Food Technology

Subject Lead: Sarah-Jane Shepherd           Email: sarah-jane.shepherd@northstar-academy.co.uk 

At North Star 180°, our Food Technology curriculum is designed to meet the diverse needs of our pupils. Learning is carefully structured to be practical, engaging, and meaningful, supporting pupils to develop essential knowledge, life skills, and independence. Through a well‑sequenced, personalised approach, pupils make progress from their individual starting points, building confidence, resilience, and readiness for adulthood.

Intent

The intent of the Food Technology curriculum in Secondary is to: 

• Develop pupils’ practical cooking skills, enabling them to prepare a range of simple and complex dishes safely and independently.
• Foster an understanding of nutrition, healthy eating habits, and food safety that supports lifelong wellbeing.
• Support emotional resilience, social development, and teamwork within a safe and nurturing learning environment, provide opportunities for creativity, problem‑solving, and self‑expression through food.
•       Ensure learning aligns with EHCP outcomes, including communication, independence, regulation, and preparation for life
  beyond school – budgeting, employability, and healthy independent living.

The curriculum is ambitious and inclusive, ensuring all pupils can achieve and succeed regardless of need.

Implementation

The Food Technology curriculum secondary is implemented through:

• A carefully sequenced curriculum built around Food a Fact of Life, National Curriculum guidance, and the specific needs of
  SEMH learners.
• Key strands include food science, nutrition, budget-friendly cooking, meal planning, and building practical competency.
• Hands‑on practical lessons are central to learning, giving pupils repeated opportunities to practise and refine key skills.
• Theory is taught through accessible, scaffolded activities reinforced through practical application.
• Highly structured routines, clear expectations, and predictable lesson formats reduce anxiety and support engagement.
• Adaptations include modelling, visuals, scaffolding, and adaptive teaching strategies.
•       Formative assessment takes place in every lesson, focusing on personal progress and skill development.
• Summative assessments track culinary skills, nutritional understanding, and independence.

Impact

The impact of the Food Technology curriculum is demonstrated by:

• Pupils show improved confidence, self-esteem, and pride in their achievements.
• Development of strong practical cooking skills and improved food safety understanding.
• Better social interaction and reduction in behavioural incidents through collaborative learning.
• Improved readiness for adulthood and potential employability in hospitality.
• Positive parental and community feedback on pupil attitudes toward food and cooking 

SMSC and British Values Overview 

Food Technology promotes both SMSC and British Values. 

SMSC:  

Area	How it is promoted in Food Technology
Spiritual	Food Technology encourages students to develop creativity, self-expression and a sense of personal achievement through planning, preparing and presenting meals. Students reflect on their progress, build confidence through success, and develop an appreciation of how food contributes to physical wellbeing and emotional resilience.
Moral	Students learn about responsible decision-making through topics such as nutrition, healthy eating, food safety and hygiene. They develop an understanding of the consequences of their choices, including the impact of diet on health and the importance of following safety procedures to protect themselves and others.
Social	Practical cooking activities require students to work collaboratively, communicate effectively and support one another in pairs and small groups. Through teamwork, shared responsibilities and positive peer interactions, students build relationships, develop social skills and increase their confidence in working with others.
Cultural	Food Technology provides opportunities to explore a wide range of cuisines, ingredients and food traditions from different cultures. Students develop an appreciation of diversity through food, broadening their understanding of different communities and challenging stereotypes and prejudice.

British Values:  

Area	How it is promoted in Food Technology
Democracy	Students are given opportunities to contribute ideas, make choices about recipes and ingredients, and share their opinions during practical and theoretical activities. Collaborative tasks encourage all students to have a voice and value the contributions of others.
Rule of Law	Students learn the importance of following food hygiene regulations, health and safety procedures, and classroom expectations. Understanding and adhering to these rules helps ensure a safe working environment and demonstrates why laws and regulations are necessary within society.
Individual Liberty	Students are encouraged to make independent choices when planning meals, selecting ingredients and developing practical skills. The curriculum promotes confidence, self-expression and responsible risk-taking within a structured and supportive environment.
Mutual Respect	Respect is embedded through collaborative cooking activities, where students are expected to listen to others, share resources fairly and value different viewpoints. Positive reinforcement and teamwork help create a culture of kindness, cooperation and inclusivity.
Tolerance	Students explore foods, dietary requirements and culinary traditions from a variety of cultures, religions and backgrounds. This helps develop understanding and respect for different beliefs and lifestyles while celebrating diversity within the school and wider community.