Summary of GCSE Food Technology specifications

Summary of GCSE Food Technology specifications
NB read in conjunction with GCSE guidance

Awarding body

AQA

Edexcel

OCR

WJEC

Specification elements

Examination

40% of total marks

Papers 1 & 2 (2 hours full course, 1.5 hours short course) will test all assessment objectives. All questions are compulsory and will test the application of knowledge and understanding of materials, components, processes, techniques, technologies and the evaluation of commercial practices and food products. A design context will be given in advance (preparation sheets issued in March) and will form the basis for some of the questions.

Examination is by one 1.5 hour paper with four compulsory questions. This includes one design question where students design a product from a specification and evaluate it. It also includes one product analysis question.

Papers 1 & 2 (1hr/1hr 15 mins) test candidates' specialist subject knowledge, skills and understanding through compulsory questions. Papers include a product analysis question on information contained in the paper (not the same theme as per Papers 3 & 4). For the full course, additional Papers 3 & 4 include a product analysis question based on a theme for the year, set in advance (1hr/1hr 15 mins). Research material may not be taken into the exam.

One 2 hour written paper for the full course. The common section (Part A) is 30 mins and carries 10% of the 40% examination marks. It consists of three questions that address the KS4 programme of study irrespective of material area studied. Part B is 1.5 hours, carries 30% of the 40% examination marks and consists of six separate parts, Students answer the part that relates to the material they are studying. Each has a comparable structure of five questions, the fifth being a design question worth 25% of the marks for this section. For the short course there is a one hour paper, with four compulsory questions, three of which are shared with Section A of the full course paper. The fourth is the design question from Section B of the full course paper.

Coursework

60% of total marks
Not to exceed 40 hours for full course,
20 hours for short course.

Coursework consists of a project that addresses all three assessment objectives in an integrated way. Evidence consists of a food product prototype(s) and a concise design folder and/or appropriate ICT evidence. Throughout candidates should address the industrial and commercial practices and the moral, social, cultural and environmental issues arising from their work. Candidates should address packaging requirements, but it is not a requirement of the specification to make the package. A list of possible project outlines is provided as a starting point.

Coursework consists of a project that addresses all three assessment objectives in an integrated way. Evidence should be presented as a product with supporting portfolio (or hard copy of the equivalent ICT evidence), which should be on A3 paper and not more than about 15 pages long. Guidance on selection and carrying out of coursework projects is provided in the Edexcel Coursework Guide.

Internally set and marked coursework tests candidates' capability to design & make with knowledge, skill and understanding through one project. It must address industrial practices. The underlying influence should be that the product is marketable and the first of a batch of 50, with candidates realising the prototype of this food product within the facilities available in the centre. Some of the work, eg research, may take place outside school. It may be linked to a candidate's own interests, industrial practice, enterprise or the community. Candidates must consider how relevant technology affects society and their own lives.

The coursework should provide the opportunity to design & make quality products that can be tested and evaluated. Evidence must include a food product, plus concise portfolio or equivalent ICT evidence. Candidates should develop an understanding of a range of external influences and demands that affect the development of a food product and show sensitivity to the wider effects of their work on society and the environment. A full range of making skills should be demonstrated through prototyping, trialling and production of a food product and appropriate packaging.

Internal assessment objectives

Designing: Research; Analysis (of problem/task and research); Specification; Generation of ideas; Development of a solution; Planning of making; Evaluation, testing & modification; Use of communication, graphic & ICT skills; Social issues; industrial practices and systems & control (including CAD/CAM)

Making: Health & safety; Changes & modifications; Testing; Use of results; Developments; Function of ingredients; Sensory evaluation; Using equipment for fair testing & consistency; Industrial application; Accuracy & finish of outcomes.

Moderation is postal.

There are six main criteria for marking of the coursework: Investigating and identifying needs and developing a specification; Developing ideas from the specification;
Using written, graphical and ICT skills to develop, model and communicate ideas; Producing and using working schedules, systems and control and industrial practices; Selection and use of appropriate tools, equipment and processes to make products, including appropriate use of CAM; Testing and evaluating of products & processes.

Moderation is postal.

Identification of a need or opportunity leading to a design brief;
Research into design brief resulting in a specification; Generation of design proposals;
Product development; Product planning and realisation;
Evaluation and testing.

Moderation is postal.

Investigating (10%); Developing designs (20%);
Communicating and modelling ideas (10%;
Knowledge of materials (5%);
Making (40%);
Organising & planning (5%);
Evaluating products/processes(10%).

Moderation is by centre visit.

Assessment
AO1 - 20% overall weighting

AO2 - 60% overall weighting

AO3 - 20% overall weighting

Application of knowledge, skills and understanding of materials, components, processes, techniques and industrial practices.

Application of knowledge, skills and understanding when designing and making products in quantity.

Application of knowledge, skills and understanding when evaluating processes and products and examining the wider effects of D&T on society.

Application of knowledge, skills and understanding re: Classification and selection of materials & components
Preparing processing and finishing materials Manufacturing commercial products.

Application of knowledge, skills and understanding when designing and making.

Application of knowledge, skills and understanding when of design and market influence, including the effects of design on wider society.

Capability through acquiring and applying knowledge, skills and understanding of materials, components, processes, techniques and industrial practices.

Capability through acquiring and applying knowledge, skills and understanding when designing and making quality products.

Capability through acquiring and applying knowledge, skills and understanding when evaluating processes and products and examining the wider effects of D&T on society.

Acquiring and applying knowledge, skills and understanding re: Classification and selection of materials & components
Preparing processing and finishing materials Manufacturing commercial products.

Acquiring and applying knowledge, skills and understanding when designing and making.

Acquiring and applying knowledge, skills and understanding when of design and market influence, including the effects of design on wider society.

Key skills

Opportunities for key skills development are mapped against subject content and further guidance and examples provided in the Teacher's Guide.

Opportunities for key skills development are mapped against subject content and examples provided.

Key skills are signposted and identified with a 'key' symbol throughout the syllabus. More detailed opportunities for generating Key Skills evidence posted on the OCR web site.

Opportunities to develop and evidence all six key skills are mapped as they relate to the coursework and examination. These are exemplified in detail.

ICT & CAD/CAM

ICT should be used as appropriate to the task in hand, egs visualising and developing ideas, recording information, communicating to others.

Appropriate use of ICT and CAD/CAM must be evident in the coursework folder.

ICT should be used as appropriate to the task in hand, egs generating and developing ideas, modelling and communicating.

Appropriate use of ICT and CAD/CAM should be evident in the portfolio. Students should use CAM, where available and appropriate, to improve their own manufacture.

Candidates must use appropriate ICT in their coursework which may include CAD/CAM and must consider how technology affects society and their own lives.

Emphasis is on appropriate use of ICT, depending on the work being undertaken. CAM is not assessed in the coursework, but the exam will test candidates¹ knowledge of CAD/CAM applications.

ICT should be used where and if appropriate and for practical purposes, especially in the production of design portfolios and associated products. It should be used to enhance the quality of the candidate's designing and making rather than for its own sake.

The exact application of ICT depends on the resources available, what is appropriate for the focus area concerned and the experience of the candidate. In all cases there should be a balance of ICT/CAD/CAM generated work and hand skills, which remain important.

Content headings

Designing & making skills

Food materials & components

Food product design, development & market influences

Food processes & product manufacture

Classification and selection of materials & components

Preparing, processing and finishing materials

Manufacturing commercial products

Design and market influence

Designing & making
Developing & writing a design brief;
Drawing up a specification
Generating design proposals;
Product development;
Product planning;
Tools & equipment;
Processes;
ICT applications;
Industrial applications;
Good working practice;
Product evaluation

Knowledge & understanding
Materials & components;
Systems & control;
Products & applications;
Quality, Health & safety

Developing, planning and communicating ideas.

Working with tools, equipment and components to produce quality products.

Evaluating process and products.

Knowledge & understanding of materials and components.

Knowledge & understanding of systems and control.

General comments

Candidates wishing to work with others may do so. However, individual and separate evidence of their own ability to design and make a product from start to finish must be provided.

Progression from KS3 is addressed and there is progression to A Level Food Technology and GNVQ Manufacturing.

Candidates wishing to work with others may do so on some aspects of coursework projects. However, each student must produce a uniquely definable and assessible contribution.

Progression from KS3 is addressed and there is progression to A Level Food Technology and GNVQ Manufacturing.

If candidates work in groups, each candidate must provide unique evidence for assessment against all internal assessment objectives, with additional evidence in objective 6 (evaluation and testing).

Progression from KS3 is addressed, and there is progression to A Level Home Economics, but OCR do not offer AGCE Food Technology.

Candidates wishing to work with others may do so. However, individual and separate evidence of their own ability to design and make a product from start to finish must be provided.

Progression from KS3 is addressed and there is progression to A Level Food Technology and GNVQ Manufacturing.

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