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Rosewood School

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Food Studies

Description of school

Rosewood is an urban special school for boys of secondary age who have emotional and behavioural difficulties. Pupils are drawn from all over the borough and reflect a wide social mix and very varied family backgrounds.


Nature of Subject

Design and technology prepares pupils for participation in tomorrow’s rapidly changing technologies. They learn to think and intervene creatively to improve quality of life. The subject requires pupils to become autonomous and creative problem solvers, as individuals and as part of a team. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products. They combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects. Through design and technology, all pupils can become discriminating and informed users of products, and innovators.


Food Studies is one of the curriculum areas through which Design and Technology is delivered at Rosewood school. However we believe that Food Technology at Rosewood school also serves others functions. In a world where cultural or socio-economic factors have deskilled people in preparing and cooking quality food, it is a vital source of knowledge and practices, life-skills. It is also a creative and therapeutic time where practical tasks overtake academic imperatives.


Nutrition, healthy eating, home safety, healthy lifestyles, enjoyment and achievement, making a positive contribution and achieving economic well-being are all important areas that are addressed through food technology.


Knowledge, Skills and Understanding

For pupils to:-

  • Develop planning and communicating ideas including; identify relevant sources of information.
  • Respond to design briefs.


  • Consider issues that that influence their planning suggest plans for designing and making.
  • Prioritise actions and reconcile decisions as projects develop.


Work with tools, equipment, materials and components to produce quality products including;


  • to select and use tools, equipment and processes
  • to take account of working characteristics and properties of materials.


Evaluating processes and products including;


  • evaluating their ideas and designs as they develop
  • evaluating how well products work
  • identify and use criteria to judge how well other peoples projects work
  • display knowledge and understanding of materials and components including; considering physical and chemical properties and working characteristics of materials


Teaching and Learning approaches

Teaching and learning approaches will be in line with the Teaching and Learning Policy.


Assessment and Reporting

Assessment and reporting is in concert with the whole school Marking and                                                         Assessment Policy. Work is differentiated by input and output.


Cross Curricular Links

The scheme of work for this subject will include opportunities for Literacy across the Curriculum, Numeracy across the Curriculum and IT. It will also include opportunities for social, moral, spiritual and cultural issues to be addressed. These will be highlighted in the scheme of work.


Monitoring and Evaluation

The Food Studies curriculum is to be reviewed each year and subject advisors (where available) are to be consulted in this process. The curriculum delivered should be monitored by the subject teacher and a senior member of staff charged with that responsibility. An annual audit of the curriculum is undertaken to evaluate each year’s curriculum delivery and to aid future planning.


Management of the subject

The Subject Co-ordinator has a job specification giving detailed areas of responsibility. The overview of the school’s curriculum is the time management responsibility of the Deputy Head Teacher.


Special Needs

Subject will follow the guidelines laid out in the Special Educational Needs Policy.


Health and Safety

All activities, whether in school or off site, will be guided by the school's Health and Safety Policy.

Risk assessments are completed for all off site activities on each occasion and each pupil's participation is considered on the basis of the individual, the group and the activity. Risk assessments are held centrally by the Health and Safety Co-ordinator. The Health and Safety Policy Risk Assessment Procedure should be seen as a positive process to enable as many students access to activities as possible.


Equal Opportunities

Rosewood School is committed to working towards equality of opportunity in all aspects of school life and aims to provide access to the curriculum for all its pupils.




  • Guidelines


  • Resources


  • Scheme Matrix





Key Stage 2

The small number of Key Stage 2 pupils that we have on roll are now taught Home economics. Due to the low level of pupil’s abilities they are taught a simplified version of the national curriculum.


Key Stage 3

Years 7, 8, and 9 each have two periods a week of food technology. The purpose is to gradually introduce the pupils to basic cooking skills, food safety, healthy eating and a knowledge and understanding of the body’s nutritional needs. They will plan and prepare a dish each week, this maybe a main course, healthy snack, cake, or desert.

Cultural, social, medical and personal dietary needs are discussed and meals planned and prepared which cater for these. A scheme of work that builds on existing skills and extends understanding, knowledge and skills, as well as practical ability, is attached.


Key stage 4

The schemes of work followed by KS4 fulfil both the National Curriculum requirements and those of the AQA Board at GCSE Level. Pupils will be assessed and accredited through course work.




  • Fully equipped Food Tech Room including;
    • Two electric cookers, one gas cookers, microwave oven, dishwasher, fridge, freezer, food processor, various catering related equipment.


  • Recipe and reference texts
  • Tables and chairs for 6 students


  • Aprons and related safety equipment


  • Wall Charts    Various


  • ICT IT facilities available


Breakdown of GCSE mark allocation

The Scheme of Assessment is linear with one tier of assessment with a single paper that covers the grades 9 – 1.