriculum accessible and purposeful for all students, including SEND, Disadvantaged and Higher Ability Learners? 
Throughout all Key Stages, the Food Curriculum is delivered in mixed ability groups. Therefore, differentiation is at the heart of the curriculum, featuring throughout all aspects of planning, delivery and assessment to support the progress of all students. The Core Food Competences of Diet, Food Origins & Choice and Practical Food Preparation Skills are delivered and revisited in an interleaved manner. Teaching is language rich in both theory and practical lessons so that key concepts are delivered through specialised vocabulary to reinforce past learning.  


As a practical subject with a strong focus on the safety of learners, routines and protocols transcend practical learning which provides a calm, purposeful and secure environment for learning which meets the needs of many SEND and Disadvantaged learners. This is mirrored by uptake of these cohorts at GCSE.  In addition, the subject demands a fusion of academic challenge, practical skill together with organisational attributes, so can deliver opportunities for success for all learners at different levels and within different realms of challenge.  


The Food Curriculum by its nature is evolving to match themes and interests in popular food culture and we aim to develop practical experiences to make it relevant to the everyday experience of students, a reflection of wider society. For example, our current development is to offer more plant-based food outcomes and develop baking recipes to make them accessible to pupils with food related intolerance such as lactose and gluten. 

Aims, Vision & Values  What is the aim of your curriculum and how does this support the aims and values of the school? 
The Food Curriculum aims to deliver well-crafted and challenging learning activities to promote an appreciation that food is an essential and joyous part of our everyday lives and that a healthy balanced diet can increase both quality of life and life expectancy. A sound understanding of food and nutrition ultimately shapes a student’s future and fuels success at every stage in life. A key aim is to impart transformative and vital lifelong skills is an aim for all students studying in Food. 


The Food curriculum promotes the wider aims of the school in developing personal qualities and reflecting the core values, in the expectation that students conduct themselves in a practical environment with respect and kindness towards other learners in a busy shared space. The learning environment in Food is has a culture of purpose and expectations of all students being ambitious to achieve success in both academic and practical learning but also being considerate and supportive towards their peers. This enables learners to feel self-confident, to develop independence and the strength to be resilient, to be secure to bounce back from setbacks and retain optimism. 


The Food curriculum aims to develop students into informed consumers who are aware of and care about contemporary food issues such as the sustainability of food, the environment, food security and world health issues and can articulate their views with empathy. We aim to broaden student’s culinary horizons while respecting British food traditions. Our students have a range of food-based experiences and traditions but all benefit from a wider understanding and appreciation of the needs of others and how these impacts food choices based on health, cultural and religious demands. 

Misconceptions  How do you address misconceptions in your subject to support students’ learning? 
Misconceptions can arise from several sources during learning and can affect subject content and procedural learning in Food. In terms of procedural learning, clear instructions together with micro demonstration during practical sessions helps to prevent errors arising. Observation and intervention while students are working is critical and this is made possible by calm, orderly practical sessions together with the desire by students to produce high quality practical outcomes by listening well and following advice. 


Misconceptions from theory work occur frequently and often about the effect of food on health, especially as this an area of frequently up-dated knowledge from the science community but often misrepresented by social media and the popular press. Misconceptions can arise from discussion and from the work of students. Incorrect information is directly challenged but with sensitive when it arises and then revisited.  


Common misconceptions in understanding can be picked up through marking of formative and summative assessments and analysing responses from Forms Quizzes. Review tasks are planned, delivered, and understanding reassessed to ensure that misunderstandings are corrected. 


Food & Nutrition Curriculum Map

Meet the Teachers

Mr Moulding