Clayton Hall Academy, Clayton Lane, Newcastle, Staffordshire. ST5 3DN
Part of Windsor Academy Trust


Our Curriculum Intent 

Great Britain has an increasing obesity crisis; this makes good food education of paramount importance. The students at Clayton Hall Academy are educated about diet, food choices and healthy cooking. Our Scheme of learning is planned against the Food Standards Agency and British Nutrition Foundations core competencies to ensure our learners have a progressive food education. Our recipes are designed to instil a love of cooking and creativity, as well as enabling students to cook healthy, budget friendly meals which will serve them well now and in their futures. We mainly cook savoury dishes with a focus on health and the importance of a varied diet. Students are taught a wide range of cooking skills, using utensils and electrical equipment, broadening their sensory awareness and being encouraged to adapt recipes to suit different needs. Food encouraged independence and resilience. Our links with Stoke-on-Trent College has led to some of our students being invited to be part of their Junior Chef Academy. The food department is part of several food initiatives and training programmes which opens opportunities for our students in working with foods they may not normally gain access to, as well as opportunities for trips out of school and visiting chefs and food specialists coming to us.

Food road map food final 1 1301x2048

Gold Standard Teaching and Learning in Food 

Goal Orientated (Planning for Progress) 

  • Data driven Seating plans (highlighting DP, HAPs, MAPs, LAP, SEN) 
  • Students will engage in a Starter Task in every lesson (this can be a written or an oracy task). 
  • Differentiated Blooms, learning objectives displayed clearly. 
  • Students understand the Big Picture, what they are learning and why: links to prior learning made clear. 
  • Clearly identified links to Personal Development (RIC). 
  • Highly effective questioning to identify and address misconceptions. 
  • Formative and Summative Assessment to diagnose and inform next steps. 
  • Model excellence and how to achieve it. 
  • Revisit and ‘low stakes’ testing e.g.Starter and Plenary quizzes to make connections and support recall.  

Open dialogue (Feedback for improvement) 

  • High quality feedback is given in response to specific pieces of work. 
  • Progress tracked on student’s assessment maps. 
  • Regular formative assessment will be varied and impactful e.g.framed as a question as opposed to a comment.  
  • Live marking is encouraged to manage workload and teachers are encouraged to have ‘purple pen in hand’ when they are intervening with students during the lesson. 
  • Literacy corrections in line with stickers. 
  • Student response to feedback (DIRT) using green pen. 
  • Self and peer-assessment used to develop independence. 

Learning Environment 

  • Positive Learning Environment created by mutually respectful relationships (staff/pupil + pupil/pupil). 
  • Adults consistently model the values of the school and support curriculum intent. 
  • Engaged, enthused and independent learners- Lighting Fires Curriculum. 
  • Reward effort and resilience by providing opportunities for students to speculate, investigate, and make mistakes. 
  • Consistent application of the Consequence and Achievement system. 
  • Students show pride in their learning through the presentation of their work: 

o Neat organised books/folders with Assessment maps and Target stickers  

o Date and title underlined with a ruler- classwork and home study clearly identified  

o Support should be provided for students who miss lessons, either through Teams or via email.  

Differentiation for Challenge and support 

  • Use of data and student information to plan for individual needs. (Prior Attainment, FFT 20/5 Target data, SEND) 
  • Differentiated learning outcomes (these can be verbalised or displayed in the classroom) 
  • Stretch and challenge- upholding high expectations for HAPs (Over 50% of our cohort) 
  • Targeted questioning- include all students and make students think, using open and follow up questions to expand understanding. No hands up. 
  • Improve oracy in the classroom; students respond to questions or contributions in full sentences (talk for writing). 
  • Additional intervention for disadvantaged, Vulnerable, VIP, with a particular focus on Narrowing the Word Gap. 

Key Stage 4 Examination Overview 

Exam Board Details: OCR 

2 non-examination assessments 50% 

1 externally set exam paper 1 ½ hours 50% 


What resources could I buy or borrow that will help my child? 

OCR Food Preparation and Nutrition Revision Guide 


What are the key websites or Apps that my child could use? 

Food a fact of life 


What can I do to encourage my child to take a further interest in Food? 

Cook at home 

Watch relevant cooking programmes 


What after school or other extracurricular activities are available in Food and when are they? 

Planning a KS3 cooking skills after school club later in the year 


Email links 

To find out more about the curriculum we are studying please contact staff via email