Food

6 

The student has a good independence level with regards to cooking skills. Able to produce a successful outcome following a demonstration with little prompting. Pays good attention in demonstrations and able to take initiative in supporting others. Able to discuss why a healthy balanced diet is important, and some health conditions which may arise as a result of not following it. The student can use specific vocabulary e.g. obesity, high cholesterol, heart disease and stroke. Able to fully explain the term 'balanced diet' with reference to the main nutrients and evaluate and compare different dietary needs. ​

5 

The student has some independence with regards to food cooking and preparation. Able to support station partner if required, and often drives both partners to produce successful outcomes. Able to discuss why the Eatwell Guide is important, and some health conditions which may arise as a result of not following it using specific vocabulary e.g. high cholesterol. Able to identify the different groups. Able to identify food from each group with accuracy. ​

4 

The student has a fairly low independence level on new cooking skills, but able to clear down independently. Able to produce a successful outcome with little prompting or individual aid. Able to discuss why the Eatwell Guide is important, and some health conditions which may arise as a result of not following it. Able to identify the different groups. Able to identify food from each group with accuracy. ​

3 

The student has a fairly low independence level on new cooking skills, but able to clear down independently. Able to produce a successful outcome with little prompting or individual aid. Able to discuss why the Eatwell Guide is important, and some health conditions which may arise as a result of not following it. Able to identify the different groups. Able to identify food from each group with accuracy. ​

2 

The student has a low independence during practical lessons, but some initiative shown with clearing down. Most outcomes are successful, whether this with aid or without aid. Able to explain why the Eatwell Guide is important, and identify the different groups. Able to identify food from each group with some errors.

1 

The student has a low independence during practical lessons, but some initiative shown with clearing down. Most outcomes are successful, whether this with aid or without aid. Able to explain why the Eatwell Guide is important, and identify the different groups. Able to identify food from each group with some errors.

SSA 

The student shows little independence during practical lessons, but has some successful outcomes. Able to identify the Eatwell Guide, describe its purpose and label the different groups.​

SSB 

The student has relatively little independence during practical lessons- some successful outcomes when aided. Able to identify the Eatwell Guide and label the different groups.

SSC 

The student has no independence during practical lessons- few successful outcomes. Able to identify the Eatwell Guide upon sight.