We would like pupils to have a well-rounded view of not only the food they eat, but the food eaten by diverse groups around the world, taking unfamiliar cultures and religions into consideration. Pupils are encouraged to look at food provenance through different perspectives. This is achieved through deliberate practice, pupils will be taught through high quality explanation, modelling and scaffolding. Firstly, pupils learn how to describe and explain, before progressing to evaluating and assessing the significance of nutritional concepts.
Through a sequenced curriculum, which allows teachers to reteach and respond to changes, pupils will be able to consolidate their knowledge and understanding and be able to apply this to new situations. Teachers include the most up-to-date and relevant locational knowledge for example if there are health concerns, a relevant food programme, or newly released research.
The degree of detail is referred to in the five-year scheme of learning and linked closely to both the knowledge checks and skills audit at the start of each year. Key pathway assessments have been identified for each year group as steppingstones of information to grasp before moving onto the next rotation and year. Through effective retrieval practice and identified points for re-teaching concepts are revisited. Core knowledge is built on from a foundation level in Year 7 to a more complex and sophisticated level in years 8 and 9
The key aim of the curriculum is for pupils to be able to articulate both orally and through deliberate practice that they have an awareness of nutrition, food safety, issues, provenance and science both in theory and practical. Pupils will be able to confidently define key terminology and outline concepts. Pupils will be able to consider issues from a wide variety of viewpoints and practices. Pupils will be able to engage in conversations about nutritional issues and consider the consequences of diet both in theory and practically at various stages of development.