{"id":23125,"date":"2026-07-02T15:42:55","date_gmt":"2026-07-02T15:42:55","guid":{"rendered":"https:\/\/futuralearning.co.uk\/schools\/?page_id=23125"},"modified":"2026-07-02T15:44:17","modified_gmt":"2026-07-02T15:44:17","slug":"design-and-technology-catering-curriculum-overview","status":"publish","type":"page","link":"https:\/\/futuralearning.co.uk\/schools\/chilton-trinity-school\/design-and-technology-catering-curriculum-overview\/","title":{"rendered":"Design and Technology \/ Catering Curriculum Overview"},"content":{"rendered":"\t\t
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Design and Technology \/ Catering Curriculum Overview\n<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Design and Technology \/ Catering\u00a0Curriculum Overview<\/strong><\/h2>

Team Vision<\/h3>

Our vision is to ensure that every student, regardless of their starting point, can achieve their full potential. Through their time at Chilton Trinity school, we want our students to become confident and articulate individuals with a thirst for knowledge and a determination to succeed in all they do.<\/p>

Curriculum Intent<\/h3>

Design and Technology is an inspiring, rigorous and practical subject and it encourages creativity and imagination. Pupils design, make and evaluate products that solve real and relevant problems, within a variety of contexts, considering their own and others\u2019 needs, wants and values. Students are taught to select and use appropriate tools safely and effectively to make a product. In all areas of Design and Technology the Students are encouraged to consider the effectiveness of their designs and requirements of the product. Every student will have the opportunity to learn and extend their understanding, experience and application in the use of design technology in as wide a variety of situations as possible.<\/p>

Long Term Plan<\/h3>

\u00a0<\/p><\/td>

Term 1<\/p><\/td>

Term 2<\/p><\/td>

Term 3<\/p><\/td>

Term 4<\/p><\/td>

Term 5<\/p><\/td>

Term 6<\/p><\/td><\/tr>

\u00a0<\/p>

Year 7<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit: Mobile phone holder<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit: Mobile phone holder \/ Sewing and Drawing<\/p>

\u00a0<\/p><\/td>

\u00a0
Unit: Sewing and drawing<\/p>

\u00a0<\/p><\/td>


Unit: Health and safety, hygiene, bacteria and methods of cooking<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit: Food provenance and processing<\/p><\/td>

\u00a0
Unit: Methods of cooking \u00a0& Healthy Eating<\/p>

\u00a0<\/p><\/td><\/tr>

Key Learning<\/p>

Students need to know and remember from this unit of work<\/p><\/td>

Health and safety, workshop rules, Accuracy in measuring using mm and marking out. Use of hand tools and machinery for wood working. Adhesives, safety precautions, Manipulation of polymers.<\/p>

\u00a0<\/p><\/td>

Properties and working characteristics or timbers, polymers and metals, Designing to specification, design limitation. Evaluation and development<\/p>

\u00a0<\/p>

\u00a0<\/p>

Fabrics, Sewing techniques by hand, product analysis using ACCESSFM<\/p><\/td>

New and emerging technologies<\/p>

Modern and smart materials<\/p>

SMSC \u2013 developments in design, impacts on individuals, society and the environment. Responsible design<\/p><\/td>

Health and Safety rules and procedures in the food room.<\/p>

Food safety and hygiene, how bacterial multiply, the 4Cs, Types of contaminant<\/p>

Knife safety, correct use of knives; bridge and claw grip \u00a0\u00a0<\/p><\/td>

Where food comes from, Reared, Grown or Caught.\u00a0<\/p>

Methods of growing polytunnels and hydroponics<\/p>

Free range and organic farming<\/p>

Primary and secondary processing.\u00a0<\/p><\/td>

Heat transfer, convection, conduction, radiation.<\/p>

Parts of the cooker<\/p>

Methods<\/p>

Boil,<\/p>

Bake<\/p>

Grill<\/p>

The Eatwell Guide, Main nutrients Healthy eating tips<\/p><\/td><\/tr>

Check for Understanding<\/p>

How we will check for understanding in this unit of work<\/p><\/td>

Assessment<\/p>

Homework once every six weeks<\/p>

Checkpoint:<\/p>

Mid-point project assessment<\/p><\/td>

Assessment<\/p>

Homework once every six weeks<\/p>

Checkpoint:<\/p>

End of project assessment<\/p>

\u00a0<\/p><\/td>

Assessment<\/p>

Homework once every six weeks<\/p>

Checkpoint:<\/p>

Mid-point project assessment<\/p><\/td>

Assessment<\/p>

Homework once every six weeks<\/p>

Checkpoint:<\/p>

End of project assessment<\/p>

\u00a0<\/p><\/td>

Assessment<\/p>

Homework once every six weeks<\/p>

Checkpoint:<\/p>

Mid-point project assessment<\/p><\/td>

Assessment<\/p>

Homework once every six weeks<\/p>

Checkpoint:<\/p>

Final written assessment<\/p>

\u00a0<\/p><\/td><\/tr>

\u00a0<\/p>

Year 8<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

Unit: Pewter casting<\/p>

CAD CAM in industry<\/p>

\u00a0<\/p><\/td>

Unit: \u00bd Pewter casting<\/p>

CAD CAM in industry \u00a0\u00bd Design development\/ iteration – Controller<\/p><\/td>

\u00a0 Unit: Design development\/iteration – Controller<\/p>

\u00a0<\/p><\/td>

Unit: Food provenance<\/p>

\u00a0<\/p><\/td>

\u00a0\u00a0\u00a0 Unit: nutrition, special diets.\u00a0\u00a0<\/p><\/td>

\u00a0Unit: Cake Making Methods and Raising agents<\/p>

\u00a0<\/p><\/td><\/tr>

Key Learning<\/p>

Students need to know and remember from this unit of work<\/p><\/td>

CAD CAM, Creating design ideas to a theme. Quantity production, Moulds, Casting, metal working tools and machinery. Ergonomics and anthropometrics, aesthetics.<\/p><\/td>

Finishing techniques. Components, Evaluation and development using ACCESSFM<\/p>

\u00a0<\/p>

Ergonomics and anthropometrics, Aesthetics, Design iteration, approaches to design SCAMPER design strategies in industry, marketing,<\/p>

\u00a0<\/p><\/td>

Modelling vs prototyping, design eras and famous designers<\/p>

Templating<\/p>

Evaluation and further development using ACCESSFM<\/p><\/td>

Provenance, sustainable sourcing, Food waste, Eat well guide Food security.<\/p>

Quality Marks.\u00a0 (Red Tractor, MSC, RSPCA,)<\/p><\/td>

Adapting eat well guide for nutritional need. Adapting dietary requirements for allergies and intolerances, religion, faith, medical need, age and gender.<\/p>

\u00a0<\/p><\/td>

Raising agents, mechanical, chemical and biological<\/p>

Methods of cake making<\/p>

Rubbed in<\/p>

One stage,<\/p>

Creaming<\/p>

Whisking<\/p>

Yeast mixtures<\/p><\/td><\/tr>

Check for Understanding<\/p>

How we will check for understanding in this unit of work<\/p><\/td>

Assessment<\/p>

Homework once every six weeks<\/p>

\u00a0<\/p>

Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback<\/p>

\u00a0<\/p>

Mid-point project assessment<\/p><\/td>

Assessment<\/p>

Homework once every six weeks<\/p>

\u00a0<\/p>

Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback<\/p>

\u00a0<\/p>

End of project assessment<\/p>

\u00a0<\/p><\/td>

Assessment<\/p>

Homework once every six weeks<\/p>

\u00a0<\/p>

Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback<\/p>

\u00a0<\/p>

Mid-point project assessment<\/p><\/td>

Assessment<\/p>

Homework once every six weeks<\/p>

\u00a0<\/p>

Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback<\/p>

\u00a0<\/p>

End of project assessment<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

Assessment<\/p>

Homework once every six weeks<\/p>

\u00a0<\/p>

Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback<\/p>

\u00a0<\/p>

Mid-point project assessment<\/p><\/td>

Assessment<\/p>

Homework once every six weeks<\/p>

\u00a0<\/p>

Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback<\/p>

\u00a0<\/p>

Final written assessment<\/p>

\u00a0<\/p><\/td><\/tr>

\u00a0<\/p>

Year 9<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit: Control systems<\/p>

Programming and coding<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit: \u00bd Control systems<\/p>

Programming and coding<\/p>

\u00a0\u00bd Mechanisms and polymers<\/p>

Biomimicry – Humans<\/p>

\u00a0<\/p><\/td>

\u00a0
Unit: Mechanisms and polymers<\/p>

Biomimicry – Humans<\/p>

\u00a0<\/p><\/td>


Unit: \u00a0<\/p>

Food Provenance:\u00a0 World food<\/p><\/td>

\u00a0<\/p>

Unit: \u00a0scientific principles underlying preparation and cooking of food: Thickening and setting<\/p><\/td>

\u00a0
Unit:<\/p>

Healthy Eating:\u00a0 Breakfasts and lunchboxes.<\/p>

\u00a0<\/p><\/td><\/tr>

Key Learning<\/p>

Students need to know and remember from this unit of work<\/p><\/td>

System approach to design. Control technology. Electronic components use and power, passive\/polarised, Circuit diagrams, embed intelligence<\/p><\/td>

Soldering technique, safety precautions, CAM, Fine motor skill<\/p>

\u00a0<\/p>

Levers, linkages, CAMS, gears, mathematical modelling,<\/p><\/td>

Hydraulic, Pneumatic, Testing and evaluation techniques, refine, test and refine.<\/p><\/td>

Factors that have affected food in the UK<\/p>

Staple foods<\/p>

Food security<\/p>

Evaluating food using star profiles<\/p><\/td>

The effect of heat on starch<\/p>

Aeration<\/p>

Denaturing of protein<\/p><\/td>

Key messages of healthy eating:\u00a0 The importance of breakfast, healthier snacking to cut saturated fats and sugar.<\/p><\/td><\/tr>

Check for Understanding<\/p>

How we will check for understanding in this unit of work<\/p><\/td>

Assessment<\/p>

Homework once every six weeks<\/p>

\u00a0<\/p>

Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback<\/p>

\u00a0<\/p>

Mid-point project assessment<\/p><\/td>

Assessment<\/p>

Homework once every six weeks<\/p>

\u00a0<\/p>

Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback<\/p>

\u00a0<\/p>

End of project assessment<\/p>

\u00a0<\/p><\/td>

Assessment<\/p>

Homework once every six weeks<\/p>

\u00a0<\/p>

Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback<\/p>

\u00a0<\/p>

Mid-point project assessment<\/p><\/td>

Assessment<\/p>

Homework once every six weeks<\/p>

\u00a0<\/p>

Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback<\/p>

\u00a0<\/p>

End of project assessment<\/p><\/td>

Assessment<\/p>

Homework once every six weeks<\/p>

\u00a0<\/p>

Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback<\/p>

\u00a0<\/p>

Final written assessment<\/p><\/td>

Assessment<\/p>

Homework once every six weeks<\/p>

\u00a0<\/p>

Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback<\/p>

End of project assessment<\/p><\/td><\/tr>

\u00a0<\/p>

Year 10<\/p>

D&T GCSE<\/p><\/td>

\u00a0<\/p>

Unit:<\/p>

Practical skills<\/p>

Tools, equipment and processes<\/p>

Materials and their properties<\/p><\/td>

\u00a0<\/p>

Unit:<\/p>

Design iteration<\/p>

New and emerging technologies<\/p>

Materials and their properties<\/p><\/td>

\u00a0
Unit:<\/p>

Practice NEA AO1 – 2<\/p>

Research<\/p>

Brief and specification<\/p>

Energy and mechanisms<\/p>

Materials and their properties<\/p><\/td>


Unit:<\/p>

Practice NEA AO 3 \u2013 4<\/p>

Approaches to design<\/p>

Designing products Social, moral, sustainability and cultural issues<\/p><\/td>

\u00a0<\/p>

Unit:<\/p>

Practice NEA AO 5 \u2013 6<\/p>

Mock exam revision<\/p>

\u00a0<\/p><\/td>

\u00a0
Unit:<\/p>

Real coursework NEA begins<\/p><\/td><\/tr>

Key Learning<\/p>

Students need to know and remember from this unit of work<\/p><\/td>

CAD CAM<\/p>

3D printing\/laser cutting<\/p>

Timbers and polymers, properties and working characteristics, finishes, industrial production methods<\/p><\/td>

Design eras, famous designers, design influence and approaches<\/p>

Metals and Textiles, properties and working characteristics, finishes, industrial production methods<\/p><\/td>

Designing for clients, Primary and secondary sources, Product analysis, ergonomics, anthropometrics, client, identifying strategies<\/p>

Papers and boards, finishes, properties and working characteristics, industrial production methods<\/p><\/td>

Design, development and planning<\/p>

Impact of design on society, Impact on industry and production<\/p>

Electronic systems, components and programming. Robotics and automation<\/p><\/td>

Modelling, Testing and Evaluation<\/p>

Review of terms 1 \u2013 4<\/p>

\u00a0<\/p>

Mock exam \u2013 2 hour full paper<\/p>

\u00a0<\/p><\/td>

AO1<\/p>

Research, client profiling, Aesthetics, Ergonomics and anthropometrics, product analysis<\/p><\/td><\/tr>

Check for Understanding<\/p>

How we will check for understanding in this unit of work<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback. Homework. Past paper questions<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback. Homework. Past paper questions<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback. Homework. Past paper questions<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback. Homework. Past paper questions<\/p>

Mock exams \u2013\u00a0 past paper<\/p>

\u00a0<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback. Homework. Past paper questions<\/p>

\u00a0<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

AO1 out of 10<\/p>

Internally assessed coursework grade<\/p>

\u00a0<\/p><\/td><\/tr>

\u00a0<\/p>

Year 11<\/p>

D&T GCSE<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit:<\/p>

Real NEA<\/p>

\u00a0A0 2 and AO3<\/p><\/td>

\u00a0<\/p>

Unit:<\/p>

Real NEA<\/p>

A0 4<\/p><\/td>

\u00a0
Unit:<\/p>

Real NEA<\/p>

AO 5<\/p><\/td>


Unit:<\/p>

A0 6<\/p>

Revision<\/p><\/td>

\u00a0<\/p>

Unit:<\/p>

Revision<\/p><\/td>

\u00a0
Unit:<\/p>

Revision<\/p><\/td><\/tr>

Key Learning<\/p>

Students need to know and remember from this unit of work<\/p><\/td>

AO2 \u2013 Writing a brief and specification<\/p>

AO3 Design ideas and annotation, designing to a specification for a client<\/p><\/td>

AO 4 \u2013 Design development, modelling, trialling and testing concepts.<\/p>

Refining ideas into a final design plan, orthographic projection, costing and planning<\/p><\/td>

AO5 \u2013 Making<\/p>

Planning and producing a prototype or model or fulling working outcome<\/p><\/td>

A0 6 \u2013 Testing and evaluating<\/p>

Preparing for the exam. Covering all topics, approaches to design, Designing products, Energy and mechanisms, Materials and their properties, Tools, equipment and processes and new and emerging technologies<\/p><\/td>

Preparing for the exam. Covering all topics, approaches to design, Designing products, Energy and mechanisms, Materials and their properties, Tools, equipment and processes and new and emerging technologies<\/p><\/td>

Preparing for the exam. Covering all topics, approaches to design, Designing products, Energy and mechanisms, Materials and their properties, Tools, equipment and processes and new and emerging technologies<\/p><\/td><\/tr>

Check for Understanding<\/p>

How we will check for understanding in this unit of work<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

AO2 out or 10<\/p>

AO3 out of 20<\/p>

Both internally assessed coursework grades<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

AO4 out of 20<\/p>

internally assessed<\/p>

coursework grade<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

AO5 out of 20<\/p>

internally assessed<\/p>

coursework grade<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

AO6 out of 20<\/p>

internally assessed<\/p>

coursework grade<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

GCSE Exam season<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback. Homework. Past paper questions<\/p><\/td>

Assessment<\/p>

Checkpoint:<\/p>

GCSE Exam season<\/p>

Terminal exam \u2013 2 hour written paper<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback. Homework. Past paper questions<\/p><\/td><\/tr><\/tbody><\/table>

\u00a0<\/p>

\u00a0<\/p>

Year 10<\/p>

Food prep and Nutrition<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit:<\/p>

Food Safety in Hospitality and Catering<\/p>

Skills & techniques of preparing, cooking & presenting dishes<\/p><\/td>

\u00a0<\/p>

Unit:<\/p>

Health & Safety in Hospitality and Catering<\/p>

Skills & techniques of preparing, cooking & presenting dishes<\/p><\/td>

\u00a0
Unit:<\/p>

Types of Hospitality and Catering Provision<\/p>

o\u00a0\u00a0 Standards and ratings<\/p>

o\u00a0\u00a0 Contributing factors to success<\/p>

Skills & techniques of preparing, cooking & presenting dishes<\/p>

\u00a0<\/p><\/td>


Unit:<\/p>

The importance of nutrition<\/p>

Menu planning<\/p>

Skills & techniques of preparing, cooking & presenting dishes<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit:<\/p>

Practise NEA<\/p>

\u00a0<\/p>

Mock exam revision<\/p><\/td>

\u00a0
Unit:<\/p>

Practise NEA<\/p><\/td><\/tr>

Key Learning<\/p>

Students need to know and remember from this unit of work<\/p><\/td>

Causes of and the visible and non visible symptoms of food induced ill health.\u00a0 Common allergies and intolerances\u00a0 and the best ways of preventing illnesses which are food related.\u00a0 The role of the Environmental Health Officer<\/p>

\u00a0<\/p>

Knife skills<\/p>

De-Boning and shaping meat<\/p>

Deep frying and Stir Frying<\/p><\/td>

Health and safety legislation.\u00a0 The role of the employee and employer.\u00a0 Documentation including accident forms and risk assessments.\u00a0<\/p>

\u00a0<\/p>

Doughs\u00a0 and presenting dishes.<\/p>

(pastry, pasta, bread)<\/p><\/td>

Different standard ratings for hotels and restaurants.\u00a0<\/p>

Factors that contribute to success including new technologies.\u00a0\u00a0<\/p>

\u00a0<\/p>

Methods of cooking<\/p>

Steaming, poaching, blind baking caramelising<\/p><\/td>

The importance of nutrition and macro and micro nutrients.\u00a0 How requirements change at different life stages.\u00a0 The impact of cooking on nutrients.\u00a0<\/p>

Presentation techniques accompaniments.<\/p><\/td>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p>

Presentation techniques accompaniments.<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p>

\u00a0<\/p>

Planning, prepare and cooking<\/p>

\u00a0<\/p><\/td><\/tr>

Check for Understanding<\/p>

How we will check for understanding in this unit of work<\/p><\/td>

Assessment Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback. Homework. Past paper questions \u00a0<\/p>

\u00a0<\/p><\/td>

Assessment Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback. Homework. Past paper questions<\/p>

\u00a0<\/p><\/td>

Assessment Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback. Homework. Past paper questions<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

Assessment Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback. Homework. Past paper questions<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

Assessment Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback. Homework. Past paper questions<\/p>

\u00a0<\/p><\/td>

Assessment Checkpoint:<\/p>

Retrieval\/ low stakes tests. Self-assessment. Peer assessment Teacher feedback. Homework. Past paper questions<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td><\/tr>

\u00a0<\/p>

Year 11<\/p>

Food prep and Nutrition<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit:<\/p>

Revision The importance of nutrients\/ diet through life<\/p>

\u00a0<\/p>

NEA<\/p>

Skills & techniques of preparing, cooking & presenting dishes<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

\u00a0<\/p>

Unit:<\/p>

NEA<\/p>

\u00a0<\/p>

\u00a0<\/p>

Revision Mock Exam<\/p><\/td>

\u00a0
Unit:<\/p>

Hospitality and Catering Provisions<\/p><\/td>


Unit:<\/p>

How Hospitality and Catering Provisions operate<\/p>

\u00a0<\/p>

Revision and exam preparation<\/p><\/td>

\u00a0<\/p>

Unit:<\/p>

Revision and Exam preparation<\/p><\/td>

\u00a0
Unit:<\/p>

Revision and Exam preparation<\/p><\/td><\/tr>

Key Learning<\/p>

Students need to know and remember from this unit of work<\/p><\/td>

Garnishes, sauces and accompaniments<\/p>

The importance of nutrition and macro and micro nutrients.\u00a0 How requirements change at different life stages.\u00a0 The impact of cooking on nutrients.\u00a0<\/p>

\u00a0<\/p><\/td>

Complete all sections of the NEA task as set by WJEC and within JQA conditions.\u00a0<\/p>

Work independently to complete the tasks both written and practical<\/p><\/td>

Types of Hospitality and Catering provision<\/p>

Roles and responsibilities of those working in the H&C industry, and how the H&C industry evolves to meet demands<\/p><\/td>

Front and back of house operations, including equipment.\u00a0<\/p>

Requirements of the customer and meeting the needs of individuals.<\/p><\/td>

\u00a0<\/p><\/td>

\u00a0<\/p><\/td><\/tr>

Check for Understanding<\/p>

How we will check for understanding in this unit of work<\/p><\/td>

Assessment Checkpoint:<\/p>

Internally assessed external moderation<\/p>

(60% of final mark)<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

Assessment Checkpoint:<\/p>

Internally assessed external moderation<\/p>

(60% of final mark)<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td>

Assessment Checkpoint:<\/p>

Retrieval practise\/low stakes tests<\/p>

Past paper questions<\/p>

\u00a0<\/p><\/td>

Assessment Checkpoint:<\/p>

\u00a0<\/p>

Retrieval practise\/low stakes tests<\/p>

Past paper questions<\/p>

\u00a0<\/p><\/td>

Assessment Checkpoint:<\/p>

\u00a0<\/p>

GCSE Exam season<\/p>

Retrieval practise\/low stakes tests<\/p>

Past paper questions<\/p>

\u00a0<\/p><\/td>

Assessment Checkpoint:<\/p>

\u00a0<\/p>

GCSE Exam season<\/p>

Terminal exam.\u00a0 80 marks externally set and marked.<\/p>

(40% of final mark)<\/p>

\u00a0<\/p>

\u00a0<\/p><\/td><\/tr><\/tbody><\/table>

Useful Links<\/h3>

www.foodafactoflife.org.uk<\/a><\/p>

www.bbcbitesize.co.uk<\/a><\/p>

www.nutrition.org.uk<\/a><\/p>

www.food.gov.uk<\/a><\/p>

www.nhs.uk\/live-well\/eat-well\/<\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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SCHOOL SNAPSHOT<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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CHILTON TRINITY SCHOOL<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Work Hard. Be Kind. Be Ambitious. Be Curious. Be Proud.<\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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TELEPHONE<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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01278 425222<\/a><\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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EMAIL<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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office@chilton-trinity.co.uk<\/a><\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Design and Technology \/ Catering Curriculum Overview Design and Technology \/ Catering\u00a0Curriculum Overview Team Vision Our vision is to ensure that every […]<\/p>\n","protected":false},"author":12,"featured_media":0,"parent":22680,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"categories":[61],"tags":[],"class_list":["post-23125","page","type-page","status-publish","hentry","category-chilton-trinity"],"acf":[],"yoast_head":"\nDesign and Technology \/ Catering Curriculum Overview<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/futuralearning.co.uk\/schools\/chilton-trinity-school\/design-and-technology-catering-curriculum-overview\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Design 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