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GCSE Home Economics: Food & Nutrition Teachers' Guide 1

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Contents

WJEC GCSE in Home Economics: Food and Nutrition Teachers' Guide

Page 1. Introduction 2 1.1 - Rationale 3 1.2 - Overview of New Specification 3 1.3 - Changes for Teaching from September 2009 4 1.4 - Controlled Assessment 6 2. Delivering the specification 7 2.1 - Pathways through the Specification 7 3. Unit Guides and Resources 10 3.1 - Unit 1 11 3.2 - Unit 2 12 3.3 - Unit 3 13 3.4 - Unit 4 14 3.5 - Generic Resources for the Specification as a Whole 15 4. Assessment Guidance 17 4.1 - Task 1 20 4.2 - Task 2 27 5. Contributors to the Teachers' Guide 31


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1. INTRODUCTION

The WJEC GCSE in Home Economics: Food and Nutrition specification has been modified and updated for delivery from September 2009. The first awards will be made in Summer 2011. This guide is one of a number of ways in which WJEC provides assistance to teachers delivering the new specification. Also essential to its introduction are the Specimen Assessment Materials (question papers and marking schemes) and professional development (INSET) conferences. Other provision which you will find useful are: Examiners' reports on each examinations series Free access to past question papers via the WJEC secure website Easy access to specification and other key documents on main website Regular INSET delivered by Chief Examiners

Easy access to both the Subject Officer and to administrative sections. Possible future developments for inclusion in this guide could include: E-learning support, E-communities, subject E-alerts, access to teacher/ examiner networks (both online and offline), links to appropriate websites, video podcast links, endorsed publisher/partner resources. Contact points for GCSE in Home Economics: Food and Nutrition are as follows: Karen Evans (Subject Officer) [email protected] Tel 02920 265320 Gemma Edwards (Subject Support Officer) [email protected] Tel 02920 265115 Subject page www.wjec.co.uk/homeeconomics CPD Section [email protected] www.wjec.co.uk

mailto:[email protected]


http://www.wjec.co.uk/homeeconomics



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1.1 Rationale

The specification has been designed to give candidates an opportunity to extend and apply their skills, knowledge and understanding of food and nutrition within a variety of concepts. It will enable candidates to extend their design and technological capability in order to meet human needs and opportunities which have direct implications on the lifestyle and environment of all people. It will provide opportunities to develop interdisciplinary skills including all six key skills and their capability for imaginative, innovative thinking, creativity and independence relating to their personal interest. The specification will provide opportunities for candidates to develop their critical thinking and to manage a range of resources in order to develop food items which are suited to the needs of individuals or families, and to recognise the influence of current trends, the market economy and technological change. It will offer opportunities for candidates to develop an understanding of citizenship through the relevant issues of the subject. The course reflects the view that GCSE Home Economics: Food and Nutrition should provide a variety of experiences whilst focusing on concepts, themes and issues relevant to the subject content.

1.2 Overview of the Specification

The specification content is divided into four compulsory areas of study which must

be interrelated whenever possible. The following content should be taught in the context of the assessment objectives.

1 – Nutrition, Diet and Health Throughout Life 2 – Factors Affecting Consumer Choice 3 – Nutritional, Physical, Chemical and Sensory Properties of Foods in Storage,

Preparation and Cooking 4 – Food Hygiene and Safety

Home Economics: Food and Nutrition is a practical subject. Candidates develop and demonstrate their food preparation and handling skills through practical activities, whilst applying relevant knowledge and understanding of the topic areas 1-4.


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1.3 Changes to the specification for teaching from September 2009

(a) What are the changes in the new specification?

40% Written Paper/ 60% Controlled Task Assessments

One tier of assessment with a single paper that covers all of the grades G – A*

(b) What are the aims of the changes in the new specification?

To meet the revised criteria for Home Economics issued by the regulators

To limit the curriculum content so that it is manageable

To update content that is relevant, stimulating and addresses the latest developments in diet and health, food development, food regulations and technological advances

To introduce non-tiered assessment so that all candidates have access to the full range of grades

To provide improved reliability and validity through the introduction of controlled assessment tasks

To provide greater emphasis on the assessment of practical skills

To create more manageable opportunities for centre based assessment- controlled assessment tasks can be completed at times during the course that best suit both centres' and students' needs

To provide more direction for teachers with set tasks provided by WJEC for the controlled assessments together with detailed guidance for assessment


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(c) Exemplification of changes to the scheme of assessment for teaching from September 2009

Key Features

UNIT 1 Written Paper 40% 80 marks (80 UMS) Principles of Food & Nutrition

Un-tiered paper which will be externally set and marked, targeted at the full range of GCSE grades

11/2 hours duration

The paper will consist of short answer, structured and free response questions drawn from all areas of the specification

Paper will be presented in the form of a question and answer booklet

Some questions will require extended writing and will assess quality of written communication

UNIT 2 Food and Nutrition Practical Tasks Controlled Assessments 120 marks( 120 UMS) TASK 1 20% 40 marks TASK 2 40% 80 marks

One task to be selected from a bank of three tasks set by WJEC

To be completed in the first half of the course (Year 10) at a time best suited to both centres' and students' needs

Duration 10 hours

Internally assessed using WJEC set criteria

External postal moderation

The task will assess the skills of investigation and planning, food preparation and handling and evaluation

Candidates produce supportive written work of no more than 8 sides of A4 paper

Photographic evidence of practical work will be required

One task to be selected from a choice of two tasks set by WJEC issued in September of the final year of the course

To be completed in the second half of the course (Year 11) at a time best suited to both centres' and students' needs

Duration 20 hours to be carried out under controlled conditions

Internally assessed using WJEC set criteria

External postal moderation

This task will assess the skills of research and investigation, development work and analysis, production of practical outcomes and evaluation

Candidates will be expected to produce supportive folio work limited to 8 sides of A3 paper or its equivalent (16 x A4)

Photographic evidence of practical work will be required


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1.4 Controlled Assessment

Whilst reviewing current coursework assessment in GCSE, QCA has introduced greater regulation to ensure that reliability and fairness are secured. Controlled assessments have been introduced to replace previous coursework assessments. The features of the new controlled assessments include:

A choice of 3 tasks for Task 1 and a choice of 2 tasks for Task 2 set by WJEC.

The set tasks are published on the website and will last until 2018.

Flexible assessment. Task 1 can be completed at any time during the first part of the course. Task 2 can be completed at any time during the second part of the course. Each centre can plan lesson allocation for the duration of each of the Tasks according to their particular circumstances such as timetabling constraints, frequency of lessons, and length of lessons for instance.

All work completed by candidates for the controlled assessments must be supervised by teachers in centres. Candidates must record the dates and times spent on completing the set tasks.

Candidates' work for both Task 1 and Task 2 will be internally assessed and externally moderated.

Detailed marking criteria will be provided by WJEC for the assessment of Task 1 and Task 2.

The set tasks can be contextualised to suit the needs of individual centres. The tasks are set to be deliberately open-ended to allow for various interpretations. For example, for Task 1, the task set in the context of fruit and vegetables can illicit many different interpretations such as seasonal, tropical, unusual, cheaper, those high in Vitamin C, etc.


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2. DELIVERING THE SPECIFICATION

2.1 Pathways through the specification

The specification is organised into four compulsory areas of study which must be interrelated whenever possible.

Home Economics: Food and Nutrition is a practical subject. Candidates develop and demonstrate their food preparation and handling skills through practical activities whilst applying relevant knowledge and understanding to the topic areas. A coursework approach should be an integral part of teaching the specification.

The flexibility of the assessment of the controlled tasks gives centres the opportunity to choose the assessment approach best suited to the centre and students.

SUGGESTED PATHWAY A scheme of work is dependent on a number of factors such as:

Time allocation

Number of lessons in a week

Ability of the candidates

Resources at the centre and locally

Teaching staff and their competence at delivering the specification

Theory topics should be interwoven with practical work

SUGGESTED SCHEME OF WORK based on 5 teaching terms – 10% lesson time or 5 hour on a 50 hour timetable rotation. It is anticipated that one third of lesson allocation will be spent on practical work ( i.e. Spend 2 hours on practical work on a 5 hour lesson allocation (50 hour time table). It is suggested that the controlled assessment be incorporated in to the scheme of work.

Term 1 Emphasis on basic practical skills upon which to build candidates' competence. Practical work to include:

Basic Nutrition Practical work could be based on the production of a healthy snack containing pasta, rice or couscous.

Fruit and Vegetables – to include preparation skills

Basic practical skills - short crust pastry - methods of cake making i.e. rubbed in, creaming, whisking and melting. - yeast mixtures - sauces – roux, one stage and blended

Include one stage methods, quick methods, convenience type and ready made alternatives. Role of ingredients should form an integral part of the teaching, e.g. variety of fats available, properties of each and factors affecting consumer choice.


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Theory Topics Nutrition including reference to terminology Healthy Eating Guidelines Food Choice Food Hygiene and Safety Legislation on food hygiene and safety Food Spoilage Food labelling Food and the Senses Recipe development and modification

Term 2 Practical work to include:

Dishes showing use of fresh fruit and vegetables, eggs, milk and milk products, cereals, meat, fish, meat alternatives

Meals for specific target groups, special diets, e.g. low fat

Use of equipment to feature time and energy saving, efficiency and cost.

Introduce short practical tasks (individual, paired or grouped) to familiarise candidates with methodology – research techniques, setting criteria, exploring a topic and suitable dishes, planning for practical and nutritional and sensory evaluation. Templates provided for students to make them aware of constraints including different methods of cooking and choice of cooking equipment. Theory Topics: Nutritional needs of individuals Food commodities Factors affecting food choice Cooking methods and choice of equipment Menu planning Analysing food and its functions Term 3 Practical work to include: Controlled assessment – Task 1 using an integrated approach

Theory topics: Preservation Additives Packaging of food Process, manufacture and storage in relation to temperature control Current food developments


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Term 4/5 Task 2 - (20 hours) Theory topics: Any topic not covered in previous terms Completion of any unfinished work Revision techniques Practice on past papers Good Practice:

Encourage candidates to keep a 'bank' of suitable recipes.

Conduct an assessment of practical work with feedback to candidates on possible improvements.

Use pupil self evaluation as assessment for learning.

Use both self assessment and peer assessment as teaching and learning strategies.

All practical tasks to be skill based. Hygiene and safety and good organisation should underpin all practical work.


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3. UNIT GUIDES AND RESOURCES

SPECIFICATION CONTENT The content is divided into four areas of study which focus on choice of food and competences in food preparation, handling and cooking skills. These competencies represent core skills and knowledge which aim to help students to develop the skills and knowledge to make and implement healthy food choices. The four areas of study assess the competencies of: 1: Nutrition and health through life 2: Factors affecting consumer choice 3: The nutritional, physical, chemical and sensory properties of food in storage,

preparation and cooking 4: Food hygiene and safety


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1 CONTENT RESOURCES

Dietary guidelines Diet and health Dietary needs of individuals Food choice Food commodities

Candidates need to understand the essentials of healthy eating in relation to the 'eat well plate' and the eight guidelines for healthy eating. Understand the link between diet and health Apply and demonstrate understanding of diet related illnesses, special diets to suit individual needs and that the nutritional requirements of different groups of people vary according to age and level of activity. Awareness of the wide choice of food available and be able to make educated choice in relation to time available, value for money, balance of choosing fresh and ready or partly prepared food. Knowledge of Proteins, Carbohydrates, Fats, Vitamins and Minerals. Food sources and functions. Deficiency or excess of each nutrient and the possible consequences on health. Familiarise with terminology and its purpose – EARs, DRVs, GDA, NSP and RNI. How energy is measured, energy value of foods, energy needs of individuals and the consequences of a diet containing a deficiency and an excess in high energy food and drink. Meat, Fish, Eggs, Dairy, Beans, peas and lentils, Nuts, Meat alternatives, Cereals, Fruit and Vegetables. Use suitable software programme for nutritional analysis.

Balance of Good Health Nutrition British Nutrition Foundation Special diets bmesonline.org.uk – Interactive quiz Seafish Authority publications HGCA/Flour Advisory Bureau ICT Activities for Food Technology – Roy Ballam Heinemann – costing, sensory, nutritional portion control, modifying recipes

http://www.seafish.co.uk/

http://www.flourandgrain.com/

http://www.nutrition.org.uk/home.asp?siteId=43&sectionId=s

http://www.bmesonline.org.uk/


http://www.flourandgrain.com/

http://www.nutrientssoftware.co.uk/


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2 CONTENT RESOURCES

Factors affecting consumer choice Food developments Food packaging Food labelling

Factors affecting food choice – income, lifestyle, age, social / environmental, cultural, religious and racial diversity. Influence of the media Marketing and advertising techniques Cost of food Effect of ongoing developments and influences on food choice – organic/ welfare, genetic modification, functional, ethical, farm assured, fair trade, nano. Evaluate these developments and influences. Types of packaging and their uses in the home. Use of recycled, biodegradable and sustainable materials Environmental issues Food labelling regulations and guidelines

Vegan Society Social and Economic issues Research – useful for shopping comparison, surveys Regio Foods Wales/Cymru - DVD Costing choices Smart Foods Tesco

http://www.vegansociety.com/

http://www.tesco.com/health


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3 CONTENT RESOURCES

Functions of food Food and the senses Cooking methods Preservation Additives Menu planning Developing and modifying recipe

Scientific principles underlying the physical and chemical changes that take place during preparation and cooking How various food preparation and cooking techniques affect nutritional content. Methods of sensory analysis Reasons for cooking food. Cooking methods and the effect on nutritional, sensory, consistency and palatability Why food needs to be preserved, different methods of preservation used in the home Types of food additives, functions and role Developing menus for specific age groups and occasions Understanding why recipes need to be modified for a specific purpose

Product Analysis – all slides except commercial aspect Food Functions Bacteria in Burgers Properties of Food Costing choices Evaluation techniques Additives Special diets Designing and developing new ideas –"thought shower activities" Shifting the Balance – recipe adaptation ICT Activities for Food Technology – Roy Ballam Heinemann – costing, sensory, nutritional portion control, modifying recipes



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4 CONTENT RESOURCES

Food spoilage Health, hygiene and safety of food

Yeasts, moulds, fungi, enzymes and bacteria Purchase, storage, preparation and cooking Food Standards and Regulations Food Safety Act Food Hygiene Act Agencies that monitor Food Hygiene standards Temperature control in relation to food storage, cooking and reheating

Bacteria in Burgers HACCP Hygiene


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3.5 Generic Resources for the Specification as a Whole

The following list is offered as a guide to the range of books and other resources available to support the specification and is by no means exhaustive. It is suggested that centres select from the list and add to it as new developments/books/articles become available. It is not envisaged that they will all be used.

The books listed with an asterisk are recommended for class use, the others are reference sources.

Some of these books may be out-of-print but may be available through the library service.

Books

McGrath, H. All About Food * Oxford 0-19-832713-7

Tull, A. Food and Nutrition Oxford 0-19-8327145

Ridgwell, J. Examining Food and Nutrition Heinemann 0-435-420584-5

Real World Technology: Food Technology Collins 000 3294900

Lonsdale Revision Guides for Food Technology *

Student worksheets

Revision guide Lonsdale

Barnett, A. Examining Food Technology Heinemann 0-435-42062-3

Ridgwell, J. Skills in Food Technology Heinemann

Barnett, A. Understanding Ingredients Heinemann

Other resources

Various titles Michael Woods Ltd., Old Chapel Cottage, Sawley, Clitheroe, Lancashire BB7 45N

Classroom videos

The Meat in Your Sandwich British Meat Education

Meat Video Magazine British Meat Education

Food Safety Highfield Publications

The Great British Banger Michael Woods Ltd.

http://www.heinemann.co.uk/

http://www.harpercollins.co.uk/

http://www.lonsdale-educational.co.uk/






http://www.highfield.co.uk/


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Organisations British Nutrition Foundation

British Diabetic Association

The Meat and Livestock Commission

The Health Education Authority

The Industry Council for Packaging and the Environment (INCPEN)

Food Standards Agency

The Food and Drink Industry National Training Organisation

The Fresh Fruit and Vegetables Information Bureau

Sea Fish Industry Authorities

The Vegetarian Society

Software

Food for a PC – V7 Linnet Software,

51 Stanley Road, Mkt. Bosworth, Nuneaton, Warks. CV13 0NB www.lynx-linnet.com/

Recipes for a PC www.lynx-linnet.com/ Food in Focus Rigwell Press,

P.O. Box 3425, London SW19 4AX www.rigwellpress.co.uk

Nutrients E:[email protected] The Foods You Eat A computer program for food and nutrition studies Interactive Food Facts DC-ROM www.nutrition.org.uk New Foods Ridgwell Press Boardworks Project resources, interactivities for whiteboards

http://www.nutrition.org.uk/home

http://www.diabetes.org.uk/

http://www.mlc.org.uk/

http://www.internethealthlibrary.com/Professional-Associations/healtheducationauthority.htm

http://www.incpen.org/

http://www.food.gov.uk/


http://www.vegsoc.org/

http://www.lynx-linnet.com/

http://www.lynx-linnet.com/

../../../Teachers%20Guides/Resources%20for%20development/Home%20Economics/Food%20&%20Nutrition/www.rigwellpress.co.uk


http://uk.geocities.com/[email protected]

http://www.nutrition.org.uk/

http://www.ridgwellpress.co.uk/acatalog/shop.html

http://www.theboardworks.co.uk/


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4. ASSESSMENT GUIDANCE

It is anticipated that the four compulsory core areas and the controlled assessment can be interrelated as an integral whole. Different teaching and learning strategies to be used for delivery of unit content.

CONTROLLED ASSESSMENT Candidates are expected to integrate their knowledge and understanding with making and key skills to produce high quality food items which are appropriate to the task. It is only possible for moderators to moderators justify/agree marks for the evidence that is presented in the folio work of the controlled assessments. The checklist which follows will provide candidates with guidelines of what moderators are expecting to see as a result of work undertaken.

GUIDELINES FOR CANDIDATES TASK 1

All work should be kept within the number of pages state - no more

than 8 sides of A4.

Work can either be hand-written or word-processed using minimum

font size 11).

Spend up to 10 hours to complete the task. Time spent on completing

the tasks must be logged – your teacher will give you a sheet to

record this information.

Do not include extra flaps, pockets of information or concertina style

presentation – everything should be flat on the paper and clearly

presented.

Try to be original in your interpretation of the task.

The sections to complete are:

RESEARCH – INVESTIGATION AND PLANNING

PRODUCTION

EVALUATION


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RESEARCH – INVESTIGATION AND PLANNING (12 MARKS)

Highlight the key words. Research the topic – this could be a questionnaire or survey. You will need to keep a record of the time spent and remember that the results must be relevant to the task. Set criteria or aims– this could include reference to healthy eating guidelines, cost, availability of ingredients, special diets, sensory descriptors, etc. Suggest possible dishes for making and add some comments on suitability of the suggestions – refer to your criteria or aims. Choose your final choice for making with reasons for choice.

Produce a plan for making – remember to add reference to preparation needed, relevant hygiene, safety and time.

PRODUCTION ( 20 MARKS) Practical assessment will be based on your ability and competence on:

planning for the practical – your organisational skills and ability to plan

demonstrating good food handling and preparation skills

hygiene and safety whilst working

using equipment efficiently

presentation and finish of your dishes Remember to take photographs of all your completed dishes. EVALUATION (8 MARKS) Finally, evaluate two of your dishes on

nutritional analysis

sensory analysis

cost, if it applies This should include comments on the nutritional and sensory analysis to show that you have understood why you have completed the analysis. The comments should relate to any relevant nutritional and sensory criteria or aims identified in the investigation and research which would justify your choice and form a conclusion to the task.

TASK 2

All work should be kept within the number of pages stated - no more than 8 sides of A3.

Work can either be hand written or word processed using (minimum font size 11).

Spend up to 20 hours to complete the task. Time spent on completing the tasks must be logged – teacher will give you a template for this.

Do not include extra flaps, pockets of information or concertina style presentation – everything should be flat on the paper and clearly presented.

Try to be original in your interpretation of the tasks.

Take photographs of practical work carried out in both Development of ideas and the production ( marked out of 45).

Use the page headings:

Investigation and research – 2 pages Development and selection of ideas – 3 pages Plan of action – 1 page Evaluation – 2 pages


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The following is a checklist of what is required on the relevant pages: INVESTIGATION AND RESEARCH (10 MARKS)

Set clear aims for the task.

Discuss the needs of the target group - dietary requirements.

Reference to any newspaper article, news headline or statistics to show awareness of current issues.

Evidence of application of knowledge and understanding.

Relevant information obtained from books, websites, leaflets, etc.

List resources, bibliography. DEVELOPMENT AND SELECTION OF IDEAS / PLAN FOR MAKING (15 MARKS)

Using the research information, explore possible ideas for further development.

Show evidence of brainstorming of ideas based on set criteria. This should include some practical recipe trials / adaptations / comparisons / taste panels relevant to the task and carried out in lessons. Do not spend more than 3 hours on the practical work required in this section. Show clear and logical evidence of analysis, evaluations, comments and conclusions. There should also be clear justification or final choice in production based on practical outcomes Produce on one page of the folio a plan of action for the production of final choices. Include a logical step-by-step plan with references to hygiene, safety and time showing evidence of good organisational skills and attention to the overall presentation of the practical outcomes. This could be presented in the form of a flow chart or bullet points. PRODUCTION (45 MARKS) You will be assessed on your ability to

carry out the plan of action

work independently and in an organised manner

work hygienically and safely

use the correct equipment for the task and use that equipment effectively

show competent food preparation and cooking skills

produce a quality outcome that has been presented skilfully

use appropriate decoration or garnish . There must be photographic evidence of all practical work. EVALUATION (10 MARKS) How effective and appropriate were the following:

Planning

Methods used

Results of research, practical work

Outcomes to include: - Sensory analysis

- Nutritional analysis - Costing Also include:

Overall comments on strengths and weaknesses

Suggestions for development for the work – improvements, modifications


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TASK 1 20% - 40 MARKS

Criteria for marking Mark Available Time

Investigation and planning

research into topic

set criteria

recipe ideas - annotation and comments

justify choice for final dishes – a full justification of dishes chosen should relate to the demands of the set task and relate to the findings in the research

produce a plan for making one of the dishes chosen. . The plan should feature references to logical planning and sequencing of work reflecting efficient use of resources, methodical thinking and dovetailing tasks in a sensible order. Accuracy should be evident together with an awareness of health and safety and time factors.

Should candidates undertake more than one dish in a given practical session, then the plan of action should reflect this.

12

Up to 3 hours

Production

follow plan of action

show good food preparation, handling and cooking skills

evidence of hygiene and safety

produce quality outcomes

photographic evidence of 4 dishes and annotation

20

up to 5 hours to include preparation

Evaluation

nutritional analysis and comments

sensory analysis and comments

detailed costing and comments

8

up to 2 hours

Submit the work on A4 paper to include research, plan for making for one dish as an example and evaluation. [Maximum 8 sides A4] Please note that it is not necessary to include a planning sheet for making four dishes – one example plan only is required to show evidence of dovetailing of making at least two dishes.


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EXAMPLE Protein foods can be an expensive item on a shopping list. Explore and produce four protein dishes that can be both interesting and economical. Suggested integrated approach to the learning process: Exemplar work to be inserted – research / investigation to include interpretation of the key words, one plan of action to include hygiene and safety and an evaluation with photographic evidence

UNIT 1

dietary guidelines

nutrients

individual needs – children, adolescents, vegetarians

food commodities – meat, fish, pulses, nuts, eggs, milk and cheese

UNIT 2

factors affecting food choice – religious, cultural, moral

current developments – traceability of food

alternative proteins

advertising, packaging, labelling

UNIT 3

changes during cooking of food

sensory analysis

cooking methods

additives in commercial products

menu planning

recipe development

UNIT 4

bacteria

contamination

hygiene and safety

storage

PROTEIN FOODS


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TASK 1 The following summary and mark range may be of use to teachers as a guide for marking and placing candidates in rank order.

MARK RANGE

GRADE PERFORMANCE CRITERIA

1-7

G

Has shown a very limited understanding and interpretation of the situation. Lacks organisation and has achieved limited skills of manipulation and co-ordination resulting in a restricted level of competence in planning and practical performance. Very basic presentation of results evident and only simple conclusions drawn. Information is poorly organised.

8-11

F

Has shown a limited understanding of the situation with a simple interpretation of the task. Support is required at most stages of the work. Is able to carry out a course of action to fulfil the minimum requirements of the situation e.g. edible foods. Shows limited competence and ability in practical skills. Limited conclusions drawn with only superficial analysis of the task undertaken. Information is poorly organised with only basic use of specialist language.

12-16

E

Has shown a basic understanding of the situation and is able to display evidence of the ability to apply some knowledge and plan a course of action. Basic conclusions drawn with limited ability to assess and evaluate the work. Limited organisational skills and methodology with errors apparent in spelling, punctuation and grammar.

17-21

D

Has shown an ability to analyse the situation and give suitable reasons for choice. Is able to apply knowledge and plan and carry out a course of action appropriate to the situation with reasonable competence. Results presented in an appropriate manner with limited initiative and imagination. Has made a reasonable attempt at analysis of the appropriate choices with some ability to assess and evaluate the work. Information shows evidence of structure with some errors in spelling, punctuation and grammar.

22-26

C

Is able to understand and apply relevant knowledge to the situation with some evidence of accuracy and precision. Has presented a reasoned order of priorities in response to the situation and has shown discrimination in selecting a solution relevant to the priorities justified. Little guidance is required. Is well prepared and able to carry out the course of action efficiently, demonstrating a range of skills. Results are presented attractively using initiative and imagination. Is able to make a reasoned and logical assessment of the completed task. Good use of specialist language is evident with some errors in spelling, punctuation and grammar.

7-31

B

Has shown an ability to identify and analyse the significant factors of the situation. Has demonstrated a sound understanding of knowledge. Is able to plan a course of action and to show a high level of competence in its execution, with the majority of tasks performed efficiently and competently, demonstrating a range of skills. Presentation of results is appropriate for the situation showing initiative and imagination. Has evaluated results satisfactorily with a good attempt at analysis and justification related to the situation with reasoned and logical conclusions. Information is well organised and presented in an appropriate manner. Good use of specialist language is evident with few errors in spelling, punctuation and grammar.

32-35

A

Has shown a detailed understanding and interpretation of the situation recognising both the possibilities and limitations of the task and requiring no support. Is able to select and use a wide variety of resources competently, plan a logical sequence of work and carry out a course of action with precision showing a high level of competence and initiative. Has shown evidence of critical evaluation in justification of decisions taken in relation to the task. Information is well structured and fit for purpose, clearly expressed and largely error free. Very good use of specialist language evident.

36-40

A*

Has shown a detailed understanding and interpretation of the situation through the use of a wide variety of appropriate resources, using knowledge and understanding of complex concepts in planning and developing the task. Is able to establish priorities for precision and control whilst displaying a range of techniques and a high level of manipulative competence to produce outcomes efficiently and effectively. Has demonstrated an application of high level evaluation skills in assessing evidence and making reasoned judgements related to the task. Information is well organised and presented in a highly appropriate manner. Excellent use of specialist language is evident and work is largely error free.


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TASK 2 - SPECIMEN 40% - 80 MARKS Parents are being encouraged to provide healthier options of food and drink for their children (a) Investigate the need for healthier options of food and drink for children [10] (b) Develop a range of interesting ideas that could form part of children's meals (c) Plan a course of action for making a selection of dishes that could be served

for children's meals [15] (d) Make and present the selection of dishes [45]

(e) Evaluate your work [10]

GUIDANCE FOR COMPLETION OF TASK

Suggested breakdown of the maximum 20 hours

Section Marks Maximum Time Maximum

Number of Pages

research / investigation

10 up to 4 hours 2 pages

developing and selection of ideas

15 up to 7 hours 3 pages

planning up to 1 hour 1 page

production 45 up to 6 hours

evaluation 10 up to 2 hours 2 pages

Use ICT wherever possible and as resources allow. Candidates should be encouraged to produce interesting and innovative outcomes/ideas.


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Investigation and Research

Set clear aims for the task.

Target group – dietary requirements.

Reference to any relevant dietary guideline or campaigns.

Evidence of application of knowledge and understanding e.g. some reference to relevant newspaper article, news headline, and statistics to justify that there is a need for healthier options.

Resources. Development and selection of ideas / Plan for making

Using the research information, explore possible ideas for further development Show evidence of brainstorming of ideas based on set criteria. This should include some practical recipe trials / adaptations / comparisons / taste panels relevant to the task carried out in lessons with a maximum time allocation of 3 hours used to carry out the practical work required in this section.

There should be clear and logical evidence of analysis, evaluations, comments and conclusions. There should also be clear justification for final choice in production based on practical outcomes.

Produce on one page of the folio a plan of action for making final choice for production to include:

A logical step by step plan with references to hygiene, safety and time showing evidence of good organisational skills and attention to the overall presentation of the practical outcomes,

N.B. Should candidates undertake more than one dish in a given practical session, the plan of action should reflect this.

Centres will vary in the management of the time allocation, but pupils will need to show evidence of the ability to plan logically and sequence tasks. It is recommended that centres allow sufficient time for the assessment of the practical outcome to enable candidates to access the higher mark range. Production The maximum time allocation will enable candidates to demonstrate their ability to carry out a plan of action, demonstrate their competence and proficiency in working independently to produce a quality outcome. It will enable candidates to provide photographic evidence and complete relevant sensory analysis of the practical outcome. Evaluation

Photographic evidence of practical outcome

Analysis and evaluation of the effectiveness and appropriateness of the following aspects of the task: - Planning and organisation - Methods used

Outcomes: - Results to include sensory, nutritional and costing where applicable - Overall consideration of strengths and weaknesses in relation to task as a whole. - Identification of proposals for possible improvement/development/modification Insert exemplar work on each section of the controlled assessment obtained from past BPT folios


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TASK 2 The following summary and mark range may used by teachers as a guide in marking and placing candidates in rank order. MARK RANGE

GRADE

PERFORMANCE CRITERIA

1-14

G

Has shown a very limited understanding and interpretation of the task. Formulation of aims is weak. Selection and application of relevant knowledge is limited and poorly organised. Planning and selection and development of ideas are very limited and often inappropriate for the task. Restricted statements to support final decisions evident. Has achieved limited skills of manipulation and co-ordination resulting in a restricted level of competence and finish in practical outcomes. Has achieved a very limited task and is able to draw only simple conclusions in evaluating the task. Little or no use of specialist language and frequent errors in spelling, punctuation and grammar are evident.

15-22

F

Has achieved a limited understanding and interpretation of the task. Formulation of aims is weak. Support is required at most stages of the work. Planning and development and selection of ideas are limited with little evidence to support final decisions. Is able to carry out a course of action to fulfil basic skills of manipulation and co-ordination and finish in practical outcomes. Has achieved a restricted task with a limited appraisal of work undertaken. Little use of specialist language is evident with frequent errors in spelling, punctuation and grammar.

23-30

E

Has shown a basic understanding and interpretation of the task and is able to display some evidence of the ability to apply knowledge and formulate simple aims. Planning and development and selection of ideas are simplistic with a basic attempt to justify choices evident. Can execute basic skills/processes showing a degree of manipulation and co-ordination. Some consideration of hygiene and safety controls is evident. Has carried out the planned work with occasional assistance. Practical skills are acceptable with some display skills evident. Evaluation and analysis are rather general and lacking in specific details with limited suggestions for improvement. Information shows some evidence of structure with limited use of specialist language. Errors are apparent in spelling, punctuation and grammar.

31-40

D

Has shown a basic but individual interpretation of the task with some ability to display understanding of the task requirement. Aims are simply formulated. Has displayed ability to select relevant information with evidence of background knowledge applied. Planning and development and selection of ideas show some ideas that are appropriate for the task with some supportive evidence for final decisions. Can execute a range of skills/processes showing a degree of manipulation and co-ordination. Outcomes are presented in an acceptable manner with some attention paid to the quality of finish. Has made a reasonable attempt at analysis and evaluation of the task with some suggestions for further improvements. Information shows evidence of structure with developing use of specialist language. Expression conveys meaning but some errors are apparent in spelling, punctuation and grammar.

41-52

C

Has shown an individual approach to the task with evidence of the ability to interpret and show understanding of the task requirements. Aims are adequately expressed. Has produced a range of ideas appropriate for the task with evidence of development leading to informed conclusions drawn for final practical choices. Is well prepared and able to carry out the plan of action efficiently, demonstrating a range of skills. Most equipment and tools chosen are appropriate with competent manipulation and co-ordination displayed. Some initiative to present the outcomes attractively and in an appropriate form will be evident. Has analysed and evaluated the task to a competent level. Information is well organised with good use of specialist language.


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53-64

B

Has shown an ability to identify and analyse the significant factors of the task. Aims are well expressed with some originality demonstrated. A good selection of appropriate material is included and analysed to help formulate a plan of action. Has produced a clear development of a range of suitable ideas/solutions that are supported by reasoned statements with conclusions drawn for final practical choices. Has produced a logical plan of action for making and has shown a high level of competence in its execution, with the majority of tasks performed efficiently and competently demonstrating a range of skills. Practical outcomes are appropriate for the situation and are aesthetically pleasing showing initiative and imagination in their presentation. Has evaluated the task satisfactorily with a good attempt at analysis and justification relating to the situation with reasoned and logical conclusions drawn. Information is well organised with good use of specialist language and few errors in spelling, punctuation and grammar.

65-72

A

Has shown a detailed understanding and interpretation of the task and has demonstrated a high level of research and application of knowledge resulting from a well expressed statement of aims. Has produced a range of well developed ideas/solutions that are realistic, illustrating originality and an individual approach. Can execute an extensive range of appropriate skills/processes displaying fine manual dexterity. Is able to execute the planned work efficiently and independently in a logical sequence and works consistently in a hygienic and safe manner. All tasks are completed within the allotted time. Has demonstrated well executed and successful techniques supported by sophisticated display skills to produce aesthetically pleasing outcomes of excellent finish and of high quality. Has achieved comprehensive analysis and justification of planning, methods and results drawing on relevant evidence whilst displaying a good appreciation of the limitations of the task with sensible suggestions for improvements and possible further work. Information is well organised and presented in a highly appropriate manner. Has displayed very good use of specialist language with exemplary spelling, punctuation and grammar.

73-80

A*

Candidates interpret well and indicate a mature understanding of the task requirement. Has produced a well expressed statement of aims, with evidence of an individual approach. The task is thoroughly researched and relevant information is selected prior to applying relevant knowledge to the task. Focused decisions are taken based on conclusions from the research. By the application of novel and creative approaches has produced a range of well developed ideas/solutions that are realistic, achievable and relevant to the task, illustrating an individual and inventive approach. . Can execute an extensive range of appropriate skills/processes displaying excellent manual dexterity. Is able to execute the planned work efficiently and independently in a logical sequence and works consistently in a hygienic and safe manner. All tasks are completed within the allotted time. Has demonstrated well executed and highly successful techniques supported by sophisticated display skills to produce aesthetically pleasing outcomes of excellent finish and of high quality. Has comprehensively assessed, justified and evaluated plans, methods and results drawing on relevant evidence. Has demonstrated realistic and imaginative proposals for improvement/modification and made several sensible suggestions for developing further work. Information is collated concisely and clearly and presented in a sophisticated manner displaying very good use of specialist language.


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5. CONTRIBUTORS TO THE TEACHERS' GUIDE

Mrs Bethan Jones - Chief Examiner Mrs Rachel Roger - Subject Chair GCSE (Home Economics) Food and Nutrition Teachers' Guide JF 20 10 15

Documents

GCSE Home Economics: Food & Nutrition Teachers' Guide 1 ... Home... · Economics: Food and Nutrition should provide a variety of experiences whilst focusing on concepts, themes and