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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

All the work is to be done in school. It is split into two sections. These will change each year. The students will need extended practice to be able to complete the examination. . Start to think in terms of Controlled Assessment Task not project work. The controlled assessment workbook is A3 in size. There is a space on each page for a comment and mark. 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. The work will be moderated each year. The Project Briefs are set by the board.) The Basics • • • • • • • • • • • This replaces the coursework element of the present course. Section A will have questions specifically about the over arching principles of Design and Technology and the Design Process. The work is to be done in the controlled assessment work book. The controlled assessment workbook is to be downloaded from the WJEC website. In simple terms a design and make task in 30 hours. the best mark being carried forward. Unit 2 Controlled Assessment Task Requirement • • It is to be completed in the second year of course. (Principal Examiner for each focus area sets the briefs. It is now a 2 hour examination. The examination can be taken in year 10 and/or year 11.GCSE Design and Technology (Food Technology) Teachers' Guide 3 2. It is work that is done under supervision. Section B will have questions about the respective focus area.

Design a range of pies that would be suitable for the supermarket to sell and increase its sales. should choose one of the Briefs set by the Board. Brief 1: Food Promotion A bakery wants to design a new cake to celebrate its 10th year in business. Brief 3: Increase in Food Sales A small supermarket wants to extend its range of meat pies. carry out appropriate research prior to starting the controlled assessment. 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. . The briefs are designed to be broad enough to suit the diverse interests of food candidates. The examples shown below typify the briefs that will be set.GCSE Design and Technology (Food Technology) Teachers' Guide 4 3. A suitable decorated cake is needed for the bakery to promote its success. the Controlled Assessment Task (CAT) Worth 60% of the overall mark. Brief 2: Design a Range A new seaside restaurant is opening in your locality. They must however. Candidates can interpret the briefs to suit their particular interests. in consultation with their teachers. As a promotion for home delivery they are giving free bread rolls to every customer. Candidates must provide details of the results of their research leading to a final design brief (page 1 CAT). Briefs Candidates. Each year one of the briefs will change. CONTROLLED ASSESSMENT This section relates to Unit 2. Design a range of bread rolls they could use for this promotion. they will be offering home delivery as well.

y y The task can be carried out in the normal classroom/workshop environment.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. Candidates are allowed supervised access to resources that may include information gathered outside the 30 hours of controlled assessment time. Candidates may collaborate/confer with others in relation to the task but all assessed material must be the candidates' work only. Candidates are free to use ICT applications where they are appropriate. Teachers and students will be required to sign a declaration that all work presented is the work of the candidate alone. 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. make and evaluate task. It is the responsibility of the centre to ensure the reliability and authenticity of all work presented for this controlled assessment. y Candidates will not gain additional credit by exceeding the time limit. The task must not exceed the 15 A3 pages provided. 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. y y y y y y y . 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.

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

y

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

y

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

2

3

4

5

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. aesthetics. good use of technical language/vocabulary. materials. The specification illustrates clear links with the analysis of the task. punctuation and spelling. Written communication is good. Written communication is adequate in terms of organisation of material. 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. 3 A good design specification comprising a prioritised list of attributes for the product presented under appropriate headings. Written communication is good. target market and scale of manufacture. Written communication is limited in terms of organisation of material. environmental.50-£3. The specification shows superficial links with the analysis of the task. sustainability. 4 A comprehensive design specification comprising a prioritised list of attributes for the product presented under appropriate headings. Information is well organised. presenting mainly appropriate material in a coherent manner. punctuation and spelling. very good use of technical language/vocabulary. limited use of technical language/vocabulary. 1 A design specification comprising a list of basic attributes for the product. Use suitable headings to show an understanding of technical language for example: function. safety. cost. The specification is well founded in the analysis of the task. punctuation and spelling. Description Attainment The productof must fit into the price range of £2. basic use of technical language/vocabulary. Information shows evidence of structure. with many errors of grammar. Information is well organised.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. presenting appropriate material in a coherent manner. size. quality. and largely errorfree. with few errors of grammar. 2 A basic design specification comprising a list of relevant attributes for the product. 5 An excellent design specification comprising a prioritised list of attributes for the product presented under appropriate headings.25 0 No specification presented. The specification shows little or no links with the analysis of the task. punctuation and spelling. Information is organised. The specification demonstrates strong 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 some errors of grammar. with some errors of grammar. presented in a highly appropriate manner.

The ideas and annotation show close attention to the specification. punctuation and spelling. with many errors of grammar. Information is well organised. A range of appropriate ideas that are annotated. Include references to the specification. Record the time taken to complete this page. little or no use of technical language/vocabulary. side. Written communication is good. very good use of technical language/vocabulary. punctuation and spelling. inside views as appropriate. punctuation and spelling. No evidence of written communication. with few errors of grammar. punctuation and spelling. Use any suitable graphic media to present the ideas. Written communication is good. The ideas and annotation show little attention to the specification. A range of good initial ideas that are well annotated. A small range of barely appropriate ideas that are poorly annotated. good use of technical language/vocabulary. Written communication is limited in terms of organisation of material. A range of excellent initial ideas that are very well annotated. A range of clear ideas that are appropriately annotated. Written communication is adequate in terms of organisation of material. Information is well organised. Show front.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. 3-4 5-6 7-8 9 . with some errors of grammar. presenting mainly appropriate material in a coherent manner. . Use technical language to annotate each design. presented in a highly appropriate manner. Written communication in terms of organisation of material with some errors of grammar. The ideas and annotation show some attention to the specification. presenting material in a coherent manner and largely error-free. Information is organised. limited use of technical language/vocabulary. Information shows evidence of structure. Information is poorly organised.10 Instructions to Candidates and Centres • • • • • • Present up to four ideas. The ideas and annotation show good attention to the specification. basic use of technical language/vocabulary. The ideas and annotation show some attention to the specification.

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

An alternative shape or style may be evident. Guidance by teacher (optional): indicate the level of assistance given to candidates. or changing the appearance for example pie tops with different decorative techniques. Record the time taken to complete this page. There is no evidence of decision-making. Evidence of these areas may be presented in integrated form across the 5 pages available. Justify any decisions that are made. Any items produced must be completed within the control time and photographs must be included on the page or on page 15. 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. 1 Limited evidence of the form/style being developed or modelled. • • • • • • . 2 Some evidence of the form/style being developed or modelled. A final decision based on sound reasoning has been made. Form/Style/Function Mark Description of Attainment 0 No development of form presented. Several options are presented. 3 Clear evidence of the form/style being developed or modelled. Marks are awarded for evidence of development under the headings shown. This section is an opportunity for candidates to use appropriate ICT. Include notes or diagrams of manufacturing techniques that could be used to improve the function and style of the product. There is clear evidence of informed decision making. There is evidence of reasoned decision-making. Several options have been offered. Nutritional /filling changes may also be considered. Instructions to Candidates and Centres • Consider ways in which the form. Include decorative processes to improve / develop the style of the product and to demonstrate high quality making skills.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. 4 Good evidence of the form/style being developed and modelled. Several appropriate options have been offered. Candidates must offer options and make reasoned decisions under each heading. There is evidence of decision-making but with little reasoning offered. function and style could be improved for example: changing the shape of cakes/pasta/bread products/pastry items.

3 Clear evidence of the selection of appropriate materials/components. Record the time taken to complete this page. Guidance by teacher (optional): indicate the level of assistance given to candidate. 1 Limited evidence of the selection of appropriate materials/ components. 5 Full and clear evidence of the selection of appropriate materials/ components. There is some evidence of decision-making. aesthetics. There is evidence of well-reasoned decision-making. Alternatives have been offered. Refer decisions made back to the specification. target group opinions. taste testing comments. All practical work completed must be within the controlled time. physical and sensory properties. Notes and sketches can be used to explain how testing of the ingredients/materials will be conducted. Include photographic evidence of testing. There is evidence of reasoned decision-making. Justify material choices with reference to nutritional analysis. Appropriate alternatives have been offered. 2 Some evidence of the selection of appropriate materials/components. Appropriate alternatives have been offered. 4 Clear evidence of the selection of appropriate materials/components. Record the results of any appropriate tests that have been conducted on the materials being considered. There is clear evidence of reasoned decision-making. There is no evidence of decision-making.GCSE Design and Technology (Food Technology) Teachers' Guide 13 Page 6 Materials/Components Mark Description of Attainment 0 No development of materials/components presented. Instructions to Candidates and Centres • • • • • • • • Give details of the products materials/components/ingredients being considered. Materials/components have been stated. . Alternatives have been offered.

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. 2 Some evidence of the construction being developed. A construction/making method has been offered. A range of appropriate construction/making methods has been considered. There is some evidence of decision-making. Record the time taken to complete this page. 3 Clear evidence of the construction/making being developed. 4 Clear evidence of the construction/making being developed. Instructions to Candidates and Centres • • • • • Give details of all the techniques and processes that could be used to manufacture the product for example. There is evidence of reasoned decision-making. A variety of construction/making methods have been offered. There is no evidence of decision-making. There is evidence of well-reasoned decision-making. Guidance by teacher (optional): indicate the level of assistance given to candidates. Give reasons for the selection/rejection of any techniques and processes. Include diagrams/sketches and photographs of the different construction techniques tested. 5 Full and clear evidence of the construction/making being developed. A small variety of construction/making methods have been offered. different methods of adding filling. Any modelling/practical work included on this page must be produced within the controlled time. A variety of appropriate construction/making methods have been considered. different components as tops for a pastry product. . 1 Limited evidence of the construction/making being developed. There is evidence of well-reasoned decision-making.

Record the time taken to complete this page. Briefly give reasons for your choice of ingredients and components. Refer your findings/decisions back to your specification. Full and clear evidence of sizes and or quantities being developed. 3 4 5 Instructions to Candidates and Centres • • • • • • • List the materials needed to make the product. There is clear evidence of well-reasoned decision-making. A sketch can be included to show the different components of your design. . There is some evidence of decision-making. Some 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. Clear evidence of sizes and or quantities being developed. There is evidence of reasoned decision-making. Clear evidence of sizes and or quantities being developed. Alternative sizes and or quantities have been systematically evaluated. There is no evidence of decision-making. Guidance by teacher (optional): indicate the level of assistance given to candidates. Alternative sizes and or quantities will be evident. Limited evidence of sizes and or quantities being developed. Alternative sizes and or quantities will be evident. Sizes or quantities may be evident. Calculate the costs for ingredients /component parts and include cost per portion/ batch.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.

On completion of the product – visual check/taste testing of product. There is reference to a variety of quality control issues. Include any quality control measures applied to decorative techniques. Full and clear evidence of the development of finish/quality. There is brief reference to quality control. 2 3 4 5 Instructions to Candidates and Centres • Consider the quality control measures that occur throughout the manufacturing process. Quality checks can be presented as a diagram/ list/chart form. Include all relevant quality control measures that are appropriate to the type of product being manufactured. Record the time taken to complete this page. Alternative finishes are offered. There is no evidence of decision-making. A suitable finish may be offered. Alternative finishes are offered. for example: Before manufacture begins . There is evidence of reasoned decision-making. There is reference to aspects or quality control. There is no reference to quality control. A range of alternative finishes is offered. During manufacture – correct weighing and combining of ingredients.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. • • • • • . for example: sliced kiwi to be placed 1cm from the edge of the cake top. Limited evidence of the development of finish/quality.checking the quality of ingredients. Some evidence of the development of finish/quality. There is evidence of well-reasoned decisionmaking. There is evidence of decision-making. There is reference to aspects of quality control. Clear evidence of the development of finish/quality. There is evidence of decision-making. Guidance by teacher (optional): indicate the level of assistance given to candidates. Some evidence of the development of finish/quality. An alternative finish is offered.

dimensions. It is recognisable and shows reasonable form. 3 A clear illustration of the final product. It is recognisable and shows good form. Instructions to Candidates and Centres • • • • • Use any graphic media to present a detailed drawing of the final idea. It offers evidence of shading and/or colour rendering. This is an opportunity to include CAD. Label all important features of your design Annotate your design. is accurate in its structure and shows expressive shading and/or colour rendering. This section is an opportunity for candidates to use appropriate ICT. This should include all appropriate views. Include a range of views to show all aspects of your design. is accurate in its structure and It shows effective shading and or colour rendering. It offers little evidence of shading or colour rendering. Details of the form. . (a) Graphical presentation (5 marks) This is an opportunity for the candidate to present a clear and expressive graphical presentation of their final 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.GCSE Design and Technology (Food Technology) Teachers' Guide 17 Page 10 Include the name of your final design. materials and finish will be included as appropriate. It uses a recognised graphical technique. 4 A very good graphical presentation of the final product. Record the time taken to complete this page. Annotate your design as needed. Include details of the component parts/main foods to be used. components. It offers evidence of good shading and/or colour rendering. Any appropriate method of communication may be used. It is recognisable but lacks proper form. Marks are awarded for (a) a graphical presentation of the final design and (b) The technical details that support manufacture. 2 An illustration of the final product. Mark Description of Attainment 0 No graphical presentation presented. It uses a recognised graphical technique. construction. 5 A very high quality graphical presentation of the final product. 1 A basic illustration of the final product.

5 Evidence of virtually all technical details. These could include dimensions. This should include: • • • • • • • A description of the product.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. Mark Description of Attainment 0 No technical details presented. 4 Evidence of most technical detail. 2 Evidence of some technical detail. 1 Limited evidence of technical detail. A sketch of the product could be included. Details of the component parts. . Product measurements/ingredients and amounts. 3 Evidence of many technical details. materials/components. Instructions to Candidates and Centres Include all relevant details needed to manufacture the product. Costing information. Nutritional information. Record the time taken to complete this page. construction and finish as appropriate to each focus area. Method for making/construction details/diagrams.

This mark is awarded at the end of section A. Presentational techniques show much flair. A highly creative development of the product is evident. Creative thinking is evident throughout the development of the product and imaginative presentational techniques are evident. A high level of creative thinking. Evidence of creative thinking in several areas. It can be evident at any stage through the design process. Very imaginative ideas are evident. . Evidence of limited creative thinking. Evidence of some creative thinking.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. Some ideas show imagination and flair. Mark 0 1 2 3 4 Description of Attainment No creative thinking presented. 5 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. Evidence of much creative thinking.

Other photographic evidence to support the designing and making of the product can also be included on this page. they will not be marked. Mark each page as you go. Page 15 is for photographs of the final product and must be included.6 and 7. .GCSE Design and Technology (Food Technology) Teachers' Guide 20 Instructions to Candidates and Centres • • • • • • • Section B is about planning and manufacturing the product. Do not add pages. for example photographs from modelling and testing – pages 5. Each page is timed along with the time taken to manufacture 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.

Constraints have been recognised. Mark 0 1–2 3–4 5–6 7–8 Description of attainment No plan for making presented. It must be done before the candidate begins making. . A list of realistic manufacturing steps is evident. Include reference to HACCP/Quality control/timings/hygiene and safety. This is an opportunity for candidates to use ICT. A clear. A list of manufacturing steps is evident but shows little appreciation of the work or the time needed. process.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. There is an attempt to quantify the time needed. 9 – 10 Instructions to Candidates and Centres • • • • • • Plan the stages and processes needed to manufacture the product. There is a realistic estimate of the time needed to manufacture the outcome. QC and output as used in industry. A list of basic manufacturing steps is evident. Include a detailed working schedule/ detailed step by step flowchart of the stages needed to manufacture the product. There is little attempt to quantify the time needed. A list of realistic manufacturing steps is evident. There is a realistic estimate of the time needed to manufacture the outcome. The steps contain some detail of the processes required and note any constraints. The steps contain some detail of the processes required. Record the time taken to complete this page. Use the correct symbols for input. The steps contain some detail of the processes required. appropriate and detailed list of manufacturing steps is evident. Guidance by teacher (optional): indicate the level of assistance given to candidates.

Photographs of the final product should be included on page 15 only. .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. This is a piece of continuous writing and an opportunity for candidates to use ICT. Record the time taken to complete this page. Comment only on the product. use the same headings. Evaluate each point as used in the specification.

Candidates can use ICT to complete this page. Photographs of the final product should be included on page 15 only. Include the opinions of others – partners (see page 4) and/or target market. . choice of ingredients. Diagrams can be included to help illustrate the answer. and industrial processes.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. skills needed. Record the time taken to complete this page.

The presentation of the food products for photographs should be considered. The photographs included on this page should be of good quality and clearly show the products manufactured.6 and 7) .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. 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.

this will help them enormously to develop and create answers to the brief. y Can candidates gather information/research before and during the task? Yes. although too much information can be a waste of time. y Can they add information to their research. 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. .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. such as personal comments? Yes. y How much information can they take into the CAT? As much as they like. and they can use it in their next session. we are looking for quick sketches not full blown annotated detailed ideas. y Are they allowed to sketch any creative ideas as they gather their research? Yes. Some questions you may have. y Can they gather information between CAT lessons? Yes. y Will they get marked for gathering the information? No. we recommend that candidates do develop their own opinions. The candidates will spend all their time looking for information to use rather than focussing on the task. the research information is to support/develop their creative ideas and focus their mind on the task.

if we went for a 40 hour task you may have found yourself doing CAT work outside of lesson times. how you manage your 30 hours with your candidates is your responsibility. the candidates are not allowed to add information/diagrams etc to their work. no problem. work is being monitored. giving candidates a direction and help them achieve their potential is part of your role. i. the candidates time. y Can the candidates ask for advice during the controlled session? Yes. The print out must be what they have done during the timed conditions. y What is a controlled environment? This is where the candidates are under your guidance in a controlled room. You give them their work at the start of the CAT session and you collect it in at the end. y Are computers allowed? Yes. teachers may offer general guidance to keep them on track.e. candidates can work at their own rate. However completing or doing the candidates work for them to copy is not acceptable. y Can they print their work outside of timetabled CAT sessions? Yes. i. . we are even asking them to use the views of other pupils in the evaluation of their work. as long as you are monitoring their actions and the work is tracked. (This is one of the reasons we designed a 30 hour task. y Do they all have to work on the same element of the work book? No. y Who is responsible for the workbook? You the teacher.) y Are the candidates allowed to talk during the CAT session? Yes. y Do they all have to work at the same time? No. y 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.e.GCSE Design and Technology (Food Technology) Teachers' Guide 26 y Can they ask for advice outside of CAT sessions? Yes. A CAT session must be timetabled. It must be treated like an examination paper.

GCSE Design and Technology (Food Technology) Teachers' Guide 27 y Can materials be prepared before the CAT session? Yes. we do not want to penalise a student if he/she has painted. y Are support staff allowed to prepare work for the candidates? No. y Can specialist work be done by an outside source? NO. y Can the candidates do their practical work at home? Definitely not. prepared a trial recipe and cannot work on an artefact. for special considerations as set out in the JCQ documentation sent to centres. y Is drying time/ cooking time part of the timed conditions? No. the work submitted must be the students. as they have always done. The work that is submitted must be that of the student. . y What if a student has missed a considerable amount of time due to illness or family problems? The centre must apply.

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. 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. The answer will be in sentences and/or in a list. These questions are asking the candidate to respond in detail to the question providing a full answer with an explanation. A short phrase will not be acceptable the candidate will need to make a valid point and justify it. A paragraph or a number of sentences will be required. 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. 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. Full and detailed sentences will be required and will often contain the word “because”. These questions ask the candidate to describe something in detail. They need a simple statement or a short phrase. stretch and challenge the more able candidate. The question requires the candidate to make a well-balanced argument involving both advantages and disadvantages. Questions using these command words will be occasionally used and will feature towards the end of some questions. These questions are designed to test. • DESCRIBE OUTLINE 2 Marks • • • EXPLAIN JUSTIFY 3 Marks • • 4 Marks EVALUATE COMPARE • . The do not need elaboration or explanation in the answer. Questions using these command words will be commonly used and will feature towards the end of many questions. Questions using these command words will be commonly used on the papers and will feature in many questions. There is a need for detail in the answers with elaboration of the answer.

Give two reasons why paper is sometimes laminated. Reason 1: Reason 2: • Makes the paper stronger. Protects the paper.GCSE Design and Technology (Food Technology) Teachers' Guide 29 The following are general examples of questions with information about how they could be marked. . (1) (0) Here the candidate gives one relevant answer. It is vital that all parts of questions are answered. Reason 1: Reason 2: • Makes the paper stronger. Full Marks. What is required? • The question is a straightforward “give” question so short statements or phrases are needed and they do not need justification. (1) (1) Here the candidate gives two relevant answers. However they have not attempted to state a second reason. [2] Weak answer. Good answer. EXAMPLES Question 1.

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. Good answer. y (1) Here the candidate gives a relevant answer but the candidate does not give any detail of the advantage. Short statements or phrases will not be adequate. Full Marks. . A clear description with justification using a sentence or sentences is needed. Describe one advantage to the manufacturer of doing this. It is cheaper. Eight card handles for a carrier bag can be CAM cut from one A3 sheet of card.GCSE Design and Technology (Food Technology) Teachers' Guide 30 Question 2. [2] Weak answer. (2) y Here the candidate gives a full and detailed answer in a well-constructed sentence. It reduces the cost of making the handles. as there will be less waste material than cutting one handle from each piece of card.

Weak answer. • (1) Here the candidate gives a relevant answer but does not give any detail to support their assertion. (3) • • Here the candidate gives a full and detailed answer in well-constructed sentences. 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. Short statements or phrases will not be adequate. Explain why it is necessary to score printed card that is 500 microns thick before folding it to make a package.GCSE Design and Technology (Food Technology) Teachers' Guide 31 Question 3. . Full marks. [3] What is required? • • • The question asks the candidate to explain the reasons for having to score card before folding. It makes the card able to fold. It makes the card easy to fold because it makes a dent in the card where it is to be folded. Satisfactory answer. as it does not explain WHY the card is easier to fold. This dent stretches some of the fibres and squashes others into a W shape so that they are ready to fold. A clear explanation using a sentence or sentences is needed clearly stating a reason and then elaborating the answer with appropriate reasons. They show a detailed understanding of the reasons that allow the process to work. Good answer.

drawn from each of the sections in the specification. One two hour paper – no tiers. The specification has been presented under the following headings: Section A Developing. • • . Questions will be structured to be accessible to all candidates.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. Equipment and Making ICT. CAM Systems and Processes Section B • • The written examination will follow a similar format to the specification. CAD. It is inevitable that an overlap of content between sections may occur in some questions. Planning and Communicating ideas Product Analysis Sustainability and Legislative issues Other Designers/Practitioners Commercial manufacturing Practices Knowledge of materials and Components Tools. There will be 8 questions in total.

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

...................................................................... ..................... The photograph shows a cherry tomato....... The quiche is contained in a foil tray and sold in a card box... (i) The function or purpose of the card box.................................................................... what you think was the most important design specification point for each of the following aspects.......... The questions that follow are about the quiche............ It is worth 15 marks.......................................... (a) Before starting to design the quiche a Design Specification was written.GCSE Design and Technology (Food Technology) Teachers' Guide 34 Typical Examination Question Question 1......................... The quiche is a multi portion product............................. mozzarella and pesto quiche............. The quiche must be stored in a refrigerator. State with as much detail as you can.......................... [2] ..... The quiche is suitable for vegetarians... Product information: • • • • • The quiche is placed inside a foil tray. The quiche can be eaten hot or cold................. .............. This question is about Product Analysis.. ................

................…................................................................................................................................................ .....................GCSE Design and Technology (Food Technology) Teachers' Guide 35 (ii) The target market for the quiche in the foil tray and card box.................................................... [2] ............. .......... .... ………………………………………………………………………………………… ………………………………………………………………………………………… .............................................................................. (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........................................................................................................ Property 1: …………………………………………………………….... ................................................. (iii) The safety considerations for the user of the quiche....... (b) The base of the quiche is made from shortcrust pastry.... [2] ………………………………………………………………………………………… ………………………………………………………………………………………… ...... (d) The quiche in the foil tray and card box has to appeal to potential customers......................................................................................................................... Explain why this is the most suitable scale of production................… [1] Property 2: ………………………………………………………………………… [1] (c) The quiche was made using batch production.................. [2] ……………………………………………………………………………………........................................................... State two properties of shortcrust pastry that make it a suitable material for the base...................................

.....000 (1.............................. Show your calculations.........................................GCSE Design and Technology (Food Technology) Teachers' Guide 36 (e) The graph below shows the sales of the quiche.....................000 + 2.. ......................... .... [1] (ii) The total number of sales in the first three months (Jan ................................................................ Calculate the total number of sales in this next four months (April – July 07) and the average sales per month in this period....000.........March 07) was 6................................... [2] ............................................ (i) State in which month exactly 7000 were sold..................................................................... .........................................000 + 3................. ....000) and the average sales per month in this period was 2....................................

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. Candidates should be encouraged to think carefully about ingredients chosen in the developing and making of food products.soilassociation. 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. Candidates should be aware of the impact of food products on their health.co.sustain.co. • • • 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. manufacturers and consumers impact on our lives and that of future generations.co.organicfood. They should be able to recognise the benefits of eating a balanced diet and how this can lead to a more sustainable lifestyle. For example.uk www.co.eattheseasons. legislation and standards affect and influence designing and manufacturing choices and decisions. 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.uk www.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.uk/ www. . 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. Also the impact of choosing GM or organic food product.uk Other useful websites and resources are listed at the end of this guide.

the name of the food. any special claims. The presence in foods of genetically modified organisms (GMOs) or ingredients produced from GMOs must be indicated on the labels. Candidates should also be aware of GM labelling and the new rules that came into force within the EU in April 2004. unless they make a nutrition claim. sesame and sulphur dioxide – to always be clearly labelled.faia. • • • . • Candidates must be aware that it is compulsory for certain information to be provided on a food label such as. shown to be safe. safe handling and nutritional aspects in certain circumstances. • They should know that additives can only be used if they have been fully tested. mustard. nuts from trees (including Brazil nuts. peanuts.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. • The E numbers are simply the code numbers used to identify the food additives. hazelnuts. almonds and walnuts).org. 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 Government’s Food Advisory Committee. cooking or preparation instructions. fish. eggs. weight or volume. packer or seller.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. and placed on the official listing (permitted list) of the foods in which they are allowed. the place of origin. wheat. It is a guarantee of safety and authorisation for use in the European Union. Useful websites – www. 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 . soya.uk www.milk. date and storage conditions. the name and address of manufacturer.ifst. lot or batch number. They should also know that Manufacturers are not obliged by law to provide nutrition information. celery. • Additives must be listed on food labels. a list of ingredients. crustaceans (including crab and shrimps).

Bring about the deterioration of the food. Be hazardous to human health. Foods sold unpackaged must have the information displayed by it on the shelf or display cabinet. Cause unacceptable changes in its natural substance or quality. .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:. A typical exam question based on this section has been set out on the following page. Candidates should also be aware that in the UK foods sold loose are currently exempt from many of the food labelling laws.

(iii) State one advantage of using recycling in a food product.. ……………………………………………………………………………….. Describe one other way in which sustainable products can be designed. [2] ………………………………………………………………………………..... Underline the correct SIX Rs in the list that follows. ………………………………………………………………………………..... [1] (b) (i) Designers of new products think about the SIX Rs. ………………………………………………………………………………...... This question is about the general issues of D&T....... [1] (ii) Describe how the product you named above makes use of recycling.... It is worth 10 marks.GCSE Design and Technology (Food Technology) Teachers' Guide 40 Typical Examination Question Question 2. [2] ………………………………………………………………………………. ………………………………………………………………………………...... ..... ……………………………………………………………………………….. 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..... (a) (i) Name a food product that makes use of recycling....

. (i) State one of the winners of mass production of the product and give details of one reason for this. [1] Reason : ……………………………………………………………………..GCSE Design and Technology (Food Technology) Teachers' Guide 41 (c) Mass Production of products like the one shown below produces winners and losers.. The winner: ………………………………………………………………………... ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… [2] ...

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. y Candidates and teachers need to be aware that a question on this topic will appear on the Written Examination Paper.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 y Please note: The principal examiner will specify two Designers/Practitioners for each examination year. The innovations and/or new ideas that each of the designers has introduced over time. Marks will be awarded for knowledge of the designers. The influence that each of the designers has had on design and manufacturing. The question on Other Designers / Practitioners will require an answer that is a piece of continuous writing. The features that identify the work of each of the designers. 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.

.. ................................................................ .......... ....................................................................... .......................................................................................................................................................................................................................................................................................................................................................................................... ................................... ................................................................................................................GCSE Design and Technology (Food Technology) Teachers' Guide 43 Typical Examination Question Question 3...... During your course you have studied the work of Gordon Ramsey and Delia Smith................................................ Discuss the influence your chosen designer has had on other designers.................................................................................................... ............................................................................................................................................................... This question is about the designers that you have studied............... ..................................................................................................................................................................... ................................................................................................................................................................................................... .................................................................... Select one of these designers and write a short essay in the space below to: y y [10] Describe the designer’s work identifying its main features....................................................................................................................................................................................... Marks will be awarded for the content of the answer and the quality of written communication.............. It is worth 10 marks.... ......... ..... .................................................................................................................................................. .............................................................................................................................................................................................................................

It is in two parts: Part A . This will familiarise candidates with the layout of the pages and prepare them for the controlled assessment.The Design Process Part B .GCSE Design and Technology (Food Technology) Teachers' Guide 44 Developing. 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. . starting with an original brief and concluding with a proposed solution giving due consideration to the issues that can and should influence the outcome.A Design Task A typical question for this section is given on the next page. There is inevitably. Centres can use the pages of the CAT for internally set projects in the first year of the course. 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. • The content of this section can be covered throughout the course through a variety of design and make tasks. Planning and Communicating Ideas – Question 4 This part of the specification is concerned with the process of designing.

....................…… ...................... 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......... ........................................ Importance : ……………………………………………………………………................. State one other consideration included in a plan and describe why it is important... (ii) A Plan for Making is more than a list of the making 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............................. Select from the list below the correct activity to complete the table of the steps in the design process........................................ [1] Aspect: ………………………………………………………………………………....................... [3] Consideration: ………………………………………………………………………............ This question is about the Design Process and how it is used..........GCSE Design and Technology (Food Technology) Teachers' Guide 45 Typical Examination Question Question 4......................

The product will need to have an interesting shape that can easily be shared by four or more people.GCSE Design and Technology (Food Technology) Teachers' Guide 46 Part B (a) A bakery is planning to extend its range of bread products. Quality of communication 8 (ii) (iii) 3 3 4 [18] (iv) . Sketch your solution on the opposite page. • An interesting shape for the bread product. • Showing how the product is suitable for four or more people. It should also include a good source of fibre. Draw one idea for the tear’n share bread. Specify the fibre source and sensory functions of the filling and topping ingredients. Marks will be awarded for: (i) Generate one idea to satisfy a specification. Specify suitable materials to make the bread. The product will need to include a savoury filling and have an interesting topping. • Showing the savoury filling and interesting topping. Research shows that the popularity of Tear’ n Share products has increased. Use notes to explain your idea. • Designing a savoury bread product. The product must be suitable for four or more people.

GCSE Design and Technology (Food Technology) Teachers' Guide 47 Place your answer in the box on this page. .

. A typical examination question based on this section has been set out on the following page. ISBN 0-19-832817-6 uses pictures to explain key topic areas. (Anne Barnett Heinemann ISBN 0-431-14047-2) Design and Technology Food Technology through diagrams.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. y www.classroomvideo. mass and continuous-flow production are all explored. Oneoff.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. Oxford Revision Guides. Candidates should also be aware of different forms of equipment used during the manufacturing of food products. Candidates should be encouraged to consider commercial manufacturing processes within their own designing and making. batch. y Books – Food Industry examine key areas of food manufacture and distribution. They should also give consideration to the importance of safety and hygiene procedures whilst products undergo manufacture.co. Hazel King.

GCSE Design and Technology (Food Technology) Teachers' Guide 49 Typical Examination Question Question 5. two different hygiene rules that must be followed by food workers. (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. . This question is about commercial manufacturing processes. 2 x [2] Rule 1: ……………………………………………………………………. with reasons.…………………………………………………………………… Rule 2: …………………………………………………………………….………………………………………………………………… . (a) Describe... This question is worth a total of 10 marks.

... State the correct term for this stage......... [2] ……………………………………………………………………………………...................... [3] An example has been done for you.......... [1] ... (ii) After the biscuits have been baked the next step is to cover them in chocolate....... …………………………………………………………………………………….GCSE Design and Technology (Food Technology) Teachers' Guide 50 (b) Some items of equipment for manufacturing foods on a large scale are shown below.................................. 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.... Complete the following table by matching the manufacturing equipment shown above with its equivalent in the development kitchen................ .................

A number of additional useful web sites and a list of books are included at the end of this guide. modified starches. This section refers to page 5 of the full food specification • The importance of new technologies to create new materials with specific properties. • Books. They should be aware of new technological developments within the food industry.org. Candidates need to be aware of the impact this technology could have on the food industry in future years to come.g.Understanding Ingredients Anne Barnett (Heinemann) ISBN 0-435-42827-6 is a good aid for features and properties of ingredients. functional foods. www. . meat analogues.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. They will need to make informed choices for materials in the written examination and controlled assessment task. e.com and www. summer 2007) www.iufost. Candidates should be encouraged to further their knowledge and understanding of food materials and components through practical activities. They need to be aware of the practical applications of this technology and how it can benefit the user/industry. A typical question on materials and components follows this page. They should be familiar with a range of food materials using these in their own designing and making. (Issue 17. properties and availability of a wide variety of food materials.nutrition.uk Have an awareness of the increasing role of nanotechnology in food technology. • Publications such as just4Food have articles on this topic plus other current food matters.org are just two of many research sites.nanowerk.

Food material Flour Yeast Margarine Salt Water Shortening Function in a bread product (b) Manufacturers change food products to improve their nutritional value. Name one health problem that this type of diet can cause. This question is about Materials and Components. Use each function only once. [4] An example has been done for you. [2] (iii) An unhealthy diet may contain high levels of salt. (a) When developing food products. ……………………………………………………………………………….. ………………………………………………………………………………. [1] ………. It is worth a total of 15 marks. Binding Raising agent Bulking Flavouring Sweetening Complete the table below by stating the main function of each food material in a bread product.GCSE Design and Technology (Food Technology) Teachers' Guide 52 Typical Examination Question Question 6. (i) State the nutritional advantage of replacing white flour with wholemeal flour in a bread product.………………………………………. ……………………………………….…………………………………………………………………… (ii) Explain one health benefit to the consumer. [1] . designers need to know the function of food materials. Some of these are shown below.

Two examples have been completed for you. Give one cause of the browning effect and one method of preventing it..GCSE Design and Technology (Food Technology) Teachers' Guide 53 (c) When developing individual chilled layered desserts. [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. Cause of browning ……………………………………………………………….. 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. Method of prevention………………………………………………………………… [1] [2] .

hand tools and equipment for a wide range of practical tasks.GCSE Design and Technology (Food Technology) Teachers' Guide 54 Tools. as well as develop their confidence in using them. • Candidates will need to apply quality control measures when designing and making products. Emphasis should be placed on the candidate to achieve a high quality. observing quality control checks throughout the manufacturing process in order to achieve high quality products. . quality control is required on page 9 of the controlled assessment. equipment and making follows this page. They should know how to carry out appropriate risk assessments and make use of the HACCP method. Equipment and Making – Question 7 Candidates are expected to develop their awareness of basic tools and equipment available. modelling and manufacturing stages of the controlled assessment tasks. Candidates should be encouraged to demonstrate a range of high quality making skills throughout the testing. • Candidates should be aware of the importance of safe and hygienic practices in the preparation and manufacturing of food products. well presented final outcome. Candidates should be encouraged to develop their manufacturing capability through a wide range of practical tasks. They will be expected to work independently during the controlled assessment. These are listed on page 11 of the specification. As well as appearing as an examination question. It is therefore essential that they gain the necessary experience beforehand. • A typical question on tools. • Candidates need to be able to select and use the correct materials.

It is worth a total of 20 marks. This question is about Tools.GCSE Design and Technology (Food Technology) Teachers' Guide 55 Typical Examination Question Question 7. Equipment and Making. Fill in the table naming each piece of equipment and explain its use. (a) The items below can be used in a food technology lesson. The first one has been done for you. NAME USE [6] Peeler Used to remove the skin off fruits and vegetables .

to cooked foods. . [4] Condition 1: ………………………………………………… Condition 2: ………………………………………………… Condition 3: .GCSE Design and Technology (Food Technology) Teachers' Guide 56 (b) (i) State the four conditions needed for all bacteria to grow... [1] Cross-contamination is when bacteria is transferred from ……………….……………………………………………… Condition 4: ………………………………………………… (ii) Fill in the missing word in the sentence below.

[5] . Complete the table by filling in the different checks that would take place at each of the numbered stages.GCSE Design and Technology (Food Technology) Teachers' Guide 57 (c) Study the production line for cakes shown below.

When carrying out sensory analysis there are certain procedures that should be followed to ensure an accurate result. An example has been done for you. ………………………………………. 2 x [2] Procedure Place products on identical dishes Reason Tasters are not distracted from the product ………………………………………... Complete the chart below by listing two procedures with reasons. ……………………………………………….. . ………………………………………………. ………………………………………. ……………………………………………… ……………………………………………… ……………………………………….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.

to process text and to analyse and present data. The book Food Technology to GCSE (Anita Tull) has a good chapter On production systems. They should be familiar with the symbols of input. Candidates are free to use any ICT applications to support their designing and making throughout the course. using these in their own flow charts. 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. CAD. Question 8 will be based on the final two sections of the specification: ICT. Candidates will need to produce flow charts for the products they make. 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. CAD & CAM – Question 8 Candidates are expected to use computer systems with appropriate software and hardware to support their designing and manufacturing. decision and output. process. . They need to be able to use ICT systems to assist research for problem solving. batch or volume production. Computer Aided Manufacture is not mandatory but candidates can use CAM applications to support their manufacturing where possible. They should also be able to apply the use of CAD to activities completed in their food technology lessons. • • Candidates should have a basic understanding of how Computer Integrated Manufacture (CIM) operates within the food industry. • • Candidates need to be aware that systems operate at every level in the manufacturing industry. A typical question is given on the next page.GCSE Design and Technology (Food Technology) Teachers' Guide 59 ICT. and at several levels in our daily lives. CAM and Systems and Processes. using either single item production. Candidates need to be aware of the use of quality control and quality assurance systems in food manufacturing.

[1] C…………………………. Explain what the initials HACCP stand for. D………………………… (ii) HACCP is a system used by food manufacturers.GCSE Design and Technology (Food Technology) Teachers' Guide 60 Typical Examination Question Question 8. .. CAD/CAM.. Describe two ways that computer systems are used in the production of ready-to-eatmeals. It is worth a total of 15 marks... Systems and Processes.. (a) (i) CAD is used in the development of food products.... Explain what CAD stands for. [1] …………………………………………………………………………………….………………………………………………………………………………. (ii) …………………………………………………………………………………. [4] (i) ……………………………………………………………………………….. …………………………………………………………………………………. ….. (b) Computer control is used in the production of ready-to-eat meals. A………………………….. This question is about ICT.

. Explain what the process means and give an example of a food product made using that process....... ………………………………………………………… .... Example………………………………………………. Explanation .... Select three of the processes listed below............. Assembling ………………………………………………………… …………………………………………………………..... ………………………………………………………… Explanation ………………………………………… Extruding ………………………………………………………… ………………………………………………………… Example ……………………………………………….........GCSE Design and Technology (Food Technology) Teachers' Guide 61 (c) The food industry uses certain terminology to describe tasks. Example: materials for cakes can be combined by the melting method.... systems or processes...... ………………………………………………………… Explanation ………………………………………… ………………………………………………………… Enrobing ………………………………………………………… Example ………………………………………………...... 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...... ………………………………………………………… Explanation…………………………………………… Filling ………………………………………………………… ………………………………………………………… Example ……………………………………………….....

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 . 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.GCSE Design and Technology (Food Technology) Teachers' Guide 62 5.

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. 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 . Eileen Chapman Anita Tull Anita Tull Janet Inglis. the following may be found to be useful. Janet Inglis. 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.GCSE Design and Technology (Food Technology) Teachers' Guide 63 6. BOOK LIST In addition to any books mentioned in the guidance.

britishlogos.com/ drawsketch.bsiglobal.co.classroomvideo.uk www.co.com www.cat.com http://www.bbc.newdesigners.com www. Animated sheets on technology skills.org.globalreporting.ethicalfashionforum.info/ www. A range of topics covered – from electronics to textiles.co.org www.org/ www.org.org www. GCSE – useful for students studying different courses Excellent collection of resources for D&T teachers.co.rsadesigndirections.fairtrade.com www.com www.uk/ http://ergonomics4schools.design-technology.greenbiz.uk www.uk www.bsieducation. Logo design company.techitoutuk.uk Description Help and numerous ideas for KS3 and KS4.org www.bsi-global. Great resources for promoting Sustainable Technology.uk/ www.org.about.animatedworksheets. Centre for Alternative Technology Help and numerous ideas for KS3 and KS4.GCSE Design and Technology (Food Technology) Teachers' Guide 64 7.sda-uk.ethicaltrade. Logos and how to use them effectively.org/ www.design-technology.co.uk www. USEFUL WEBSITES The websites indicated below may be used to guide or support your candidates.uk www.uk/schools/gcsebitesize/de sign/ www. Ergonomics in schools.org www.technologystudent. Over 600 links on this site to other D&T sites.btha.htm www.com/library/weekly/aa 051303a. Examples of new designers’ work. Design and Technology Website www.uk http://goodlogo.softswitch. Good resources Various resources Sustainability Sustainability Sustainability Sustainability Sustainability Sustainability Sustainability British toy & hobby association -standards Nano technology Ethical trading Legislation Legislation Resources .berkley7.freeserve.com/ www.uk www. Help with drawing.ifat.co.co.org www.traid.co.stepin.jennyrigwellpress.org/ www.com www.com/ www.

uk http://www.gorefabrics.polaris-apparel.uk www.rohan.org.uk http://www.fabflour.uk http://www.co.nanowerk.foodtech.gorix.com GCSE Design and Technology .mutr.org.co.uk http://www.uk http://www.com http://www.org.sympatex.flourandgrain.com http://www.laperla.com http://www.co.co.co.com http://www.kevlar.com http://www.Food .uk Resources Resources Resources New education site General information food.softswitch. diet and health Good overview of food technology http://www.nutrition.uk http://www.org.microban.uk http://www.uk http://www.Teachers' Guide/MLJ 1 April 2009 .GCSE Design and Technology (Food Technology) Teachers' Guide 65 http://www.co.org.tep.org.uk http://www.foodforum.newscientist.uk http://www.co.com http://www.com http://www.bakersfederation.uk Websites using SMART technology http://www.electrotextiles.designcouncil.

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).co. .wjec.WJEC 245 Western Avenue Cardiff CF5 2YX Tel: (029)2026 5000 Fax: (029) 2057 5994 www.