GCSE TEACHERS GUIDE

New Specifications: for teaching from September 2009

Design & Technology (Food Technology)

GCSE Design and Technology (Food Technology) Teachers' Guide 1

Contents
GCSE in Design and Technology (Food Technology) Teachers Guide

Page

1. 2.

Introduction Course Structure

2 3

3.

Controlled Assessment Briefs Completion of Controlled Assessed Task Frequently Asked Questions

4 4 5 25

4.

Written Paper Command Words Content and Examples

28 28 29

5.

Year Planner

62

6.

Book List

63

7.

Useful Websites

64

GCSE Design and Technology (Food Technology) Teachers' Guide 2

1.

INTRODUCTION
The WJEC GCSE in Design and Technology (Food Technology) specification has been modified and updated for delivery from September 2009. The first award is in June 2011. The specification can be delivered and assessed in centres throughout the UK. The revised subject criteria for GCSE in Design and Technology (Food Technology) issued by the regulators have necessitated the need for some change to the structure and content of the specification. It is the intention of this Guide to be but one of several ways in which WJEC provides assistance to teachers delivering the specification, sitting alongside the specimen papers and INSET conferences. WJEC provides the following as part of its support for all GCSE specifications: Examiners reports on each examinations series Free access to past question papers via the WJEC secure website Easy access to the specification and other key documents on the main website Regular INSET delivered by Chief Examiners Easy access to both the Subject Officer and to administrative sections

Contact points for GCSE in Design and Technology (Food Technology):

Steve Howells (Subject Officer)

steve.howells@wjec.co.uk

Gavin Naish (Design and Technology Subject Support Officer)) gavin.naish@wjec.co.uk

Subject page

www.wjec.co.uk

INSET Section

inset@wjec.co.uk www.wjec.co.uk/professionaldevelopment

GCSE Design and Technology (Food Technology) Teachers' Guide 3

2.

COURSE STRUCTURE

Unit 1 Written Paper 40%

Unit 2 Controlled Assessment 60 %

Unit 1 Written Paper The Basics It is now one focus area specific examination. It is split into two sections. Section A will have questions specifically about the over arching principles of Design and Technology and the Design Process. Section B will have questions about the respective focus area. It is now a 2 hour examination. The students will need extended practice to be able to complete the examination. The examination can be taken in year 10 and/or year 11; the best mark being carried forward.

Unit 2 Controlled Assessment Task Requirement It is to be completed in the second year of course. The Project Briefs are set by the board. (Principal Examiner for each focus area sets the briefs.)

The Basics This replaces the coursework element of the present course. Start to think in terms of Controlled Assessment Task not project work. In simple terms a design and make task in 30 hours. All the work is to be done in school. It is work that is done under supervision. These will change each year. The work is to be done in the controlled assessment work book. The controlled assessment workbook is to be downloaded from the WJEC website. The controlled assessment workbook is A3 in size. There is a space on each page for a comment and mark. The work will be moderated each year.

GCSE Design and Technology (Food Technology) Teachers' Guide 4

3.

CONTROLLED ASSESSMENT

This section relates to Unit 2, the Controlled Assessment Task (CAT) Worth 60% of the overall mark. 30 hours Unit 2 Controlled Assessment The three project briefs will be issued to schools in the September of the final year of the course. Each year one of the briefs will change. The briefs are designed to be broad enough to suit the diverse interests of food candidates. Candidates can interpret the briefs to suit their particular interests. They must however, carry out appropriate research prior to starting the controlled assessment. Candidates must provide details of the results of their research leading to a final design brief (page 1 CAT).

Briefs Candidates, in consultation with their teachers, should choose one of the Briefs set by the Board. The examples shown below typify the briefs that will be set. Brief 1: Food Promotion A bakery wants to design a new cake to celebrate its 10th year in business. A suitable decorated cake is needed for the bakery to promote its success.

Brief 2: Design a Range A new seaside restaurant is opening in your locality; they will be offering home delivery as well. As a promotion for home delivery they are giving free bread rolls to every customer. Design a range of bread rolls they could use for this promotion.

Brief 3: Increase in Food Sales A small supermarket wants to extend its range of meat pies. Design a range of pies that would be suitable for the supermarket to sell and increase its sales.

GCSE Design and Technology (Food Technology) Teachers' Guide 5

Controlled Assessment Task

y

It is a requirement of the specification that candidates complete a 30 hour design, make and evaluate task. Teachers are required to monitor and verify that the time limit is adhered to and that the contributions of individual candidates are recorded accurately and that plagiarism does not take place.

Candidates will not gain additional credit by exceeding the time limit.
y y

The task can be carried out in the normal classroom/workshop environment. Candidates are allowed supervised access to resources that may include information gathered outside the 30 hours of controlled assessment time. Candidates may gather research/inspirational material prior to or during the assessment period and this can be referred to during the task but this material is not to be included in the material to be assessed. Candidates may collaborate/confer with others in relation to the task but all assessed material must be the candidates' work only. The supervising teacher can give candidates limited guidance during the task in order to clarify what is to be done and to ensure that safe working practices are adhered to. All graphical and written work entered for this controlled assessment must be submitted on the pre-printed pages which are available for download from the WJEC website. The task must not exceed the 15 A3 pages provided. Candidates are free to use ICT applications where they are appropriate. It is the responsibility of the centre to ensure the reliability and authenticity of all work presented for this controlled assessment. Teachers and students will be required to sign a declaration that all work presented is the work of the candidate alone.

GCSE Design and Technology (Food Technology) Teachers' Guide 6

The Controlled Assessment Task is divided into two sections.

y

Section A is concerned with designing the product. Marks will be awarded for: Analysis of the Task Writing a Design Specification Generating Ideas Developing and Modelling a solution Communicating the Final Solution Demonstrating Creative Thinking

5 Marks 5 Marks 10 Marks 25 Marks 10 Marks 5 Marks

Section B is concerned with planning, making and evaluating the product. Marks will be awarded for: Planning the make Making the Product Evaluation of the Product Suggesting Improvements

10 Marks 90 Marks 10 Marks 10 Marks

When completing the Controlled Assessment Task candidates should : Contextualise the chosen brief. Design creatively by generating, developing, planning and communicating ideas. Make products by working safely with tools, equipment, components, materials and ingredients. Apply systems and control. CAD/CAM, digital media and new technologies appropriate to the focus area. Analyse and evaluate processes and products.

GCSE Design and Technology (Food Technology) Teachers' Guide 7

Controlled Assessment Workbook

Instructions to Candidates and Centres Print these pages before you start. Read the instructions with your candidates. (You can do this before the control mechanisms apply.) Use these pages only. Do not add research. Each page is timed. Do not add pages, they will not be marked. Mark each page as you go.

GCSE Design and Technology (Food Technology) Teachers' Guide 8

Page 1

Select one of the controlled assessment briefs.

Details of the target market for the product. Who is going to buy the new product? What are the requirements of the target market? Draw up a lifestyle profile. A mood board could be added to reinforce the target market.

Carry out a detailed analysis of a product. A sketch/photograph can be added. Address the following aspects; The probable specification for the product Aesthetic appeal Function/purpose Sensory analysis of product and separate components Quality issues Size Safety considerations of the product Materials used/function Scale of manufacture/method of production Commercial processes /construction / assembly details Sustainability/environmental issues Write the final design brief which is based on careful analysis of the problem and from the research that has been carried out.
Description of Attainment No analysis presented. There is a very basic analysis of where the product fits in the market place together with a limited evaluation of a similar product. The work presented shows little evidence of prior research and preparation. A simple brief may be evident. There is a basic but appropriate analysis of where the product fits in the market place together with a basic evaluation of a similar product. The work presented shows limited evidence of prior research and preparation. A simple brief is evident. There is a good analysis of where the product fits in the market place together with an evaluation of a similar product. The work presented shows some evidence of prior research and preparation. A clear brief is evident. There is a very good analysis of where the product fits in the market place together with a detailed evaluation of a similar product. The work presented shows good evidence of prior research and preparation. A well-worded brief is evident. There is a comprehensive analysis of where the product fits in the market place together with a very detailed evaluation of a similar product. The work presented shows clear evidence of detailed research and preparation A clear and appropriate brief is evident

Summary of research; Questionnaire, interview, surveys, evaluation of existing similar products.

Mark 0 1

Instructions to Candidates and Centres Select a design brief as set by the Board. Provide a profile of Target Market. Write a brief summary of the research that has been conducted prior to commencing the controlled assessment. Analyse a competitor product. Write the final design brief. Record the time taken to complete this page. Any images/sketches included on this page must be sourced / produced during the controlled time.

GCSE Design and Technology (Food Technology) Teachers' Guide 9

Page 2

Design Specification

Aesthetics Function

The product must be attractively presented The product must have a colourful appearance The product must be suitable for a birthday party The product must be suitable for serving hot The product must have sensory attributes that are suitable for a wide target audience The product must be suitable for teenagers and adults The product must be of a luxury standard The product must be good value for the consumer The product must be multi- portion size The product must be suitable for 8 people to share The product will contain high risk foods so must kept chilled

Target group Quality Size Safety Materials

Mark C ost

This is an opportunity for candidates to present a detailed design specification of the intended product. Description Attainment The productof must fit into the price range of 2.50-3.25 0 No specification presented. 1 A design specification comprising a list of basic attributes for the product. The specification shows little or no links with the analysis of the task. Information is poorly organised, little or no use of technical language/vocabulary. Written communication is limited in terms of organisation of material, with many errors of grammar, punctuation and spelling. 2 A basic design specification comprising a list of relevant attributes for the product. The specification shows superficial links with the analysis of the task. Information shows evidence of structure, limited use of technical language/vocabulary. Written communication is limited in terms of organisation of material with some errors of grammar, punctuation and spelling. 3 A good design specification comprising a prioritised list of attributes for the product presented under appropriate headings. The specification illustrates clear links with the analysis of the task. Information is organised, basic use of technical language/vocabulary. Written communication is adequate in terms of organisation of material, with some errors of grammar, punctuation and spelling. 4 A comprehensive design specification comprising a prioritised list of attributes for the product presented under appropriate headings. The specification demonstrates strong links with the analysis of the task. Information is well organised, good use of technical language/vocabulary. Written communication is good, presenting mainly appropriate material in a coherent manner, with few errors of grammar, punctuation and spelling. 5 An excellent design specification comprising a prioritised list of attributes for the product presented under appropriate headings. The specification is well founded in the analysis of the task. Information is well organised, presented in a highly appropriate manner, very good use of technical language/vocabulary. Written communication is good, presenting appropriate material in a coherent manner, and largely errorfree.

The product must be made using appropriate/luxury style ingredients Design Specification (5 marks) must(1 page) 2 fresh fruits The product contain

Instructions to Candidates and Centres Provide a prioritised list of appropriate attributes to include both desirable and essential criteria. Use suitable headings to show an understanding of technical language for example: function; aesthetics; materials; cost; quality; size; environmental; sustainability; safety; target market and scale of manufacture.

GCSE Design and Technology (Food Technology) Teachers' Guide 10

Page 3

Generation of ideas (10 marks) Mark Description of Attainment 0 1-2 No ideas presented. No evidence of written communication. A small range of barely appropriate ideas that are poorly annotated. The ideas and annotation show little attention to the specification. Information is poorly organised, little or no use of technical language/vocabulary. Written communication is limited in terms of organisation of material, with many errors of grammar, punctuation and spelling. A range of appropriate ideas that are annotated. The ideas and annotation show some attention to the specification. Information shows evidence of structure, limited use of technical language/vocabulary. Written communication in terms of organisation of material with some errors of grammar, punctuation and spelling. A range of clear ideas that are appropriately annotated. The ideas and annotation show some attention to the specification. Information is organised, basic use of technical language/vocabulary. Written communication is adequate in terms of organisation of material, with some errors of grammar, punctuation and spelling. A range of good initial ideas that are well annotated. The ideas and annotation show good attention to the specification. Information is well organised, good use of technical language/vocabulary. Written communication is good, presenting mainly appropriate material in a coherent manner, with few errors of grammar, punctuation and spelling. A range of excellent initial ideas that are very well annotated. The ideas and annotation show close attention to the specification. Information is well organised, presented in a highly appropriate manner, very good use of technical language/vocabulary. Written communication is good, presenting material in a coherent manner and largely error-free.

3-4

5-6

7-8

9 - 10

Instructions to Candidates and Centres Present up to four ideas. Use technical language to annotate each design. Include references to the specification. Show front, side, inside views as appropriate. Use any suitable graphic media to present the ideas. Record the time taken to complete this page.

GCSE Design and Technology (Food Technology) Teachers' Guide 11

Page 4

Instructions to Candidates and Centres Present a fully annotated drawing of your best idea, to include plan, 3D, inside views as appropriate. Include notes explaining what it is made from. The best idea can contain elements from any of the initial ideas. Explain why it is the best idea, with reference to the design specification. Seek the views of two partners and include their opinions on this page. State whether you will act on their opinions, give reasons for your decision. Present a revised sketch of your final idea. Use any suitable graphic media to present the ideas on this page. Record the time taken to complete this page. Guidance by teacher (optional): indicate the level of assistance given to candidates.

GCSE Design and Technology (Food Technology) Teachers' Guide 12

Page 5

Development and modelling (25 marks This is an opportunity for candidates to choose their best idea and to develop it into its final form. This section is an opportunity for candidates to use appropriate ICT. Marks are awarded for evidence of development under the headings shown. Candidates must offer options and make reasoned decisions under each heading. Evidence of these areas may be presented in integrated form across the 5 pages available. Form/Style/Function Mark Description of Attainment 0 No development of form presented. 1 Limited evidence of the form/style being developed or modelled. An alternative shape or style may be evident. There is no evidence of decision-making. 2 Some evidence of the form/style being developed or modelled. Several options are presented. There is evidence of decision-making but with little reasoning offered. 3 Clear evidence of the form/style being developed or modelled. Several options have been offered. There is evidence of reasoned decision-making. 4 Good evidence of the form/style being developed and modelled. Several appropriate options have been offered. There is clear evidence of informed decision making. 5 A variety of forms/styles have been presented and the shape and form of the product have been developed and modelled in a progressive way. A final decision based on sound reasoning has been made.

Instructions to Candidates and Centres Consider ways in which the form, function and style could be improved for example: changing the shape of cakes/pasta/bread products/pastry items, or changing the appearance for example pie tops with different decorative techniques. Nutritional /filling changes may also be considered. Include decorative processes to improve / develop the style of the product and to demonstrate high quality making skills. Any items produced must be completed within the control time and photographs must be included on the page or on page 15. Justify any decisions that are made. Include notes or diagrams of manufacturing techniques that could be used to improve the function and style of the product. Record the time taken to complete this page. Guidance by teacher (optional): indicate the level of assistance given to candidates.

GCSE Design and Technology (Food Technology) Teachers' Guide 13

Page 6

Materials/Components Mark Description of Attainment 0 No development of materials/components presented. 1 Limited evidence of the selection of appropriate materials/ components. Materials/components have been stated. There is no evidence of decision-making. 2 Some evidence of the selection of appropriate materials/components. Alternatives have been offered. There is some evidence of decision-making. 3 Clear evidence of the selection of appropriate materials/components. Alternatives have been offered. There is evidence of reasoned decision-making. 4 Clear evidence of the selection of appropriate materials/components. Appropriate alternatives have been offered. There is clear evidence of reasoned decision-making. 5 Full and clear evidence of the selection of appropriate materials/ components. Appropriate alternatives have been offered. There is evidence of well-reasoned decision-making.

Instructions to Candidates and Centres Give details of the products materials/components/ingredients being considered. Notes and sketches can be used to explain how testing of the ingredients/materials will be conducted. Record the results of any appropriate tests that have been conducted on the materials being considered. Justify material choices with reference to nutritional analysis, taste testing comments, target group opinions, aesthetics, physical and sensory properties. Include photographic evidence of testing. All practical work completed must be within the controlled time. Refer decisions made back to the specification. Record the time taken to complete this page. Guidance by teacher (optional): indicate the level of assistance given to candidate.

GCSE Design and Technology (Food Technology) Teachers' Guide 14

Page 7

Construction/Making Mark Description of Attainment 0 No development of the construction/making presented. 1 Limited evidence of the construction/making being developed. A construction/making method has been offered. There is no evidence of decision-making. 2 Some evidence of the construction being developed. A small variety of construction/making methods have been offered. There is some evidence of decision-making. 3 Clear evidence of the construction/making being developed. A variety of construction/making methods have been offered. There is evidence of reasoned decision-making. 4 Clear evidence of the construction/making being developed. A variety of appropriate construction/making methods have been considered. There is evidence of well-reasoned decision-making. 5 Full and clear evidence of the construction/making being developed. A range of appropriate construction/making methods has been considered. There is evidence of well-reasoned decision-making.

Instructions to Candidates and Centres Give details of all the techniques and processes that could be used to manufacture the product for example, different methods of adding filling, different components as tops for a pastry product. Include diagrams/sketches and photographs of the different construction techniques tested. Any modelling/practical work included on this page must be produced within the controlled time. Give reasons for the selection/rejection of any techniques and processes. Record the time taken to complete this page. Guidance by teacher (optional): indicate the level of assistance given to candidates.

GCSE Design and Technology (Food Technology) Teachers' Guide 15

Page 8

Size/Quantity Mark 0 1 2 Description of Attainment No development of size/quantity presented. Limited evidence of sizes and or quantities being developed. Sizes or quantities may be evident. There is no evidence of decision-making. Some evidence of sizes and or quantities being developed. Alternative sizes and or quantities will be evident. There is some evidence of decision-making. Clear evidence of sizes and or quantities being developed. Alternative sizes and or quantities will be evident. There is evidence of reasoned decision-making. Clear evidence of sizes and or quantities being developed. Sizes and or quantities have been developed in a progressive way. There is evidence of reasoned decision-making. Full and clear evidence of sizes and or quantities being developed. Alternative sizes and or quantities have been systematically evaluated. There is clear evidence of well-reasoned decision-making.

Instructions to Candidates and Centres List the materials needed to make the product. Briefly give reasons for your choice of ingredients and components. A sketch can be included to show the different components of your design. Calculate the costs for ingredients /component parts and include cost per portion/ batch. Refer your findings/decisions back to your specification. Record the time taken to complete this page. Guidance by teacher (optional): indicate the level of assistance given to candidates.

GCSE Design and Technology (Food Technology) Teachers' Guide 16

Page 9

Finish/Quality Mark 0 1 Description of Attainment No development of finish/quality presented. Limited evidence of the development of finish/quality. A suitable finish may be offered. There is no reference to quality control. There is no evidence of decision-making. Some evidence of the development of finish/quality. An alternative finish is offered. There is brief reference to quality control. There is evidence of decision-making. Some evidence of the development of finish/quality. Alternative finishes are offered. There is reference to aspects or quality control. There is evidence of decision-making. Clear evidence of the development of finish/quality. Alternative finishes are offered. There is reference to aspects of quality control. There is evidence of reasoned decision-making. Full and clear evidence of the development of finish/quality. A range of alternative finishes is offered. There is reference to a variety of quality control issues. There is evidence of well-reasoned decisionmaking.

Instructions to Candidates and Centres Consider the quality control measures that occur throughout the manufacturing process, for example: Before manufacture begins - checking the quality of ingredients; During manufacture correct weighing and combining of ingredients; On completion of the product visual check/taste testing of product. Include all relevant quality control measures that are appropriate to the type of product being manufactured. Quality checks can be presented as a diagram/ list/chart form. Include any quality control measures applied to decorative techniques, for example: sliced kiwi to be placed 1cm from the edge of the cake top. Record the time taken to complete this page. Guidance by teacher (optional): indicate the level of assistance given to candidates.

GCSE Design and Technology (Food Technology) Teachers' Guide 17

Page 10

Include the name of your final design.

Include a range of views to show all aspects of your design. Label all important features of your design Annotate your design.

Solution

(2 pages) (5 marks)

This is an opportunity for candidates to give full details of their final design using presentation techniques appropriate to the chosen focus area. Details of the form, dimensions, construction, components, materials and finish will be included as appropriate. This section is an opportunity for candidates to use appropriate ICT. Marks are awarded for (a) a graphical presentation of the final design and (b) The technical details that support manufacture. (a) Graphical presentation (5 marks) This is an opportunity for the candidate to present a clear and expressive graphical presentation of their final design. Any appropriate method of communication may be used. Mark Description of Attainment 0 No graphical presentation presented. 1 A basic illustration of the final product. It is recognisable but lacks proper form. It offers little evidence of shading or colour rendering. 2 An illustration of the final product. It is recognisable and shows reasonable form. It offers evidence of shading and/or colour rendering. 3 A clear illustration of the final product. It is recognisable and shows good form. It offers evidence of good shading and/or colour rendering. 4 A very good graphical presentation of the final product. It uses a recognised graphical technique, is accurate in its structure and It shows effective shading and or colour rendering. 5 A very high quality graphical presentation of the final product. It uses a recognised graphical technique, is accurate in its structure and shows expressive shading and/or colour rendering.

Instructions to Candidates and Centres Use any graphic media to present a detailed drawing of the final idea. This should include all appropriate views. This is an opportunity to include CAD. Annotate your design as needed. Include details of the component parts/main foods to be used. Record the time taken to complete this page.

GCSE Design and Technology (Food Technology) Teachers' Guide 18

Page 11

(b) Technical details (5 marks) This is an opportunity for candidates to present the final technical details of their design. These could include dimensions, materials/components, construction and finish as appropriate to each focus area. Mark Description of Attainment 0 No technical details presented. 1 Limited evidence of technical detail. 2 Evidence of some technical detail. 3 Evidence of many technical details. 4 Evidence of most technical detail. 5 Evidence of virtually all technical details.

Instructions to Candidates and Centres Include all relevant details needed to manufacture the product. This should include: A description of the product. A sketch of the product could be included. Product measurements/ingredients and amounts. Details of the component parts. Method for making/construction details/diagrams. Nutritional information. Costing information.

Record the time taken to complete this page.

GCSE Design and Technology (Food Technology) Teachers' Guide 19

Creative thinking (5 marks) (Throughout) This is an opportunity for candidates to show a measure of flair, imagination and creativity in their designing. It can be evident at any stage through the design process. Mark 0 1 2 3 4 Description of Attainment No creative thinking presented. Evidence of limited creative thinking. Evidence of some creative thinking. Evidence of creative thinking in several areas. Evidence of much creative thinking. Some ideas show imagination and flair. Creative thinking is evident throughout the development of the product and imaginative presentational techniques are evident. A high level of creative thinking. Very imaginative ideas are evident. A highly creative development of the product is evident. Presentational techniques show much flair.

Up to five marks can be awarded for imaginative and creative thinking in the development of the product and for the presentation techniques used to communicate ideas. This mark is awarded at the end of section A.

GCSE Design and Technology (Food Technology) Teachers' Guide 20

Instructions to Candidates and Centres Section B is about planning and manufacturing the product. It should be completed in about 20 hours (or the remaining hours after you have completed your modelling and testing) Use these pages only for planning and the final evaluation. Each page is timed along with the time taken to manufacture the product. Do not add pages, they will not be marked. Mark each page as you go. Page 15 is for photographs of the final product and must be included. Other photographic evidence to support the designing and making of the product can also be included on this page, for example photographs from modelling and testing pages 5,6 and 7.

GCSE Design and Technology (Food Technology) Teachers' Guide 21

Page 12

This is an opportunity for the candidate to plan the stages and processes necessary to manufacture the product. It must be done before the candidate begins making. Mark 0 12 34 56 78 Description of attainment No plan for making presented. A list of manufacturing steps is evident but shows little appreciation of the work or the time needed. A list of basic manufacturing steps is evident. The steps contain some detail of the processes required. There is little attempt to quantify the time needed. A list of realistic manufacturing steps is evident. The steps contain some detail of the processes required. There is an attempt to quantify the time needed. A list of realistic manufacturing steps is evident. The steps contain some detail of the processes required and note any constraints. There is a realistic estimate of the time needed to manufacture the outcome. A clear, appropriate and detailed list of manufacturing steps is evident. Constraints have been recognised. There is a realistic estimate of the time needed to manufacture the outcome.

9 10

Instructions to Candidates and Centres

Plan the stages and processes needed to manufacture the product. Include a detailed working schedule/ detailed step by step flowchart of the stages needed to manufacture the product. Use the correct symbols for input, process, QC and output as used in industry. Include reference to HACCP/Quality control/timings/hygiene and safety. This is an opportunity for candidates to use ICT. Record the time taken to complete this page. Guidance by teacher (optional): indicate the level of assistance given to candidates.

GCSE Design and Technology (Food Technology) Teachers' Guide 22

Page 13

Instructions to Candidates and Centres Write a detailed evaluation of the product comparing it to the initial intention. Evaluate each point as used in the specification, use the same headings. Comment only on the product. This is a piece of continuous writing and an opportunity for candidates to use ICT. Photographs of the final product should be included on page 15 only. Record the time taken to complete this page.

GCSE Design and Technology (Food Technology) Teachers' Guide 23

Page 14

Instructions to Candidates and Centres

Explain how the quality of the design could be improved. Explain how the quality of manufacturing could be improved think about alternative methods of construction, choice of ingredients, skills needed, and industrial processes. Diagrams can be included to help illustrate the answer. Include the opinions of others partners (see page 4) and/or target market. Photographs of the final product should be included on page 15 only. Candidates can use ICT to complete this page. Record the time taken to complete this page.

GCSE Design and Technology (Food Technology) Teachers' Guide 24

Page 15

The use of this page is essential

Photographic evidence to support the manufacture of your product must be included on this page. The photographs included on this page should be of good quality and clearly show the products manufactured. The presentation of the food products for photographs should be considered. Other photographic evidence to support the development and manufacture of the product can also be included on this page for example photographs from modelling and testing (pages 5,6 and 7)

GCSE Design and Technology (Food Technology) Teachers' Guide 25

Frequently Asked Questions What candidates can and cannot do before and during the controlled assessed task (CAT)? Extraction from the specification Candidates are allowed supervised access to resources that may include information gathered outside the 30 hours of controlled assessment time. Candidates may gather research/inspirational material prior to or during the assessment period and this can be referred to during the task but this material is not to be included in the material to be assessed.

Some questions you may have.

y

Can candidates gather information/research before and during the task? Yes, this will help them enormously to develop and create answers to the brief.

How much information can they take into the CAT? As much as they like, although too much information can be a waste of time. The candidates will spend all their time looking for information to use rather than focussing on the task.

Can they gather information between CAT lessons? Yes, and they can use it in their next session.

Will they get marked for gathering the information? No, the research information is to support/develop their creative ideas and focus their mind on the task.

Can they add information to their research, such as personal comments? Yes, we recommend that candidates do develop their own opinions.

Are they allowed to sketch any creative ideas as they gather their research? Yes, we are looking for quick sketches not full blown annotated detailed ideas.

GCSE Design and Technology (Food Technology) Teachers' Guide 26

Can they ask for advice outside of CAT sessions? Yes, giving candidates a direction and help them achieve their potential is part of your role. However completing or doing the candidates work for them to copy is not acceptable.

Do they all have to work at the same time? No, how you manage your 30 hours with your candidates is your responsibility.

What if a student misses a CAT session, is he/she penalised? Certainly not, they can always make up their time during the academic terms. (This is one of the reasons we designed a 30 hour task; if we went for a 40 hour task you may have found yourself doing CAT work outside of lesson times.)

Are the candidates allowed to talk during the CAT session? Yes, we are even asking them to use the views of other pupils in the evaluation of their work.

What is a controlled environment? This is where the candidates are under your guidance in a controlled room. i.e. the candidates time, work is being monitored. A CAT session must be timetabled.

Can the candidates ask for advice during the controlled session? Yes, teachers may offer general guidance to keep them on track.

Are computers allowed? Yes, no problem.

Can they print their work outside of timetabled CAT sessions? Yes, as long as you are monitoring their actions and the work is tracked. i.e. the candidates are not allowed to add information/diagrams etc to their work. The print out must be what they have done during the timed conditions.

Do they all have to work on the same element of the work book? No, candidates can work at their own rate.

Who is responsible for the workbook? You the teacher. It must be treated like an examination paper. You give them their work at the start of the CAT session and you collect it in at the end.

GCSE Design and Technology (Food Technology) Teachers' Guide 27

Can materials be prepared before the CAT session? Yes.

Is drying time/ cooking time part of the timed conditions? No, we do not want to penalise a student if he/she has painted, prepared a trial recipe and cannot work on an artefact.

What if a student has missed a considerable amount of time due to illness or family problems? The centre must apply, as they have always done, for special considerations as set out in the JCQ documentation sent to centres.

Can the candidates do their practical work at home? Definitely not.

Are support staff allowed to prepare work for the candidates? No, the work submitted must be the students.

Can specialist work be done by an outside source? NO. The work that is submitted must be that of the student.

GCSE Design and Technology (Food Technology) Teachers' Guide 28

4.

WRITTEN PAPER

Examination Guidance/Information To assist teachers when preparing candidates for the examination they may like to consider the following information. This table is intended to define the command words used in papers and explain how they are used and what is expected from the candidate. COMMAND WORDS GIVE STATE NAME MARKS 1Mark COMMENTS Questions using these command words will feature in the early parts of questions. These questions are designed to ease the candidate into the question. They need a simple statement or a short phrase. The do not need elaboration or explanation in the answer. Questions using these command words will be commonly used on the papers and will feature in many questions. These questions ask the candidate to describe something in detail. The answer will be in sentences and/or in a list. There is a need for detail in the answers with elaboration of the answer. Sometimes the question will ask the candidate to use notes and sketches this means that a clearly labelled sketch or diagram will gain the marks. Questions using these command words will be commonly used and will feature towards the end of many questions. These questions are asking the candidate to respond in detail to the question providing a full answer with an explanation. Full and detailed sentences will be required and will often contain the word because. A short phrase will not be acceptable the candidate will need to make a valid point and justify it. Questions using these command words will be occasionally used and will feature towards the end of some questions. These questions are designed to test, stretch and challenge the more able candidate. The question requires the candidate to make a well-balanced argument involving both advantages and disadvantages. A paragraph or a number of sentences will be required.

DESCRIBE OUTLINE 2 Marks

EXPLAIN JUSTIFY 3 Marks

4 Marks EVALUATE COMPARE

GCSE Design and Technology (Food Technology) Teachers' Guide 29

The following are general examples of questions with information about how they could be marked. EXAMPLES

Question 1. Give two reasons why paper is sometimes laminated. What is required? The question is a straightforward give question so short statements or phrases are needed and they do not need justification. [2]

Weak answer. Reason 1: Reason 2: Makes the paper stronger. (1) (0)

Here the candidate gives one relevant answer. However they have not attempted to state a second reason. It is vital that all parts of questions are answered.

Good answer. Reason 1: Reason 2: Makes the paper stronger. Protects the paper. (1) (1)

Here the candidate gives two relevant answers. Full Marks.

GCSE Design and Technology (Food Technology) Teachers' Guide 30

Question 2. Eight card handles for a carrier bag can be CAM cut from one A3 sheet of card. Describe one advantage to the manufacturer of doing this. What is required? The question asks the candidate to describe in detail an advantage that the manufacturer would gain from cutting more than one handle from each sheet of card. Short statements or phrases will not be adequate. A clear description with justification using a sentence or sentences is needed.

[2]

Weak answer. It is cheaper.

y

(1)

Here the candidate gives a relevant answer but the candidate does not give any detail of the advantage.

Good answer. It reduces the cost of making the handles, as there will be less waste material than cutting one handle from each piece of card. (2)
y

Here the candidate gives a full and detailed answer in a well-constructed sentence. Full Marks.

GCSE Design and Technology (Food Technology) Teachers' Guide 31

Question 3. Explain why it is necessary to score printed card that is 500 microns thick before folding it to make a package. [3] What is required? The question asks the candidate to explain the reasons for having to score card before folding. Short statements or phrases will not be adequate. A clear explanation using a sentence or sentences is needed clearly stating a reason and then elaborating the answer with appropriate reasons.

Weak answer. It makes the card able to fold. (1)

Here the candidate gives a relevant answer but does not give any detail to support their assertion.

Satisfactory answer. It makes the card easy to fold because it makes a dent in the card where it is to be folded. (2) Here the candidate gives a relevant answer and does give some detail to support their assertion. The detailed reason is rather superficial, as it does not explain WHY the card is easier to fold.

Good answer. It makes the card easy to fold because it makes a dent in the card where it is to be folded. This dent stretches some of the fibres and squashes others into a W shape so that they are ready to fold. (3) Here the candidate gives a full and detailed answer in well-constructed sentences. They show a detailed understanding of the reasons that allow the process to work. Full marks.

GCSE Design and Technology (Food Technology) Teachers' Guide 32

Unit 1

Written Paper 40% 2 Hours Two Sections

This section relates to the content of the specification and the written examination Unit 1. The specification has been presented under the following headings: Section A Developing, Planning and Communicating ideas Product Analysis Sustainability and Legislative issues Other Designers/Practitioners Commercial manufacturing Practices Knowledge of materials and Components Tools, Equipment and Making ICT, CAD, CAM Systems and Processes

Section B

The written examination will follow a similar format to the specification. There will be 8 questions in total, drawn from each of the sections in the specification. It is inevitable that an overlap of content between sections may occur in some questions. One two hour paper no tiers. Questions will be structured to be accessible to all candidates.

GCSE Design and Technology (Food Technology) Teachers' Guide 33

Section A Questions 1 4 Product Analysis Question 1 This part of the specification is about knowing how to analyse a product.

Throughout the course candidates should have the opportunity to analyse a wide range of food products. Product analysis will be an essential part of the CAT and forms the basis of question 1 on the theory paper. Candidates need to consider a range of issues associated with the development of different food products. Products should be analysed under the following headings (the probable specification for the product): Aesthetics; Function; Quality; Size; Safety for the user and manufacturer; Scale of manufacture; Commercial processes used to make and assemble the product; Safety considerations of making the product; Materials/ingredients used and their functions; Cost; Sensory analysis; Environmental /sustainability issues. The same headings can be used to develop specifications for the products candidates will design and make during the course. (Note: encourage candidates to use technical vocabulary). Practical activities could include disassembly (group or individual work); looking at the appeal of the product; the component parts, weight/size of ingredients; ingredients used and their functions, the manufacturing processes and techniques used. Product analysis is carried out by professional designers and manufacturers. Candidates need to be aware of its importance commercially and how the information gathered plays an important role in the development of new products.

A typical exam question based on product analysis has been set out on the following page. Specimen assessment material with mark scheme is available separately.

GCSE Design and Technology (Food Technology) Teachers' Guide 34

Typical Examination Question Question 1. This question is about Product Analysis. It is worth 15 marks. The photograph shows a cherry tomato, mozzarella and pesto quiche. The quiche is contained in a foil tray and sold in a card box. The questions that follow are about the quiche.

Product information: The quiche is placed inside a foil tray. The quiche is a multi portion product. The quiche is suitable for vegetarians. The quiche can be eaten hot or cold. The quiche must be stored in a refrigerator.

(a)

Before starting to design the quiche a Design Specification was written. State with as much detail as you can, what you think was the most important design specification point for each of the following aspects. (i) The function or purpose of the card box. [2]

........................................................................................................................... ........................................................................................................................... ...........................................................................................................................

GCSE Design and Technology (Food Technology) Teachers' Guide 35

(ii)

The target market for the quiche in the foil tray and card box.

[2]

........................................................................................................................... ........................................................................................................................... ........................................................................................................................... (iii) The safety considerations for the user of the quiche. [2]

...........................................................................................................................

(b)

The base of the quiche is made from shortcrust pastry. State two properties of shortcrust pastry that make it a suitable material for the base.

Property 1: .............

[1]

Property 2:

[1]

(c)

The quiche was made using batch production. Explain why this is the most suitable scale of production.

[2]

... .......................................................................................................................... .......................................................................................................................... (d) The quiche in the foil tray and card box has to appeal to potential customers. (i) Describe the appeal of the product in terms of one of the following: fashions trends styles [2]

Circle your chosen criteria above and write your description below.

GCSE Design and Technology (Food Technology) Teachers' Guide 36

(e)

The graph below shows the sales of the quiche.

(i)

State in which month exactly 7000 were sold. ....................................................................................................... [1]

(ii)

The total number of sales in the first three months (Jan - March 07) was 6,000 (1,000 + 2,000 + 3,000) and the average sales per month in this period was 2,000. Calculate the total number of sales in this next four months (April July 07) and the average sales per month in this period. Show your calculations. [2] ................................................................................................................ ................................................................................................................ ................................................................................................................

GCSE Design and Technology (Food Technology) Teachers' Guide 37

Sustainability and Legislative Issues Question 2 This part of the specification is about knowing that sustainability and environmental issues, legislation and standards affect and influence designing and manufacturing choices and decisions. Sustainability and environmental issues in Food Technology Candidates need to be aware of the issues associated with sustainability and the environment and how the choices we make as designers, manufacturers and consumers impact on our lives and that of future generations. Candidates should be encouraged to think carefully about ingredients chosen in the developing and making of food products. For example; they should be made aware of the benefits of supporting local suppliers and the advantages of using seasonal foods in relation to the impact on the environment and food miles. Also the impact of choosing GM or organic food product. Candidates should be aware of the impact of food products on their health. They should be able to recognise the benefits of eating a balanced diet and how this can lead to a more sustainable lifestyle. They should be able to identify the problems associated with a diet high in processed foods and the impact that processing foods has on the environment. Candidates should be encouraged to consider energy use when planning and making food products and try to recommend alternative methods in a bid to reduce the amount of energy used. Candidates need to be aware of the environmental impact of the packaging of food products.

Recommended Book: The Sustainability Handbook for Design and Technology Teachers Centre for Alternative Technology Practical Action Publishing ISBN 978-1-85339-670-0

Websites: www.organicfood.co.uk www.soilassociation.co.uk www.eattheseasons.co.uk/ www.sustain.co.uk Other useful websites and resources are listed at the end of this guide.

GCSE Design and Technology (Food Technology) Teachers' Guide 38

Legislative Issues in Food Technology This specification requires candidates to develop an understanding of legislative issues and standards as they affect their designing and making in food technology and to be able to use the understanding they have gained to guide and assist their decision making during designing.

Additives Candidates should be aware all additives are controlled by law. They go through extensive safety tests to obtain and then keep approval from the Governments Food Advisory Committee. They should know that additives can only be used if they have been fully tested, shown to be safe, and placed on the official listing (permitted list) of the foods in which they are allowed. The E numbers are simply the code numbers used to identify the food additives. It is a guarantee of safety and authorisation for use in the European Union. Additives must be listed on food labels. Useful websites www.faia.org.uk www.ifst.org

Labelling and Packaging EU legislation currently states that a wide range of information must be present on food labels to ensure that the consumer gets all essential information concerning composition, safe handling and nutritional aspects in certain circumstances. Candidates must be aware that it is compulsory for certain information to be provided on a food label such as; the name of the food, a list of ingredients, date and storage conditions, cooking or preparation instructions, weight or volume, any special claims, the name and address of manufacturer, packer or seller, the place of origin, lot or batch number. Candidates should also be aware of the European Union (EU) labelling rule which came into force in November 2004 (with a transitional period of one year for packaging to be updated) in the UK which requires 12 food ingredients - milk, eggs, peanuts, nuts from trees (including Brazil nuts, hazelnuts, almonds and walnuts), fish, crustaceans (including crab and shrimps), soya, wheat, celery, mustard, sesame and sulphur dioxide to always be clearly labelled. They should also know that Manufacturers are not obliged by law to provide nutrition information, unless they make a nutrition claim. Candidates should also be aware of GM labelling and the new rules that came into force within the EU in April 2004. The presence in foods of genetically modified organisms (GMOs) or ingredients produced from GMOs must be indicated on the labels.

GCSE Design and Technology (Food Technology) Teachers' Guide 39

In the case of packaging Candidates should be aware of the Government Food Regulations which state that food packaging must not:; Be hazardous to human health; Bring about the deterioration of the food; Cause unacceptable changes in its natural substance or quality. Candidates should also be aware that in the UK foods sold loose are currently exempt from many of the food labelling laws. Foods sold unpackaged must have the information displayed by it on the shelf or display cabinet. A typical exam question based on this section has been set out on the following page.

GCSE Design and Technology (Food Technology) Teachers' Guide 40

Typical Examination Question Question 2. This question is about the general issues of D&T. It is worth 10 marks.

(a)

(i)

Name a food product that makes use of recycling. .......................

[1]

(ii)

Describe how the product you named above makes use of recycling.

[2]

.... .... ....

(iii)

State one advantage of using recycling in a food product. ....

[1]

(b)

(i)

Designers of new products think about the SIX Rs.

Underline the correct SIX Rs in the list that follows. Two have been done for you. [1] REMAKE REDESIGN RETHINK REPAIR REUSE RECYCLE REDUCE REFUSE

(ii)

Sustainable design is more than making the product from recycled material or making it recyclable. Describe one other way in which sustainable products can be designed. [2] .... .... ....

GCSE Design and Technology (Food Technology) Teachers' Guide 41

(c)

Mass Production of products like the one shown below produces winners and losers.

(i)

State one of the winners of mass production of the product and give details of one reason for this.

The winner: .

[1]

Reason : ........

[2]

GCSE Design and Technology (Food Technology) Teachers' Guide 42

Other Designers / Practitioners Question 3 This part of the specification is about knowing about and understanding the work of professional designers and/or professional practitioners within the world of Design and Technology.
y

Candidates should be taught about the work of:Gordon Ramsey Delia Smith

(i) (ii)
y

Candidates should be taught about:

The range of the work that each of the designers has produced over time. The features that identify the work of each of the designers. The innovations and/or new ideas that each of the designers has introduced over time; The influence that each of the designers has had on design and manufacturing.
y

Candidates and teachers need to be aware that a question on this topic will appear on the Written Examination Paper. The question on Other Designers / Practitioners will require an answer that is a piece of continuous writing. Marks will be awarded for knowledge of the designers.

Please note: The principal examiner will specify two Designers/Practitioners for each examination year. The awarding body will review the two Designers/Practitioners annually. Centres will be informed of the details of each of the Designers/Practitioners two years before the examination is to be taken.

A typical exam question based on designers has been set out on the following page.

GCSE Design and Technology (Food Technology) Teachers' Guide 43

Typical Examination Question Question 3. This question is about the designers that you have studied. It is worth 10 marks. During your course you have studied the work of Gordon Ramsey and Delia Smith. Select one of these designers and write a short essay in the space below to:
y y

[10]

Describe the designers work identifying its main features. Discuss the influence your chosen designer has had on other designers.

Marks will be awarded for the content of the answer and the quality of written communication. .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... ..........................................................................................................................................................

GCSE Design and Technology (Food Technology) Teachers' Guide 44

Developing, Planning and Communicating Ideas Question 4 This part of the specification is concerned with the process of designing, starting with an original brief and concluding with a proposed solution giving due consideration to the issues that can and should influence the outcome.

The content of this section can be covered throughout the course through a variety of design and make tasks. Candidates will need regular practice working through the design process and related issues in readiness for the controlled assessment in the final year of the course. Centres can use the pages of the CAT for internally set projects in the first year of the course. This will familiarise candidates with the layout of the pages and prepare them for the controlled assessment. There is inevitably, some overlap of content with other sections of the specification such as sustainability and environmental issues.

Question 4 on the examination paper relates to The Design Process and this section of the specification. It is in two parts: Part A - The Design Process Part B - A Design Task A typical question for this section is given on the next page.

GCSE Design and Technology (Food Technology) Teachers' Guide 45

Typical Examination Question Question 4. This question is about the Design Process and how it is used. It is in two parts and worth a total of 25 marks. Part A (a) (i) The design process uses a number of steps in a specific order. Select from the list below the correct activity to complete the table of the steps in the design process. [3] DEVELOP AND MODEL A SOLUTION GIVE DETAILS OF THE FINAL SOLUTION APPLY A GOOD FINISH

GENERATE IDEAS RESEARCH THE TASK LOOK AT EXISTING PRODUCTS

STEP 1 2 3 4 5 6 7 8 PLAN THE MAKING MAKE THE PRODUCT EVALUATE THE PRODUCT ANALYSIS OF THE TASK

ACTIVITY

WRITE A DESIGN SPECIFICATION

(b)

(i)

State one design aspect that a Design Specification in food will have statements about. [1] Aspect: .

(ii)

A Plan for Making is more than a list of the making process. State one other consideration included in a plan and describe why it is important. [3] Consideration: .. Importance : .. ............................................................................................................................ ............................................................................................................................

GCSE Design and Technology (Food Technology) Teachers' Guide 46

Part B (a) A bakery is planning to extend its range of bread products. Research shows that the popularity of Tear n Share products has increased. The product must be suitable for four or more people. The product will need to have an interesting shape that can easily be shared by four or more people. The product will need to include a savoury filling and have an interesting topping. It should also include a good source of fibre.

Draw one idea for the tearn share bread. Use notes to explain your idea. Sketch your solution on the opposite page. Marks will be awarded for: (i) Generate one idea to satisfy a specification. Designing a savoury bread product; Showing how the product is suitable for four or more people; Showing the savoury filling and interesting topping; An interesting shape for the bread product. Specify suitable materials to make the bread. Specify the fibre source and sensory functions of the filling and topping ingredients. Quality of communication 8

(ii) (iii)

3 4 [18]

(iv)

GCSE Design and Technology (Food Technology) Teachers' Guide 47

Place your answer in the box on this page.

GCSE Design and Technology (Food Technology) Teachers' Guide 48

Section B (Questions 5 8 on the Examination Paper) Commercial Manufacturing Practices Question 5

This section is about developing an understanding of how products can be manufactured in quantity, and that the scale of production depends on the type of product being made. Candidates should also be aware of different forms of equipment used during the manufacturing of food products. They should also give consideration to the importance of safety and hygiene procedures whilst products undergo manufacture. Candidates should be encouraged to consider commercial manufacturing processes within their own designing and making.
y

www.classroomvideo.co.uk has a good range of resources (particularly videos/DVDs) which can be used to show candidates how products are manufactured using different scales of production.

Books Food Industry examine key areas of food manufacture and distribution. Oneoff, batch, mass and continuous-flow production are all explored. (Anne Barnett Heinemann ISBN 0-431-14047-2)

Design and Technology Food Technology through diagrams, Oxford Revision Guides, Hazel King, ISBN 0-19-832817-6 uses pictures to explain key topic areas.

A typical examination question based on this section has been set out on the following page.

GCSE Design and Technology (Food Technology) Teachers' Guide 49

Typical Examination Question Question 5. This question is about commercial manufacturing processes. This question is worth a total of 10 marks. (a) Food manufacturers have to follow a quality assurance system. Good personal hygiene and the correct cleaning of equipment are essential when making food products.

(a)

Describe, with reasons, two different hygiene rules that must be followed by food workers. 2 x [2] Rule 1: .. .. Rule 2: .. .

GCSE Design and Technology (Food Technology) Teachers' Guide 50

(b)

Some items of equipment for manufacturing foods on a large scale are shown below.

Complete the following table by matching the manufacturing equipment shown above with its equivalent in the development kitchen. [3] An example has been done for you.

Product Development Kitchen Rolling out dough with a rolling pin Piping bag for cream Shaping dough with hands or templates Cooking in a saucepan (c) (i)

Large-scale Manufacture

Depositer

Rotary cutters are used in high volume production of food products such as biscuits. Describe one advantage of using rotary cutters. [2] .. ..

(ii)

After the biscuits have been baked the next step is to cover them in chocolate. State the correct term for this stage. [1] ............................................................................................................................

GCSE Design and Technology (Food Technology) Teachers' Guide 51

Knowledge of Materials & Components Question 6 In this section candidates are expected to know about the characteristics, properties and availability of a wide variety of food materials. They should be aware of new technological developments within the food industry. Candidates should be encouraged to further their knowledge and understanding of food materials and components through practical activities. They should be familiar with a range of food materials using these in their own designing and making. They will need to make informed choices for materials in the written examination and controlled assessment task. This section refers to page 5 of the full food specification

The importance of new technologies to create new materials with specific properties; e.g. modified starches, functional foods, meat analogues. www.nutrition.org.uk Have an awareness of the increasing role of nanotechnology in food technology. Candidates need to be aware of the impact this technology could have on the food industry in future years to come. They need to be aware of the practical applications of this technology and how it can benefit the user/industry.

Publications such as just4Food have articles on this topic plus other current food matters. (Issue 17, summer 2007) www.nanowerk.com and www.iufost.org are just two of many research sites. Books- Understanding Ingredients Anne Barnett (Heinemann) ISBN 0-435-42827-6 is a good aid for features and properties of ingredients.

A number of additional useful web sites and a list of books are included at the end of this guide.

A typical question on materials and components follows this page.

GCSE Design and Technology (Food Technology) Teachers' Guide 52

Typical Examination Question Question 6. This question is about Materials and Components. It is worth a total of 15 marks. (a) When developing food products, designers need to know the function of food materials. Some of these are shown below. Binding Raising agent Bulking Flavouring Sweetening

Complete the table below by stating the main function of each food material in a bread product. Use each function only once. [4] An example has been done for you. Food material Flour Yeast Margarine Salt Water Shortening Function in a bread product

(b)

Manufacturers change food products to improve their nutritional value. (i) State the nutritional advantage of replacing white flour with wholemeal flour in a bread product. [1] ..

(ii)

Explain one health benefit to the consumer. .. .

[2]

(iii)

An unhealthy diet may contain high levels of salt. Name one health problem that this type of diet can cause. . [1]

GCSE Design and Technology (Food Technology) Teachers' Guide 53

(c)

When developing individual chilled layered desserts, manufacturers have to consider how each layer will thicken or set.

Complete the table below to explain how each layer will be thickened or set. Two examples have been completed for you.

[4]

LAYER Double cream Custard Fruit puree Meringue Flavoured jelly Yoghurt

THICKENED OR SET BY Adding air by whisking

Milk is thickened by good bacteria

(d)

Banana goes brown when the skin is removed. Give one cause of the browning effect and one method of preventing it. Cause of browning .. ... Method of prevention [1] [2]

GCSE Design and Technology (Food Technology) Teachers' Guide 54

Tools, Equipment and Making Question 7 Candidates are expected to develop their awareness of basic tools and equipment available, as well as develop their confidence in using them. Candidates should be encouraged to develop their manufacturing capability through a wide range of practical tasks, observing quality control checks throughout the manufacturing process in order to achieve high quality products. Candidates need to be able to select and use the correct materials, hand tools and equipment for a wide range of practical tasks. They will be expected to work independently during the controlled assessment. It is therefore essential that they gain the necessary experience beforehand.

Candidates will need to apply quality control measures when designing and making products. These are listed on page 11 of the specification. As well as appearing as an examination question, quality control is required on page 9 of the controlled assessment.

Candidates should be aware of the importance of safe and hygienic practices in the preparation and manufacturing of food products. They should know how to carry out appropriate risk assessments and make use of the HACCP method. Candidates should be encouraged to demonstrate a range of high quality making skills throughout the testing, modelling and manufacturing stages of the controlled assessment tasks. Emphasis should be placed on the candidate to achieve a high quality, well presented final outcome.

A typical question on tools, equipment and making follows this page.

GCSE Design and Technology (Food Technology) Teachers' Guide 55

Typical Examination Question

Question 7. This question is about Tools, Equipment and Making. It is worth a total of 20 marks. (a) The items below can be used in a food technology lesson. Fill in the table naming each piece of equipment and explain its use. The first one has been done for you. NAME USE

[6]

Peeler

Used to remove the skin off fruits and vegetables

GCSE Design and Technology (Food Technology) Teachers' Guide 56

(b)

(i)

State the four conditions needed for all bacteria to grow.

[4]

Condition 1: Condition 2: Condition 3: ... Condition 4:

(ii)

Fill in the missing word in the sentence below.

[1]

Cross-contamination is when bacteria is transferred from . to cooked foods.

GCSE Design and Technology (Food Technology) Teachers' Guide 57

(c)

Study the production line for cakes shown below.

Complete the table by filling in the different checks that would take place at each of the numbered stages. [5]

GCSE Design and Technology (Food Technology) Teachers' Guide 58

(d)

Food manufacturers carry out sensory tests to check that a product meets its original specification. When carrying out sensory analysis there are certain procedures that should be followed to ensure an accurate result. Complete the chart below by listing two procedures with reasons. An example has been done for you. 2 x [2]

Procedure Place products on identical dishes

Reason Tasters are not distracted from the product

.. ..

.. .

. .

GCSE Design and Technology (Food Technology) Teachers' Guide 59

ICT, CAD & CAM Question 8 Candidates are expected to use computer systems with appropriate software and hardware to support their designing and manufacturing. They need to be able to use ICT systems to assist research for problem solving, to process text and to analyse and present data. Candidates are free to use any ICT applications to support their designing and making throughout the course. Suitable packages for design include: Prodesktop Corel Draw 2D Design Adobe Illustrator and Photoshop Candidates must be aware of the use of CAD during the designing and manufacture of food products, using either single item production, batch or volume production. They should also be able to apply the use of CAD to activities completed in their food technology lessons. Computer Aided Manufacture is not mandatory but candidates can use CAM applications to support their manufacturing where possible. Systems & Processes Question 8 In this section candidates are expected to understand the concept of a system and the importance of feedback in controlling systems. Candidates need to be aware that systems operate at every level in the manufacturing industry, and at several levels in our daily lives. Candidates will need to produce flow charts for the products they make. They should be familiar with the symbols of input, process, decision and output, using these in their own flow charts.

The book Food Technology to GCSE (Anita Tull) has a good chapter On production systems. Candidates should have a basic understanding of how Computer Integrated Manufacture (CIM) operates within the food industry. Candidates need to be aware of the use of quality control and quality assurance systems in food manufacturing.

Question 8 will be based on the final two sections of the specification: ICT, CAD, CAM and Systems and Processes. A typical question is given on the next page.

GCSE Design and Technology (Food Technology) Teachers' Guide 60

Typical Examination Question Question 8. This question is about ICT, CAD/CAM, Systems and Processes. It is worth a total of 15 marks.

(a)

(i)

CAD is used in the development of food products. Explain what CAD stands for.

[1]

C. A. D

(ii)

HACCP is a system used by food manufacturers. Explain what the initials HACCP stand for. [1]

....

(b)

Computer control is used in the production of ready-to-eat meals. Describe two ways that computer systems are used in the production of ready-to-eatmeals. [4]

(i)

...... ..

(ii)

.. ...

GCSE Design and Technology (Food Technology) Teachers' Guide 61

(c)

The food industry uses certain terminology to describe tasks, systems or processes. Select three of the processes listed below. Explain what the process means and give an example of a food product made using that process. 3 x [3] An example has been done for you Process Combining Explanation and Example Explanation: joining together different raw materials to produce products with specific qualities. Example: materials for cakes can be combined by the melting method. Explanation ........................................................... Assembling . Example..

Explanation Filling Example .

Explanation Enrobing Example .

Explanation Extruding Example .

GCSE Design and Technology (Food Technology) Teachers' Guide 62

5.
Option 1

YEAR PLANNER OPTIONS

The specification allows you the option of following a unitised or linear style of course. Below are shown two possible options of study that you may consider for your schemes of work.

Year 10

Term 1 Skills/Knowledge Unit 1

Term 2 Skills/Knowledge Unit 1

Term 3 Skills/Knowledge/Revision Unit 1 Examination

Year 11

Term 1 Skills/ Knowledge CAT Unit 2

Term 2 Skills/ Knowledge CAT Unit 2

Term 3 Skills/ Knowledge/Exam preparation Re-sit Unit1 Examination

Option 2 Year 10

Term 1 Skills/Knowledge Unit 1

Term 2 Skills/Knowledge Unit 1

Term 3 Skills/Knowledge Unit 1

Year 11

Term 1 CAT Unit 2 Skills/ Knowledge

Term 2 CAT Unit 2 Skills/ Knowledge

Term 3 Skills/Knowledge/Exam preparation Unit1 Examination

GCSE Design and Technology (Food Technology) Teachers' Guide 63

6.

BOOK LIST

In addition to any books mentioned in the guidance, the following may be found to be useful. BOOK TITLE Create- Food Technology GCSE Total Revision GCSE D&T: Food Technology Food Technology Through Diagrams Understanding Ingredients Trends in Food Technology The Food Industry Trends in Food Technology Food Processing Trends in Food Technology Safe Food Trends in Food Technology Food and Consumers Trends in Food Technology Food Ingredients Trends in Food Technology Designing and Making Food Design in the Making Food Technology Beginning Biology Food The Sustainability Handbook Collins Design and Technology Food Foundation Course Food and Nutrition Food Technology to GCSE Collins Real World Technology Food Technology AUTHOR Barbara Mottershead and Lesley Woods Jenny Hotson Jill Robinson Hazel King Anne Barnett Anne Barnett PUBLISHER Heinemann Collins ISBN 0- 435 41218-3 0-00-711205

Oxford University Press Heinemann Heinemann

0-19-832817-6 0-435-42827-6 0-431-14047-2

Heinemann Anne Barnett Hazel King Hazel King Heinemann Heinemann

0-431-14049-9

0-431-14052-9 0-431-14050-2

Hazel King

Heinemann

0-431-14051-0

Anne Barnett

Heinemann

0-431-14048-0 0582 36590 2 0-7214-1790-6 978-1-85339-6700 0-00-329491-9

Steve Cushing Dene Schofield and Charlotte Evans Centre for Alternative Technology Sue Plews, Janet Inglis, Eileen Chapman Anita Tull Anita Tull Janet Inglis, Sue Plews with Eileen Chapman

Longman Ladybird Practical Action Publishing Collins Educational

Oxford Oxford University Press Collins Educational

0-19-832766-8 0-19-832788-9 000329490-0

GCSE Design and Technology (Food Technology) Teachers' Guide 64

7.

USEFUL WEBSITES

The websites indicated below may be used to guide or support your candidates. Design and Technology Website www.design-technology.info/ www.cat.org.uk www.design-technology.org/ www.technologystudent.com/ www.berkley7.freeserve.co.uk/ www.sda-uk.org/ www.stepin.org/ www.bbc.co.uk/schools/gcsebitesize/de sign/ www.techitoutuk.com/ www.animatedworksheets.co.uk/ http://ergonomics4schools.com/ drawsketch.about.com/library/weekly/aa 051303a.htm www.britishlogos.co.uk http://goodlogo.com http://www.newdesigners.com www.classroomvideo.co.uk www.rsadesigndirections.org www.greenbiz.com www.ethicaltrade.org www.fairtrade.org.uk www.ifat.org www.globalreporting.org www.bsi-global.com www.ethicalfashionforum.com www.btha.co.uk www.softswitch.co.uk www.traid.org.uk www.bsiglobal.com www.bsieducation.org www.jennyrigwellpress.co.uk Description Help and numerous ideas for KS3 and KS4. Centre for Alternative Technology Help and numerous ideas for KS3 and KS4. GCSE useful for students studying different courses Excellent collection of resources for D&T teachers. Great resources for promoting Sustainable Technology. A range of topics covered from electronics to textiles. Over 600 links on this site to other D&T sites. Animated sheets on technology skills. Ergonomics in schools. Help with drawing. Logo design company. Logos and how to use them effectively. Examples of new designers work. Good resources Various resources Sustainability Sustainability Sustainability Sustainability Sustainability Sustainability Sustainability British toy & hobby association -standards Nano technology Ethical trading Legislation Legislation Resources

GCSE Design and Technology (Food Technology) Teachers' Guide 65

http://www.bakersfederation.org.uk http://www.nutrition.org.uk http://www.fabflour.co.uk http://www.flourandgrain.com http://www.foodforum.org.uk http://www.foodtech.org.uk Websites using SMART technology http://www.mutr.co.uk http://www.tep.org.uk http://www.designcouncil.org.uk http://www.gorefabrics.com http://www.kevlar.com http://www.laperla.com http://www.rohan.co.uk www.nanowerk.co.uk

Resources Resources Resources New education site General information food, diet and health Good overview of food technology

http://www.gorix.com http://www.electrotextiles.com http://www.sympatex.com http://www.softswitch.co.uk http://www.microban.co.uk http://www.polaris-apparel.co.uk http://www.newscientist.com

GCSE Design and Technology - Food - Teachers' Guide/MLJ 1 April 2009

WJEC 245 Western Avenue Cardiff CF5 2YX Tel: (029)2026 5000 Fax: (029) 2057 5994 www.wjec.co.uk
WJEC CBAC Ltd is registered in the UK at the above address as a company limited by guarantee (no 3150875) and a charity (no 1073332).