INNOVATE . FOCUS . ACHIEVE

At Boldon School, all aspects of the school ethos, ‘Innovate, Focus and Achieve’ are underpinned across each subject area. In Hospitality & Catering we strive to embed these principles within our curriculum:

Innovate: The hospitality curriculum aims to offer students the opportunity to develop exciting, creative practical food preparation skills across a wide range of different food products from various different countries. 

Focus: Our focus is on supporting all students to learn key skills and knowledge, to enjoy the creative curriculum and make links between the subject and their further education and work life. 

Achieve: We intend all our students to reach their potential, supporting disadvantaged, disaffected and higher students where their education has been disrupted. Through high quality teaching and learning, staff identify students in need of additional support and provide in class intervention in a supportive and caring manner.

Each of our curriculum areas are carefully designed with the students at the heart of our thinking. The intent is for the framework for each programme of study in the National Curriculum to be well planned and sequenced to enable all students to build their knowledge and skills towards the agreed end points at each key stage. We consider how this is taught in order to support our students and ensure this is implemented effectively. For the desired impact to be reflected in the outcomes that students achieve through the education they have received.

This is embedded across each subject area:

Hospitality and Catering Intent:

Our KS4 curriculum in hospitality allows the students to complete the WJEC vocational qualification in hospitality and catering. Within this, students will understand the working world of this growing industry, as well develop their creative and practical cooking skills. Specialist teachers will guide students through the two year process, imparting their knowledge and experience in order for individuals to make the most progress possible. Assessments will take the form of regular quality mark activities which are both theory and practical based. These give students rich feedback which directs them clearly on how to improve their performance. 

Throughout the two years, carefully designed schemes of work ensure that the students cover all aspects of the hospitality and catering specification. This includes a controlled assessment which is based on a specific design brief, and an examination which focuses on the vocational aspects of the hospitality and catering industry. As a result of these schemes of work, students will also develop key cooking skills which will accelerate in order of difficulty as they progress through the course. The nature of the course presents many opportunities to link content to the possible careers that can be explored in the industry. These will be discussed in depth throughout the teaching of the subject, with students being involved in vocational external visits. We will also invite industry specialists into school to inspire and educate the students.  

Hospitality and Catering Implementation:

Skills in this subject are sequenced in Year 10 and 11, with students drawing upon the knowledge they have gained from KS3 food technology. Experienced practitioners lead the learning through high skill demonstrations and practical lessons. These are specifically planned to incorporate opportunities for questioning and assessment, allowing individuals to develop their abilities. 

The theory of hospitality and catering is also taught through innovative approaches, with subject specialists making learning interactive and engaging. Regular opportunities to assess student knowledge are built into the curriculum, providing teachers with the opportunity to build comprehension where needed. Synoptic learning is also incorporated into schemes of work which ensures previous learning is recalled regularly, making sure that understanding of topics is secure. 

Hospitality and Catering Impact:

Teachers in this subject area work closely with faculty and senior leaders within school in order to receive any support they need when reaching student targets. Due to their constant awareness of where students should be in relation to their end result, the grades in this area are historically above national average. Following annual results, teachers will meet with the deputy and headteacher to discuss individual teachers and the class as a whole. This allows accountability to be in place, but also for teachers to continue their development in the journey to further raising results. 

Many monitoring techniques are used to verify the high level of learning in this subject. Teaching staff are asked to submit student work to faculty leaders on a regular basis, allowing leaders to check that content and assessment is in line with school expectations. Learning walks and planning checks are also carried out frequently. These allow teachers to receive any support needed in order to maintain the highest standards. 

Students inform us via student voice questionnaires that they very much enjoy this subject and particularly appreciate the way in which it encourages their creativity and practical skills.