demonstrate effective and safe cooking skills by planning ... · Food Preparation, Cooking and...

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St Cuthbert Mayne School Curriculum Map 2020-2021

Department: Design and Technology Department including Food, Child Development and Health & Social Care Department Intent and overview

Design and Technology - KS3 and KS4

● Design and Technology is an inspiring, rigorous, engaging and practical subject. Using creativity and imagination, students design and

make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and

values. They acquire and use a broad range of subject knowledge, skills, and understanding to prepare them to live and work in the

designed and made world. They incorporate knowledge and understanding of different materials and manufacturing processes in order

to design and make, with confidence and demonstrate safe working practices. They learn how to take design risks, helping them to

become resourceful, innovative and enterprising citizens, and develop the skills to critique and refine their own ideas whilst designing

and making. They communicate their design ideas and decisions using different media and techniques and develop decision making skills,

including the planning and organisation of time and resources when managing their work. They are encouraged to consider the costs,

commercial viability and marketing of products. Through the evaluation of past and present design and technology, they develop a

critical understanding of its impact on daily life and the wider world. It provides opportunities for students to apply knowledge from

other disciplines, including mathematics, science, art & design, computing & humanities. High quality design and technology education

makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Food Preparation, Cooking and Nutrition - KS3 and KS4

● Food preparation, cooking and nutrition is an inspiring, rigorous and engaging practical subject where students use a broad range of knowledge, skills, and understanding when buying, storing, preparing and cooking different ingredients to make healthy and nutritious dishes and meals. Students experience exciting and creative lessons which focus on practical cooking skills to ensure students develop a thorough understanding of Nutrition and health, Food science, Food safety, Food choice, Food provenance and the working characteristics of food materials/ingredients. The focus is on nurturing students' practical cookery skills and encourages them to demonstrate effective and safe cooking skills by planning, preparing and cooking using a variety of food commodities, cooking

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techniques and equipment. They acquire a knowledge and understanding of the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health and the economic, environmental, ethical, and socio-cultural influences on food availability, production processes, and diet and health choices. They demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food. They are provided with the opportunity to understand and explore a range of ingredients and processes from different culinary traditions (traditional British and international), to inspire new ideas or modify existing recipes.

OCR Child Development - KS4

● Child development is an inspiring, rigorous, engaging and informative subject where students learn the essential knowledge and

understanding for Child Development, covering reproduction, parental responsibility, antenatal care, birth, postnatal checks, care,

conditions for development, childhood illnesses and childhood safety. They gain knowledge of the equipment needs of babies and young

children and an understanding of the factors to be considered when choosing appropriate equipment to meet all these needs. They

acquire a knowledge and understanding of nutrition, hygiene practices and the opportunity to evaluate dietary choices. They are

encouraged to gain knowledge of, and skills in, developing activities to observe developmental norms in children up to the age of five

years old. They have the opportunity to research, plan, carry out activities with children and observe and review these activities, as well

as an understanding of the development norms and benefits of play in child development.

BTEC Pearsons Level 3 Diploma Health and Social -KS5

To prepare and equip students with the knowledge, understanding and skills to pursue a career or further education in the Health and Social Care sector.

● To understand the biological, psychological and sociological theories associated with human lifespan development ● To identify and understand the roles and responsibilities of working in Health and Social Care ● To investigate enquiries into current research in Health and Social Care ● To understand the values and skills that are needed to meet individual care and support needs ● To identify and understand the principles of safe practice in Health and Social Care ● To understand how Public Health is promoted throughout the world, but especially focusing on the UK ● To provide specialist knowledge to ensure that individuals with additional needs are supported ● To understand the importance of nutritional health in being healthy, preventing illnesses and recovering from illness

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Key Stage 3 Curriculum Summary

St Cuthbert Mayne Design & Technology Department follows the Key Stage 3 National Curriculum. At KS3 all students in Year 7, 8 and 9 study Design and Technology and it is delivered through enjoyable, accessible and challenging lessons for all students using a rotating carousel system. Every D&T group has one double lesson (2 hours) and one single lesson (1 hour) per fortnight for approximately 9/10 weeks. After completing each 9/10 week Unit, the students move to the next material area and specialist classroom with a specialist teacher. Students study 4 Units in the following material areas:

1. CAD/CAM 2. Food (Cooking & Nutrition) 3. Resistant Materials 4. Textiles

They design and make products developing their design skills through researching, analysing and evaluating and sketching. They develop their practical skills by using a wide variety of processes, tools and equipment, working safely and hygienically. They are given opportunities to work independently, in pairs and in teams. They have a context and design brief to follow in all units of work. Future job opportunities and careers are promoted throughout KS3 D&T lessons and activities. Year 7 Units: CAD/CAM/Plastics: Context: Many companies have to work hard to advertise and promote their businesses. Children are a prime target market because they are the customers of the future. One good way to promote is to offer free gifts as an incentive to attract customers to buy their products. Design Brief: Design and make a maze game using acrylic which could be offered as a free gift. Food: Context : Young children need to develop healthy eating habits and nutritious food choices from an early age. Freshly prepared food in season is the most nutritious and healthy food to serve. Design Brief: Design and make a variety of food products for young children that are healthy and nutritious. They will include a variety of fruit and vegetables, developing basic skills and techniques in food preparation and cooking.

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Resistant Materials: Context: It is always difficult to think of suitable gifts for friends and relatives, whatever the reason, event or celebration. A photo or picture frame can be the ideal gift for almost everyone. Design Brief: Design and make a frame using wood, suitable for a small picture or photograph. The frame is to be no larger than A5 size and use a sustainable material. Textiles: Context: A gift shop at a local eco friendly attraction has decided to increase its range of gifts and souvenirs. Design Brief: Design and make a small eco toy based on a natural form. It must include a button as embellishment and use recycled material and off cuts of fabric. Year 8 Units: CAD/CAM/Metals: Context: Context: Jewellery has been a popular form of ‘body adornment’ for millennia. An online jewellery company is looking to add a new line of jewellery to its existing range, that will appeal to teenagers. It needs to be affordable and made from pewter. Design Brief: Design and make a piece of jewellery using pewter, that would appeal to teenagers. Food: Context: Hundreds of young people go to University or leave home every year. It is important that this target group, young adults, have the basic skills to make food products that are healthy, nutritious and inexpensive. Design Brief: Design and make a range of healthy and nutritious food products suitable for young people to cook when they leave home, to encourage them to be self-sufficient. Resistant Materials: Context: The local zoo is looking for a new addition to the range of quality products it sells in it’s shop. They think a mobile phone holder/stand with an ‘animal’ theme would be a great seller, especially if it is made from a sustainable material. Design Brief: Design and make a prototype smartphone holder/stand using wood, with an ‘animal’ theme to be sold at the zoo, using a sustainable material.

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Textiles: Context: A local company has asked you to extend its range of cushion covers using tie dye as a technique. Design Brief: Design and make a small cushion cover using fabric that is easy to secure, looks eye catching and demonstrates an original and creative design. Year 9 Units: CAD/CAM/Electronics: Context: An online pet insurance company wants a new electronic toy to send to its customers who have bought pet insurance from them, as a thank you gift. They want it to appeal to all types of pet owners. Design brief: Create a circuit and program a microcontroller to create an electronic pet with LED eyes and a piezo sounder voice that reacts to touch (via a push switch) and light (via a miniature LDR). Food: Context: Family lifestyles are now very busy and sometimes it is difficult for family members to sit down and eat a healthy, nutritious meal together. Convenience foods are sometimes used too frequently, there may be different dietary needs within the family, and a lack of practical cooking skills can be a problem. Design brief: Design and make a range of healthy and nutritious meals for different family members, which are suitable for their life stage. Consider the special dietary needs and requirements that each family member may have including coeliac disease, lactose intolerance and specific food diets like vegetarianism. Resistant Materials: Context: You have designed a circuit that is going to be turned into an electronic pet for a pet insurance company. This product is going to be given to pet owners as a promotional thank you gift for buying pet insurance from the company. It is going to be called Cyber Pet. Design brief: Design a casing for a circuit that houses the components according to their needs. Investigate the wants of the target market and develop designs based on client feedback. They will use CAD/CAM to create a design for the casing of their cyber pet. Textiles: Context: Today’s busy lifestyles mean that people need to be more organised. A local company has decided to produce a small bag to promote ‘All things British’ Design brief: Design and make a small bag that could be used to help tidy and keep people more organised. It must be secure, look eye catching and demonstrate an original and creative design. You may use applique and LED lights to embellish your bag design.

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Year 7 Autumn Term 1

Topic/Unit CAD/CAM & Plastics

Food (Cooking & Nutrition)

Resistant Materials - Wood

Textiles

Knowledge (Content covered)

Health & Safety Tools & Equipment CAD/CAM, 2D, 3D, Design briefs, Specifications, Laser cutter, Plastics, Properties of acrylic,

Food Safety & Hygiene, Tools & Equipment, 5 a day, Nutrition, Healthy Eating, Eatwell Guide, Function of ingredients, Methods of cooking

Health and Safety, Tools & Equipment, Properties and types of wood, Wood joints, Sustainability, Adhesives,

Health and Safety, Tools & Equipment, Properties of Cotton, Recycling, Sewing Machine, Embellishments Safety labels

Skills Researching, Explaining, Analysing, Designing, Sketching, Planning, Creating, Measuring, Computing, CAD/CAM skills, Vectorising, Laser cutting, Wet/dry sanding, Evaluating.

Researching, Explaining, Planning, Creating, Weighing, Measuring, Chopping, Boiling, Simmering, Grating, Rubbing in, Baking, Rolling, Cutting, Glazing, Sauce making, Evaluating

Researching, Explaining, Analysing, Designing, Sketching, Creating, Modelling, Measuring, Planning, Mitre Sawing, Sanding, Drilling, Joining, Embellishing, Wood dying, Varnishing,

Analysing, Designing, Sketching, Creating, Measuring, Pattern making, Pinning, Tacking, Cutting, Hand sewing, Machine sewing, Button sewing, Embellishing, Evaluating

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Evaluating

Assessment Teacher assessment Self assessment Peer assessment Verbal assessment Testing End of unit assessment

Teacher assessment Self assessment Peer assessment Verbal assessment Testing End of unit assessment



Gatsby 4 (Linking curriculum learning to careers) GATSBY BENCHMARK 4

Architect, CAD technician, CAD engineer, Design engineer, Illustrator, App developer, Games designer, Software engineer, Website designer, Digital media designer, Electronics engineer, Civil engineer, Electrician,

Agricultural engineer, Hotel & Catering jobs Chef/cook, Restaurant staff/manager, Nutritionist Dietician Food technologist, Food scientist, Food production, Food journalist, Product developer, Microbiologist,

Automotive engineer, Mechanical engineer, Furniture designer, Maintenance engineer, Vehicle mechanic, Shop fitter, Carpenter, Builder, Structural engineer, Production controller

Fashion designer, Costume, designer, Dressmaker, Print designer Fashion buyer, Fashion stylist, Machinist, Textile Technologist, Interior designer, Dyer/colourist, Fabric developer, Retail

https://www.careersandenterprise.co.uk/sites/default/files/gatsby_benchmark_4.pdf

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Topic/Unit CAD/CAM & Metals


Resistant Materials - Wood

Textiles


Health and Safety, Risk assessment, Tools & Equipment, Design brief, Target markets, Specification, CAD/CAM, Laser cutting, Vectorising, Properties of metal, Casting.

Food Safety & Hygiene, Risk assessment, Tools & Equipment, Weighing, Measuring, Eatwell Guide, Nutrition, Additives, Allergies, Environmental issues.

Health and Safety, Risk assessment, Tools & Equipment, Specification, Properties and types of wood, Natural wood, Manufactured wood, Sustainability, Wood joints, Adhesives.

Health and Safety, Risk assessment, Tools & Equipment, Sewing machine, Specification, Tie Dye, Colour wheel, Applique, Embellishments LED, Electronics.

Skills Researching, Explaining, Analysing, Designing, Sketching, Creating, Computing, Programming, 2D and 3D, Laser cutting, Casting, Drilling

Researching, Explaining, Planning, Weighing, Measuring, Chopping, Veg and meat preparation Dry frying, Boiling, Baking,

Researching, Explaining, Analysing, Designing, Sketching, Planning, Measuring, Creating, Sawing, Sanding, Drilling, Joining wood, Embellishing,

Researching, Analysing, Designing, Sketching, Measuring, Creating, Pattern making, Pinning, Tacking, Cutting out, Machine/hand sewing, Evaluating

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Sanding, Evaluating

Simmering, Grilling, Evaluating

Evaluating.











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Topic/Unit CAD/CAM & Electronics


CAD/CAM & Plastics

Textiles


Safety, Risk assessment, Hazard analysis, Design brief, Specification, Tools & Equipment, Properties of acrylic, Circuit kit, Solder technique, Electronics and components, PCB.

Food Safety & Hygiene, Eatwell Guide, Nutrition, food choices, energy balance, children, teenagers, adults, elderly, special dietary needs including coeliac disease, lactose intolerance & vegetarianism

Health and Safety, Risk assessment, Hazard analysis, Tools & Equipment, Specification, Properties and types of plastics, Recycling, Sustainability, Adhesives, Joining techniques, Vacuum form.

Health and Safety, Risk assessment, Tools & Equipment, Sewing machine, Natural and manmade fibres, Colour wheel, Care labels, Embellishment, Electronics.

Skills Researching, Investigating, Analysing, Designing, Sketching, Drawing skills, Planning, Creating, Computing, Programming, 2D and 3D skills, Measuring, Laser cutting,

Researching, Explaining, Investigating, Planning, Weighing and measuring Chopping, Dry frying, Boiling, Simmering, Grilling, Baking, Meat/Veg prep, Whisking,

Researching, Analysing, Designing, Sketching, Planning, Creating, Computing, 2D and 3D, Laser cutting, Measuring, Vacuum forming,

Researching, Investigating, Analysing, Designing, Sketching, Measuring, Pattern making, Pinning, Tacking, Cutting, Machine & hand sewing, Embellishing, Testing and

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Soldering, Evaluating

Sauce making, Evaluating

Sawing, Sanding, Drilling, Testing and Evaluating

Evaluating











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● AQA GCSE Design Technology: ● To prepare students to participate confidently and successfully in an increasingly technological world. ● To gain awareness and learn from wider influences on D&T including historical, social, cultural, environmental and economic factors. ● To work creatively when designing and making and applying technical and practical expertise. ● To understand and know core technical and designing and making principles, including a broad range of design processes, materials,

techniques and equipment. ● To understand and know specialist technical principles in greater depth.

● AQA GCSE Food Preparation and Nutrition: ● To know and understand the topics of Nutrition, Health, Food Science, Food safety, Food choice and Food provenance ● To understand the working characteristics, functional and chemical properties of ingredients.

● To gain knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of

nutrition when making food products and set menus.

● To develop the skills and knowledge to prepare, cook and present a final menu of dishes demonstrating technical skills and the safe and

competent use of tools and equipment

● OCR Cambridge Nationals Child Development: ● To learn the essential knowledge and understanding for Child Development, covering reproduction, parental responsibility, antenatal

care, birth, postnatal checks, care, conditions for development, childhood illnesses and childhood safety ● To gain knowledge of the equipment needs of babies and young children and an understanding of the factors to be considered when

choosing appropriate equipment to meet all these needs.

● To gain knowledge of nutrition and hygiene practices and the opportunity to evaluate dietary choices.

● To gain knowledge of, and skills in, developing activities to observe developmental norms in children up to the age of five years old.

● To research, plan, carry out activities with children and observe and review these activities, as well as an understanding of the

development norms and benefits of play in child development.

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Topic/Unit AQA GCSE Design Technology

AQA GCSE Design Technology

AQA GCSE Food Preparation and Nutrition


OCR Cambridge Nationals Child Development



Health and safety, Hazard analysis, Risk assessment, PPE, Types, properties and uses of metals, Ferrous and non ferrous, alloy, Corrosion, Nature and the environment, Famous metal sculpture artists including: Simon Gaiger, Julio Gonzalez, Karen Cusolito, Alain Douillard.

Three-dimensio nal design, Origami, Sculptures and shapes, Tools and equipment including: Pillar drills, hacksaws, files, Resources including: glass paper, polish, Types of finishes for metal including painting, dip coating and Plating.

Safety and hygiene, Hazard analysis, Risk assessment, PPE, Tools and equipment, Preparation and cooking processes, Practical skills, Recipes, Macronutrients, Micronutrients, Functions and Food sources of nutrients, Nutritional needs and health,

Meal planning, Cooking of food Heat transfer including: Conduction, Convection, Radiation, Microwave, Functional and chemical properties of food, Food spoilage, Contamination, Factors affecting food choice, British and International cuisines, Sensory analysis & evaluation

Relationships,

Finance,

Parental age,

Social/Peer

expectations,

Pre-conceptual

health, diet,

exercise,

Contraception

Parental

responsibility,

Antenatal care,

Birth, Postnatal

checks, care,

Conditions for

development,

Reproduction,

female and

female

reproductive

system,

Antenatal care

and birth, health

professionals,

antenatal

classes and

clinic, specialist

diagnostic tests,

stages of labour,

pain relief,

home/hospital

Skills Researching,

Recording,

Sawing, Brazing,

Soldering,

Researching,

Recording,

Practical skills

including veg,

Researching,

Recording,

Decision

making,

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Explaining,

Investigating,

Drawing,

Modelling,

Photography,

Measuring,

Evaluating

Riveting, Joining

metals -

adhesives,

Threading

fastenings,

Polishing,

Explaining,

Investigating,

Considering

factors/needs,

Analysing,

Planning,

Evaluating

meat, fish prep,

boiling, grilling,

baking, frying,

knife skills,

whisking, pastry,

sauce & cake

making,

Explaining,

Investigating,

Designing,

Sketching,

Considering

factors/needs,

Interviewing,

Assessing,

Analysing

Comparing,

Planning,

Reviewing,

Justifying,

Evaluating

Assessment Teacher assessment Self assessment Peer assessment Verbal assessment Testing End of unit assessment 50% Coursework 50% Examination

Teacher assessment Self assessment Peer assessment Verbal assessment Testing End of unit assessment 50% Coursework 50% Examination

Teacher assessment Self assessment Peer assessment Verbal assessment Testing End of unit assessment Unit R018: Examination Unit R019: Coursework


Architect, CAD technician, CAD engineer, Design engineer, Illustrator, App developer,

Digital media designer, Electronics engineer, Civil engineer, Electrician,

Agricultural engineer, Hotel & Catering jobs Chef/cook, Restaurant

Food technologist, Food scientist, Food production, Food journalist,

Early years teacher, Nursery nurse, Reception teacher, Primary school

Health play specialist, Child psychologist, Children's nurse,


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Games designer, Software engineer,

Website designer,

staff/manager, Nutritionist Dietician

Product developer, Microbiologist,

teacher, SEND teacher, SENDCO, Learning support assistant, Learning mentor, Family support worker,

Midwife, SCBU nurse, Health visitor, Social worker, Family practitioner, Nanny, ChildMinder, Play therapist,

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Topic/Unit AQA GCSE Design Technology

AQA GCSE Design Technology






Safety, Hazard analysis, Risk assessment, PPE, Tools and equipment, Techniques & processes, Practical skills, Specifications, Properties of materials - wood, metal, plastics, paper, card, textiles, New and emerging technologies, Energy generation & storage,

Developments in new materials, Systems & control, Mechanical devices, Components, forces and stresses, Ecological and social footprints, Stock forms, Scales of production, Surface treatments and finishes

Nutrition &

healthy eating,

Nutrient -

sources &

functions,

Recipes, Food

science, cooking

& heat transfer,

functional and

chemical food

properties,

Safety, hygiene,

spoilage and

contamination

Food choice,

dietary needs &

health, meal

planning, Food

provenance,

food choices,

British and

International

cuisines,

evaluation,

environmental

impact and

sustainability,

processing and

production

Sensory analysis

Developmental

norms and

milestones for 0

- five years -

Physical - gross

motor/fine

motor skills,

Intellectual

-language,

reading, writing,

number,

Social and

emotional -

communication

behaviour, self

esteem, sharing,

Types of Play:

Manipulative,

Co-Operative,

Solitary,

Physical,

Creative

Benefits of play:

Physical,

Intellectual,

Social skills,

Creativity

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Skills Identifying &

investigating

design

possibilities,

Producing a

design brief and

specification

Generating

design ideas

Developing

design ideas

Realising design

ideas

Analysing &

Evaluating

Researching,

Recording,

Explaining,

Investigating,

Considering

factors/needs,

Decision

making,

Planning

Selecting,

Rejecting,

Analysing, Skills

including veg,

meat, fish, fruit

prep, boiling,

grilling, baking,

frying, knife

skills, pastry,

sauce &

cake/dessert

making,

Researching,

Recording,

Explaining,

Investigating,

Considering

factors/needs,

Decision

making,

Selecting,

Rejecting,

Analysing,

Planning,

Observing,

Reviewing,

Evaluating

Assessment Teacher assessment Self assessment Peer assessment Verbal assessment Testing End of unit assessment 50% Coursework 50%

Teacher assessment Self assessment Peer assessment Verbal assessment Testing End of unit assessment 50% Coursework 50%

Teacher assessment Self assessment Peer assessment Verbal assessment Testing End of unit assessment Unit R018: Examination Unit R020:

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Examination Examination Coursework


Architect, CAD technician, CAD engineer, Design engineer, Illustrator,App developer, Games designer, Software engineer,

Website designer, Digital media designer, Electronics Engineer, Civil engineer, Electrician,

Agricultural engineer, Hotel & Catering jobs Chef/cook, Restaurant taff/manager, Nutritionist Dietician Microbiologist

Food technologist, Food scientist, Food production, Food journalist, Product developer,

Nursery nurse, Reception teacher, Primary school teacher, Child psychologist, Children's nurse,

Midwife, SCBU nurse, Health visitor, Social worker, Family practitioner, Nanny, Childminder


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BTEC Pearsons Level 3 Diploma in Health and Social Care


Topic/Unit Unit 1: Human Lifespan Development

Unit 2: Working in Health and Social Care


Growth, Development, Physical development, Developmental norms, Milestones, Gross & fine motor skills, Infancy, Early childhood, Adolescence, Early, Middle, Later adulthood, Intellectual development, Emotional development, Social development, Relationships, Genetic factors, Biological factors, Environmental factors, Social factors, Economic factors, Life events, Ageing, Psychological changes, ,

Roles and responsibilities, eg Doctors, Nurses, HCA, Midwives, Social workers, OT’s, Youth workers, Care assistants and managers, Policies and procedures, Rehabilitation, Equipment, Care plans, Antidiscriminatory, Equality, Human Rights, Empowerment, Health and safety, Safeguarding, Accidents, First Aid, Data, Professional Organisations, Multi-disciplinary working, Monitoring, Whistleblowing, Public sector, NHS, Voluntary, Private sectors, Referrals, Barriers, CQC, NICE, PHE, NMC, RCN, HCPC, GMC, Physical and mental health, Learning disability, Physical and sensory disabilities, Early

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years, Adulthood, Working practices,

Skills Research, Discussion, Recording, Questioning, Testing, Revising, Applying,

Research, Discussion, Recording, Questioning, Testing, Revising, Applying,

Assessment 90 minute External exam in May 2021

90 minute External exam in May 2021


Nursing, Midwifery, Paramedics, Dental nurse, Medical receptionist, Medical Secretary, Pharmacy

Nursing, Midwifery, Paramedics, Dental nurse, Medical receptionist, Medical Secretary, Pharmacy technician, School nurse,


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technician, School nurse, Speech and language therapist, Hospital staff, Health Care Assistant, Care assistant, Care manager, Sports physiotherapist, Social work, Physiotherapy, Occupational Therapist, Community Health administrator, Environmental Health Practitioner, Health Records administrator, Sports development officer, Youth worker, Counsellor, Ward clerk, Laboratory technician, ICU technician, Health and fitness instructor, Support workers. Any jobs and careers related to working with babies, children, teenagers, adults, elderly, people with disabilities, mental health.

Speech and language therapist, Hospital staff, Health Care Assistant, Care assistant, Care manager, Sports physiotherapist, Social work, Physiotherapy, Occupational Therapist, Community Health administrator, Environmental Health Practitioner, Health Records administrator, Sports development officer, Youth worker, Counsellor, Ward clerk, Laboratory technician, ICU technician, Health and fitness instructor, Support workers. Any jobs and careers related to working with babies, children, teenagers, adults, elderly, people with disabilities, mental health.

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Topic/Unit Unit 12: Supporting Individuals with Additional Needs

Unit 19: Nutritional Health


Diagnosing or determining additional needs, diagnostic procedures, standards of practice, specialists, Prognosis, Impairment, Cognitive and learning needs, Dyspraxia, Dyslexia, ADHD, ASD, Inherited conditions, Down’s syndrome, HD, Dementia, Older people’s needs,

Healthy eating, Eatwell guide, Malnutrition, Food processing, Food preparation, Nutrition, Macronutrients, Micronutrients, Functions, Food sources, BMI, DRV, RNI, Dietary deficiencies, Children, Young people, Adults, Older people, Pregnant, Breast feeding, Dietary habits,

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Physical and health needs, Mental illness, Sensory disabilities, Accidents, Infectious diseases, Social and emotional needs, Elderly, Learning environment, Disability, Environmental and social challenges, Barriers, Personal challenges, Attitudes, Current practice and professionals, Support and equipment, Therapies, Financial support, Statutory provision, EHC’s, Person centred care,

Lifestyle factors, Socio-economic factors, Cultural factors, Education, Food labelling, Legislation, Diabetes, CHD, IBS, Crohn’s disease, Allergies and intolerances, Coeliac, Lactose intolerance, NGT, PEG, IVI, TPN,Activity levels,

Skills Researching, Researching,

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Explaining, Describing, Assessing, Analysing, Justifying, Evaluating,

Explaining, Producing, Comparing, Assessing, Analysing, Justifying, Evaluating,

Assessment 60GLH Internal assessment

60GLH Internal assessment


Nursing, Midwifery, Paramedics, Dental nurse, Medical receptionist, Medical Secretary, Pharmacy technician, School nurse, Speech and language therapist,

Nursing, Midwifery, Paramedics, Dental nurse, Medical receptionist, Medical Secretary, Pharmacy technician, School nurse, Speech and language therapist,


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Hospital staff, Health care assistant, Care assistant, Care manager, Sports physiotherapist, Social work, Physiotherapy, Occupational Therapist, Community Health administrator, Environmental Health Practitioner, Health Records administrator, Sports development officer, Youth worker, Counsellor, Ward clerk, Laboratory technician, ICU technician, Health and fitness instructor,

Hospital staff, Health care assistant, Care assistant, Care manager, Sports physiotherapist, Social work, Physiotherapy, Occupational Therapist, Community Health administrator, Environmental Health Practitioner, Health Records administrator, Sports development officer, Youth worker, Counsellor, Ward clerk, Laboratory technician, ICU technician, Health and fitness instructor,

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Support workers. Any jobs and careers related to working with babies, children, teenagers, adults, elderly, people with disabilities, mental health.

Support workers. Any jobs and careers related to working with babies, children, teenagers, adults, elderly, people with disabilities, mental health.

demonstrate effective and safe cooking skills by planning ... · Food Preparation, Cooking and...

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