Food and Nutrition
Intent:
The curriculum has been designed to empower children with virtues that enable them to excel academically and spiritually inspiring them to serve humanity selflessly (Nishkam), with an abundance of love, compassion, and forgiveness. The curriculum aims to support pupils to learn about peace, forgiveness, love, and faith in the Divine through their academic subjects, faith practice and personal development.
Our curriculum is constructed around our vision to ensure we remain:
Faith-inspired: learning from the wisdom of religion.
Our pupils explore the divine context of humanity and wonder of all creation. They not only learn about, but also learn from, the wisdom of religions and in so doing explore the infinite human potential to do good unconditionally. We support pupils to develop aspects of their own religious, spiritual or human identities. They learn about serenity through prayer and humility in service and in so doing, they deepen their own respective faith, and respect the common purpose of all religious traditions, as well as respecting the beliefs of those with no faith tradition. They explore the unique divinity of the individual, and our common humanity.
Virtues-led: nurturing compassionate, responsible human beings.
We believe that the fostering of human virtues forms the foundation of all goodness. Our curricula are carefully enriched to allow experiences where our pupils, teachers and parents alike learn to grow through a conscious focus on virtues. Our virtues-led education approach helps to provide guidance to enable pupils to understand their choices in order to help lead better lives. Our pupils become self-reflective and flourish; they are able to build strong, meaningful relationships and understand their responsibilities to the global family and all creation, founded in faith. Pupils learn to experience faith through lived out through righteous living in thought, action and deed.
Aspiring for Excellence: in all that we do.
Our pupils and staff alike aim to become the best human beings they can possibly be, in all aspects of spiritual, social, intellectual and physical life. We foster a school culture which inspires optimism and confidence, hope and determination for all to achieve their best possible. This is accomplished through a rich and challenging curriculum, along with excellent teaching to nurture awe and wonder. Pupils gain a breadth and depth of knowledge and a love of learning to achieve their full potential.
The curriculum at Nishkam School West London has been carefully crafted to be broad, balanced and stimulating, giving every Nishkam student the opportunity to be knowledgeable, multi-skilled, highly literate, highly numerate, creative, expressive, compassionate and confident people. Knowledge-rich, skills based and Faith-inspired, the Curriculum at Nishkam School West London is delivered through three Golden Threads that are unique to our ethos and virtues:
1 Love and forgiveness vs. Enmity and Hate
2 Peace and Collaboration vs. Conflict and War
3 Trust in God
Every composite of our curriculum is constructed of components that have each of these threads at their core. These elements can be clearly identified in our subject-based curriculum maps and Schemes of Learning documents.
“Food is everything we are. It is an extension of nationalist feeling, ethnic feeling, your personal history, your province, your region, your tribe, your grandma. It's inseparable from those from the get-go.” - Anthony Bourdain
As part of their work with food, pupils will be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking that will open the door to one of the great expressions of human creativity. Learning how to cook being a crucial life skill that enables students to feed themselves and others affordably and well, now and in later life.
Students will:
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Develop their knowledge, understand, and apply the principles of nutrition and health;
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Cook predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet;
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Become competent in a range of cooking techniques in order to prepare food in a safe and hygienic way;
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Be able to select and prepare ingredients, use utensils and electrical equipment, apply heat in different ways, show an awareness of taste, texture, and smell to decide how to season dishes and combine ingredients, using and adapting their own recipes;
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Understand the source, seasonality, and characteristics of a broad range of ingredients.
Curriculum links to ‘The Golden Threads’ (Peace, Love, Collaboration and Forgiveness)
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Resilience – The pupils will develop skills to enable them to become good cooks
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Cleanliness- The pupils will understand how to work hygienically and clean their own working environment
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Confidence – The pupils will practise a variety of skills and strategies to support them during practical work
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Respect – The pupils will respect the environment that they are working in and ensure that they use equipment and facilities with care
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Self-discipline - pupils will follow strict instructions to ensure high quality products
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Love and forgiveness – Pupils will be learning to love food and the ethics behind certain diets for example a ‘Vegan’ diet – looking at animal cruelty, ethics, and moral issues. Learning the virtue of love and forgiveness through theory lessons on ‘Food waste’ and world poverty.
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Peace/Collaboration – In all year groups, pupils will be preparing and cooking their food practical's whilst learning team skills in a peaceful calming manner. Developing the virtue of patience whilst preparing and cooking their food. Pupils will broaden their knowledge of different farming methods and food sustainability, encouraging collaboration
Curriculum links to other Nishkam Virtues:
The pupils will develop a sense of curiosity and fascination with techniques used in food, using their imagination to be as creative as possible in their food practical work. They will develop empathy by gaining an understanding regarding food poverty, the environmental impact and the importance of clean water. This will lead to a deep sense of gratitude, as the pupils gain a significant understanding of food and the choices they have been blessed with and, as with everything we do at Nishkam School, the pupils will strive for excellence in all their theory and practical work in Food.
Implementation:The Food and Nutrition Curriculum is split into three distinct areas: theory, skills and practical. At Key Stage 3, the curriculum runs on a rotational basis with other subjects. This explains why half-terms 4, 5 and 6 contain the same topics as Half Terms 1,2 and 3. |
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Year 8 |
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Half Term 1 |
Half Term 2 |
Half Term 3 |
Half Term 4 |
Half Term 5 |
Half Term 6 |
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Preparing Food Theory:
Demonstrate knife skills
Explain why vegetables are an important part of our diet Identify how vegetables can be used in food preparation and cooking
Demonstrate knife skills by preparing vegetables
Give a definition of denaturation and coagulation Practise using the oven Skills: Planning Understanding of theoretical knowledge Knife skills Using the hob Presenting food attractively Evaluation Explaining Describing Using the hob and the grill Knife skills Handling filo pastry Consistency Using the oven Evaluation Practical: Students will make the following dishes following the development of the theory and practical skills mentioned above: Pasta Salad Puff pastry basil, sweetcorn, and mozzarella triangles
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Presenting Food Theory:
Analyse how that information could help reduce food waste
Examine a food label to identify the potential allergens
Investigate and draw conclusions about how chemical raising agents work
Shape a dough into 16 same-sized pieces Skills: Analysis Comparison Description Examine facts
Knowledge on how to present food attractively Using electrical appliances Whisking Piping Presenting food attractively Analysis Using the oven Making a dough to the correct consistency – psychomotor skills Shaping Consistency Practical: Frittata Cheesecake Ginger biscuits Hot chocolate
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Expanding our Food Repertoire Theory:
Skills: Making a dough to the correct consistency – psychomotor skills Shaping Consistency Identification Explaining Description Sauce making Cooking pasta Using the hob Use of correct vocabulary
Assessment Theory paper on Knowledge and understanding of the theoretical aspects of the module Practical: Pasta Bake Savoury rice
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Preparing Food Theory:
Demonstrate knife skills
Explain why vegetables are an
Identify how vegetables can be used in food preparation and cooking
Demonstrate knife skills by preparing vegetables
Give a definition of denaturation and coagulation Practise using the oven Skills: Planning Understanding of theoretical knowledge Knife skills Using the hob Presenting food attractively Evaluation Explaining Describing Using the hob and the grill Knife skills Handling filo pastry Consistency Using the oven Evaluation Practical: Students will make the following dishes following the development of the theory and practical skills mentioned above: Pasta Salad Puff pastry basil, sweetcorn, and mozzarella triangles |
Presenting Food Theory:
Analyse how that information could help reduce food waste
Examine a food label to identify the potential allergens
Investigate and draw conclusions about how chemical raising agents work
Shape a dough into 16 same-sized pieces Skills: Analysis Comparison Description Examine facts
Knowledge on how to present food attractively Using electrical appliances Whisking Piping Presenting food attractively Analysis Using the oven Making a dough to the correct consistency – psychomotor skills Shaping Consistency Practical: Frittata Cheesecake Ginger biscuits Hot Chocolate |
Expanding our Food Repertoire Theory:
Skills: Making a dough to the correct consistency – psychomotor skills Shaping Consistency Identification Explaining Description Sauce making Cooking pasta Using the hob Use of correct vocabulary
Assessment Theory paper on Knowledge and understanding of the theoretical aspects of the module Practical: Pasta Bake Savoury rice
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Year 9 |
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Half Term 1 |
Half Term 2 |
Half Term 3 |
Half Term 4 |
Half Term 5 |
Half Term 6 |
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Understanding Different Food Groups Theory
Skills
Planning Understanding of theoretical knowledge Knife skills Preparing vegetables Using equipment Using the hob Presenting food attractively Evaluation Recall Explaining Describing differences Practical Minestrone soup Tomato and basil tart Banana chocolate chip muffins
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The Appeal of Food and Flavour Theory State the characteristics we use to evaluate food, e.g., appearance
Use a microwave oven to cook/re-heat food
Describe how yoghurt and cheese are made
Skills
Dough – shortcrust pastry Knife skills Preparing vegetables Using the main oven – baking Using equipment Setting mixtures Applying nutritional knowledge to a recipe Using the oven Using equipment Cooking methods Raising agents: biological Dough: bread
Pizza Macaroni Cheese Spicy potato wedges Oat Cookies
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Global Food Theory
Identify some advantages and disadvantages of using seasonal food
Investigate further the distinctive features of British, Italian, Chinese, Indian cuisine, or a country of their choice
Skills
Examining Analysis Explaining Describing Identifying
Psychomotor skills Making a dough Observation Identify Use of oven and hob Defining Listing Investigating Evaluating Knowledge and understanding of the theoretical aspects of the module Practical Seasonal fruit tart Vegan Fajitas International dish of their choice
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Different Forms of Food Theory
Skills
Planning Understanding of theoretical knowledge Knife skills Preparing vegetables Using equipment Using the hob Presenting food attractively Evaluation Recall Explaining Describing differences Practical Minestrone soup Tomato and basil tart Banana chocolate chip muffins
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The Appeal of Food and Flavour Theory State the characteristics we use to evaluate food, e.g., appearance
Use a microwave oven to cook/re-heat food
Describe how yoghurt and cheese are made
Skills
Dough – shortcrust pastry Knife skills Preparing vegetables Using the main oven – baking Using equipment Setting mixtures Applying nutritional knowledge to a recipe Using the oven Using equipment Cooking methods Raising agents: biological Dough: bread Practical Pizza Macaroni Cheese Spicy potato wedges Oat Cookies |
Global Food Theory
Identify some advantages and disadvantages of using seasonal food
Investigate further the distinctive features of British, Italian, Chinese, Indian cuisine, or a country of their choice
Skills Examining Analysis Explaining Describing Identifying Psychomotor skills Making a dough Observation Identify Use of oven and hob Defining Listing Investigating Evaluating Knowledge and understanding of the theoretical aspects of the module Practical Seasonal fruit tart Vegan Fajitas International dish of their choice
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Year 10 |
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Half Term 1 |
Half Term 2 |
Half Term 3 |
Half Term 4 |
Half Term 5 |
Half Term 6 |
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DURING YEAR 10 STUDENTS WILL CONCENTRATE ON UNIT 1 TO PREPARE FOR THE EXTERNAL EXAMINATION. DURING PRACTICALS THEY WILL FOCUS ON THE AC'S FROM UNIT 2 BELOW. Introduction to food safety. Know how food can cause ill health Unit 1 LO4 know how food can cause ill health AC4.1 Food safety Describe the roles and responsibilities of EHO Unit 1 LO4 know how food can cause ill health AC4.2 Food safety Describe food safety legislation Unit 1 LO4 know how food can cause ill health AC4.3 Practical work to be covered (LO3) Unit 2 LO3: Be able to cook dishes. Developing and improving skills learnt at KS3.
Practical’s to cover LO3 (3.1) to be able to cook dishes, LO 1: AC1.4 Explain how cooking methods impact on nutritional value, LO2: AC 2.3 Explain how menu dishes meet customer needs, LO2 2.4 plan production of dishes for a menu, LO 3: AC3.1 Use techniques in preparation of commodities, LO3: AC3.3 Use techniques in cooking of commodities, LO3 AC3.4 complete dishes using presentation techniques and LO3AC 3.5 Food Safety practices safe use of equipment. |
Food safety Describe common types of food poisoning Unit 1 LO4 know how food can cause ill health AC4.4 Food safety Describe symptoms of ill health Unit 1 LO4 know how food can cause ill health AC4.5
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Theory Unit 1 LO 1 AC 1.1 Structure of the Hospitality industry Unit 1 LO 1 AC 1.1 Hospitality at non-catering venues Unit 1 LO1 AC 1.1 Standards and Ratings Unit 1 LO1 AC 1.2 Job roles UNIT 2 PRACTICAL LO3 AC 3.1 -3.5 Unit 1 LO 2 AC 2.1 Operations in kitchen Unit 1 LO2 AC 2.2 Describe operations at front of house. Unit 1 LO2 AC 2.2 Record Keeping Practical Unit 2 LO1: Understand the importance of nutrition when planning meals. LO2: Understand menu planning.
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Theory Unit 1 LO 3 AC 3.1 Personal safety Unit 1 LO 3 AC 3.1 COSSH Unit 1 LO 3 AC 3.1 PPE Unit 1 LO 3 AC 3.1 Manual Handling Unit 1 LO 3 AC 3.2 Risk assessment – various Unit 1 LO 3 AC 3.2 Risk and security Unit 1 LO 3 AC 3.3 Personal safety recommendations Practical UNIT 2 PRACTICAL LO3 AC 3.1 - 3.5 Unit 1 LO 3 AC 3.1 RIDDOR Unit 1 LO 3 AC 3.2 Risks to personal safety UNIT 1 TEST
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Feedback This term would be used to further develop practical skills, finish any content not covered and complete the external assessments for the course. Revision on all the theory External examination 21st June 2022 |
Theory Unit 2 Unit 2 brief given to pupils to start planning, research, and cooking of their dishes. Pupils will also be given mark so that they are fully aware of the requirements. Practical work to be covered (LO3)
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Year 11 |
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Half Term 1 |
Half Term 2 |
Half Term 3 |
Half Term 4 |
Half Term 5 |
Half Term 6 |
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Theory and Practical LO1: AC 1.1 Intro to basic nutrition - Eatwell guide, food groups and nutrients provided. LO1: AC 1.1 Intro to basic nutrition - Eatwell guide, food groups and nutrients provided. LO1: AC 1.2 compare nutritional needs of specific groups - different life stages such as childhood, adulthood and later adult hood and special diets LO1: AC 1.2 compare nutritional needs of specific groups - different life stages such as childhood, adulthood and later adult hood and special diets LO1: AC 1.2 Plan menus for different groups. LO1: 1.3 Characteristics of unsatisfactory nutritional intake - visible and non-visible, nutrient deficiencies and nutritional excesses. LO2 AC 2.1 Factors (see spec page 31) to consider when proposing menus for dishes (mindmap as a group, give scenarios to groups and present ideas). LO2 AC 2.1 Factors (see spec page 31) to consider when proposing menus for dishes (mindmap as a group, give scenarios to groups and present ideas).
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Theory and Practical LO2 AC 2.1 Factors (see spec page 31) to consider when proposing menus for dishes (mindmap as a group, give scenarios to groups and present ideas). LO2: AC 2.2 How dishes on a menu address environmental issues. Food waste. LO2 AC 2.3 How menu dishes meet customer needs. Investigate menus - nutritional, sensory, and cost. LO2 AC 2.3 How menu dishes meet customer needs. Link to scenarios. PRACTICAL DEMONSTRATIONS AND PRACTICAL WORK TO BE DONE ON WEEK 1. Practical to cover LO3 (3.1) to be able to cook dishes: Techniques such as: Weighing and measuring, chopping, shaping, peeling whisking, melting, Rub-in, sieving, segmenting, slicing, hydrating, and blending. Commodities: poultry, meat, fish, eggs, dairy products, cereal, rice, flour, pasta, vegetables, fruit, and soya products. Cooking methods impact on nutritional value (AC 1.4, during demonstrations) Mock examinations |
CONTROLLED ASSESSMENT: Unit 2 Proposal: AC 1 .1 - 1.4, AC 2.2 - 2.3. CONTROLLED ASSESSMENT: Time 3 hours: Access to class notes, access to ICT software, access to internet to research possible dishes. Supervision throughout. Feedback cannot be given on work produced until marked. Time 2 hours: Access to class notes; access to ICT software: no access to internet. Supervision throughout. Feedback cannot be given on work produced until marked. Unit 2 AC2.4 Plan production of dishes for a menu PRACTICAL ASSESSMENTS: AC3.1 - 3.5 PRACTICAL DEMONSTRATIONS AND PRACTICAL WORK TO BE DONE ON WEEK 1. Practical to cover LO3 (3.1) to be able to cook dishes: Techniques such as: Weighing and measuring, chopping, shaping, peeling whisking, melting, Rub-in, sieving, segmenting, slicing, hydrating, and blending. Commodities: poultry, meat, fish, eggs, dairy products, cereal, rice, flour, pasta, vegetables, fruit, and soya products. Cooking methods impact on nutritional value (AC 1.4, during demonstrations) Food Safety practices (LO3 3.5) use of equipment. During demonstrations - LO2: AC2.4 plan production of dishes for a menu to include times, mise en place, cooking, cooling, hot holding, completion and serving. During demonstrations - LO2: AC 2.4 plan production of dishes for a menu to include times, mise en place, cooking, cooling, hot -holding, completion and serving. CONTROLLED ASSESSMENT: Catch up sessions REVISION SESSIONS FOR EXTERNAL EXAMINATION |
PRACTICAL ASSESSMENTS: AC3.1 - 3.5 CONTROLLED ASSESSMENT: Catch up sessions REVISION SESSIONS FOR EXTERNAL EXAMINATION |
REVISION SESSIONS FOR EXTERNAL EXAMINATION |
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Enrichment Opportunities:
Nishkam Food and Nutrition pupils are given the opportunity to enrich their cultural, historical and practical skills. Our lessons are also enriched by our cultural and multi-faith identity as the students are taught the significance of food within different cultures. Through well-organised learning objectives pupils achieve knowledge and practical skills through watching clips and planned food practical’s linking into major faith celebration days. The subject aims to develop a sense of belonging for our pupils through our Sikh ethos and core value of compassion, particularly the role of food in celebration days and cultural rituals. On Vaisakhi day, pupils and staff can participate in self-less seva (nishkam), a sit down ‘langar’ style meal is enjoyed by all, for our school community.
The subject aims to encourage a range of employers to visit the department to run active and aspirational engaging cooking and theory-based workshops for example, Royal Navy and visiting professional chefs. Where appropriate pupils will also be given the chance to visit a range of establishments to engage with employers about food preparation and nutrition opportunities. Pupils are also enriched with serving our local wider community, cooking/fund raising for an interfaith homeless charity, demonstrating our golden threads and core Sikh beliefs of love and forgiveness, peace and collaboration, trust in God.
The cultural capital gained from studying food at Nishkam is vast, as students will be learning about food which is grown and harvested in the UK and around the world, with both KS3 and KS4 pupils will research and cook international cuisines. Pupils will gain an insight into the professional culinary world by watching cooking shows, researching, and reading literature about chefs from around the world for example: Gordon Ramsey (British), Ravinder Bhogal (British), Mary Berry (British), Alain Ducasse (French), Yoshihiro Murata (Japanese), Anula Devi (Indian) and Ken Hom (Chinese).
Year 6 to 7 Transition:
Throughout their Primary education, Nishkam students will have been exposed to the fundamentals of Food and Nutrition. The KS1 and 2 Science curriculum features a range of relevant material around the concept of health and well-being, whilst the Art, Design and Technology curriculum features a unit of work on Seasonal Eating and Healthy Food choices. As part of this unit, the students have to select a range of items to feature in a healthy meal or lunchbox. The KS2 PSHE programme features discussions on food poverty and sustainability. In Year 7, a smooth transition is ensured, beginning with the role of macronutrients, the practical preparation of a range of familiar and unfamiliar vegetables and a study of food labelling. By doing so, students are made aware of food as a source of energy and health before learning how food can become a source of enjoyment and a cornerstone of their cultural identity.