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Food Technology

GCSE CATERING (SINGLE AWARD) WJEC

The Catering course consists of one written examination and 2 controlled assessment. The focus is on the building of practical skills, along with skills for work, life and learning. Pupils will undertake practical cookery workshops, time planning, nutritional analysis, recipe development and cost analysis in relation to a brief.
Learners are encouraged to work to standards expected in a professional setting and will have the opportunity to work with chefs from industry. Central to learning is that the food produced should be fit for presentation to customers in a commercial setting.
Unit 1 – Catering skills related to food preparation and service (60%)
Unit 2 – Catering, food and the customer (40%)

Key assessment points;
Unit 1: Catering skills related to food preparation and service consists of 2 tasks worth 120 marks which are internally assessed and externally moderated:
Task 1 Controlled Assessment (20%) Afternoon Tea Brief:
Learners will produce a portfolio of evidence containing research and investigations. Learners will also produce 4 dishes. This is completed in Year 10 and will take 15 hours to complete.
Task 2 Controlled Assessment (40%) Healthy Eating 3 Course Meal Brief:
Learners will produce a portfolio of evidence containing research and investigations. Learners will also produce 3 dishes – a starter, main and a dessert. This is completed in Year 11 and will take 30 hours to complete in Year 11.
Unit 2: Catering Food and the Customer is a written paper at the end of the course (June) which is worth 80 marks and takes 1 hour 15 minutes to complete.

Useful links to support success and home learning:
http://www.wjec.co.uk/qualifications/hospitality-and-catering/hospitality-and-catering-gcse.html

You can help by encouraging your child to:

  • Prepare food independently at home, within a time frame
  • Tidy as they go, focusing on hygiene, safety and presentation
  • Watch television programmes and internet research to help build their skill and knowledge base of nutrition and food presentation
  • Commit to a home study programme to ensure assessment based home learning tasks are completed
  • Attend study support and skills workshops
  • Carry out independent research by visiting catering establishments to observe products and presentation.

Staff who teach Food Technology at La Mare de Carteret High School :
Mrs J. Divers – Head of Department
Mrs J. Masterman – Technician


We have high expectations for all our children and young people.

The Food and Cookery curriculum enables them to become:

What
are we trying
to achieve?
Respsonsible CitizensEffective ContributorsSuccessful LearnersConfident Individuals
How?

Examples of how the curriculum enables student’s to achieve these characteristics:






Evaluate technological issues through using a variety of equipment practical lessons and analysis of the task to identify improvements.

Develop respect for others, working safely and co-operatively in teams in practical lessons.

Foster a commitment to participating responsibly in economic, social and cultural life by examining food choices in relation to cost, diet and culture.

Develop informed ethical views of complex issues by applying nutritional knowledge to groups within society, taking account of sustainability and applying it to a range of settings.

Improve knowledge and understanding of the world and Guernsey’s place in it by studying national dietary guidelines and applying it in context.

Widen understanding of different beliefs and cultures through practical and theory work related to Fair Trade and Foods of the World as well as Special Dietary Groups.

Expand the skill of making informed choices and decision through sensory and nutritional analysis of products.

Develop resilience by seeking solutions to practical problems independently.

Foster an enterprising attitude through design and making and contributing to group presentations.

Apply critical thinking in new contexts through a variety of practical activities with increasing independence on their journey through KS3 to 4.

Create and develop through research tasks on dietary topics and constructing time plans for practical lessons. Opportunities to personalise recipes foster creativity.

Problem solve in a practical environment through applying a wide range of techniques to build confidence.

Work in partnership and teams to produce a successful finished product within a restricted time.

Take the initiative and lead in practical task, supporting peers to solve problems in practical situations.

Communicate in a variety of different ways through using google and presenting to the class in theory lessons. In practical lessons they provide self and peer feedback on practical tasks.

Develop self-reliance through routines and working independently to solve practical issues as they arise and being responsible for the organisation of their resources.


Work independently to improve practical skills, following recipes until they are secure in their knowledge to construct their own.

Develop independence in theory lessons by researching topics and extending answers linked to current local and national curriculum guidelines.

Work in a team in practical tasks as to reach timed targets for hygiene routines. In theory lessons they rotate roles in co-operative learning groups e.g. time keeper, resource manager to develop employability skills.

Build mind sets towards reaching high standards of achievement through target setting and use of exemplar materials in theory lessons. In practical lessons, learners develop high standards by working to modelled expectations and working towards Chef of the Week.

Enthusiasm for learning is fostered by providing a curriculum that is current and relevant. Learners are motivated through active learning and personalising practical lessons.

Learners are encouraged to be open to new thinking and ideas by examining a variety of theories and applying them in a practical setting.

Hone literacy skills through extended writing using literacy mats focussed on subject specific key words. Food investigations facilitate use of sensory evaluation language to expand vocabulary.

Communication skills are developed as pupils give verbal feedback to peers and present research projects to peer groups.

Numeracy skills are developed through weighing and measuring activities and costing recipes.

Evaluate through analysis of practical skills and food investigations linked to theory.

Think creatively to develop new food products and improve the taste, texture and appearance. Independence is developed.

Think independently by experimenting with individual ideas through design and make projects.

Use technology for learning through the use of chrome books to access a variety of research and presentation tools. Nutritional analysis programmes and the use of new equipment for practical lessons is used throughout KS3 and 4.


Physical well-being is cultivated through acquiring a secure understanding of the eat well model and the role of nutrients in the body and applying these to a practical setting to provide skills for life.

Mental well-being is supported by working in a nurtured, safe and secure learning environment.

Healthy emotional well-being is encouraged by exploring the relationship with food and being supported to voice opinions and needs in a respectful environment.

Self-respect is nurtured by building an understanding of the food choices they make and the impact it will have on health and body throughout life. Learners are also encouraged to be their best selves and to have pride in their work.

Leaners relate to others by examining different dietary and cultural groups and working with others to take account of their opinions and views.

Self-management is encouraged by following independent routines and organising resources while meeting a deadline.

A healthy and active lifestyle is pursued through applying the knowledge and understanding of healthy eating and energy balance into menu planning and adaption and healthy meal preparation.

Ambitious learners are fostered by setting differentiated learning outcomes and learning conversations that reference excellent standards and linking to top industry role models and mentors.

Secure values and beliefs are fortified to achieve success in different areas through examining a range of ethical issues and applying them in a cross curricular and life setting.

Self-awareness is reinforced by examining their dietary habits and choices and how this can impact on health in later life.

Communication of own beliefs is developed in relation to their views of the world through research projects and presentations relating to Fair Trade, Special Diets and Food of the World.

Assess risk and make informed decisions through studying pathogenic causes of food poisoning and carrying out Hazard Analysis Critical Control Point plans for practical lessons.

Learners are equipped to live as independently as they can using practical and analytical skills to select and prepare nutritional menus within a budget and a manageable time frame for today’s society.