Back to Our Subjects

KS3: MYP Design & Technology (Design)

Intent

Students in the MYP learn how to research, analyse and communicate information, to explore and develop ideas, find solutions to new problems and evaluate the solutions they produce. These are skills that are useful in further education and any future careers. At its heart, MYP Design is centred upon developing skills in problem solving, one the most important life skills that our students will all be able to apply throughout their own lives.

The value of MYP Design is realised in the way it helps students understand how to apply both practical and creative thinking skills to solve design problems. Encouraging each pupil to explore the role of design in both historical and contemporary contexts, whilst increasing awareness of their responsibilities for the design decisions they make and actions they take.

The objectives of MYP Design are set out as four core Criteria. Each criterion for Design contains four strands; a strand is an aspect or indicator of the learning expectation which students will be assessed on.

Together these objectives reflect the knowledge, skills and learning characteristics that students need in order to apply the design criteria in a variety of contexts, including real-life projects and scenarios, carrying out practical inquiries and communicating their research and design ideas clearly, as well as producing their own solutions and evaluating the success of their outcomes.

Intent

At Key Stage 3, Design Technology is taught through the study of three core subjects; Catering, Design and Engineering. The curriculum follows the MYP framework for Year 7 and is underpinned by the National Curriculum for Design Technology. The MYP Design framework concentrates on Inquiry and Analysis, Developing ideas, Creating solutions and evaluating outcomes. At Wilmington Academy we believe that the learning characteristics we instil in our students can be as valuable as the subject specific knowledge that they learn. This is an approach that is at the heart of the IB program and is supported by James Dyson, who has stated, “Anyone developing new products and new technology needs one characteristic above all else: hope.” 

Year 7 Schedule of Learning:

Students spend every three-module cycle studying the A,B,C,D MYP Design criteria in one of the following three disciplines; Catering, Design, Engineering, on a rotation.

  • Module 1: Criteria A – Inquiry and Research, Criteria B – Developing new ideas.
  • Module 2: Criteria C – Creating the solution, Criteria D – Evaluating the outcome.  
  • Module 3: Criteria B – Developing new ideas, Criteria C – Creating the solution. 
  • Module 4: Criteria A – Inquiry and Research, Criteria B – Developing new ideas. 
  • Module 5: Criteria B – Developing new ideas.Criteria C – Creating the solution
  • Module 6: Criteria C – Creating the solution, Criteria D – Evaluating the outcome.

Intent

At Key Stage 3, Design Technology is taught through the study of three core subjects; Catering, Design and Engineering. The curriculum follows the MYP framework for Year 8 and is underpinned by the National Curriculum for Design Technology. The MYP Design framework concentrates on Inquiry and Analysis, Developing ideas, Creating solutions and Evaluating outcomes. At Wilmington Academy we believe that the learning characteristics we instil in our students can be as valuable as the subject specific knowledge that they learn. An appreciation of the world we live in, is a value at the heart of the IB Design program and this approach is supported by Naoto Fukasawa, who has stated, “Great design is a multi-layered relationship between human life and its environment.” 

Year 8 Schedule of Learning:

Students spend every two-module cycle studying the A,B,C,D MYP Design criteria in one of the following three disciplines; Catering, Design, Engineering, on a rotation. 

  • Module 1: Criteria A – Inquiry and Research, Criteria B – Developing new ideas.
  • Module 2: Criteria C – Creating the solution, Criteria D – Evaluating the outcome.
  • Module 3: Criteria A – Inquiry and Research, Criteria B – Developing new ideas.
  • Module 4: Criteria C – Creating the solution, Criteria D – Evaluating the outcome.
  • Module 5: Criteria A – Inquiry and Research, Criteria B – Developing new ideas.
  • Module 6: Criteria C – Creating the solution, Criteria D – Evaluating the outcome.

Intent

At Key Stage 3, Design Technology is taught through the study of three core subjects; Catering, Design and Engineering. The curriculum follows the MYP framework for Year 9 and is underpinned by the National Curriculum for Design Technology. The MYP Design framework concentrates on Inquiry and Analysis, Developing ideas, Creating solutions and evaluating outcomes. At Wilmington Academy we believe that the learning characteristics we instil in our students can be as valuable as the subject specific knowledge that they learn. Developing independent thinking skills is at the heart of the IB program and is supported by Jonathan Ive, who has said, “The emphasis and value on ideas and original thinking is an innate part of British culture, and in many ways, that describes the tradition of design.” 

Year 9 Schedule of Learning:

Students spend every three-module cycle studying the A,B,C,D MYP Design criteria in one of the following three disciplines; Catering, Design, Engineering, on a rotation.Students pick two subjects they wish to study across the academic year.

  • Module 1: Criteria A – Inquiry and Research, Criteria B – Developing new ideas.
  • Module 2: Criteria B – Developing new ideas, Criteria C – Creating the solution, 
  • Module 3: Criteria C – Creating the solution, Criteria D – Evaluating the outcome.
  • Module 4: Criteria A – Inquiry and Research, Criteria B – Developing new ideas.
  • Module 5: Criteria B – Developing new ideas, Criteria C – Creating the solution,
  • Module 6: Criteria C – Creating the solution, Criteria D – Evaluating the outcome

Implementation

MYP Design aims to equip all of our students with the knowledge, understanding and intellectual capabilities to access further courses in Design Technology, including Catering, Design and Engineering courses. It also helps to prepare our students to apply the problem-solving skills and presentation techniques that they develop across a wide range of other subjects including science, mathematics, English and business, alongside future workplaces and in their lives beyond their place of work. MYP Design establishes a strong foundation for developing different strategies to solve problems and in this way, it has a wide range of applications beyond the classroom.

Impact

Assessment in the MYP is closely aligned with the written and taught curriculum. Each criterion has four strands that all correlate with the assessment criteria. The Design curriculum has a breadth and depth that supports students to develop their critical thinking skills, knowledge, design and communication skills, as well as their practical skills and the capability to accurately evaluate their outcomes. These skills all prepare students to study any of our Design options at Key stage 4 and Key stage 5. The impact of the curriculum is evident in our excellent exam results, where students have continued to achieve above the national average for our AQA Design GCSE, WJEC Vocational award in Catering and Pearson BTEC in Engineering. Our students go on to successfully study Design subjects at Key stage 5, after which many have gone on to pursue further study at university, whilst other students have secured successful apprenticeships and employment in related Design sectors in the Catering, Design, Engineering and Construction industries.

Students will be assessed under four different criteria:

  • Criterion A: Inquiring and Analysing
  • Criterion B: Developing ideas
  • Criterion C: Creating the Solution
  • Criterion D: Evaluation

Each criterion is assessed against a numerical range of achievement levels from 0 to 8. The level descriptors for each band describe a level of student performance against the four strands for each objective. At the lowest level, student achievement in each of the strands will be minimal. As the numerical levels increase, the level descriptors describe greater levels of achievement in each of the strands.

The four MYP criteria will be summatively assessed and reported on twice a year (Modules 3 and 6). A final grade will be provided at the end of the year (Module 6). Further guidance on MYP assessments can be found here:

For more information, please read our assessment recording and reporting cycle.

KS4: GCSE Product Design

Intent

At Key Stage 4, the AQA GCSE in Design Technology is delivered in mixed ability option groups. Year 11 students study the second and final year of this GCSE, where they will focus on completing their NEA coursework component as well as building and developing their theoretical knowledge of Design Technology for their externally assessed exam which takes place at the end of the course.

Design is a vast and engaging course, building upon the knowledge and understanding gained in year 10 to equip students to solve problems and develop new solutions in an increasingly technological world.  Students are given the opportunity to work creatively and apply practical and technical skills to solve real-world problems. This course allows students to build an awareness of wider influences from historical, social, cultural factors to environmental and economic influences. The course learning provides direct links to both mathematics, engineering, the arts and the sciences so students are able to develop their wider learning.

Each assessment objective consists of a number of different topics which students will be assessed on. Together these objectives reflect the knowledge, skills and attitudes that students need in order to use the fundamental design process in a variety of contexts, including real-life situations, performing investigations and communicating their design ideas clearly.

Schedule of Learning

Students spend two hours a week studying Design Technology: 

  • Module 1:
    A01 – Section A – Identifying & Investigating Design Possibilities
    A01 – Section B – Producing Design brief and Specification
  • Module 2:
    A02 – Section C – Generating Design Ideas
    A02 – Section D – Developing Design Ideas
  • Module 3:
    A02 – Section E – Realising Design Ideas
    A03 – Section F – Analysing and Evaluating
  • Module 4:
    A03 – Section F – Analysing and Evaluating
    A03 – Exam – Analysing and Evaluating wider issues in Design Technology
    A04 – Exam – Demonstrate and apply knowledge of Technical Principles
  • Module 5:
    A04 – Exam – Demonstrate and apply understanding of Technical Principles
    A04 – Exam – Demonstrate and apply knowledge of designing and making principles
  • Module 6:
    A04 – Exam –  Demonstrate and apply understanding of designing and making principles

Implementation

The AQA GCSE in Design Technology aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in Design Technology, as well as to prepare those students who will use the design process in their future studies, workplace and everyday life. Design Technology provides an important foundation for the study of the arts, sciences, business, engineering and technology, as well as a variety of applications in other fields.

Impact

Assessment objectives [AOs] are set by Ofqual and are the same across all GCSE Design and Technology specifications and all exam boards.

Formative assessment practices aim to support student learning by providing consistent feedback on the learning process and provide opportunities for students to demonstrate their developing skills through mock past-paper exam assessments and mock NEA project studies. This helps to track students knowledge and understanding over the year to help give a clear picture of the level they are working at and their rate of progress.

Assessment

Students will be assessed under four different Assessment Objectives [AO] Objectives A01,A02 and A03 are assed in the NEA Coursework component in year 11 and A03 and A04 are assessed in the paper based exam at the end of the course:

NEA – Non Exam Assessment – Single coursework project

  • A01: Identify, investigate and outline design possibilities to address needs and wants.
  • A02: Design and make prototypes that are fit for purpose
  • A03: Analyse and evaluate: design decisions and outcomes, including for prototypes made by themselves and others. Analyse and evaluate wider issues in design and technology.

EXAM – Single paper based external exam – taken at the end of the course

  • A03: Analyse and evaluate: design decisions and outcomes, including for prototypes made by themselves and others. Analyse and evaluate wider issues in design and technology.
  • A04: Demonstrate and apply knowledge and understanding of: technical principles Demonstrate and apply knowledge and understanding of: designing and making principles.

Each assessment objective is divided into a range of achievement levels. The NEA coursework component has 6 sections A,B,C,D,E and F which also have different achievement levels. The criteria for each band describe a range of student performance levels in the various strands of each objective, in line with the GCSE grading system students are awarded from Level 1-9. At the lowest levels, student achievement in each of the NEA sections will be minimal. As the numerical levels increase, the level descriptors describe greater achievement levels in each section.

The NEA coursework component will be summatively assessed and moderated internally. A final grade will be submitted to the exam board who will request a sample of learner work that they will be externally moderate to verify the assessment decisions. The NEA Coursework component accounts for 50% of the overall grade along with the exam which accounts for the other 50%.

Further guidance on the assessments can be found here:

For more information, please read our assessment recording and reporting cycle.

Additional resources

  • Exam board links
  • Useful websites
  • Learning Journeys / Knowledge Organiser Links
  • Distance Learning Links

KS4: BTEC Engineering

Intent

At Key Stage 4, Engineering is delivered in mixed ability option groups. Year 10 and Year 11 students study the Eduqas Level 2 Vocational Award in Engineering (Technical Award). This is the second year of this specification and our current year 10s will be the third cohort to study this course at Wilmington Academy.

Students on the Eduqas Level 2 Vocational Award in Engineering will learn how to build upon the research, design, manufacture and evaluation skills that they have developed on the MYP-Design program. They will learn about how the different engineering sub-sectors are linked by the production or manufacture of an end product, environment or system. This will help them to understand the different career pathways available to them for their next steps either on appropriate Level 3 courses such as the T Level Engineering course or direct apprenticeship route. Students will learn to analyse and present information, explore and develop ideas, find solutions to new problems and evaluate the solutions they present. These are skills that are beneficial across a wide range of fields, including the sciences, arts, business, design and technology.

The value of the Eduqas Level 1/2 Vocational Award in Engineering (Technical Award), helps students to understand the fundamental design process for studying and resolving a range of different engineering problems to produce suitable solutions by utilising the theoretical skills that students learn and applying them practically.

Each Unit of the course comprises of different learning aims; each learning aim concentrates on an aspect of the learning expectation which students will be assessed on.

Each of the learning aims, within each specific Unit, gives students the knowledge, skills and opportunity for realisation that students need in order to safely and practically apply the core engineering principles in a variety of real-life contexts.

Schedule of Learning

Students will spend 2 hours a week studying Engineering: 

  • Module 1: Unit 1 Learning aim 1.1 Understanding engineering drawings
  • Module 2: Unit 1 – Learning aim 1.2 – Planning manufacturing
  • Module 3: Unit 3 Learning aim 3.1 Understanding the effects of engineering achievements
  • Module 4: Unit 1 – Learning aim 1.3 – Using engineering tools and equipment
  • Module 5: Unit 1 – Learning aim 1.4 – Implementing engineering processes
  • Module 6: Unit 3 Learning aim 3.2 Understanding properties of engineering materials

Implementation

Students will develop their theoretical knowledge, thinking skills and a wide range of techniques to enable them to deliver practical applications to solve real-world problems. They will have access to industry standard CAD [Computer Aided Design] software to help them realise their ideas virtually, whilst also having use of the extensive Engineering workshop facilities that we have here at the academy.

Each Unit is assessed against specific grading criteria. The grading criteria for each Unit describes the range of student performance from the lowest grade to the highest. The lowest to highest grades are as follows:

  • Level 1 Pass
  • Level 1 Merit
  • Level 1 Distinction
  • Level 1 Distinction*
  • Level 2 Pass
  • Level 2 Merit
  • Level 2 Distinction
  • Level 2 Distinction*

Impact

The Eduqas Level 1/2 Vocational Engineering course aims to equip all students with the knowledge, understanding, intellectual and practical capabilities to progress onto further level 3 courses in Engineering, as well as preparing students to use their engineering skills in the workplace and everyday life. Engineering provides an important foundation for the study of the Sciences, Arts, Business, Design and Technology, as well as a variety of applications in other fields.

We support student learning by providing regular and consistent feedback on their progress alongside presenting opportunities for students to demonstrate how they can use their skills across different disciplines through practical controlled assessments, demonstrating and developing their analytical and critical thinking skills in response to given engineering briefs.

Assessment

Throughout the course students will be assessed under three different Units, together with their associated learning aims.

For Unit 1, Manufacturing Engineering Products:

  • Learning Aim 1.1: Understanding engineering drawings
  • Learning Aim 1.2: Planning manufacturing
  • Learning Aim 1.1: Using engineering tools and equipment
  • Learning Aim 1.2: Implementing engineering processes

For Unit 2, Designing Engineering Products:

  • Learning Aim 2.1: Understanding function and meeting requirements
  • Learning Aim 2.2: Proposing design solutions
  • Learning Aim 2.3: Communicating an engineered design solution
  • Learning Aim 2.4: Solving engineering problems

For Unit 3, Solving Engineering Problems:

  • Learning Aim 3.1: Understanding the effects of engineering achievements
  • Learning Aim 3.2: Understanding properties of engineering materials
  • Learning Aim 3.3: Understanding methods of preparation, forming, joining and finishing engineering materials
  • Learning Aim 3.4: Solving engineering problems

Students will be summatively assessed every module throughout modules 1-6 based on the current component of coursework being undertaken at that time.

Formative assessments will also take place to prepare students for their external Unit 3 exam. The Unit 3 exam will be summatively assessed in year 11 at the end of the course.

For more information, please read our assessment recording and reporting cycle.

Schedule of Learning

Students will spend two hours a week studying Engineering: 

  •  
  • Module 1: Unit 2 – Learning aim 2.1 Understanding function and meeting requirements
  • Module 2: Unit 2 – Learning aim 2.2 – Proposing design solutions  
  • Module 3: Unit 3 Learning aim 3.3 Understanding methods of preparation, forming, joining and finishing of engineering materials
  • Module 4: Unit 2 – Learning aim 2.3 – Communicating an engineered design solution
  • Module 5: Unit 2 – Learning aim 2.4 – Solving applied engineering problems
  • Module 6: Unit 3 Learning aim 3.4 Solving engineering problems

Implementation

Students will develop their theoretical knowledge, thinking skills and a wide range of techniques to enable them to deliver practical applications to solve real-world problems. They will have access to industry standard CAD [Computer Aided Design] software to help them realise their ideas virtually, whilst also having use of the extensive Engineering workshop facilities that we have here at the academy.

Each Unit is assessed against specific grading criteria. The grading criteria for each Unit describes the range of student performance from the lowest grade to the highest. The lowest to highest grades are as follows:

  • Level 1 Pass
  • Level 1 Merit
  • Level 1 Distinction
  • Level 1 Distinction*
  • Level 2 Pass
  • Level 2 Merit
  • Level 2 Distinction
  • Level 2 Distinction*

Impact

The Eduqas Level 1/2 Vocational Engineering course aims to equip all students with the knowledge, understanding, intellectual and practical capabilities to progress onto further level 3 courses in Engineering, as well as preparing students to use their engineering skills in the workplace and everyday life. Engineering provides an important foundation for the study of the Sciences, Arts, Business, Design and Technology, as well as a variety of applications in other fields.

We support student learning by providing regular and consistent feedback on their progress alongside presenting opportunities for students to demonstrate how they can use their skills across different disciplines through practical controlled assessments, demonstrating and developing their analytical and critical thinking skills in response to given engineering briefs.

Assessment

Throughout the course students will be assessed under three different Units, together with their associated learning aims.

For Unit 1, Manufacturing Engineering Products:

  • Learning Aim 1.1: Understanding engineering drawings
  • Learning Aim 1.2: Planning manufacturing
  • Learning Aim 1.1: Using engineering tools and equipment
  • Learning Aim 1.2: Implementing engineering processes

For Unit 2, Designing Engineering Products:

  • Learning Aim 2.1: Understanding function and meeting requirements
  • Learning Aim 2.2: Proposing design solutions
  • Learning Aim 2.3: Communicating an engineered design solution
  • Learning Aim 2.4: Solving engineering problems

For Unit 3, Solving Engineering Problems:

  • Learning Aim 3.1: Understanding the effects of engineering achievements
  • Learning Aim 3.2: Understanding properties of engineering materials
  • Learning Aim 3.3: Understanding methods of preparation, forming, joining and finishing engineering materials
  • Learning Aim 3.4: Solving engineering problems

Students will be summatively assessed every module throughout modules 1-6 based on the current component of coursework being undertaken at that time. 

Formative assessments will also take place to prepare students for their external Unit 3 exam. The Unit 3 exam will be summatively assessed in year 11 at the end of the course.

For more information, please read our assessment recording and reporting cycle.

Additional resources

  • Exam board links
  • Useful websites
  • Learning Journeys / Knowledge Organiser Links
  • Distance Learning Links

KS4: WJEC Hospitality & Catering

Intent

At Key Stage 4, Catering is delivered in mixed ability option groups. Year 10 students study the first year of the new Eduqas Level 1/2 Vocational Award in Hospitality and Catering [Technical Award].

Students on the Eduqas Level 1/2 Vocational Award in Hospitality and Catering will learn how to build upon the research, design, manufacture and evaluation skills that they have developed on the MYP-Design program at Key Stage 3. At Key stage 4 they will learn about the different establishments that offer a wide range of Hospitality and Catering provision within this growing sector. This will help them to understand the different career pathways available to either on appropriate Level 3 courses or through the apprenticeship route. Students will learn to analyse and present information, explore and develop ideas, find solutions to new problems and evaluate the solutions they present. These are skills that are beneficial across a wide range of fields, including the sciences, arts, business, design and technology.

The value of the Eduqas Level 1/2 Vocational Award in Hospitality and Catering helps students to understand put into practice essential transferrable skills including problem solving, organisation and time management, as well as planning and communication. This course also supports students in developing the vital life skill of being able to prepare and cook nutritional meals that promote a balanced diet.

Implementation

Students will develop their theoretical knowledge, critical and creative thinking skills as well as a wide range of practical food preparation and cooking techniques to enable them to deliver nutritional solutions to meet real-world dietary needs. They will have access to Nutritional computer software programs to help them plan, develop and realise their ideas for different menu plans. Whilst also having use of the extensive Catering Kitchen facilities that we have here at the academy.

Each Unit of the course comprises of different learning aims; each learning aim concentrates on an aspect of the learning expectation which students will be assessed on.

Each of the Learning Outcomes, within each specific Unit, gives students the knowledge, skills and opportunity for the practical realisation of their ideas so that students can practically and safely apply the core principles of food preparation and cooking in a variety of real-life contexts within the catering and Hospitality industry, as well as the domestic environment.

Schedule of Learning

Students will spend 2 hours a week studying Hospitality and Catering: 

  • Module 1 – Unit 1 LO1 Understand the environment in which hospitality and catering providers operate, Unit 2 LO3 AC3.1 Use techniques in preparation of commodities
  • Module 2 – Unit 1 LO2 understand how hospitality and catering provision operates, Unit 2 LO3 AC3.3 use techniques in cooking of commodities
  • Module 3 – Unit 1 LO3 Understand how hospitality and catering provision meets health and safety requirements, Unit 2 LO3 AC3.3 use techniques in cooking of commodities
  • Module 4 – Unit 1 LO4 KNow how food can cause ill health, Unit 2 LO3 AC3.2 Assure quality of commodities to be used in food preparation;  AC3.5 use food safety practices
  • Module 5 – Unit 1 LO5 Be able to propose a hospitality and catering provision to meet specific requirements, Unit 2 LO3 AC3.4 Complete dishes using presentation techniques
  • Module 6 – Unit 2 LO1 Understand the importance of nutrition when planning menus, LO3 AC3.4 complete dishes using presentation techniques.

Impact

The Eduqas Level 1/2 Award in Hospitality and Catering course aims to equip all students with the knowledge, understanding, intellectual and practical capabilities to progress onto further level 3 courses in either the Catering or Hospitality career pathways. This course also provides key transferrable skills, preparing students to use their research and planning skills in the workplace as well as in their own everyday life. Hospitality and Catering provides an important foundation for the study of the Sciences, Arts, Business, Geography, Sports Science, Design and Technology, as well as a variety of applications in other fields.

We support student learning by providing regular and consistent feedback on their progress. We also present opportunities for students to demonstrate how they can apply their practical skills through practical controlled assessments, where they will demonstrate and develop their analytical and critical thinking skills in response to evaluating how successfully they have fulfilled the criteria set out in their menu plans.

Assessment

Each Unit is assessed against specific grading criteria. The grading criteria for each Unit describes the range of student performance from the lowest grade to the highest. The lowest to highest grades are as follows:

  • Level 1 Pass
  • Level 1 Merit
  • Level 1 Distinction
  • Level 1 Distinction*
  • Level 2 Pass
  • Level 2 Merit
  • Level 2 Distinction
  • Level 2 Distinction*

Throughout the course students will be assessed under two different Units, together with their associated Learning Aims and [LO] Learning Outcomes.

For Unit 1, The Hospitality and Catering Industry:

  • Learning Aim 1.1: Understanding Hospitality and catering provision
  • Learning Aim 1.2: Understanding how hospitality and catering providers operate
  • Learning Aim 1.3: Understanding Health and Safety in hospitality and catering
  • Learning Aim 1.4: Understanding Food safety in hospitality and catering

For Unit 2, Hospitality and Catering in Action:

  • Learning Aim 2.1: Understanding the importance of nutrition
  • Learning Aim 2.2: Understanding menu planning
  • Learning Aim 2.3: Understanding the skills and techniques of preparation, cooking and presentation of dishes
  • Learning Aim 2.4: Evaluating cooking skills

Students will be summatively assessed every module throughout modules 1-6 based on the current component of coursework being undertaken at that time.

Formative assessments will also take place to prepare students for their onscreen and paper based external Unit 1 exams. The Unit 1 exams will be summatively assessed in year 11 before the end of the course.

For more information, please read our assessment recording and reporting cycle.

Schedule of Learning 

Students will spend 3 hours a week studying Hospitality and Catering: 

  • Module 1: Unit 2 LO1 understanding the importance of nutrition when planning menus
  • Module 2: Unit 2 LO2 understanding menu planning, factors to consider when proposing dishes for menus, consideration of customer needs
  • Module 3: Unit 2 LO2 production plan and using techniques and methods in preparation of commodities, safety practices.
  • Module 4: Unit 2 LO3 different techniques in cooking commodities, presentation techniques, completion of coursework.
  • Module 5: Unit 1 LO1,L02,L05 Revision, focus on review and recommend options for hospitality provision and preparation for the exam.
  • Module 6: Unit 1 LO3, LO4 Revision, focus on food related causes of ill health, food legislation and role of the Environmental Health Officer.

Implementation

Students will develop their theoretical knowledge, critical and creative thinking skills as well as a wide range of practical food preparation and cooking techniques to enable them to deliver nutritional solutions to meet real-world dietary needs. They will have access to Nutritional computer software programs to help them plan, develop and realise their ideas for different menu plans. Whilst also having use of the extensive Catering Kitchen facilities that we have here at the academy.

Each Unit of the course comprises of different learning aims; each learning aim concentrates on an aspect of the learning expectation which students will be assessed on.

Each of the Learning Outcomes, within each specific Unit, gives students the knowledge, skills and opportunity for the practical realisation of their ideas so that students can practically and safely apply the core principles of food preparation and cooking in a variety of real-life contexts within the catering and Hospitality industry, as well as the domestic environment.

Impact

The Eduqas Level 1/2 Award in Hospitality and Catering course aims to equip all students with the knowledge, understanding, intellectual and practical capabilities to progress onto further level 3 courses in either the Catering or Hospitality career pathways. This course also provides key transferrable skills, preparing students to use their research and planning skills in the workplace as well as in their own everyday life. Hospitality and Catering provides an important foundation for the study of the Sciences, Arts, Business, Geography, Sports Science, Design and Technology, as well as a variety of applications in other fields.

We support student learning by providing regular and consistent feedback on their progress. We also present opportunities for students to demonstrate how they can apply their practical skills through practical controlled assessments, where they will demonstrate and develop their analytical and critical thinking skills in response to evaluating how successfully they have fulfilled the criteria set out in their menu plans.

Assessment

Throughout the course students will be assessed under two different Units, together with their associated Learning Aims and [LO] Learning Outcomes.

For Unit 1, The Hospitality and Catering Industry:

  • Learning Outcome LO1: Understand the environment in which hospitality and catering providers operate
  • Learning Outcome LO2: Understand how hospitality and catering provisions operate
  • Learning Outcome LO3: Understand how hospitality and catering provision meets health and safety requirements
  • Learning Outcome LO4: Know how food can cause ill health
  • Learning Outcome LO5: Be able to propose a hospitality and catering provision to meet specific requirements

For Unit 2, Hospitality and Catering in Action:

  • Learning Outcome L01: Understand the importance of nutrition in planning menus
  • Learning Outcome L02: Understand menu planning
  • Learning Outcome L03: Be able to cook dishes

Each Unit is assessed against specific grading criteria. The grading criteria for each Unit describes the range of student performance from the lowest grade to the highest. The lowest to highest grades are as follows:

  • Level 1 Pass
  • Level 2 Pass
  • Level 2 Merit
  • Level 2 Distinction

Students will be summatively assessed every module throughout modules 1-6 based on the current component of coursework being undertaken at that time.

Formative assessments will also take place to prepare students for their onscreen and paper based external Unit 1 exams. The Unit 1 exams will be summatively assessed in year 11 before the end of the course.

For more information, please read our assessment recording and reporting cycle.

Additional resources