Term 1

Term 2

Term 3

Term 4

Hygiene & Kitchen Safety

Design and Make: Stocking

Foods of the World

This unit will introduce safety in the sewing room, basic sewing techniques, how to use a sewing machine and all learners will produce a stocking.

Learners will have options to personalise the design on their stocking.

This unit will look at foods, language and culture. This unit has a variety of activities such as craft making, design tasks and food tasting.

Countries include: China, India, Poland, Scotland, France and Mexico.

Examples of recipes: chocolate crispies, scones, vegetable stir-fry, leek and potato soup, chicken korma, Polish gingerbread, chow mein, French toast and chicken fajitas.

Term 1

Term 2

Term 3

Term 4

Course Tasters 1

Course Tasters 2

Food and Health

Design and Make: Street Food

This term allows learners to experience tasters of courses such as Practical Cookery, Health and Food Technology and Practical Cake Craft.

Course tasters for this term include Fashion & Textiles and Early Learning & Childcare.

This is a unit from the Royal Environmental Health Institute of Scotland (REHIS). During this unit learners will develop an understanding of the five main nutrients and their link to health, they will look at various dietary diseases and how to prevent them and the relationship between nutrition and health. This unit has a multiple-choice assessment. If the learner passes this assessment, they will receive a certificate from REHIS.

In this unit pupils will learn about what a street food is and they develop their practical cookery skills by making. a range of street food. As part of this unit they will be looking at cookery skills and techniques and will work in small groups to design their own food truck.

Examples of recipes: lentil Soup with garlic croutons, all in one Bolognese, cupcakes, animal sugar paste modelling, focaccia bread,

Term 1

Term 2

Term 3

Term 4

Balanced Diet and Nutrients

Dietary Diseases and Goals

Dietary Needs

Design and Make: Healthy Baked Food

In this unit the learners will look at what a balanced diet is and the five main nutrients functions and sources.

In this unit the learners will look at various diet related diseases looking at causes and prevention. They will carry out some experiment type activities to help understand the dietary diseases better. They will also look at what the Scottish Dietary goals are and how to practically meet them.

In this unit the learners will look at how nutrition varies from pregnancy to the elderly. They will also look at how lifestyle factors such as becoming a vegetarian or being a convalescent affects nutrition and health.

In this unit learners will sit an end of unit assessment with some National 5 level questions and  complete Food and Health Posters.

They will also complete mini project where they will carry out two investigations and will design and make their own baked product.

Examples of recipes: mini pineapple upside down cakes, leek and potato soup, sweet and sour chicken, chocolate and orange marble cakes, Quorn bolognese, oat and raisin cookies, pea and ham risotto and leek and pepper tagliatelle.

Term 1

Term 2

Term 3

Term 4

Hygiene & Safety.

Weighing & Measuring.

Kitchen Equipment.

Food Preparation Techniques.

Current Dietary Advice.

Cookery Processes.

Costing.

Storage of Ingredients.

The Hygiene and safety unit introduces pupils to understanding the principles of food safety and hygiene, preparing, storing and serving food safely and hygienically and working in a safe and organised manner.

These units introduce pupils to kitchen equipment and its use and the variety of food preparation techniques used during practical lessons.

These units introduce pupils to the Current Dietary Advice and how to adapt recipes to meet these. The pupils will be introduced to different cookery processes alongside the Current Dietary Advice.

The costing unit introduces pupils to costing recipes and ingredients. The storage unit introduces pupils to safe storage and preparation of ingredients to reduce hazards and eliminate cross-contamination.

Examples of recipes: Chilli Nachos, Beef Kofta with Flatbread, Baked Smores, Texan BBQ Chicken Drumsticks with Coleslaw, Homemade Pesto Pasta, All in one Bolognaise, Chicken Curry, Pastas Bravas, Cheesecake.

Term 1 & 2

Term 3 & 4

Child Development

Play in Early Learning and Childcare

This unit introduces how children develop from pre-birth to 12 years, including key milestones.

Learners will research one area of child development and present their findings, helping to build investigation and reflection skills.

This introductory unit explores different types of play and how they support children’s learning and development.

Learners will look at a range of play experiences and understand why play is important for children. They will also have the opportunity to plan simple play activities.

Examples of activities: Paper crafts, finger painting, playdough making, outdoor games, board games, storytelling/reading, making puppets, team sports.

National 3

National 4

National 5

Course Assessment:

At National 3 level, there is no external exam. All assessment is carried out internally by class teachers and is pass/fail. To achieve a pass in the course, learners must successfully complete the following units:

Unit 1: Food for Health

Learners will:

·         Develop knowledge of a balanced diet and current dietary advice

·         Explore the relationship between food, health and wellbeing

·         Make informed food choices to support health

·         Demonstrate safe and hygienic working practices

Unit 2: Food Product Development

Learners will:

·         Investigate different food products and their uses

·         Take part in simple food development activities

·         Prepare and evaluate food products

Unit 3:  Contemporary Food Issues

Learners will:

·         Investigate current food issues (e.g. sustainability, food waste, sourcing food)

·         Develop an awareness of how these issues affect food choices

Overall Assessment Approach

·         Continuous assessment throughout the year

·         Practical skills are a key focus

·         Evidence is gathered through a combination of practical work, written tasks and observation

·         Learners must achieve all units to gain the course award

Course Assessment:

At National 4 level, there is no final exam. Assessment is carried out internally by class teachers and is pass/fail.

To achieve the course award, learners must successfully complete all units and an added value assessment:

Unit 1:  Food for Health

Learners will:

·         Develop knowledge and understanding of a balanced diet

·         Explore how food choices impact health and wellbeing

·         Apply current dietary advice

·         Demonstrate safe and hygienic food practices

Unit 2:  Food Product Development

Learners will:

·         Investigate a range of food products and their uses

·         Develop basic skills in modifying and adapting recipes

·         Prepare and evaluate food products

Unit 3: Contemporary Food Issues

Learners will:

·         Explore current food issues such as sustainability, food waste, seasonality, and ethical choices

·         Understand how these issues influence consumer decisions

Added Value Unit: Health and Food Technology Assignment

As part of National 4, learners must complete an Added Value Unit, which allows them to apply their skills and knowledge independently.

Learners will:

·         Plan and produce a food product to meet given needs

·         Demonstrate practical cookery skills

·         Evaluate the final product in terms of health, quality and suitability

Assessment involves:

·         A practical assignment completed in class

·         Planning, making and evaluating a food product

·         Teacher assessment of the process and final outcome

Overall Assessment Approach

·         Continuous assessment throughout the course

·         Strong focus on practical skills and application of knowledge

·         Evidence gathered through practical work, written tasks and teacher observation

·         All units and the Added Value Unit must be passed to achieve National 4

Course Assessment:

At National 5 level, assessment includes both internal assessment and an external course assessment set by the SQA. Grades are awarded from A to D (pass) or No Award.

To achieve the course award, learners must complete and pass all units as well as the course assessment components:

Learners will study and be assessed in the following areas:

Unit 1: Food for Health

Learners will:

·         Develop detailed knowledge of a balanced diet and current dietary advice

·         Explain the relationship between nutrients, health and wellbeing

·         Apply this knowledge to make informed food choices

Unit 2: Food Product Development

Learners will:

·         Investigate the functional properties of ingredients

·         Develop and adapt recipes to meet specific needs

·         Prepare and evaluate food products

Unit 3: Contemporary Food Issues

Learners will:

·         Investigate a range of current food issues such as sustainability, food security, consumer choice and ethical considerations

·         Analyse how these issues influence decision-making

 Course Assessment (External)

The National 5 course assessment has two components:

 Assignment (50 marks)

This is completed in school under controlled conditions and marked by the SQA.

Learners will:

·         Research a given food-related topic or consumer need

·         Plan and carry out the preparation of a dish or dishes

·         Demonstrate practical cookery skills

·         Evaluate the final product(s) in terms of nutritional value, quality and suitability

The assignment includes:

·         A research stage

·         A practical activity (food preparation)

·         An evaluation stage

 Question Paper (50 marks)

This is an external written exam, sat at the end of the course.

The paper assesses:

·         Knowledge and understanding of:

·         Nutrients and health

·         Food product development

·         Contemporary food issues

·         Ability to apply knowledge to practical and real-life contexts

Overall Assessment Structure

Assignment: 50 marks (50%)

Question Paper: 50 marks (50%)

Final grade awarded by the SQA

Overall Assessment Approach

·         A strong emphasis on both theory and practical skills

·         Development of independent learning and application of knowledge

·         Preparation for progression to Higher Health and Food Technology or related courses

Higher

Advanced Higher

Course Assessment:

At Higher level, assessment includes internal unit assessment and an external course assessment set and marked by the SQA. Final grades are awarded from A to D (pass) or No Award.

To achieve the course award, learners must pass all units and complete the course assessment components:

Learners will develop knowledge and skills across the following areas:

Unit 1: Food for Health

Learners will:

·         Develop in-depth knowledge of the relationship between nutrients and health

·         Analyse dietary needs of different groups

·         Apply current dietary advice and evaluate its impact

·         Explain the links between diet-related conditions and lifestyle

Unit 2: Food Product Development

Learners will:

·         Investigate the functional properties of ingredients in depth

·         Develop, adapt and justify recipes to meet specific needs

·         Prepare and evaluate complex food products

Unit 3: Contemporary Food Issues

Learners will:

·         Analyse complex food issues such as sustainability, food security, global food production and ethical considerations

·         Evaluate how these issues influence consumer behaviour and the food industry

Course Assessment (External)

The Higher course assessment has two components:

 Assignment (60 marks)

This is completed in school under controlled conditions and marked by the SQA.

Learners will:

·         Research a food-related issue or need in depth

·         Analyse information and draw conclusions

·         Plan and carry out the preparation of a dish or dishes

·         Demonstrate a high level of practical skills and time management

·         Evaluate the outcome in terms of nutritional value, quality and suitability

The assignment includes:

·         A detailed research and analysis stage

·         A practical activity (food preparation)

·         A thorough evaluation stage

Question Paper (60 marks)

This is an external exam taken at the end of the course.

The paper assesses:

·         Knowledge and understanding of:

·         Nutrition and health

·         Food product development

·         Contemporary food issues

The ability to:

·         Analyse and evaluate information

·         Apply knowledge to a range of contexts

·         Demonstrate reasoning and decision-making skills

Overall Assessment Structure

Assignment: 60 marks (40%)

Question Paper: 60 marks (60%)

Final grade awarded by the SQA

Course Assessment:

At Advanced Higher level, learners undertake independent study, research and practical investigation. Assessment includes internal unit assessment and an external course assessment set and marked by the SQA. Final grades are awarded from A to D (pass) or No Award.

To achieve the course award, learners must complete all units and the course assessment components.

Learners will develop advanced knowledge and skills across the following areas:

Unit 1: Food for Health

Learners will:

·         Develop an in-depth understanding of the relationship between diet, health and disease

·         Analyse the nutritional needs of individuals and specific groups

·         Evaluate dietary advice and its effectiveness

·         Apply complex nutritional knowledge to real-life situations

Unit 2: Food Product Development

Learners will:

·         Investigate and apply the functional properties of ingredients at an advanced level

·         Develop, justify and refine food products to meet specific nutritional, economic or sensory needs

·         Demonstrate high-level practical cookery and organisational skills

Contemporary Food Issues

Learners will:

·         Critically analyse complex global and local food issues such as sustainability, food security, ethical production and technological developments

·         Evaluate the impact of these issues on individuals, society and the food industry

Course Assessment (External)

The Advanced Higher course assessment has two components:

 Project (70 marks)

This is completed over an extended period and allows learners to demonstrate a high level of independence and research skills.

Learners will:

·         Identify and investigate a relevant food or health-related issue

·         Plan and carry out detailed research

·         Analyse information and draw justified conclusions

·         Present findings in a structured report

The project focuses on:

·         Research and investigation

·         Analysis and evaluation

·         Drawing conclusions based on evidence

Question Paper (90 marks)

This is an external exam taken at the end of the course.

The paper assesses:

In-depth knowledge and understanding of:

·         Nutrition and health

·         Food product development

·         Contemporary food issues

The ability to:

·         Analyse, evaluate and synthesise information

·         Apply knowledge to unfamiliar and complex contexts

·         Demonstrate critical thinking and reasoning

Overall Assessment Structure

Project: 70 marks (approx. 44%)

Question Paper: 90 marks (approx. 56%)

Final grade awarded by the SQA

Overall Assessment Approach

·         Emphasis on independent learning and research

·         Development of critical thinking, analysis and evaluation skills

·         High level of practical competence and decision-making

·         Preparation for university study and careers in nutrition, food science, health and related fields

National 3

National 4

National 5

Course Assessment:

The National 3 course develops basic cookery and organisational skills in hospitality-related contexts.

National 3 course comprises of 3 mandatory Units.

These units are:

·         Cookery skills, techniques and Processes.

·         Understanding and Using Ingredients.

·         Organisational Skills for Cooking.  

To achieve the National 3 Practical Cookery Course, learners must pass all of the required Units.

Course Assessment:

National 4 course comprises of four mandatory Units, including the Added Value Unit. These units are:

·         Cookery skills, techniques and Processes.

·         Understanding and Using Ingredients.

·         Organisational Skills for Cooking.

·         Added Value Unit: Producing a Meal.

To achieve the National 4 Practical Cookery Course, learners must pass all of the required Units, including the Added Value Unit.

Course Assessment:

At National 5 level there is a Question Paper and a Practical Exam which is marked internally.

The purpose of this question paper is to assess the candidates’ ability to integrate and apply breadth, knowledge, understanding and skills from across the course. It will ask candidates to state, name, give, identify, describe, explain, calculate and evaluate. This question paper gives candidates an opportunity to demonstrate the following knowledge, understanding and skills:

·         the principles of selecting and using food preparation equipment

·         the principles of successful weighing and measuring

·         understanding cookery processes and food preparation techniques

·         understanding ingredients, their characteristics, and the importance of sustainability

·         knowledge and application of current dietary advice

·         knowledge of the application of the principles of food safety and hygiene

·         costing recipes

·         evaluation of presentation, taste or texture of dishes

The Practical element of the assessment consists of preparing, cooking and serving a three-course meal using recipes given by Qualifications Scotland.

National 4

National 5

At National 4 level, there is no final exam. Assessment is carried out internally by class teachers and is pass/fail.

To achieve the course award, learners must successfully complete all units.

Child Development
This unit introduces learners to key aspects of child development from pre-birth to 12 years, including physical, cognitive, linguistic, and social/emotional development. Learners also investigate one area of development in more detail.
Assessment:

• Written or oral evidence demonstrating understanding of developmental stages
• An investigation project (with plan, research, presentation, and reflection) showing deeper knowledge of one aspect of development

Play in Early Learning and Childcare
This unit develops understanding of different types of play and their role in children’s learning and development. Learners also plan play experiences.
Assessment:

• Identification and explanation of at least five types of play
• Description of play experiences and their developmental benefits
• A planned play activity with an explanation of its benefits

Working in Early Learning and Childcare
This unit provides an overview of the early learning and childcare sector, including types of provision and the skills, values and qualities required to work with children.
Assessment:

• Evidence (written/oral) describing early learning and childcare provision
• Explanation of employability skills and professional values required in the sector

Care of Children
This optional unit (often chosen) focuses on how to meet children’s care needs. Learners plan, demonstrate and review practical caring skills that support children’s wellbeing.
Assessment: Written or oral evidence investigating children’s needs and how these can be met

·         A practical assessment including:

o    Planning and demonstrating caring skills (for at least two age groups)

o    Assessor observation/checklist

o    A review/evaluation of the practical activity

At National 5 level, there is no final exam. Assessment is carried out internally by class teachers and is pass/fail.

To achieve the course award, learners must successfully complete all units.

Development and Wellbeing of Children and Young People

This unit introduces learners to how children and young people grow and develop, including physical, social, emotional, cognitive and language development, and the factors that influence wellbeing.

Assessment:

·         Learners complete an assignment/folio where they investigate development across age groups (0–16 years) and explain wellbeing indicators. Evidence is usually written and/or oral, demonstrating understanding of developmental milestones and how wellbeing is supported.

Play in Early Learning and Childcare

This unit focuses on the importance of play and how it supports children’s learning and development. Learners plan, carry out and review play experiences.

Assessment:

·         Assessment requires written/oral evidence and practical work. Learners must plan, implement and evaluate at least two play experiences, covering different age groups and types of play, with plans and evaluations retained as evidence.

Working in Early Learning and Childcare

This unit gives learners an understanding of the childcare sector, including types of provision, job roles, and the skills and values needed to work with children.

Assessment:

·         Learners produce written and/or oral evidence from investigations. They must demonstrate knowledge of childcare provision, explain required skills and values, and explore career roles, often through research or presentations.

Care and Feeding of Children and Young People

This unit explores the care needs of babies and children, including feeding, nutrition, hygiene and how these support holistic development.

Assessment:

·         Assessment is carried out under supervised conditions and involves explaining key care practices. Learners provide evidence (written/oral) showing understanding of feeding, hygiene and developmental needs, and must clearly explain the role of the adult/professional on at least two occasions.