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GCSE TEACHERS GUIDENew Specifications:

for teaching from September 2009

Design & Technology

(Food Technology)

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GCSE Design and Technology (Food Technology) Teachers' Guide1

Contents

GCSE in Design and Technology (Food Technology)Teachers Guide

Page

1. Introduction 2

2. Course Structure 3

3. Controlled Assessment 4Briefs 4Completion of Controlled Assessed Task 5Frequently Asked Questions 25

4. Written Paper 28Command Words 28Content and Examples 29

5. Year Planner 62

6. Book List 63

7. Useful Websites 64

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1. INTRODUCTION

The WJEC GCSE in Design and Technology (Food Technology) specification hasbeen modified and updated for delivery from September 2009. The first award is inJ une 2011. The specification can be delivered and assessed in centres throughoutthe 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 thestructure and content of the specification.

It is the intention of this Guide to be but one of several ways in which WJ EC providesassistance to teachers delivering the specification, sitting alongside the specimenpapers and INSET conferences.

WJ EC 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 WJ EC 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 [email protected] (Subject Officer)

Gavin Naish(Design and Technology Subject Support Officer)) [email protected]

Subject page www.wjec.co.uk

INSET Section [email protected]

www.wjec.co.uk/professionaldevelopment
mailto:[email protected]:[email protected]:[email protected]:[email protected]://www.wjec.co.uk/index.php?subject=14&level=7&imageField2.x=26&imageField2.y=8http://www.wjec.co.uk/index.php?subject=14&level=7&imageField2.x=26&imageField2.y=8mailto:[email protected]:[email protected]://www.wjec.co.uk/professionalhttp://www.wjec.co.uk/professionalmailto:[email protected]://www.wjec.co.uk/index.php?subject=14&level=7&imageField2.x=26&imageField2.y=8mailto:[email protected]:[email protected]

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2. COURSE STRUCTURE

Unit 1 Written Paper Unit 2 Controlled Assessment40% 60 %

Unit 1 Written Paper

The Basics

It is now one focus area specific examination.

It is split into two sections. Section A will have questions specifically about the over arching principles of Design

and Technology and the Design Process. Section B will have questions about the respective focus area.

It is now a 2 hour examination. The students will need extended practice to be able to complete the examination.

The examination can be taken in year 10 and/or year 11; the best mark being carriedforward.

Unit 2 Controlled Assessment Task

Requirement

It is to be completed in the second yearof course. The Project Briefs are set by the board. (Principal Examiner for each focus area

sets the briefs.)

The Basics

This replaces the coursework element of the present course. Start to think in terms of Controlled Assessment Task not project work. In simple terms a design and make task in 30 hours.

All the work is to be done in school.

It is work that is done under supervision. These will change each year.

The work is to be done in the controlled assessment work book.

The controlled assessment workbook is to be downloaded from the WJ EC website.

The controlled assessment workbook is A3 in size.

There is a space on each page for a comment and mark.

The work will be moderated each year.

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3. CONTROLLED ASSESSMENT

This section relates to Unit 2, the Controlled Assessment Task (CAT)

Worth 60% of the overall mark. 30 hours

Unit 2 Contro lled Assessment

The three project briefs will be issued to schools in the September of the final year ofthe course.

Each year one of the briefs will change.

The briefs are designed to be broad enough to suit the diverse interests of foodcandidates.

Candidates can interpret the briefs to suit their particular interests. They musthowever, carry out appropriate research prior to starting the controlled assessment.

Candidates must provide details of the results of their research leading to a finaldesign brief (page 1 CAT).

Briefs

Candidates, in consultation with their teachers, should choose one of the Briefs setby the Board.

The examples shown below typify the briefs that will be set.

Brief 1: Food PromotionA bakery wants to design a new cake to celebrate its 10th year in business. A suitabledecorated cake is needed for the bakery to promote its success.

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

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

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Controlled Assessment Task

y It is a requirement of the specification that candidates complete a 30 hour design,make and evaluate task.

y Teachers are required to monitor and verify that the time limit is adhered to and that thecontributions of individual candidates are recorded accurately and that plagiarism doesnot take place.

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

y The task can be carried out in the normal classroom/workshop environment.

y Candidates are allowed supervised access to resources that may include informationgathered outside the 30 hours of controlled assessment time.

y

Candidates may gather research/inspirational material prior to or during theassessment period and this can be referred to during the task but this material is not tobe included in the material to be assessed.

y Candidates may collaborate/confer with others in relation to the task but all assessedmaterial must be the candidates' work only.

y The supervising teacher can give candidates limited guidance during the task in orderto clarify what is to be done and to ensure that safe working practices are adhered to.

y All graphical and written work entered for this controlled assessment must be submittedon the pre-printed pages which are available for download from the WJ EC website.

y The task must not exceed the 15 A3 pages provided. Candidates are free to useICT applications where they are appropriate.

y It is the responsibility of the centre to ensure the reliability and authenticity of all workpresented for this controlled assessment.

y Teachers and students will be required to sign a declaration that all work presented isthe work of the candidate alone.

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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 5 MarksWriting a Design Specification 5 MarksGenerating Ideas 10 MarksDeveloping and Modelling a solution 25 MarksCommunicating the Final Solution 10 MarksDemonstrating Creative Thinking 5 Marks

y Section B is concerned with planning, making and evaluating the product.

Marks will be awarded for:Planning the make 10 Marks

Making the Product 90 MarksEvaluation of the Product 10 MarksSuggesting Improvements 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 andingredients.

Apply systems and control. CAD/CAM, digital media and new technologiesappropriate to the focus area.

Analyse and evaluate processes and products.

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Controlled Assessment Workbook

Instruct ions to Candidates and Centres

Print these pages before you start.

Read the instructions with your candidates. (You can do this before the controlmechanisms 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.

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Page 1

Mark Description of Attainment0 No analysis presented.1 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 workpresented shows little evidence of prior research and preparation. Asimple brief may be evident.

2 There is a basic but appropriate analysis of where the product fits in themarket place together with a basic evaluation of a similar product. Thework presented shows limited evidence of prior research and preparation.

A simple brief is evident.3 There is a good analysis of where the product fits in the market place

together with an evaluation of a similar product. The work presentedshows some evidence of prior research and preparation. A clear brief isevident.

4 There is a very good analysis of where the product fits in the marketplace together with a detailed evaluation of a similar product. The workpresented shows good evidence of prior research and preparation. Awell-worded brief is evident.

5 There is a comprehensive analysis of where the product fits in the marketplace together with a very detailed evaluation of a similar product. Thework presented shows clear evidence of detailed research and

Write the final design brief which is basedon careful analysis of the problem andfrom the research that has been carriedout.

Carry out a detailed analysis of a product. A

sketch/photograph can be added.Address the following aspects;The probable specification for the productAesthetic appealFunction/purposeSensory analysis of product and separatecomponentsQuality issuesSizeSafety considerations of the productMaterials used/functionScale of manufacture/method of productionCommercial processes /construction /assembly detailsSustainabilit /environmental issues

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

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

Select one of the controlled assessment

briefs.


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 commencingthe controlled assessment.

Analyse a competitor product.

Write the final design brief. Record the time taken to complete this page.

Any images/sketches included on th is page must be sourced / produced during thecontrolled time.

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Page 2

Design Specification

Aesthetics The product must be attractively presentedThe product must have a colourful appearanceFunction The product must be suitable for a birthday partyThe product must be suitable for serving hotThe product must have sensory attributes that aresuitable for a wide target audienceTarget group The product must be suitable for teenagers and adultsQuality The product must be of a luxury standardThe product must be good value for the consumerSize The product must be multi- portion sizeThe product must be suitable for 8 people to shareSafety The product will contain high risk foods so must kept chilledMaterials The product must be made using appropriate/luxury styleingredients must 2 fresh fruitsThe product containC o the price range of 2.50-3.25ost The product must fit int

Design Specification (5 marks) (1 page)This is an opportunity for candidates to present a detailed design specification of the intended product.Mark Description of Attainment0 No specification presented.1 A design specification comprising a list of basic attributes for the product. The specification shows little

or no links with the analysis of the task. Information is poorly organised, little or no use of technicallanguage/vocabulary. Written communication is limited in terms of organisation of material, with manyerrors of grammar, punctuation and spelling.

2 A basic design specification comprising a list of relevant attributes for the product. The specification

shows superficial links with the analysis of the task. Information shows evidence of structure, limited useof technical language/vocabulary. Written communication is limited in terms of organisation of materialwith some errors of grammar, punctuation and spelling.

3 A good design specification comprising a prioritised list of attributes for the product presented underappropriate headings. The specification illustrates clear links with the analysis of the task. Information isorganised, basic use of technical language/vocabulary. Written communication is adequate in terms oforganisation of material, with some errors of grammar, punctuation and spelling.

4 A comprehensive design specification comprising a prioritised list of attributes for the product presentedunder appropriate headings. The specification demonstrates strong links with the analysis of the task.Information is well organised, good use of technical language/vocabulary. Written communication isgood, presenting mainly appropriate material in a coherent manner, with few errors of grammar,punctuation and spelling.

5 An excellent design specification comprising a prioritised list of attributes for the product presented underappropriate headings. The specification is well founded in the analysis of the task. Information is wellorganised, presented in a highly appropriate manner, very good use of technical language/vocabulary.Written communication is good, presenting appropriate material in a coherent manner, and largely error-

free.


Provide a prioritised list of appropriate attributes to include both desirable andessential criteria.

Use suitable headings to show an understanding of technical language for example:function; aesthetics; materials; cost; quality; size; environmental; sustainability;safety; target market and scale of manufacture.

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Page 3

Generation of ideas (10 marks)Mark Description of Attainment

0 No ideas presented. No evidence of written communication.1 - 2 A small range of barely appropriate ideas that are poorly annotated. The ideas and

annotation show little attention to the specification. Information is poorly organised, little

or no use of technical language/vocabulary. Written communication is limited in termsof organisation of material, with many errors of grammar, punctuation and spelling.

3 - 4 A range of appropriate ideas that are annotated. The ideas and annotation show someattention to the specification. Information shows evidence of structure, limited use oftechnical language/vocabulary. Written communication in terms of organisation ofmaterial with some errors of grammar, punctuation and spelling.

5 - 6 A range of clear ideas that are appropriately annotated. The ideas and annotation showsome attention to the specification. Information is organised, basic use of technicallanguage/vocabulary. Written communication is adequate in terms of organisation ofmaterial, with some errors of grammar, punctuation and spelling.

7 - 8 A range of good initial ideas that are well annotated. The ideas and annotation showgood attention to the specification. Information is well organised, good use of technicallanguage/vocabulary. Written communication is good, presenting mainly appropriatematerial in a coherent manner, with few errors of grammar, punctuation and spelling.

9 - 10 A range of excellent initial ideas that are very well annotated. The ideas and annotationshow close attention to the specification. Information is well organised, presented in a

highly appropriate manner, very good use of technical language/vocabulary. Writtencommunication is good, presenting material in a coherent manner and largely error-free.


Present up tofourideas. Use technical language to annotate each design. Include references to the specification.

Show front, side, inside views as appropriate.

Use any suitable graphic media to present the ideas. Record the time taken to complete this page.

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Page 4


Present a fully annotated drawing of your best idea, to include plan, 3D, inside viewsas appropriate.

Include notes explaining what it is made from.

The best idea can contain elements from any of the initial ideas. Explain why it is the best idea, with reference to the design specification.

Seek the views oftwo partners and include their opinions on this page. State whether you will act on their opinions, give reasons for your decision. Present a revised sketch of your final idea. Use any suitable graphic media to present the ideas on this page.

Record the time taken to complete this page.

Guidance by teacher (optional): indicate the level of assistance given to candidates.

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Page 5

Development and modelling (25 marksThis is an opportunity for candidates to choose their best idea and to develop it into its finalform. This section is an opportunity for candidates to use appropriate ICT. Marks areawarded for evidence of development under the headings shown. Candidates must offeroptions and make reasoned decisions under each heading. Evidence of t hese areasmay be presented in integrated form across the 5 pages available.Form/Style/FunctionMark Description of Attainment0 No development of form presented.1 Limited evidence of the form/style being developed or modelled. An

alternative shape or style may be evident. There is no evidence of

decision-making.2 Some evidence of the form/style being developed or modelled. Severaloptions are presented. There is evidence of decision-making but withlittle reasoning offered.

3 Clear evidence of the form/style being developed or modelled.Several options have been offered. There is evidence of reasoneddecision-making.

4 Good evidence of the form/style being developed and modelled.Several appropriate options have been offered. There is clearevidence of informed decision making.

5 A variety of forms/styles have been presented and the shape and formof the product have been developed and modelled in a progressivewa . A final decision based on sound reasonin has been made.


Consider ways in which the form, function and style could be improved for example:changing the shape of cakes/pasta/bread products/pastry items, or changing theappearance for example pie tops with different decorative techniques. Nutritional/filling changes may also be considered.

Include decorative processes to improve / develop the style of the product and todemonstrate high quality making skills.

Any items produced must be completed within the control time and photographsmust be included on the page or on page 15.

J ustify any decisions that are made. Include notes or diagrams of manufacturing techniques that could be used to improve

the function and style of the product.

Record the time taken to complete this page. Guidance by teacher (optional): indicate the level of assistance given to candidates.

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Page 6

Materials/ComponentsMark Description of Attainment0 No development of materials/components presented.1 Limited evidence of the selection of appropriate materials/

components. Materials/components have been stated. There is noevidence of decision-making.

2 Some evidence of the selection of appropriatematerials/components. Alternatives have been offered. There issome evidence of decision-making.

3 Clear evidence of the selection of appropriatematerials/components. Alternatives have been offered. There isevidence of reasoned decision-making.

4 Clear evidence of the selection of appropriatematerials/components. Appropriate alternatives have been offered.There is clear evidence of reasoned decision-making.

5 Full and clear evidence of the selection of appropriate materials/components. Appropriate alternatives have been offered. There isevidence of well-reasoned decision-making.


Give details of the products materials/components/ingredients being considered.

Notes and sketches can be used to explain how testing of the ingredients/materialswill be conducted.

Record the results of any appropriate tests that have been conducted on thematerials being considered.

J ustify material choices with reference to nutritional analysis, taste testing comments,target group opinions, aesthetics, physical and sensory properties.

Include photographic evidence of testing. All practical work completed must bewithin the controlled time.

Refer decisions made back to the specification.

Record the time taken to complete this page. Guidance by teacher (optional): indicate the level of assistance given to candidate.

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Page 7

Construction/MakingMark Description of Attainment0 No development of the construction/making presented.1 Limited evidence of the construction/making being developed. A

construction/making method has been offered. There is noevidence of decision-making.

2 Some evidence of the construction being developed. A smallvariety of construction/making methods have been offered. Thereis some evidence of decision-making.

3 Clear evidence of the construction/making being developed. Avariety of construction/making methods have been offered. Thereis evidence of reasoned decision-making.

4 Clear evidence of the construction/making being developed. Avariety of appropriate construction/making methods have beenconsidered. There is evidence of well-reasoned decision-making.

5 Full and clear evidence of the construction/making beingdeveloped. A range of appropriate construction/making methodshas been considered. There is evidence of well-reasoneddecision-making.


Give details of all the techniques and processes that could be used to manufacturethe product for example, different methods of adding filling, different components astops for a pastry product.

Include diagrams/sketches and photographs of the different construction techniquestested.Any modelling/pract ical work included on th is page must be producedwithin the controlled time.

Give reasons for the selection/rejection of any techniques and processes. Record the time taken to complete this page. Guidance by teacher (optional): indicate the level of assistance given to candidates.

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Page 8

Size/Quantity

Mark Description of Attainment0 No development of size/quantity presented.1 Limited evidence of sizes and or quantities being developed. Sizes or

quantities may be evident. There is no evidence of decision-making.2 Some evidence of sizes and or quantities being developed. Alternative

sizes and or quantities will be evident. There is some evidence ofdecision-making.

3 Clear evidence of sizes and or quantities being developed. Alternativesizes and or quantities will be evident. There is evidence of reasoned

decision-making.4 Clear evidence of sizes and or quantities being developed. Sizes andor quantities have been developed in a progressive way. There isevidence of reasoned decision-making.

5 Full and clear evidence of sizes and or quantities being developed.Alternative sizes and or quantities have been systematically evaluated.There is clear evidence of well-reasoned decision-making.


List the materials needed to make the product.

Briefly give reasons for your choice of ingredients and components. A sketch can be included to show the different components of your design. Calculate the costs for ingredients /component parts and include cost per portion/

batch.

Refer your findings/decisions back to your specification. Record the time taken to complete this page.


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Page 9

Finish/Quality

Mark Description of Attainment0 No development of finish/quality presented.1 Limited evidence of the development of finish/quality. A suitable finish

may be offered. There is no reference to quality control. There is noevidence of decision-making.

2 Some evidence of the development of finish/quality. An alternativefinish is offered. There is brief reference to quality control. There isevidence of decision-making.

3 Some evidence of the development of finish/quality. Alternativefinishes are offered. There is reference to aspects or quality control.There is evidence of decision-making.

4 Clear evidence of the development of finish/quality. Alternativefinishes are offered. There is reference to aspects of quality control.There is evidence of reasoned decision-making.

5 Full and clear evidence of the development of finish/quality. A rangeof alternative finishes is offered. There is reference to a variety ofquality control issues. There is evidence of well-reasoned decision-making.


Consider the quality control measures that occur throughout the manufacturingprocess, for example:Before manufacture begins - checking the quality of ingredients;During manufacture correct weighing and combining of ingredients;On completion of the product visual check/taste testing of product.

Include all relevant quality control measures that are appropriate to the type ofproduct being manufactured.

Quality checks can be presented as a diagram/ list/chart form. Include any quality control measures applied to decorative techniques, for example:

sliced kiwi to be placed 1cm from the edge of the cake top. Record the time taken to complete this page.


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Page 10

Include the name of your final design.

Include a range of views to show allaspects of your design.Label all important features of yourdesignAnnotate your design.

Solution (2 pages) (5 marks)

This is an opportunity for candidates to give full details of their final design using presentation techniques appro

to the chosen focus area. Details of the form, dimensions, construction, components, materials and finish will bincluded as appropriate. This section is an opportunity for candidates to use appropriate ICT. Marks are awarded for(a) a graphical presentation of the final design and (b) The technical details that support manufacture.

priate

e

(a) Graphical presentation (5 marks)This is an opportunity for the candidate to present a clear and expressive graphical presentation of their final design.Any appropriate method of communication may be used.Mark Description of Attainment0 No graphical presentation presented.1 A basic illustration of the final product. It is recognisable but lacks proper form. It offers little

evidence of shading or colour rendering.2 An illustration of the final product. It is recognisable and shows reasonable form. It offers

evidence of shading and/or colour rendering.3 A clear illustration of the final product. It is recognisable and shows good form. It offers evidence

of good shading and/or colour rendering.4 A very good graphical presentation of the final product. It uses a recognised graphical technique,

is accurate in its structure and It shows effective shading and or colour rendering.5 A very high quality graphical presentation of the final product. It uses a recognised graphical

technique, is accurate in its structure and shows expressive shading and/or colour rendering.


Use any graphic media to present a detailed drawing of the final idea. This shouldinclude all appropriate views.

This is an opportunity to include CAD.

Annotate your design as needed. Include details of the component parts/main foods to be used. Record the time taken to complete this page.

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Page 11

(b) Technical details (5 marks)This is an opportunity for candidates to present the final technical details of their design.These could include dimensions, materials/components, construction and finish as

appropriate to each focus area.Mark Description of Attainment0 No technical details presented.1 Limited evidence of technical detail.2 Evidence of some technical detail.3 Evidence of many technical details.4 Evidence of most technical detail.5 Evidence of virtually all technical details.


Include all relevant details needed to manufacture the product.

This should include: A description of the product.

A sketch of the product could be included.

Product measurements/ingredients and amounts. Details of the component parts. Method for making/construction details/diagrams. Nutritional information. Costing information.


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Creative think ing (5 marks) (Throughout )

This is an oppor tunity for candidates to show a measure of flair, imagination andcreativity in their designing. It can be evident at any stage through the designprocess.

Mark Description of Attainment

0 No creative thinking presented.

1 Evidence of limited creative thinking.

2 Evidence of some creative thinking.

3 Evidence of creative thinking in several areas.

4 Evidence of much creative thinking. Some ideas show imaginationand flair. Creative thinking is evident throughout the development ofthe product and imaginative presentational techniques are evident.

5 A high level of creative thinking. Very imaginative ideas are evident.A highly creative development of the product is evident.Presentational techniques show much flair.

Up to five marks can be awarded for imaginative and creative thinking in the development ofthe product and for the presentation techniques used to communicate ideas.

This mark is awarded at the end of section A.

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Section B is about planning and manufacturing the product. It should be completed in about 20 hours (or the remaining hours after you have

completed your modelling and testing)

Use these pages only for planning and the final evaluation. Each page is timed along with the time taken to manufacture the product. Do not add pages, they will not be marked. Mark each page as you go.

Page 15 is for photographs of the final product and must be included. Otherphotographic evidence to support the designing and making of the product can alsobe included on this page, for example photographs from modelling and testing pages 5,6 and 7.

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Page 12

This is an opportunity for the candidate to plan the stages and processes necessary to manufacture theproduct. It must be done before the candidate begins making.

Mark Descripti on of attainment

0 No plan for making presented.1 2 A list of manufacturing steps is evident but shows little appreciation of the work or the

time needed.3 4 A list of basic manufacturing steps is evident. The steps contain some detail of the

processes required. There is little attempt to quantify the time needed.5 6 A list of realistic manufacturing steps is evident. The steps contain some detail of the

processes required. There is an attempt to quantify the time needed.

7 8 A list of realistic manufacturing steps is evident. The steps contain some detail of theprocesses required and note any constraints. There is a realistic estimate of the timeneeded to manufacture the outcome.

9 10 A clear, appropriate and detailed list of manufacturing steps is evident. Constraintshave been recognised. There is a realistic estimate of the time needed tomanufacture the outcome.


Plan the stages and processes needed to manufacture the product. Include a detailed working schedule/ detailed step by step flowchart of the stages

needed to manufacture the product. Use the correct symbols for input, process, QCand output as used in industry.

Include reference to HACCP/Quality control/timings/hygiene and safety.

This is an opportunity for candidates to use ICT. Record the time taken to complete this page.


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Page 13


Write a detailed evaluation of the product comparing it to the initial intention. Evaluate each point as used in the specification, use the same headings. Commentonly on the product.

This is a piece of continuous writing and an opportunity for candidates to use ICT.

Photographs of the final product should be included on page 15 only.


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Page 14


Explain how the quality of the design could be improved. Explain how the quality of manufacturing could be improved think about alternative

methods of construction, choice of ingredients, skills needed, and industrialprocesses. Diagrams can be included to help illustrate the answer.

Include the opinions of others partners (see page 4) and/or target market. Photographs of the final product should be included on page 15 only. Candidates can use ICT to complete this page.


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Page 15

The use of this page is essential

Photographic evidence to support the manufacture of your product must be includedon this page.

The photographs included on this page should be of good quality and clearly show theproducts manufactured.

The presentation of the food products for photographs should be considered. Other photographic evidence to support the development and manufacture of the

product can also be included on this page for example photographs from modelling andtesting (pages 5,6 and 7)

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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 includeinformation gathered outside the 30 hours of controlled assessment time.

Candidates may gather research/inspirational material prior to or during theassessment period and this can be referred to during the task but this material isnot to be included in the material to be assessed.

Some questions you may have.

y Can candidates gather information/research before and during the task?

Yes, this will help them enormously to develop and create answers to the brief.

y How much information can they take into the CAT?

As much as they like, although too much information can be a waste of time.The candidates will spend all their time looking for information to use ratherthan focussing on the task.

y Can they gather information between CAT lessons?

Yes, and they can use it in their next session.

y Will they get marked for gathering the information?

No, the research information is to support/develop their creative ideas andfocus their mind on the task.

y Can they add information to their research, such as personal comments?

Yes, we recommend that candidates do develop their own opinions.

y Are they allowed to sketch any creative ideas as they gather their research?

Yes, we are looking for quick sketches not full blown annotated detailedideas.

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y Can they ask for advice outside of CAT sessions?

Yes, giving candidates a direction and help them achieve their potential is partof your role. However completing or doing the candidates work for them to

copy is not acceptable.

y Do they all have to work at the same time?

No, how you manage your 30 hours with your candidates is your responsibility.

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.(This is one of the reasons we designed a 30 hour task; if we went for a 40hour task you may have found yourself doing CAT work outside of lessontimes.)

y Are the candidates allowed to talk during the CAT session?

Yes, we are even asking them to use the views of other pupils in theevaluation of their work.

y What is a controlled environment?

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

y Can the candidates ask for advice during the controlled session?

Yes, teachers may offer general guidance to keep them on track.

y Are computers allowed?

Yes, no problem.

y Can they print their work outside of timetabled CAT sessions?

Yes, as long as you are monitoring their actions and the work is tracked. i.e.the candidates are not allowed to add information/diagrams etc to their work.

The print out must be what they have done during the timed conditions.

y Do they all have to work on the same element of the work book?

No, candidates can work at their own rate.

y Who is responsible for the workbook?

You the teacher. It must be treated like an examination paper. You give themtheir work at the start of the CAT session and you collect it in at the end.

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y Can materials be prepared before the CAT session?

Yes.

y Is drying time/ cooking time part of the timed conditions?

No, we do not want to penalise a student if he/she has painted, prepared a trialrecipe and cannot work on an artefact.

y What if a student has missed a considerable amount of time due to illness orfamily problems?

The centre must apply, as they have always done, for special considerationsas set out in the JCQ documentation sent to centres.

y Can the candidates do their practical work at home?

Definitely not.

y Are support staff allowed to prepare work for the candidates?

No, the work submitted must be the students.

y Can specialist work be done by an outside source?

NO. The work that is submi tted must be that of the student.

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4. WRITTEN PAPERExamination Guidance/Information

To assist teachers when preparing candidates for the examination they may like to considerthe following information.

This table is intended to define the command words used in papers and explain how theyare used and what is expected from the candidate.

COMMANDWORDS

MARKS COMMENTS

GIVE

STATENAME

1Mark

Questions using these command words will feature inthe early parts of questions.

These questions are designed to ease the candidateinto the question. They need a simple statement or ashort phrase. The do not need elaboration orexplanation in the answer.

DESCRIBEOUTLINE

2 Marks

Questions using these command words will becommonly used on the papers and will feature in manyquestions.

These questions ask the candidate to describesomething in detail. The answer will be in sentencesand/or in a list. There is a need for detail in theanswers with elaboration of the answer.

Sometimes the question will ask the candidate to usenotes and sketches this means that a clearly labelledsketch or diagram will gain the marks.

EXPLAINJUSTIFY

3 Marks

Questions using these command words will becommonly used and will feature towards the end ofmany questions.

These questions are asking the candidate to respondin detail to the question providing a full answer with anexplanation. Full and detailed sentences will berequired and will often contain the word because. Ashort phrase will not be acceptable the candidate will

need to make a valid point and justify it.

EVALUATE

COMPARE

4 Marks

Questions using these command words will beoccasionally used and will feature towards the end ofsome questions.

These questions are designed to test, stretch andchallenge the more able candidate. The questionrequires the candidate to make a well-balancedargument involving both advantages anddisadvantages. A paragraph or a number of sentenceswill be required.

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The following are general examples of questionswith information about how they could be marked.

EXAMPLES

Question 1.

Give two reasons why paper is sometimes laminated. [2]

What is required?

The question is a straightforward give question so short statements orphrases are needed and they do not need justification.

Weak answer.

Reason 1: Makes the paper stronger. (1)

Reason 2: (0)

Here the candidate gives one relevant answer. However they have notattempted to state a second reason. It is vital that all parts of questions areanswered.

Good answer.

Reason 1: Makes the paper stronger. (1)

Reason 2: Protects the paper. (1)

Here the candidate gives two relevant answers. Full Marks.

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Question 2.

Eight card handles for a carrier bag can be CAM cut from one A3 sheet of card.Describe one advantage to the manufacturer of doing this. [2]

What is required?

The question asks the candidate to describe in detail an advantage that themanufacturer would gain from cutting more than one handle from each sheet ofcard.

Short statements or phrases will not be adequate.

A clear description with justification using a sentence or sentences is needed.

Weak answer.

It is cheaper. (1)

y Here the candidate gives a relevant answer but the candidate does not giveany detail of the advantage.

Good answer.

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

y Here the candidate gives a full and detailed answer in a well-constructedsentence. Full Marks.

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Question 3.

Explain why it is necessary to score printed card that is 500 microns thick beforefolding it to make a package. [3]

What is required?

The question asks the candidate to explain the reasons for having to scorecard before folding.

Short statements or phrases will not be adequate.

A clear explanation using a sentence or sentences is needed clearly stating areason and then elaborating the answer with appropriate reasons.

Weak answer.

It makes the card able to fold. (1)

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

Satisfactory answer.

It makes the card easy to fold because it makes a dent in the card where it is to befolded. (2)

Here the candidate gives a relevant answer and does give some detail tosupport their assertion.

The detailed reason is rather superficial, as it does not explain WHY the card iseasier to fold.

Good answer.

It makes the card easy to fold because it makes a dent in the card where it is to befolded. This dent stretches some of the fibres and squashes others into a W shapeso that they are ready to fold. (3)

Here the candidate gives a full and detailed answer in well-constructedsentences.

They show a detailed understanding of the reasons that allow the process to

work. Full marks.

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Unit 1 Written Paper 40% 2 Hours Two Sections

This section relates to the content of the specification and the written examination Unit 1.

The specification has been presented under the following headings:

Section A Developing, Planning and Communicating ideasProduct AnalysisSustainability and Legislative issuesOther Designers/Practitioners

Section B Commercial manufacturing PracticesKnowledge of materials and Components

Tools, Equipment and MakingICT, CAD, CAMSystems and Processes

The written examination will follow a similar format to the specification.

There will be 8 questions in total, drawn from each of the sections in thespecification. It is inevitable that an overlap of content between sections may occur insome questions.

One two hour paper no tiers.

Questions will be structured to be accessible to all candidates.

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Section A

Questions 1 4

Product Analysis Question 1

This part of the specification is about knowing how to analyse a product.

Throughout the course candidates should have the opportunity to analyse a widerange of food products. Product analysis will be an essential part of the CAT andforms the basis of question 1 on the theory paper.

Candidates need to consider a range of issues associated with the development ofdifferent food products.Products should be analysed under the following headings (the probablespecification for the product):

Aesthetics;Function;Quality;Size;Safety for the user and manufacturer;Scale of manufacture;Commercial processes used to make and assemble the product;Safety considerations of making the product;Materials/ingredients used and their functions;Cost;Sensory analysis;Environmental /sustainability issues.

The same headings can be used to develop specifications for the productscandidates will design and make during the course.(Note: encourage candidates to use technical vocabulary).

Practical activities could include disassembly (group or individual work); looking atthe appeal of the product; the component parts, weight/size of ingredients;ingredients used and their functions, the manufacturing processes and techniquesused.

Product analysis is carried out by professional designers and manufacturers.Candidates need to be aware of its importance commercially and how theinformation gathered plays an important role in the development of new products.

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

Specimen assessment material with mark scheme is available separately.

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Typical Examination Question

Question 1. This question is about Product Analysis. It is worth 15 marks.

The photograph shows a cherry tomato, mozzarella and pesto quiche.The quiche is contained in a foil tray and sold in a card box.The questions that follow are about the quiche.

Product information:

The quiche is placed inside a foil tray.

The quiche is a multi portion product.

The quiche is suitable for vegetarians. The quiche can be eaten hot or cold. The quiche must be stored in a refrigerator.

(a) Before starting to design the quiche a Design Specification was written.

State with as much detail as you can, what you think was the most important designspecification point for each of the following aspects.

(i) The function or purpose of the card box. [2]

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

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

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

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(ii) The target market for the quiche in the foil tray and card box. [2]

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

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

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

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

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

(b) The base of the quiche is made from shortcrust pastry.

State two properties of shortcrust pastry that make it a suitable material for the base.

Property 1: ............. [1]

Property 2: [1]

(c) The quiche was made using batch production.Explain why this is the most suitable scale of production. [2]

...

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

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

(d) The quiche in the foil tray and card box has to appeal to potential customers.

(i) Describe the appeal of the product in terms of one of the following: [2]

fashions trends styles

Circle your chosen criteria above and write your description below.

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(e) The graph below shows the sales of the quiche.

(i) State in which month exactly 7000 were sold.

....................................................................................................... [1]

(ii) The total number of sales in the first three months (J an - March 07) was6,000 (1,000 + 2,000 + 3,000) and the average sales per month in thisperiod was 2,000.

Calculate the total number of sales in this next four months (April J uly 07)and the average sales per month in this period. Show your calculations. [2]

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

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

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

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Legislative Issues in Food Technology

This specification requires candidates to develop an understanding of legislative issues andstandards as they affect their designing and making in food technology and to be able to usethe understanding they have gained to guide and assist their decision making duringdesigning.

Addi tives

Candidates should be aware all additives are controlled by law. They go throughextensive safety tests to obtain and then keep approval from the Governments FoodAdvisory Committee.

They should know that additives can only be used if they have been fully tested,shown to be safe, and placed on the official listing (permitted list) of the foods inwhich they are allowed.

The E numbers are simply the code numbers used to identify the food additives. It isa guarantee of safety and authorisation for use in the European Union.

Additives must be listed on food labels.

Useful websites www.faia.org.ukwww.ifst.org

Labelling and Packaging

EU legislation currently states that a wide range of information must be present on foodlabels to ensure that the consumer gets all essential information concerning composition,safe handling and nutritional aspects in certain circumstances.

Candidates must be aware that it is compulsory for certain information to be providedon a food label such as;the name of the food, a list of ingredients, date and storage conditions, cooking orpreparation instructions, weight or volume, any special claims, the name andaddress of manufacturer, packer or seller, the place of origin, lot or batch number.

Candidates should also be aware of the European Union (EU) labelling rule whichcame into force in November 2004 (with a transitional period of one year forpackaging to be updated) in the UK which requires 12 food ingredients - milk, eggs,peanuts, nuts from trees (including Brazil nuts, hazelnuts, almonds and walnuts),fish, crustaceans (including crab and shrimps), soya, wheat, celery, mustard,sesame and sulphur dioxide to always be clearly labelled.

They should also know that Manufacturers are not obliged by law to provide nutritioninformation, unless they make a nutrition claim.

Candidates should also be aware of GM labelling and the new rules that came intoforce within the EU in April 2004. The presence in foods of genetically modifiedorganisms (GMOs) or ingredients produced from GMOs must be indicated on thelabels.
http://www.faia.org.uk/http://www.faia.org.uk/http://www.ifst.org/http://www.ifst.org/http://www.faia.org.uk/

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In the case of packaging

Candidates should be aware of the Government Food Regulations which state thatfood packaging must not:;

Be hazardous to human health; Bring about the deterioration of the food; Cause unacceptable changes in its natural substance or quality.

Candidates should also be aware that in the UK foods sold loose are currentlyexempt from many of the food labelling laws.

Foods sold unpackaged must have the information displayed by it on the shelf ordisplay cabinet.

A typical exam question based on this section has been set out on the followingpage.

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Question 2. This question is aboutthe general issues of D&T. It is worth 10 marks.

(a) (i) Name a food product that makes use of recycling. [1]

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

(ii) Describe how the product you named above makes use of recycling. [2]

....

....

....

(iii) State one advantage of using recycling in a food product. [1]

....

(b) (i) Designers of new products think about the SIX Rs.

Underline the correct SIX Rs in the list that follows. Two have been done for you. [1]

REMAKE RETHINK REUSE RECYCLE

REDESIGN REPAIR REDUCE REFUSE

(ii) Sustainable design is more than making the product from recycled material ormaking it recyclable. Describe one other way in which sustainable products canbe designed. [2]

....

....

....

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

(i) State one of the winners of mass production of the product and give details ofonereason for this.

The winner: . [1]

Reason : ........ [2]

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Other Designers / Practit ioners Question 3

This part of the specification is about knowing about and understanding the work ofprofessional designers and/or professional practitioners within the world of Design and

Technology.

y Candidates should be taught about the work of:-

(i) Gordon Ramsey

(ii) Delia Smith

y Candidates should be taught about:

The range of the work that each of the designers has produced over time.

The features that identify the work of each of the designers.

The innovations and/or new ideas that each of the designers has introducedover time;

The influence that each of the designers has had on design andmanufacturing.

y Candidates and teachers need to be aware that a question on this topic willappear on the Written Examination Paper.

y The question on Other Designers / Practitioners will require an answer that is apiece of continuous writing.

y Marks will be awarded for knowledge of the designers.

Please note:

The principal examiner will specify two Designers/Practitioners for each examination year. The

awarding body will review the two Designers/Practitioners annually.Centres will be informed of the details of each of the Designers/Practitioners twoyears before the examination is to be taken.

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

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Question 3. This question is about the designers that you have studied. It is worth 10marks.

During your course you have studied the work ofGordon Ramsey and Delia Smith.

Select one of these designers and write a short essay in the space below to: [10]

y Describe the designers work identifying its main features.

y Discuss the influence your chosen designer has had on other designers.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Developing, Planning and Communicating Ideas Question 4

This part of the specification is concerned with the process of designing, starting with an originalbrief and concluding with a proposed solution giving due consideration to the issues that can andshould influence the outcome.

The content of this section can be covered throughout the course through a variety ofdesign and make tasks. Candidates will need regular practice working through the designprocess and related issues in readiness for the controlled assessment in the final year ofthe course.

Centres can use the pages of the CAT for internally set projects in the first year of thecourse. This will familiarise candidates with the layout of the pages and prepare them forthe controlled assessment.

There is inevitably, some overlap of content with other sections of the specification such assustainability and environmental issues.

Question 4 on the examination paper relates to The Design Process and this section of thespecification.

It is in two parts:

Part A - The Design Process

Part B - A Design Task

A typical question for this section is given on the next page.

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Question 4. This question is about the Design Process and how it is used. It is in two parts andworth a total of 25 marks.

Part A

(a) (i) The design process uses a number of steps in a specific order.

Select from the list below the correct activity to complete the table of the steps in

the design process. [3]

GENERATE IDEAS DEVELOP AND MODEL A SOLUTION

RESEARCH THE TASK GIVE DETAILS OF THE FINAL SOLUTION

LOOK AT EXISTING PRODUCTS APPLY A GOOD FINISH

STEP ACTIVITY

1 ANALYSIS OF THE TASK

2 WRITE A DESIGN SPECIFICATION

3

4

5

6 PLAN THE MAKING

7 MAKE THE PRODUCT

8 EVALUATE THE PRODUCT

(b) (i) State one design aspect that a Design Specification in food will have statementsabout. [1]

Aspect: .

(ii) A Plan for Making is more than a list of the making process. State one otherconsideration included in a plan and describe why it is important. [3]

Consideration: ..

Importance : ..

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

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

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Part B

(a) A bakery is planning to extend its range of bread products.Research shows that the popularity ofTear n Share products has increased.

The product must be suitable for four or more people.

The product will need to have an interesting shape that can easily be shared by four ormore people.

The product will need to include a savoury filling and have an interesting topping. Itshould also include a good source of fibre.

Draw one idea for the tearn share bread. Use notes to explain your idea.

Sketch your solution on the opposite page.

Marks will be awarded for:

(i) Generate one idea to satisfy a specification. 8

Designing a savoury bread product; Showing how the product is suitable for four or more people; Showing the savoury filling and interesting topping;

An interesting shape for the bread product.

(ii) Specify suitable materials to make the bread. 3

(iii) Specify the fibre source and sensory functions of the filling and toppingingredients. 3

(iv) Quality of communication 4

[18]

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Place your answer in the box on this page.

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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 inquantity, and that the scale of production depends on the type of product being made.

Candidates should also be aware of different forms of equipment used during the manufacturingof food products.

They should also give consideration to the importance of safety and hygiene procedures whilstproducts undergo manufacture.

Candidates should be encouraged to consider commercial manufacturing processes within theirown designing and making.

y www.classroomvideo.co.ukhas a good range of resources (particularly videos/DVDs)

which can be used to show candidates how products are manufactured using differentscales of production.

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

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

A typical examination question based on this section has been set out on the following page.
http://www.classroomvideo.co.uk/http://www.classroomvideo.co.uk/

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Question 5. This question is about commercial manufacturing processes. This question isworth a total of 10 marks.

(a) Food manufacturers have to follow a quality assurance system.Good personal hygiene and the correct cleaning of equipment are essential whenmaking food products.

(a) Describe, with reasons, two different hygiene rules that must be followed by foodworkers. 2 x [2]

Rule 1: ..

..

Rule 2: ..

.

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

Complete the following table by matching the manufacturing equipment shown above with

its equivalent in the development kitchen. [3]An example has been done for you.

Product Development Ki tchen Large-scale Manufacture

Rolling out dough with a rolling pin

Piping bag for cream Depositer

Shaping dough with hands or templates

Cooking in a saucepan

(c) (i) Rotary cutters are used in high volume production of food products such asbiscuits. Describe one advantage of using rotary cutters. [2]

..

..

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

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

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Knowledge of Materials & Components Question 6

In this section candidates are expected to know about the characteristics, properties andavailability of a wide variety of food materials. They should be aware of new technologicaldevelopments within the food industry.

Candidates should be encouraged to further their knowledge and understanding of foodmaterials and components through practical activities. They should be familiar with a range offood materials using these in their own designing and making. They will need to make informedchoices for materials in the written examination and controlled assessment task.

This section refers to page 5 of the full food specification

The importance of new technologies to create new materials with specificproperties; e.g. modified starches, functional foods, meat analogues.www.nutrition.org.uk

Have an awareness of the increasing role of nanotechnology in food technology.

Candidates need to be aware of the impact this technology could have on the foodindustry in future years to come.

They need to be aware of the practical applications of this technologyand how it can benefit the user/industry.

Publications such as just4Food have articles on this topic plus other current food matters.(Issue 17, summer 2007)

www.nanowerk.com and www.iufost.org are just two of many research sites.

Books- Understanding Ingredients Anne Barnett (Heinemann)ISBN 0-435-42827-6 is a good aid for features and properties of ingredients.

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

A typical question on materials and components follows this page.
http://www.nutrition.org.uk/http://www.nanowerk.com/http://www.iufost.org/http://www.iufost.org/http://www.nanowerk.com/http://www.nutrition.org.uk/

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Question6. This question is about Materials and Components. It is worth a total of 15 marks.

(a) When developing food products, designers need to know the function of food materials.

Some of these are shown below.

Binding Raising agent Bulking Flavouring Sweetening

Complete the table below by stating the main function ofeach food material in a breadproduct. Use each function only once. [4]

An example has been done for you.

Food material Function in a bread product

Flour

Yeast

Margarine Shortening

Salt

Water

(b) Manufacturers change food products to improve their nutritional value.

(i) State the nutritional advantage of replacing white flour with wholemeal flour in abread product. [1]

..

(ii) Explain one health benefit to the consumer. [2]

..

.

(iii) An unhealthy diet may contain high levels of salt.

Name one health problem that this type of diet can cause. [1]

.

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(c) When developing individual chilled layered desserts, manufacturers have to consider howeach layer will thicken or set.

Complete the table below to explain how each layer will be thickened or set.Two examples have been completed for you. [4]

LAYER THICKENED OR SET BY

Double cream Adding air by whisking

Custard

Fruit puree

Meringue

Flavoured jelly

Yoghurt Milk is thickened by good bacteria

(d) Banana goes brown when the skin is removed. Give one cause ofthe browning effectand one method of preventing it.

Cause of browning .. [2]

...

Method of prevention [1]

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Tools, Equipment and Making Question 7

Candidates are expected to develop their awareness of basic tools and equipment available, aswell as develop their confidence in using them. Candidates should be encouraged to developtheir manufacturing capability through a wide range of practical tasks, observing quality controlchecks throughout the manufacturing process in order to achieve high quality products.

Candidates need to be able to select and use the correct materials, hand tools andequipment for a wide range of practical tasks. They will be expected to workindependently during the controlled assessment. It is therefore essential that they gainthe necessary experience beforehand.

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

Candidates should be aware of the importance of safe and hygienic practices in thepreparation and manufacturing of food products. They should know how to carry outappropriate risk assessments and make use of the HACCP method.

Candidates should be encouraged to demonstrate a range of high quality making skillsthroughout the testing, modelling and manufacturing stages of the controlled assessmenttasks. Emphasis should be placed on the candidate to achieve a high quality, wellpresented final outcome.

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

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Question 7. This question is about Tools, Equipment and Making. It is worth a total of 20marks.

(a) The items below can be used in a food technology lesson.Fill in the table naming each piece of equipment and explain its use. [6]

The first one has been done for you.

NAME USE

PeelerUsed to remove the skinoff fruits and vegetables
http://www.nationalartcraft.com/images/sub-1563-01.jpghttp://www.all-creatures.org/recipes/images/u-peeler.jpg

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(b) (i) State the fourconditions needed for all bacteria to grow. [4]

Condition 1:

Condition 2:

Condition 3: ...

Condition 4:

(ii) Fill in the missing word in the sentence below. [1]

Cross-contamination is when bacteria is transferred from . tocooked foods.

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(c) Study the production line for cakes shown below.

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

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(d) Food manufacturers carry out sensory tests to check that a product meets its originalspecification.

When carrying out sensory analysis there are certain procedures that should be followedto ensure an accurate result.

Complete the chart below by listing two procedures with reasons. 2 x [2]

An example has been done for you.

Procedure Reason

Place products on identical dishes Tasters are not distracted from the product

..

..

..

.

.

.

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

(a) (i) CAD is used in the development of food products.Explain what CAD stands for. [1]

C. A. D

(ii) HACCP is a system used by food manufacturers.

Explain what the initials HACCP stand for. [1]

....

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

(i) ......

..

(ii) ..

...

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(c) The food industry uses certain terminology to describe tasks, systems or processes.Select three of the processes listed below. Explain what the process means and give anexample of a food product made using that process. 3 x [3]An example has been done for you

Process Explanation and Example

Combining Explanation:joining together different raw materials toproduce products with specific qualities.Example: materials for cakes can be combined by themelting method.

Assembling

Explanation ...........................................................

.Example..

Filling

Explanation

Example .

Enrobing

Explanation

Example .

Extruding

Explanation

Example .

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5. YEAR PLANNER OPTIONSThe specification allows you the option of following a unitised or linear style of course. Below areshown two possible options of study that you may consider for your schemes of work.

Option 1

Year 10

Term 1 Term 2 Term 3

Skills/Knowledge Skills/Knowledge Skills/Knowledge/RevisionUnit 1 Unit 1 Unit 1 Examination

Year 11


Skills/ Knowledge Skills/ Knowledge Skills/ Knowledge/Exampreparation

CAT Unit 2 CAT Unit 2 Re-sit Unit1 Examination

Option 2

Year 10


Skills/Knowledge Skills/Knowledge Skills/KnowledgeUnit 1 Unit 1 Unit 1

Year 11


CAT Unit 2 CAT Unit 2 Skills/Knowledge/Exampreparation

Skills/ Knowledge Skills/ Knowledge Unit1 Examination

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6. BOOK LIST

In addition to any books mentioned in the guidance, the following may be found to be useful.

BOOK TITLE AUTHOR PUBLISHER ISBN

Create- Food Technology Barbara Mottersheadand Lesley Woods

Heinemann 0- 435 41218-3

GCSE Total RevisionGCSE D&T: Food

Technology

J enny HotsonJ ill Robinson

Collins 0-00-711205

Food Technology ThroughDiagrams

Hazel King Oxford UniversityPress

0-19-832817-6

Understanding Ingredients Anne Barnett Heinemann 0-435-42827-6

Trends in FoodTechnology The FoodIndustry

Anne Barnett Heinemann 0-431-14047-2

Trends in FoodTechnology FoodProcessing

Anne BarnettHeinemann 0-431-14049-9

Trends in FoodTechnology Safe Food

Hazel King Heinemann0-431-14052-9

Trends in FoodTechnology Food andConsumers

Hazel King Heinemann 0-431-14050-2

Trends in FoodTechnology FoodIngredients

Hazel King Heinemann 0-431-14051-0

Trends in FoodTechnology Designingand Making Food

Anne Barnett Heinemann0-431-14048-0

Design in the MakingFood Technology

Steve Cushing Longman 0582 36590 2

Beginning BiologyFood

Dene Schofield andCharlotte Evans

Ladybird0-7214-1790-6

The Sustainability

Handbook

Centre for Alternative

Technology

Practical Action

Publishing

978-1-85339-670-

0Collins Design andTechnology FoodFoundation Course

Sue Plews, J anetInglis, Eileen Chapman

Collins Educational 0-00-329491-9

Food and Nutrition Anita Tull Oxford 0-19-832766-8

Food Technology toGCSE

Anita Tull Oxford UniversityPress

0-19-832788-9

Collins Real WorldTechnologyFood Technology

J anet Inglis, Sue Plewswith Eileen Chapman

Collins Educational 000329490-0

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7. USEFUL WEBSITESThe websites indicated below may be used to guide or support your candidates.

Design and Technology

Website Description

www.design-technology.info/ Help and numerous ideas for KS3 and KS4.

www.cat.org.uk Centre for Alternative Technology

www.design-technology.org/ Help and numerous ideas for KS3 and KS4.

www.technologystudent.com/GCSE useful for students studying different courses

www.berkley7.freeserve.co.uk/ Excellent collection of resources for D&T teachers.www.sda-uk.org/

www.stepin.org/

Great resources for promoting SustainableTechnology.

www.bbc.co.uk/schools/gcsebitesize/design/

A range of topics covered from electronics totextiles.

www.techitoutuk.com/ Over 600 links on this site to other D&T sites.

www.animatedworksheets.co.uk/ Animated sheets on technology skills.

http://ergonomics4schools.com/ Ergonomics in schools.

drawsketch.about.com/library/weekly/aa051303a.htm

Help with drawing.

www.britishlogos.co.uk Logo design company.

http://goodlogo.com Logos and how to use them effectively.

http://www.newdesigners.com Examples of new designers work.

www.classroomvideo.co.uk Good resources

www.rsadesigndirections.org Various resources

www.greenbiz.com Sustainability

www.ethicaltrade.org Sustainability

www.fairtrade.org.uk Sustainability

www.ifat.org Sustainability

www.globalreporting.org Sustainabilitywww.bsi-global.com Sustainability

www.ethicalfashionforum.com Sustainability

www.btha.co.uk British toy & hobby association -standards

www.softswitch.co.uk Nano technology

www.traid.org.uk Ethical trading

www.bsiglobal.com Legislation

www.bsieducation.org Legislation

www.jennyrigwellpress.co.uk Resources
http://www.design-technology.info/http://www.cat.org.uk/http://www.design-technology.org/http://www.technologystudent.com/http://www.berkley7.freeserve.co.uk/http://www.sda-uk.org/http://www.stepin.org/http://www.bbc.co.uk/schools/gcsebitesize/design/http://www.bbc.co.uk/schools/gcsebitesize/design/http://www.techitoutuk.com/http://www.animatedworksheets.co.uk/http://ergonomics4schools.com/http://drawsketch.about.com/library/weekly/aa051303a.htmhttp://drawsketch.about.com/library/weekly/aa051303a.htmhttp://www.britishlogos.co.uk/http://goodlogo.com/http://www.newdesigners.com/http://www.classroomvideo.co.uk/http://www.rsadesigndirections.org/http://www.greenbiz.com/http://www.ethicaltrade.org/http://www.fairtrade.org.uk/http://www.ifat.org/http://www.globalreporting.org/http://www.bsi-global.com/http://www.ethicalfashionforum.com/http://www.btha.co.uk/http://www.softswitch.co.uk/http://www.softswitch.co.uk/http://www.traid.org.uk/http://www.bsiglobal.com/http://www.bsieducation.org/http://www.jennyrigwellpress.co.uk/http://www.jennyrigwellpress.co.uk/http://www.bsieducation.org/http://www.bsiglobal.com/http://www.traid.org.uk/http://www.softswitch.co.uk/http://www.btha.co.uk/http://www.ethicalfashionforum.com/http://www.bsi-global.com/http://www.globalreporting.org/http://www.ifat.org/http://www.fairtrade.org.uk/http://www.ethicaltrade.org/http://www.greenbiz.com/http://www.rsadesigndirections.org/http://www.classroomvideo.co.uk/http://www.newdesigners.com/http://goodlogo.com/http://www.britishlogos.co.uk/http://drawsketch.about.com/library/weekly/aa051303a.htmhttp://drawsketch.about.com/library/weekly/aa051303a.htmhttp://ergonomics4schools.com/http://www.animatedworksheets.co.uk/http://www.techitoutuk.com/http://www.bbc.co.uk/schools/gcsebitesize/design/http://www.bbc.co.uk/schools/gcsebitesize/design/http://www.stepin.org/http://www.sda-uk.org/http://www.berkley7.freeserve.co.uk/http://www.technologystudent.com/http://www.design-technology.org/http://www.cat.org.uk/http://www.design-technology.info/

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http://www.bakersfederation.org.uk Resources

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

http://www.fabflour.co.uk Resources

http://www.flourandgrain.com New education site

http://www.foodforum.org.uk General information food, diet and health

http://www.foodtech.org.uk Good overview of food technology

Websites using SMART technology

http://www.mutr.co.uk http://www.gorix.com

http://www.tep.org.uk http://www.electrotextiles.com

http://www.designcouncil.org.uk http://www.sympatex.com

http://www.gorefabrics.com http://www.softswitch.co.uk

http://www.kevlar.com http://www.microban.co.ukhttp://www.laperla.com http://www.polaris-apparel.co.uk

http://www.rohan.co.uk http://www.newscientist.com

www.nanowerk.co.uk

GCSE Design and Technology - Food - Teachers' Guide/MLJ1 April 2009
http://www.bakersfederation.org.uk/http://www.nutrition.org.uk/http://www.nutrition.org.uk/http://www.fabflour.co.uk/http://www.fabflour.co.uk/http://www.flourandgrain.com/http://www.flourandgrain.com/http://www.foodforum.org.uk/http://www.foodforum.org.uk/http://www.foodtech.org.uk/http://www.foodtech.org.uk/http://www.mutr.co.uk/http://www.gorix.com/http://www.tep.org.uk/http://www.electrotextiles.com/http://www.designcouncil.org.uk/http://www.sympatex.com/http://www.gorefabrics.com/http://www.softswitch.co.uk/http://www.kevlar.com/http://www.microban.co.uk/http://www.laperla.com/http://www.polaris-apparel.co.uk/http://www.rohan.co.uk/http://www.newscientist.com/http://www.nanowerk.co.uk/http://www.nanowerk.co.uk/http://www.newscientist.com/http://www.rohan.co.uk/http://www.polaris-apparel.co.uk/http://www.laperla.com/http://www.microban.co.uk/http://www.kevlar.com/http://www.softswitch.co.uk/http://www.gorefabrics.com/http://www.sympatex.com/http://www.designcouncil.org.uk/http://www.electrotextiles.com/http://www.tep.org.uk/http://www.gorix.com/http://www.mutr.co.uk/http://www.foodtech.org.uk/http://www.foodforum.org.uk/http://www.flourandgrain.com/http://www.fabflour.co.uk/http://www.nutrition.org.uk/http://www.bakersfederation.org.uk/

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