Food Technology

The Course

The Subject Application part of the Food Technology GTP Course is continually revised and updated in order to respond to feedback from trainees and mentors and to take account of ongoing government initiatives and legislation. It has been planned to include a range of experiences that will allow trainees to develop the knowledge, skills, understanding and awareness to become good Food Technology teachers. There are three elements that contribute to this: the Subject Application course; the generic Professional Studies course and the two school placements. Making coherent links between these three elements is essential if trainees are to exploit the course to its full potential and make the most of their development opportunities over the course of the year.

Food Technology Content

During the course trainees will become acquainted with the content and nature of the Food Technology curriculum 11 - 18 and will develop a language to describe the teaching and learning of Food. Relevant literature such as the National Curriculum, OFSTED Reports, and the National Strategies will provide a framework to describe Food, the variety of activities, outcomes of related activities and ways of promoting Food Technology in the classroom. A wide range of exemplar resources and methods will be used so that trainee teachers experience different approaches, reflect on their experiences and consider the implications for the classroom. Specific aspects of classroom organisation and management of the National Curriculum and the National Strategies will be introduced. The appropriate use of ICT in teaching and learning in Food Technology will be addressed throughout the course. Sessions will involve trainees in discussions, presentations of work and practical activities. Each session is supported by relevant subject reading.

Food Technology in the National Curriculum - Key Concepts

There are a number of key concepts that underpin the study of Food Technology and students need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.

1.1 Designing and making

a. Understanding that designing and making has aesthetic, environmental technical, economic, ethical and social dimensions and impacts on the world.
b. Applying knowledge of materials and production processes to design products and produce practical solutions that are relevant and fit for purpose.
c. Understanding that products and systems have an impact on quality of life.
d. Exploring how products have been designed and made in the past, how they are currently designed and made, and how they may develop in the future.

1.2 Cultural understanding

a. Understanding how products evolve according to users' and designers' needs, beliefs, ethics and values and how they are influenced by local customs and traditions and available materials.
b. Exploring how products contribute to lifestyle and consumer choices.

1.2 Creativity

a. Making links between principles of good design, existing solutions and technological knowledge to develop innovative products and processes.
b. Reinterpreting and applying learning in new design contexts and communicating ideas in new or unexpected ways.
c. Exploring and experimenting with ideas, materials, technologies and techniques.

1.3 Critical evaluation

a. Analysing existing products and solutions to inform designing and making.
b. Evaluating the needs of users and the context in which products are used to inform designing and making.
c. Exploring the impact of ideas, design decisions and technological advances and how these provide opportunities for new design solutions.