Design & Technology: Food Technology

1. GCSE 2009- Delivering the new specification in September 2009 Design & Technology: Food Technology

2. Aim of Event During the presentation delegates will: • learn about the total package • be taken through the impact of the changes to the new specification • develop a full understanding of controlled assessment and how Edexcel will support this aspect • understand the assessment implications of the new specification • have the opportunity to explore delivery strategies applicable to the new specification.

3. The specification Unit one Unit two Creative Design and Make Activities Knowledge and Understanding of Food Technology Internally assessed Externally assessed Students can either design and make the same products or design and make different products. Explicit guidance on what needs to be taught Summer 2010 examination series Can be adventurous!

4. Unit 1 Controlled Assessment

5. What is controlled assessment? • Three Levels of control for assessment • DT – Medium Level of control for assessment for:- • Task Setting • Task Taking • Task Marking

6. Task Setting • Board set task • Released September for each new cohort • Live for two years • Can be contextualised for centre

7. Task taking • The teachers role remains that of a teacher • All work, with the exception of research, must be done under informal supervision. • Research may be completed under limited supervision.

8. Task taking • Initial research • Students can undertake research to locate sources outside of the classroom without supervision. They can locate as many sources to take into the write up phase as they wish. The research is then written up under classroom supervision • Carrying out questionnaires - can be done outside the classroom then written up under classroom supervision. • Work must be stored in school • Teacher must verify candidates work

9. Delivery of the controlled assessment • You will design and make a RANGE of food products. • What is a range? • Controlled assessment divided into two parts - Design folder – 50 marks - Range of products – 50 marks Evidence Marks can only be agreed where evidence is in the design folder

10. Feedback for Medium Level of Control Teachers are allowed to: • provide regular formative feedback throughout the creative design process • Student progression should be supported by the centres (AFL) – Assessment for Learning strategy • Demonstration of practical activities to develop knowledge and understanding and skills • To identify specific Health and Safety issues related to tools, equipment and processes

11. Board Set Task Vegetarians • A range of products for lacto vegetarians • A range of products suitable for vegans • The centre can contextualise the board set brief however this can result in candidates finding it difficult to analyse the brief • Ensure candidates can make progress – if they are struggling give them a guidance • Marks can only be awarded for evidence in the design folder

12. Design and make tasks • The student must complete the following under classroom supervision: • write up of their portfolio • making of their range of products • Students are allowed to us the following to help them with completing their task: • their initial research they have undertaken outside of the classroom to produce focused selective research for their portfolio • sources the centre provides. • A student can bring in additional research notes at any time provided the write up of their research is done under the same supervised conditions.

13. Suggestedtimes for controlled task • 1 Investigate • 1.1 Analysing the brief 1 hour • 1.2 Research 3-5 hours • 1.3 Specification 1 hour • 2. Design • 2.1 Initial Ideas 8-10 hours • 2.2 Review 1 hour • 2.3 Communication Evidenced throughout • 3. Develop • 3.1 Development 10 hours • 3.2 Final design 1-2 hours

14. Suggestedtimes for controlled task • 4. Plan • 4.1 Production plan 1-2 hours • 5. Make • 5.1 Quality of manufacture 5 hours • 5.2 Quality of outcome - evidenced throughout • 5.3 Health and safety - evidenced throughout • 6. Test and evaluate • 6.1 Testing and evaluation 2-3 hours

15. Analysing the brief – to gain 3 marks • Analysis is detailed with most design needs clarified • What to included • Target group – make it specific e.g. teenagers/young children/elderly • A specific focus • Gap in the market • Budget

16. Research 6 marks (can be done outside the classroom) • Research is selective and focuses on the design needs identified in the analysis. The performance, ingredients, components, processes, quality and sustainability issues of relevant existing products are explored in sufficient detail to aid the writing of specification criteria. • Research is relevant to brief • Nutritional needs of target market • Current products on the market • Product analysis – including tasting; weight; cost; ingredients; additives; quality of product. • Target market questionnaire • Suitable cooking processes

17. Specification - 6 marks • Most specification points are realistic, technical, measurable and address some issues of sustainability. Specification fully justifies points developed from research. • Specification will lead to realistic product being made • Measurable points e.g. my product will weight x because it is a meal for one and my research demonstrated that…………………. My product will cost between x and y because my research showed that…….. • Tolerance – some reference to size/shape/colour/texture again where possible a measurable outcome • Reference to use of standard components/ ingredients/ processes • Consideration of sustainability.

18. Initial ideas - 12 marks • Alternative design ideas are realistic, workable and detailed. Ideas • demonstrate detailed understanding of ingredients, processes and • techniques and are supported by research information. Ideas address • all key specification points. • Choose a range of recipe ideas that address some or all of the specification points • Cook some these recipes to understand how the ingredients work together • Evaluate against specification • Consider elements of the recipes that could be developed – sauces; ingredients; processes; flavours; textures

19. Review – 4 marks • Objective evaluative comments against most specification points, that consider user group feedback and issues of sustainability. • Question user group – taste; flavour; cost; visual impact

20. Communication – 4 marks • Use of a range of communication techniques and media, including ICT and CAD where appropriate, with precision and accuracy • Clear concise writing • Appropriate use of technical language • Drawing/sketches • Use of ICT – word/ illustrations/ graphs/ photographs

21. Develop - 9 marks • Development is used to produce a final design proposal that is • significantly different and improved compared to any previous alternative design ideas. Modelling to scale using ingredients or 2D and/or 3D computer simulations is used to test important aspects of the final design proposal against relevant design criteria. User group feedback is used in final modifications. • Develop aspects of the initial recipes – sauces/pasta/ingredients combinations/reduction of fat/pastry etc • Photograph developments • Test developments – refer to target market/taste panel etc • Evaluate

22. Final design proposal – 6 marks • Candidate must show a range of final ideas – sketched/draw package/labelled • Ingredients • Significant processes/techniques • Cost/budget • Tolerances • Size/weight Design Activity = 50 marks

23. Production of a range of products 50 marks

24. Production Plan - 6 marks • Detailed production plan that considers all stages of manufacture in the correct sequence including specific forms of quality control. • Plan to include – • Time • Oven temperature/freezing/chilling • Process – different skills can be demonstrated in different dishes • Quality Control • Safety

25. Quality of manufacture – 24 marks • Equipment and processes, including CAD/CAM where appropriate, are selected for specific uses independently. An appropriate understanding of the working properties of ingredients when selecting to manufacture a range of products. The task is challenging. A wide range of skills and processes are used with precision and accuracy. • Clear photographic evidence supports the skills used/safety issues/quality control • Commentary added where appropriate

26. Quality of manufacture – 12 marks • Products include the manufacture of high-quality elements, accurately assembled and well finished. Completed product is fully functional. • Range of products showing a range of skills • Quality finish • Even sizes – e.g bread rolls • Portion size/control • Decoration/presentation of dishes

27. Heath and Safety – 2 marks • Demonstrate a high level of safety awareness throughout all aspects of manufacture. • Evidence in folder through photographs/written evidence

28. Evaluation – 6 marks • A range of tests carried out to check the performance and/or quality of the final product with justification. Objective evaluative comments, including user group evaluation, consider most relevant, measurable specification points in detail, including sustainability issues. Use of a range of appropriate design and technology terms and shows good focus and organisation. Spelling, punctuation and the rules of grammar used with considerable accuracy. • Opinions of target group – questionnaire – open and closed questions/taste panel/appearance • Measure the outcome against the specification – size/weight/cost

29. Unit 2 - content overview • Students will develop knowledge and understanding of a wide range of materials, nutrition, equipment, processes, current health issues and technological development used in design and technology. • Five topics of knowledge and understanding of Food Technology: Topic 1 Nutrition Topic 2 Primary and secondary food Topic 3 Preservation and processing Topic 4 Product manufacture Topic 5 Analysing products

30. Exam papers • No tiers – range G – A* • 90 minute examination • 80 marks available • Worth 40% of overall qualification. • Same format each year • 14 questions • Questions 1-10 multiple choice • Question 11 knowledge & understanding • Question 12 design question • Question 13 product analysis • Question 14 knowledge & understanding – including extended writing • First opportunity to sit exam or submit coursework 2010

31. Theory content • Clearer guidance in what to teach • Each topic includes a guidance stem and is definitive – e.g. Preservation methods- what students need to learn Knowledge and understanding of the methods of food preservation: hot – use of heat to reduce microbes cold – removal of heat dry – removal of water chemical – additives packaging – modified atmosphere packaging (MAP)/vacuum irradiation. • Questions will only be asked about published topics within the stem information given

32. Command words Give, State, Name • Normally a one or two word answer, at the very most a short sentence, containing one piece of information • Each answer can gain one mark Describe • Answers will normally be one or two short sentences which form a description containing two linked pieces of information • Each answer can gain two marks • One or two word answers can only gain a maximum of one mark.

33. Command Words Explain/Justify • Answers will normally be one or two sentences which form an explanation or a paragraph. The answer will contain two linked pieces of information, the second of which must be a relevant justification, reason or example. • Each answer can gain at least two marks • Answers without a relevant justification can not access the full mark range Evaluate/discuss/compare These questions are designed for stretch and challenge. They require candidates to give well-balanced arguments, usually involving advantages and disadvantage. • Each answer can gain at least four marks

34. QWC • Students will be assessed on their ability to: • Write legibly with accurate spelling, punctuation and grammar. • Select and use a form and style of writing appropriate to purpose and complex subject matter. • Organise relevant information clearly and coherently using specialist vocabulary when appropriate.

35. Stretch and challenge • Students can be stretched and challenged in all units through the use of different assessment strategies, for example: • Using a variety of stems in questions – such as evaluate and discuss • A requirement for extended writing.

36. Resitting of units • Students can resit the assessment requirement for an internally and externally unit once only, before claiming certification for the qualification. • The best available result for each contributing unit will count towards the final grade.

37. What are we doing to help you? Dedicated linesRegional Offices Stay alert e-Spec Published Resources eg Activity Guide ResultsPlus GCSE Specification& Accessible Assessment Ask Edexcel CurriculumDevelopmentManagers Support for Controlled Assessment Ask the Expert expert@edexcel.com Training from Edexcel Ask edexcel

38. Thank you for taking part today