gcse home economics: food and nutrition …...gcse home economics: food and nutrition for teaching...

Home Economics: Food and NutritionFor exams June 2010 onwards For certification June 2011 onwards

GCSESpecification

�

GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)

� introduction 3�.� Why choose AQA? 3

�.2 Why choose Home Economics: Food and Nutrition? 3

�.3 How do i start using this specification? 4

�.4 How can i find out more? 4

2 Specification at a Glance 5

3 Subject Content 63.� Nutrition, diet and health throughout life 6

3.2 Nutritional, physical, chemical and sensory properties of foods in storage, preparation and cooking 6

3.3 Techniques and skills in food storage, preparation and cooking 6

3.4 Factors affecting consumer choice 7

3.5 Food hygiene and safety 7

3.6 Nature of the controlled assessment �7

4 Scheme of Assessment 204.� Aims and learning outcomes 20

4.2 Assessment objectives 20

4.3 National criteria 2�

4.4 Prior learning 2�

4.5 Access to assessment: diversity and inclusion 2�

5 Administration 225.� Availability of assessment units and certification 22

5.2 Entries 22

5.3 Private candidates 22

5.4 Access arrangements and special consideration 22

5.5 Language of examinations 23

5.6 Qualification titles 23

5.7 Awarding grades and reporting results 23

5.8 re-sits and shelf-life of unit results 24

6 Controlled Assessment Administration 256.� Authentication of controlled assessment work 25

6.2 Malpractice 25

6.3 Teacher standardisation 26

6.4 internal standardisation of marking 26

6.5 Annotation of controlled assessment work 26

6.6 Submitting marks and sample work for moderation 27

6.7 Factors affecting individual candidates 27

6.8 retaining evidence and re-using marks 27

Contents

2


3

7 Moderation 287.� Moderation procedures 28

7.2 Consortium arrangements 28

7.3 Post-moderation procedures 28

Appendices 29A Grade Descriptions 29

B Spiritual, Moral, Ethical, Social, Legislative, Sustainable Development, Economic and Cultural issues, and Health and Safety Considerations 30

C overlaps with other Qualifications 3�

D Key Skills 32

E Assessment Criteria 33

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� introduction

This specification aims to attract candidates to study Home Economics: Food and Nutrition by offering an interesting and stimulating programme of study. Candidates will have the opportunity to develop their knowledge and understanding of human needs in a diverse society and to work in a variety of contexts.The skills and knowledge acquired will be relevant and transferable to other settings, enhancing career opportunities and providing a satisfying course of study for candidates of various ages and from diverse backgrounds who may not progress to further study of the subject. it also provides progression to certain aspects of GCE Health and Social Care.

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•

�.� Why choose AQA?

�.2 Why choose Home Economics: Food and Nutrition?

The specification is set out in a way that is clear for teachers to use and offers guidance on possible teaching activities related to individual aspects of the subject content. The two tasks for the controlled assessment will provide choice of a wide variety of topics.The specification retains much of the subject content of the previous specification. Some updating of this content has taken place to bring the specification up to date and to make it even more accessible to candidates.The controlled assessment tasks follow the criteria laid down by QCA in the GCSE controlled assessment regulations for home economics.

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�.3 How do i start using this specification?

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�.4 How can i find out more?

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4

GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0) GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)

5

2

2 Specification at a Glance

Home Economics: Food and

Nutrition 4587

Unit 1: Home Economics: Food and Nutrition (Written Paper) (45851)

External examination – � hour 30 minutes – �00 marks – 40%

6 – 8 compulsory questions comprised of short answer, structured and free response questions. Some questions may include stimulus material.

Unit 2: Food and Nutrition in Practice (45852)

Controlled assessment – 24–26 hours in total – �60 marks across

2 tasks – 60% of total marks, 45% individual investigation,

�5% research Task

Candidates must complete an individual investigation, �20 marks, and a research Task, 40 marks.

The controlled assessment tasks must be completed under supervision within the classroom. The individual investigation would occupy approximately �8 hours of supervision and the research Task approximately 6 – 8 hours of supervision.

plus

This specification is one of two which follow the GCSE Home Economics criteria. The other specification is GCSE Home Economics: Child Development.

There is one tier of assessment, with a single paper which covers all of the grades A*–G.

6

3


7

Summary of subject content

The subject content of this specification has been divided into sections for ease of reference. However, candidates and teachers will be aware of the interrelationship between the sections. The question

An introduction to nutrition

Macro nutrients

Micro nutrients

Diet and health

Energy from foods

Digestion

3.� Nutrition, diet and health throughout life

3 Subject Content

3.2 Nutritional, physical, chemical and sensory properties of food in storage, preparation and cooking

Effect of storage on nutrients

Food preparation and cooking

Food additives

3.3 Techniques and skills in food storage, preparation and cooking

Food storage

Food preparation and cooking

Cooking methods

recipe balance and modification

Convenience food

paper (Unit �) and the controlled assessment (Unit 2) will test any or all of the five areas of the subject content. Also included in this section of the specification is key information relating to the controlled assessment.

6 7

3


3.5 Food hygiene and safety

3.4 Factors affecting consumer choice

Social factors

Economic factors

Factors affecting meal planning

Purchase of food and equipment

Advertising

Consumer issues

Food spoilage organisms

Food poisoning organisms

Safer food procedures

Food packaging

8

3


9


3.1

Nut

ritio

n, d

iet

and

hea

lth t

hrou

ghou

t lif

eTh

is s

ectio

n of

the

subj

ect c

onte

nt re

quire

s ca

ndid

ates

to h

ave

know

ledg

e an

d un

ders

tand

ing

of th

e fo

llow

ing.

Po

ssib

le t

each

ing

act

ivit

ies

An

intr

od

ucti

on

to n

utri

tio

nA

stu

dy o

f nut

rient

s, th

eir

func

tions

, sou

rces

and

effe

ct o

n th

e bo

dy.

App

licat

ion

of n

utrit

iona

l kno

wle

dge

to th

e sp

ecia

l die

tary

nee

ds o

f di

ffere

nt p

opul

atio

n gr

oups

.

Die

tary

ana

lysi

s us

ing

food

tabl

es o

r co

mpu

ter

prog

ram

mes

.

Com

pute

r pr

ogra

mm

es c

alcu

latin

g

cand

idat

es’ o

wn

diet

s, li

nkin

g to

mem

bers

of t

heir

fam

ilies.

C

onsi

der

diffe

rent

pop

ulat

ion

need

s.

Mac

ro n

utri

ents

Pro

tein

Func

tions

in g

row

th, r

epai

r an

d se

cond

ary

sour

ces

of e

nerg

y.

Mai

n fo

od s

ourc

es in

the

diet

(pla

nt a

nd a

nim

al).

Nut

ritio

nal q

ualit

y, in

clud

ing

indi

spen

sabl

e (h

igh

biol

ogic

al v

alue

) and

di

spen

sabl

e (lo

w b

iolo

gica

l val

ue) p

rote

ins.

Com

plem

enta

tion

of p

rote

ins

with

par

ticul

ar re

fere

nce

to

vege

taria

ns.

Nov

el p

rote

ins,

e.g

. Tex

ture

d Ve

geta

ble

Pro

tein

s (T

VP

), to

fu a

nd

myc

opro

tein

.

Teac

h th

roug

h an

ext

ensi

ve r

ange

of p

ract

ical

wor

k to

als

o in

clud

e LB

V/H

BV

food

s.

Cla

ss d

iscu

ssio

n an

d de

velo

pmen

t.

Com

plem

enta

tion

of p

rote

in fo

ods,

to s

how

ran

ge o

f foo

ds

avai

labl

e.

Vid

eo/C

D –

var

iety

ava

ilabl

e.

Car

bohy

drat

esTh

eir f

unct

ion

in th

e pr

ovis

ion

of e

nerg

y.S

ugar

s, s

tarc

hes

and

diet

ary

fibre

.

Mai

n fo

od s

ourc

es in

the

diet

.

Pra

ctic

al w

ork

on s

tarc

hy fo

ods

– ra

nges

ava

ilabl

e.

Gro

up w

ork

of ra

nges

of c

erea

ls a

vaila

ble.

Nut

ritio

nal a

naly

sis.

Sug

ars

– re

duce

d su

gar

prod

ucts

/pra

ctic

al w

ork/

nutr

ition

al

anal

ysis

/sen

sory

tast

ing.

NS

P –

met

hods

of i

ncre

asin

g th

is in

pra

ctic

al d

ishe

s/nu

triti

onal

an

alys

is/s

enso

ry ta

stin

g/co

mpa

rativ

e gr

oup

wor

k.

Fats

The

func

tion

of fa

ts in

the

prov

isio

n of

fat s

olub

le v

itam

ins

and

ener

gy

supp

lies.

Mai

n ty

pes

of fa

tty

acid

s, e

.g. s

atur

ated

, mon

ouns

atur

ated

and

po

lyun

satu

rate

d.

Mai

n fo

od s

ourc

es in

the

diet

(pla

nt a

nd a

nim

al)

Pra

ctic

al w

ork

usin

g di

ffere

nt fa

ts to

det

erm

ine

thei

r pr

oper

ties

and

uses

.

Pac

kagi

ng m

ater

ials

to u

se a

s ba

sis

for

disc

ussi

on re

diff

eren

t ty

pes

of fa

ts.

Sup

erm

arke

t vis

it/qu

estio

nnai

re re

type

s of

fats

and

pre

fere

nces

.

8


9

3


Mic

ro n

utri

ents

Vita

min

sW

ater

sol

uble

– B

gro

up, T

hiam

ine,

rib

oflav

in, N

iaci

n, F

olat

e, B

�2,

C (A

scor

bic

Aci

d).

Fat S

olub

le –

A, D

, E a

nd K

.M

ain

food

sou

rces

in th

e di

et.

Effe

cts

of d

efici

ency

and

/or

exce

ss.

Ant

ioxi

dant

func

tions

of v

itam

ins

A, C

& E

.

Vid

eo –

func

tions

/die

tary

sou

rces

.

Pra

ctic

al re

cipe

s an

alys

ed fo

r vi

tam

in c

onte

nt a

nd d

evel

opin

g di

ffere

nt re

cipe

s to

hav

e hi

gh le

vel o

f dai

ly re

quire

d vi

tam

ins

(B

and

C),

also

reci

pes

whi

ch h

ave

high

leve

ls o

f D a

nd A

.

Min

eral

sC

alci

um, i

ron,

sod

ium

and

fluo

ride.

Func

tions

in th

e bo

dy.

Mai

n fo

od s

ourc

es.

Effe

cts

of d

efici

ency

and

/or

exce

ss.

Vide

o/ra

nge

of p

ract

ical

dis

hes/

nutri

tiona

l ana

lysi

s.

Com

para

tive

grou

p w

ork.

Wat

erTh

e im

port

ance

of w

ater

in th

e bo

dy.

Mai

n fo

od s

ourc

es.

Gro

up d

iscu

ssio

n –

quan

titie

s in

the

body

.

Pra

ctic

al w

ork

to in

clud

e se

lect

ion

of re

cipe

s to

pro

vide

hig

h w

ater

co

nten

ts.

Die

t an

d h

ealt

h

Cur

rent

die

tary

re

com

men

datio

nsTh

e co

ncep

t of a

bal

ance

d di

et.

The

rela

tions

hip

betw

een

diet

and

goo

d he

alth

.

rel

evan

t pub

licat

ions

, e.g

. The

eat

wel

l pla

te (w

ww

.eat

wel

l.go

v.uk

)

Cur

rent

nut

ritio

nal t

erm

inol

ogy,

e.g

. rN

is, D

rVs

, EA

rs,

with

a b

asic

kn

owle

dge

of D

rVs

for d

iffer

ent p

opul

atio

n gr

oups

.

Maj

or h

ealth

pro

blem

s as

soci

ated

with

exc

essi

ve n

utrie

nt in

take

, e.g

. ob

esity

, cor

onar

y he

art d

isea

se, d

enta

l car

ies,

hyp

erte

nsio

n, d

iabe

tes.

Maj

or h

ealth

pro

blem

s as

soci

ated

with

inad

equa

te in

take

of

nutr

ient

s, e

.g. c

onst

ipat

ion,

div

ertic

uliti

s, a

naem

ia.

Gro

up d

iscu

ssio

n.

Vid

eo.

indi

vidu

al fo

od d

iary

/ass

essm

ent o

f find

ings

.

Use

of w

ebsi

tes

to p

rovi

de u

sefu

l mat

eria

ls. C

urre

nt m

edia

co

vera

ge li

nked

to d

iet a

nd h

ealth

.

Qui

z re

term

inol

ogy

– lin

k to

pop

ulat

ion

grou

ps.

res

earc

h us

ing

web

site

s fo

r all o

f the

se h

ealth

pro

blem

s, w

ith g

roup

pr

esen

tatio

ns to

rest

of t

he g

roup

.

Ene

rgy

fro

m

foo

ds

Bas

al m

etab

olic

rat

e (B

Mr

) and

its

impo

rtan

ce in

det

erm

inin

g en

ergy

requ

irem

ents

, e.g

. phy

sica

l act

ivity

, age

, gen

der.

Ene

rgy

bala

nce

and

idea

l wei

ght.

rec

omm

ende

d en

ergy

val

ues

from

pro

tein

, fat

and

car

bohy

drat

es.

The

glyc

emic

inde

x of

food

s.

Wor

k in

gro

ups

to p

rovi

de e

xam

ples

of s

uita

ble

diet

s fo

r 7

days

, in

clud

ing

phys

ical

act

ivity

and

wei

ght a

nd e

nerg

y ba

lanc

es.

Dig

esti

on

The

dige

stio

n an

d ab

sorp

tion

of n

utrie

nts.

Gro

up d

iscu

ssio

n.

�0

3


��


3.2

Nut

ritio

nal,

phy

sica

l, ch

emic

al a

nd s

enso

ry p

rop

ertie

s of

food

s in

sto

rage

, pre

par

atio

n an

d c

ooki

ng.

This

sec

tion

of th

e sp

ecifi

catio

n re

quire

s ca

ndid

ates

to h

ave

know

ledg

e an

d un

ders

tand

ing

of th

e nu

triti

onal

, phy

sica

l, ch

emic

al a

nd s

enso

ry p

rope

rtie

s of

food

s in

st

orag

e, p

repa

ratio

n an

d co

okin

g.

Po

ssib

le t

each

ing

act

ivit

ies

Eff

ect

of

sto

rag

e o

n nu

trie

nts

An

outli

ne k

now

ledg

e of

the

loss

of V

itam

in C

thro

ugh

oxid

atio

n an

d ra

ncid

ity o

f fat

s.P

ract

ical

inve

stig

atio

n us

ing

DC

PiP

to te

st c

ooki

ng w

ater

of g

reen

ve

geta

bles

of v

aryi

ng a

ges,

e.g

. 2 w

eek

old

broc

coli,

� w

eek

old

broc

coli,

froz

en b

rocc

oli.

Foo

d p

rep

arat

ion

and

co

oki

ngTh

e sc

ient

ific

prin

cipl

es u

nder

lyin

g th

e pr

epar

atio

n an

d co

okin

g of

fo

od.

The

effe

ct o

f hea

t and

aci

d/al

kalin

e co

nditi

ons

on p

rote

ins,

st

arch

es, s

ugar

s an

d fa

ts.

The

loss

of w

ater

sol

uble

vita

min

s (B

gro

up a

nd C

) thr

ough

so

akin

g in

wat

er, p

eelin

g, c

hopp

ing

and

cook

ing.

Aw

aren

ess

of th

e ef

fect

of p

repa

ratio

n an

d pr

oces

sing

on

the

sens

ory

char

acte

ristic

s of

food

– ta

ste,

text

ure

of m

outh

, fee

l, sm

ell,

appe

aran

ce (i

nclu

ding

col

our

– lo

ss o

f chl

orop

hyll

from

gr

een

vege

tabl

es th

roug

h pr

olon

ged

cook

ing)

and

pal

atab

ility.

Pra

ctic

al w

ork

is th

e be

st w

ay to

teac

h th

ese

prin

cipl

es. F

or

exam

ple

heat

on

eggs

or

egg

base

d di

shes

to o

bser

ve d

enat

urat

ion

and

coag

ulat

ion

acid

vin

egar

whe

n po

achi

ng/b

oilin

g eg

gsto

ast o

r ba

ked

prod

ucts

to d

emon

stra

te d

extr

inis

atio

nca

ram

elis

atio

n de

mon

stra

ted

thro

ugh

crèm

e br

ûlée

, tof

fee

etc.

Use

a th

erm

omet

er to

mea

sure

mel

ting

poin

t of d

iffer

ent f

ats,

bu

tter

, whi

te v

eget

able

fat a

nd o

ils.

reg

ular

sen

sory

ana

lysi

s of

pra

ctic

al w

ork

to e

nabl

e ca

ndid

ates

to

build

up

anal

ytic

al s

kills

. Bui

ld a

wor

d ba

nk to

ass

ist c

andi

date

s’

use

of re

leva

nt d

escr

iptio

ns.

• • • •

Foo

d a

dd

itiv

esM

ain

func

tions

of p

rese

rvat

ives

, ant

i-oxi

dant

s, e

mul

sifie

rs,

stab

iliser

s, fl

avou

rings

and

flav

our

“enh

ance

rs”.

Use

of a

ran

ge o

f foo

d la

bels

to id

entif

y ad

ditiv

es a

nd d

iscu

ss th

eir

mai

n fu

nctio

ns.

�0


��

3


3.3

Tech

niq

ues

and

ski

lls in

food

sto

rage

, pre

par

atio

n an

d c

ooki

ngTh

is s

ectio

n of

the

spec

ifica

tion

will

requ

ire c

andi

date

s to

hav

e kn

owle

dge

and

unde

rsta

ndin

g of

the

impo

rtan

ce o

f the

tech

niqu

es a

nd p

ract

ical

ski

lls u

sed

in fo

od

prep

arat

ion,

coo

king

and

sto

rage

.

Po

ssib

le t

each

ing

act

ivit

ies

Foo

d s

tora

ge

Per

isha

ble

food

s, n

on-p

eris

habl

e fo

ods.

Sen

sibl

e ch

oice

of p

acka

ging

link

ed to

sto

rage

are

a w

ithin

the

hom

e; re

frige

rato

r, fre

ezer

, dry

sto

res.

Cor

rect

sto

rage

of f

oods

. The

cor

rect

mai

nten

ance

of

refri

gera

tors

and

free

zers

, inc

ludi

ng te

mpe

ratu

re c

ontr

ol.

Avo

idan

ce o

f cro

ss c

onta

min

atio

n in

food

sto

rage

are

as, e

.g. r

aw

onio

n ta

intin

g m

ilk.

Cla

ss d

iscu

ssio

n.

Pra

ctic

al a

pplic

atio

n of

kno

wle

dge.

Vid

eo o

n fo

od s

tora

ge.

Foo

d p

rep

arat

ion

and

co

oki

ngE

vide

nce

of o

rgan

isat

iona

l and

man

agem

ent s

kills

– ti

me,

re

sour

ces,

indi

vidu

al’s

ski

lls a

nd u

se o

f equ

ipm

ent d

urin

g pr

epar

atio

n an

d co

okin

g of

food

.

Saf

e us

e an

d pr

actic

al a

sses

smen

t of a

ran

ge o

f lab

our/

ener

gy-s

avin

g pi

eces

of e

quip

men

t use

d in

the

prep

arat

ion

and

cook

ing

of a

ran

ge o

f foo

ds, e

.g. b

lend

ers,

food

pro

cess

ors,

food

m

ixer

s, m

icro

wav

e ov

ens.

rel

evan

t med

ia a

rtic

les,

e.g

. Whi

ch?

Goo

d H

ouse

keep

ing.

Sel

ectiv

e us

e of

inte

rnet

to a

cces

s in

form

atio

n on

ran

ge o

f ap

plia

nces

.C

lass

dis

cuss

ion.

Que

stio

nnai

res/

surv

eys.

Vis

it su

perm

arke

ts/r

etai

l out

lets

.G

roup

pra

ctic

al w

ork

on a

ran

ge o

f app

lianc

es to

ass

ess

feat

ures

.G

roup

pre

sent

atio

n of

find

ings

ora

l/writ

ten

– co

nsum

er re

port

.

Co

oki

ng m

etho

ds

rea

sons

for

cook

ing

food

s.

Tran

sfer

of h

eat t

o fo

od; c

ondu

ctio

n, c

onve

ctio

n, r

adia

tion,

m

icro

wav

e co

okin

g, in

clud

ing

re-h

eatin

g. C

hoic

e an

d se

lect

ion

of a

ppro

pria

te c

ooki

ng m

etho

ds to

con

serv

e or

mod

ify n

utrit

ive

valu

e.

impr

ove

pala

tabi

lity;

boi

l, st

eam

bak

e, g

rill,

fry, s

tir fr

y an

d m

icro

wav

e.

Aw

aren

ess

of o

rgan

olep

tic c

hara

cter

istic

s of

food

in re

latio

n to

pr

epar

atio

n an

d co

okin

g, e

.g. a

ppea

ranc

e, s

mel

l, ta

ste,

text

ure/

mou

thfe

el.

Exp

erim

enta

l wor

k on

hea

t tra

nsfe

r.

Vid

eo.

ran

ge o

f pra

ctic

al w

ork

on c

ooki

ng m

etho

ds s

tate

d.

Tast

e te

stin

g.

Sen

sory

ana

lysi

s of

diff

eren

t foo

ds c

ooke

d by

diff

eren

t met

hods

.

�2

3


�3


Po

ssib

le t

each

ing

act

ivit

ies

Rec

ipe

bal

ance

an

d m

od

ifica

tio

nP

ract

ical

app

licat

ion

of m

odify

ing

trad

ition

al re

cipe

s in

line

with

cu

rren

t die

tary

adv

ice.

red

ucin

g fa

t and

use

of l

ower

fat a

ltern

ativ

es.

red

ucin

g sa

lt an

d us

e of

low

er s

alt a

ltern

ativ

es.

red

ucin

g su

gar

and

use

of s

ugar

-red

uced

pro

duct

s or

al

tern

ativ

es.

incr

easi

ng d

ieta

ry fi

bre,

use

of h

igh

fibre

cer

eal f

oods

, fru

its a

nd

vege

tabl

es.

An

asse

ssm

ent o

f usi

ng “

one

stag

e” a

nd “

all-i

n-on

e m

etho

ds”

whe

n pr

epar

ing

and

cook

ing

food

.

Pra

ctic

al g

roup

wor

k on

bas

ic re

cipe

mod

ifica

tion.

Sen

sory

ana

lysi

s.

Nut

ritio

nal a

naly

sis

– co

mpu

ter

softw

are.

Gro

up d

iscu

ssio

n.

ran

ge o

f pra

ctic

al w

ork

on tr

aditi

onal

ver

sus

mod

ern

met

hods

.

Co

nven

ienc

e fo

od

rea

listic

use

of c

onve

nien

ce fo

ods

and

the

com

bina

tion

of

fresh

/con

veni

ence

food

s w

hen

prep

arin

g m

eals

. The

ran

ge o

f co

nven

ienc

e fo

ods

avai

labl

e, p

ract

ical

ass

essm

ent o

f the

ir va

lue

in fo

od p

repa

ratio

n; re

ady

mad

e pa

stry

, cak

e m

ixes

, sau

ce m

ixes

, pi

zza

base

s.

Pra

ctic

al w

ork.

Nut

ritio

nal a

naly

sis.

Com

para

tive

test

ing.

Sup

erm

arke

t vis

it.r

epor

ts –

ora

l/writ

ten

evid

ence

.

3.3

Tech

niq

ues

and

ski

lls in

food

sto

rage

, pre

par

atio

n an

d c

ooki

ng (c

ontin

ued

)

�2


�3

3


3.4

Fact

ors

affe

ctin

g co

nsum

er c

hoic

eTh

is s

ectio

n of

the

spec

ifica

tion

requ

ires

cand

idat

es to

hav

e th

e kn

owle

dge

and

unde

rsta

ndin

g to

ena

ble

them

to m

ake

info

rmed

cho

ices

rega

rdin

g fo

od a

nd

food

-rel

ated

equ

ipm

ent.

Po

ssib

le t

each

ing

act

ivit

ies

So

cial

fac

tors

Cul

tura

l, re

ligio

us a

nd tr

aditi

onal

fact

ors

affe

ctin

g th

e ch

oice

of

food

.M

ulti-

cultu

ral i

nflue

nces

.

The

influ

ence

of c

hang

ing

lifes

tyle

s su

ch a

s w

orki

ng w

omen

, fa

mily

siz

e, c

hang

ing

role

s an

d an

age

ing

popu

latio

n on

food

ch

oice

s.

The

effe

ct o

f the

tim

e av

aila

ble

to b

uy a

nd p

repa

re fo

od.

Sea

rch

and

sele

ct in

form

atio

n fro

m th

e in

tern

et to

pro

duce

a

leafl

et o

n fo

od c

hoic

es fo

r di

ffere

nt c

ultu

res/

relig

ions

.

Use

of r

elev

ant m

edia

mat

eria

l.

rec

ipe

sear

ch fo

r m

eals

that

can

be

mad

e in

a s

hort

tim

e.

Eco

nom

ic f

acto

rsTh

e re

latio

nshi

p be

twee

n di

spos

able

inco

me

and

food

cho

ice.

The

influ

ence

of a

vaila

ble

res

ourc

es (c

ooki

ng fa

cilit

ies,

st

orag

e sp

ace

and

eq

uip

men

t) on

cho

ice

of fo

od.

Valu

e fo

r m

oney

stu

dies

. Com

pare

fact

ors

such

as

pric

e, w

eigh

t, co

nten

ts, q

ualit

y an

d in

form

atio

n on

pac

kets

.

Fact

ors

aff

ecti

ng

mea

l pla

nnin

gH

ealth

y ea

ting

habi

ts. M

eal p

atte

rns,

sna

ckin

g, g

razi

ng e

tc.

Bud

get –

how

dis

posa

ble

inco

me

can

affe

ct th

e ra

nge

of fo

ods

avai

labl

e. L

ow in

com

e/hi

gh in

com

e.

Tech

nolo

gica

l cha

nges

.

inte

rest

/mot

ivat

ion/

skills

and

kno

wle

dge.

Food

-rel

ated

dis

orde

rs/in

tole

ranc

es, e

.g. c

oelia

c di

seas

e, fo

od

alle

rgie

s.

Food

sca

res/

curr

ent c

once

rns

abou

t foo

ds.

Spe

cial

die

tary

nee

ds fo

r fa

mily

mem

bers

(as

spec

ified

in th

e ‘D

iet a

nd H

ealth

’ sec

tion)

.

influ

ence

of m

edia

/cel

ebrit

y ch

efs.

Use

of T

he e

atw

ell p

late

to p

lan

heal

thy

mea

ls.

Sur

vey

on m

eal p

atte

rns.

res

earc

h on

inte

rnet

of f

ood

pric

es, e

.g. c

ompa

rison

of p

rem

ium

an

d va

lue

rang

es.

Use

of c

onsu

mer

dat

a to

iden

tify

the

mos

t exp

ensi

ve/le

ast

expe

nsiv

e fo

ods.

Exa

min

atio

n of

nov

el fo

ods.

Exa

min

e pr

oduc

ts a

vaila

ble

in s

hops

for

thos

e on

spe

cial

die

ts.

Use

of m

edia

art

icle

s.

Pla

nnin

g of

mea

ls. i

nter

net r

esea

rch.

TV p

rogr

amm

es/v

ideo

s.

�4

3


�5


Po

ssib

le t

each

ing

act

ivit

ies

Pur

chas

e o

f fo

od

an

d e

qui

pm

ent

The

adva

ntag

es a

nd d

isad

vant

ages

of a

ran

ge o

f ret

ail o

utle

ts

incl

udin

g hy

perm

arke

ts, s

uper

mar

kets

, ind

epen

dent

gro

cers

, sp

ecia

list s

hops

, far

mer

s’ m

arke

ts, o

pen

mar

kets

and

the

inte

rnet

fo

r diff

eren

t con

sum

er g

roup

s.

Fact

ors

to c

onsi

der

whe

n ch

oosi

ng e

quip

men

t suc

h as

coo

kers

, re

frige

rato

rs, f

reez

ers,

mic

row

aves

, foo

d pr

oces

sors

, mix

ers

and

blen

ders

. Saf

ety

fact

ors

in th

e us

e of

equ

ipm

ent.

Envi

ronm

enta

l iss

ues

with

rega

rd to

food

and

equ

ipm

ent

purc

hase

, e.g

. pac

kagi

ng, e

nerg

y co

nsum

ptio

n, e

nerg

y la

bels

, ca

rbon

foot

prin

ts, f

ood

mile

s, re

cycl

ing

of p

acka

ging

mat

eria

ls.

indi

vidu

al o

r gr

oup

wor

k to

rese

arch

diff

eren

t sho

ppin

g m

etho

ds.

Pow

erP

oint

pre

sent

atio

ns o

n ad

vant

ages

and

dis

adva

ntag

es o

f di

ffere

nt m

etho

ds.

Pra

ctic

al c

ooke

ry ta

sks

to e

valu

ate

diffe

rent

pie

ces

of e

quip

men

t.P

rodu

ce a

con

sum

er ty

pe o

f rep

ort o

n a

piec

e of

equ

ipm

ent.

Exa

min

atio

n of

pac

kagi

ng m

ater

ials

, rec

yclin

g la

bels

and

ene

rgy

effic

ienc

y la

bels

.

Ad

vert

isin

gr

ules

abo

ut fo

od a

dver

tisin

g.P

este

r po

wer

.

reg

ulat

ions

of A

dver

tisin

g –

Inde

pend

ent T

elev

isio

n C

omm

issi

on

(ITC

) and

Adv

ertis

ing

Sta

ndar

ds A

utho

rity

(AS

A).

Mar

ketin

g st

rate

gies

use

d by

the

food

indu

stry

, e.g

. pro

duct

pl

acem

ent,

spec

ial o

ffers

, fre

e sa

mpl

es e

tc.

Sur

vey

on a

dver

tisin

g te

chni

ques

/cla

ss d

iscu

ssio

ns.

res

earc

h le

gal r

equi

rem

ents

for

diffe

rent

type

s of

adv

erts

.P

rodu

ce o

wn

adve

rts.

Visi

ting

spea

ker f

rom

sup

erm

arke

t/foo

d m

anuf

actu

rer.

Vis

it to

sup

erm

arke

t.

Co

nsum

er is

sues

The

right

s of

the

cons

umer

whe

n pu

rcha

sing

food

and

as

soci

ated

equ

ipm

ent.

How

to c

ompl

ain.

Food

Saf

ety

Act

�99

0S

ale

of G

oods

Act

�97

9Tr

ades

Des

crip

tions

Act

�96

8W

eigh

ts a

nd M

easu

res

Act

�98

5Fo

od L

abel

ling

reg

ulat

ions

�98

4

Use

con

sum

er p

robl

ems

from

mag

azin

es a

s ca

se s

tudi

es a

nd

disc

uss

how

to d

eal w

ith th

em.

Writ

e a

lette

r of c

ompl

aint

/rol

e pl

ay.

res

earc

h di

ffere

nt p

iece

s of

legi

slat

ion.

Gro

up p

rese

ntat

ions

.

Col

lect

labe

ls to

ana

lyse

.

Gro

up d

iscu

ssio

ns.

3.4

Fact

ors

affe

ctin

g co

nsum

er c

hoic

e (c

ontin

ued

)

�4


�5

3


3.5

Food

hyg

iene

and

saf

ety

Can

dida

tes

will

need

kno

wle

dge

and

unde

rsta

ndin

g of

the

impo

rtan

ce o

f foo

d hy

gien

e an

d sa

fety

in th

e ha

ndlin

g of

food

.

Po

ssib

le t

each

ing

act

ivit

ies

Foo

d s

po

ilag

e o

rgan

ism

sTh

e gr

owth

con

ditio

ns a

nd c

ontr

ol fo

r en

zym

e ac

tion,

mou

ld g

row

th

and

yeas

t pro

duct

ion.

The

sign

s of

food

spo

ilage

, inc

ludi

ng e

nzym

ic a

ctio

n, m

ould

gro

wth

, ye

ast p

rodu

ctio

n an

d ba

cter

ia.

Dis

cuss

food

spo

ilage

org

anis

ms.

Wha

t are

the

sign

s of

spo

ilage

– ta

ke in

som

e ex

ampl

es a

nd

disc

uss.

Pre

vent

ion

of fo

od s

poila

ge.

Foo

d p

ois

oni

ng

org

anis

ms

The

sour

ces,

sym

ptom

s, k

ey m

etho

ds o

f con

trol

and

the

mai

n da

nger

poi

nts

for

the

follo

win

g fo

od-p

oiso

ning

bac

teria

and

fo

od-b

orne

dis

ease

cam

pylo

bact

erE

.col

i o�5

7sa

lmon

ella

clos

trid

ium

per

fring

ens

baci

llus

cere

uslis

teria

.

• • • • • •

“Nam

e th

at b

ug”

– ro

le p

lay

thro

ugh

a va

riety

of s

cena

rios

– on

e gr

oup

as E

Ho

s an

d th

e ot

her

as fo

od-p

oiso

ning

suf

fere

rs, t

he

EH

o in

vest

igat

ing

the

sym

ptom

s, fo

od c

onsu

med

, whe

n an

d w

here

.

All

cand

idat

es to

hav

e ta

bles

of n

otes

from

con

tent

.

�6

3


�7


Po

ssib

le t

each

ing

act

ivit

ies

Saf

er f

oo

d

pro

ced

ures

The

choi

ce a

nd b

uyin

g of

food

– w

ithin

“us

e by

” an

d “b

est b

efor

e”

date

s.

The

impo

rtan

ce o

f sto

ck ro

tatio

n w

hen

prev

entin

g fo

od p

oiso

ning

an

d fo

od s

poila

ge.

The

impo

rtan

ce o

f cor

rect

han

dlin

g, p

repa

ratio

n, c

ooki

ng, s

ervi

ng,

cool

ing

and

proc

essi

ng o

f foo

d.Th

e ro

le o

f tem

pera

ture

and

tim

e in

the

cont

rol o

f bac

teria

.

Type

s of

bac

teria

l cro

ss-c

onta

min

atio

n an

d th

eir

prev

entio

n.

The

corr

ect u

sage

and

mai

nten

ance

of r

efrig

erat

ors

and

freez

ers,

in

clud

ing

tem

pera

ture

rang

e co

ntro

l.

The

scie

ntifi

c pr

inci

ples

of f

ood

pres

erva

tion

– ch

ange

s of

te

mpe

ratu

re, w

ater

rem

oval

and

alte

ratio

n of

atm

osph

ere,

iden

tified

fro

m th

e fo

llow

ing

met

hods

of p

rese

rvat

ion

the

corr

ect p

roce

dure

s w

hen

hand

ling

cook

-chi

llth

e us

e of

low

tem

pera

ture

s w

hen

freez

ing

the

use

of n

ew te

chno

logi

es to

incl

ude

irrad

iatio

n, A

ccel

erat

ed

Free

ze D

ried

(AFD

), M

odifi

ed A

tmos

pher

e P

acka

ging

(MA

P).

• • •

Sel

ectio

n of

pac

kage

d fo

ods

with

“us

e by

” an

d “b

est b

efor

e”

date

s –

disc

ussi

on a

roun

d th

ese

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�6


�7

3


3.6 Nature of the controlled assessment

3.6.1 The controlled assessment, Unit 2 Food in Practice, comprises two externally-set tasks which together make up 60% of the assessment for this specification, weighted as follows

An individual investigation 45% (approximately �8 hours)

A research Task �5% (approximately 6–8 hours)

Both the individual investigation and the research Task must be chosen from a range of tasks provided by AQA on an annual basis. Together these tasks provide candidates with opportunities to address the appropriate assessment objectives as set out in the assessment criteria. All work must be completed under supervision within the classroom. Candidates may, however, carry out research away from the classroom providing all work is collated and completed under supervision. Any research material should be retained by the centre but not submitted for moderation. Candidates must not merely copy out pre-prepared answers during the controlled assessment sessions. Teacher support may be given but should be recorded in candidates’ research material and/or on the Candidate record Form as appropriate, and be reflected in the final mark awarded as set out in the assessment criteria. Candidates’ work may be informed by working with others but candidates must provide an individual response. More detailed guidance on levels of control are given below.

Within the tasks candidates will be expected to demonstrate their ability to recall, apply and communicate their knowledge and understanding within a specific context related to the subject content of the specification. They will also be expected to use their skills and knowledge to plan and carry out appropriate investigations and activities and to analyse and evaluate information and evidence, using these to make reasoned judgements and present conclusions.

Level of control Within the controlled assessment unit, levels of control are defined for the following three stages of assessment

task settingtask takingtask marking

Task setting

Candidates are required to submit work for both the individual investigation and the research Task which should be selected from a range of tasks provided by AQA at the start of the academic year.

Task taking

Authenticity control – research and preparation may be completed under limited supervision. However, all work with the exception of research and preparation, should be completed by candidates under informal supervision. This means that the centre must ensure that plagiarism does not take place, that sources used by candidates are clearly recorded and that each candidate’s preparation for the final production of the work is his/her own.

Feedback control – teachers may review candidates’ work and may provide advice at a general level. Teachers, however, must not provide detailed and specific advice on how the draft may be improved to meet the assessment criteria. The nature of any guidance provided and the details of any feedback given must be clearly recorded. Candidates

•••

�8

3


�9


may be guided as to the approach they might adopt but the outcome must remain their own. Likewise, any feedback may evaluate progress to date and propose suggested broad approaches for improvement but the detailed correction or annotation of work for feedback purposes is not allowed. All work must be completed on A4 paper.

Time control – each candidate should produce an individual investigation and a research Task. it is expected that the individual investigation should take approximately �8–20 hours to complete and the research Task approximately 6–8 hours to complete, including preparation but not including additional time for the teaching and learning of the subject content.

Collaboration control – the work of individual candidates may be informed by working with others, for example when undertaking research, but candidates must provide an individual response in the task outcome.

resources – candidates’ access to resources is likely to be determined by the availability in centres. Examinations officers should contact AQA Candidate Services for advice on any candidates who may require the use of any special equipment.

Task marking

Teachers should mark the controlled assessment using the assessment criteria given in Appendix E. Further details regarding this process are given in section 6. Moderation of the controlled assessment work is by inspection of a sample of candidates’ work sent by post to a moderator appointed by AQA. Further details are provided in section 7.

The Individual Investigation An investigation is carried out in the classroom, based on a task selected from a range provided by AQA on an annual basis. The investigation will include written and practical elements and must provide evidence of research, analysis and interpretation of information. This should then be used in the formation of a practical solution. The practical solutions should enable candidates to develop and demonstrate a wide range of food preparation and cooking skills, and should form part of normal lesson activity. The investigation will allow candidates to demonstrate their knowledge and skills acquired over the course of their studies. The practical aspect of the task should include sensory testing and nutritional analysis of the dishes made, and evaluations of the outcome.

it is recommended that the investigation will occupy a minimum of �8 hours and that 6 to 8 hours of this time will be spent on practical work. The investigation will be marked by the teacher and submitted for moderation to AQA.

The Research Task Candidates must complete a short research Task, selected from a range of comparable tasks provided by AQA. The research Task must be completed under supervision within the classroom. it will include written and practical elements and require research, carried out under teacher guidance, to assemble relevant information from suitable sources and materials. This research should be used for the planning of practical work. on completion the task should be evaluated and conclusions drawn on the outcomes of the research Task. Candidates will be allowed a minimum of 6 hours to complete the task. The timing of the research Task is at the discretion of the centre.

All work must be completed on A4 paper.

�8


�9

3


3.6.2 Exemplar tasks for the controlled assessment

Please note that the tasks below are examples of the kind of tasks that are likely to be set for the controlled assessment. Actual tasks will be provided by AQA on an annual basis.

Exemplar tasks for the Individual Investigationinvestigate the scientific principles involved when food is frozen. Make and freeze a selection of dishes that would be suitable for a family party or celebration.Many young people living away from home, e.g. a student, rely on take-away food and ready meals. investigate and make a range of nutritious dishes that would be economical, easy to make and would satisfy their dietary requirements.investigate one special dietary need and prepare a selection of interesting dishes that would be suitable for a person suffering from the dietary need studied.investigate ways in which the dietary needs of an elderly person living alone can be met. Plan and prepare a range of nutritious dishes that a healthy, active 75-year-old person could make.Eating habits in the UK have changed over the last fifty years. investigate the factors that have brought about these changes and prepare a selection of dishes that reflect your research.

Exemplar Research Task

Investigate the ways in which cultural diversity affects the food choices we make.

Outline of contentSuggested class time

Assessment objective tested

Background information on the main different cultural influences on the choice of food.

� hour Ao�

Shopping survey of food from different cultures.

�–2 hours Ao� and Ao2

Focus on one of the cultures researched, select and make a typical dish and carry out a comparative analysis with a ready-made equivalent.

� hour planning 2 hours comparative analysis

Ao2

Evaluate your investigation. Produce a written report on the outcomes.

�–2 hours Ao3

�.

2.

3.

4.

5.

3.6.3 Controlled assessment advisers

Controlled assessment advisers will be available to provide guidance to centres.

20

4


2�

4 Scheme of Assessment

4.� Aims and learning outcomes

GCSE courses based on this specification should encourage candidates to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study. They should prepare candidates to make informed decisions about further learning opportunities and career choices.

GCSE specifications in home economics must enable candidates to

actively engage in the processes of home economics to develop as effective and independent learners

•

develop their knowledge and understanding of human needs within a diverse societydevelop their knowledge and understanding of relevant technological and scientific developmentsdevelop a critical and analytical approach to decision-making and problem-solving in relation to the specified contextexamine issues that affect the quality of human life including an appreciation of diversityevaluate choices and decisions to develop as informed and discerning consumers.

•

•

•

•

•

4.2 Assessment objectives (Aos)

The assessment units will assess the following assessment objectives in the context of the content and skills set out in Section 3 (Subject Content).

Assessment Objectives % Weighting

AO1 recall, select and communicate their knowledge and understanding of a range of contexts.

30

AO2 Apply skills, knowledge and understanding in a variety of contexts and in planning and carrying out investigations and tasks.

50

AO3 Analyse and evaluate information, sources and evidence, make reasoned judgements and present conclusions

20

Quality of Written Communication (QWC)

in GCSE specifications which require candidates to produce written material in English, candidates must

ensure that text is legible and that spelling, punctuation and grammar are accurate so that meaning is clearselect and use a form and style of writing appropriate to purpose and to complex subject matterorganise information clearly and coherently, using specialist vocabulary when appropriate.

in this specification QWC will be assessed in the question paper (Unit �) and the controlled assessment (Unit 2).

•

•

•

20 2�

4


Weighting of assessment objectives for GCSE Home Economics: Food and Nutrition

The table below shows the approximate weighting of each of the assessment objectives in the GCSE units.

Assessment ObjectivesUnit Weightings (%)

Overall Weighting of AOs (%)

Unit 1 Unit 2

Ao� 20 �0 30

Ao2 �0 40 50

Ao3 �0 �0 20

overall weighting of units (%) 40 60 �00

4.3 National criteria

This specification complies with the followingthe Subject Criteria for Home Economics, including the rules for Controlled AssessmentCode of Practicethe GCSE Qualification Criteria

•

••

the Arrangements for the Statutory regulation of External Qualifications in England, Wales and Northern ireland: Common Criteriathe requirements for qualifications to provide access to Levels � and 2 of the National Qualification Framework.

•

•

4.4 Prior learning

There are no prior learning requirements.

However, any requirements set for entry to a course following this specification are at the discretion of centres.

4.5 Access to assessment: diversity and inclusion

GCSEs often require assessment of a broader range of competences. This is because they are general qualifications and, as such, prepare candidates for a wide range of occupations and higher level courses.

The revised GCSE qualification and subject criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any candidates regardless of their ethnic origin, religion, gender, age, disability or sexual orientation. if this was the case, the situation was

reviewed again to ensure such competences were included only where essential to the subject. The findings of this process were discussed with groups who represented the interests of a diverse range of candidates.

reasonable adjustments are made for disabled candidates in order to enable them to access the assessments. For this reason, very few candidates will have a complete barrier to any part of the assessment. Further details are given in Section 5.4.

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5


23

5 Administration

5.� Availability of assessment units and certification

Examinations and certification for this specification are available as follows

Availability of Units Availability of Certification

Unit 1 Unit 2 GCSE Single Award

January 20�0

June 20�0* ✔ ✔

January 20��

June 20�� onwards ✔ ✔ ✔

*Centres should be aware of QCA’s 40% terminal rule, as detailed in section 5.2 below.

5.2 Entries

Please refer to the current version of Entry Procedures and Codes for up to date entry procedures. You should use the following entry codes for the units and for certification.

Unit � – 4585�Unit 2 – 45852

GCSE Single Award – 4587

5.3 Private candidates

This specification is not available to private candidates.

5.4 Access arrangements and special consideration

We have taken note of the provisions of the Disability Discrimination Act (DDA) �995 in developing and administering this specification.

We follow the guidelines in the Joint Council for Qualifications (JCQ) document: Regulations and Guidance Relating to Candidates who are Eligible for Adjustments in Examination GCSE, GCE, AEA, Entry Level, Basic Skills & Key Skills. Access Arrangements and Special Consideration. This is published on the JCQ website (http://www.jcq.org.uk/exams_office/ access_arrangements/) or you can follow the link from our website (http://www.aqa.org.uk/admin/p_special_3.php).

Access arrangements

We can make arrangements so that candidates with special needs can access the assessment. These arrangements must be made before the examination. For example, we can produce a Braille paper for a candidate with a visual impairment.

Special consideration

We can give special consideration to candidates who have had a temporary illness, injury or indisposition at the time of the examination. Where we do this, it is given after the examination.

Applications for access arrangements should be submitted to AQA by the Examinations officer at the centre.

QCA’s 40% terminal rule means that 40% of the assessment must be taken in the examination series in which the qualification is awarded. This rule is not dependent on the size of the qualification. Therefore, all GCSE candidates, whether taking short course, single and double awards, must have 40% of their assessment taken at the end.

http://www.jcq.org.uk/exams_office/access_arrangements/

http://www.jcq.org.uk/exams_office/access_arrangements/

http://www.aqa.org.uk/admin/p_special_3.php

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23

5


5.5 Language of examinations

We will provide units for this specification in English only.

5.6 Qualification titles

Qualifications based on this specification are:AQA GCSE in Home Economics: Food and Nutrition

5.7 Awarding grades and reporting results

The GCSE and GCSE short course qualifications will be graded on an eight-grade scale: A*, A, B, C, D, E, F and G. Candidates who fail to reach the minimum standard for grade G will be recorded as U (unclassified) and will not receive a qualification certificate.

We will publish the minimum raw mark for each grade, for each unit, when we issue candidates’ results. We will report a candidate’s unit results to centres in terms of uniform marks and qualification results in terms of uniform marks and grades.

For each unit, the uniform mark corresponds to a grade as follows.

Written paper (maximum uniform mark =�20)

Grade Uniform Mark Range

A* �08–�20

A 96–�07

B 84–95

C 72–83

D 60–7�

E 48–59

F 36–47

G 24–35

U 0–23

Controlled assessment (maximum uniform mark = �80)


A* �62–�80

A �44–�6�

B �26–�43

C �08–�25

D 90–�07

E 72–89

F 54–7�

G 36–53

U 0–35

24


5

25

We calculate a candidate’s total uniform mark by adding together the uniform marks for the units. We convert this total uniform mark to a grade as follows.

GCSE HE: Food and Nutrition (maximum uniform mark = 300)


A* 270–300

A 240–269

B 2�0–239

C �80–209

D �50–�79

E �20–�49

F 90–��9

G 60–89

U 0–59

5.8 re-sits and shelf-life of unit results

Unit results remain available to count towards certification within the shelf life of the specification whether or not they have already been used.

Candidates may re-sit a unit once only. The better result for each unit will count towards the final qualification. Candidates may re-sit the qualification an unlimited number of times.

Candidates will be graded on the basis of the work submitted for assessment.

Candidates must take units comprising at least 40% of the total assessment in the series in which they enter for certification.

5

24


25

6


6 Controlled Assessment Administration

The Head of Centre is responsible to AQA for ensuring that controlled assessment work is conducted in accordance with AQA’s instructions and JCQ instructions.

6.� Authentication of controlled assessment work

in order to meet the requirements of Code of Practice AQA requires

candidates to sign the Candidate record Form to confirm that the work submitted is their ownteachers/assessors to confirm on the Candidate record Form that the work assessed is solely that of the candidate concerned and was conducted under the conditions laid down by the specificationcentres to record marks of zero if candidates cannot confirm the authenticity of work submitted for assessment.

The completed Candidate record Form for each candidate should be attached to his/her work. All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication.

•

•

•

if teachers/assessors have reservations about signing the authentication statements, the following points of guidance should be followed.

if it is believed that a candidate has received additional assistance and this is acceptable within the guidelines for the relevant specification, the teacher/assessor should award a mark which represents the candidate’s unaided achievement. The authentication statement should be signed and information given on the relevant form.if the teacher/assessor is unable to sign the authentication statement for a particular candidate, then the candidate’s work cannot be accepted for assessment.

if, during the external moderation process, there is no evidence that the work has been properly authenticated, AQA will set the associated mark(s) to zero.

•

•

6.2 Malpractice

Teachers should inform candidates of the AQA regulations concerning malpractice.

Candidates must notsubmit work which is not their ownlend work to other candidatesallow other candidates access to, or the use of, their own independently sourced source material (this does not mean that candidates may not lend their books to another candidate, but candidates should be prevented from plagiarising other candidates’ research)include work copied directly from books, the internet or other sources without acknowledgement and attributionsubmit work typed or word-processed by a third person without acknowledgement.

These actions constitute malpractice, for which a penalty (for example disqualification from the examination) will be applied.

•••

•

•

if malpractice is suspected, the Examinations officer should be consulted about the procedure to be followed.

Where suspected malpractice in controlled assessments is identified by a centre after the candidate has signed the declaration of authentication, the Head of Centre must submit full details of the case to AQA at the earliest opportunity. The form JCQ/M� should be used. Copies of the form can be found on the JCQ website (http://www.jcq.org.uk/).

Malpractice in controlled assessments discovered prior to the candidate signing the declaration of authentication need not be reported to AQA, but should be dealt with in accordance with the centre’s internal procedures. AQA would expect centres to treat such cases very seriously. Details of any work which is not the candidate’s own must be recorded on the Candidate record Form or other appropriate place.

http://www.jcq.org.uk/

26

6

27

6.3 Teacher standardisation

AQA will hold annual standardising meetings for teachers, usually in the autumn term, for controlled assessment. At these meetings we will provide support in contextualising the tasks and using the marking criteria.

if your centre is new to this specification, you must send a representative to one of the meetings. if you have told us you are a new centre, either by submitting an estimate of entry or by contacting the subject team, we will contact you to invite you to a meeting.

AQA will also contact centres ifthe moderation of controlled assessment work from the previous year has identified a serious misinterpretation of the controlled assessment requirements ora significant adjustment has been made to a centre’s marks.

in these cases, centres will be expected to send a representative to one of the meetings. For all other centres, attendance is optional. if a centre is unable to attend and would like a copy of the written materials used at the meeting, they should contact the subject administration team at [email protected].

•

•

6.4 internal standardisation of marking

Centres must standardise marking to make sure that all candidates at the centre have been marked to the same standard. one person must be responsible for internal standardisation. This person should sign the Centre Declaration Sheet to confirm that internal standardisation has taken place.

internal standardisation may involveall teachers marking some trial pieces of work and identifying differences in marking standardsdiscussing any differences in marking at a training meeting for all teachers involved in the assessmentreferring to reference and archive material such as previous work or examples from AQA’s teacher standardising meetings.

•

•

•

6.5 Annotation of controlled assessment work

The Code of Practice states that the awarding body must require internal assessors to show clearly how the marks have been awarded in relation to the marking criteria defined in the specification and that the awarding body must provide guidance on how this is to be done.

The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the specification.

Work could be annotated by either of the following methods

key pieces of evidence flagged throughout the work by annotation either in the margin or in the textsummative comments on the work, referencing precise sections in the work.

•

•



26 27

6

6.6 Submitting marks and sample work for moderation

The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided, by Electronic Data interchange (EDi) or through the e-Portfolio system (only available for certain units/components) by the specified date (see

http://www.aqa.org.uk/deadlines.php). Centres will normally be notified which candidates’ work is required in the sample to be submitted to the moderator. (Please refer to section 7.� for further guidance on submitting samples.)

6.7 Factors affecting individual candidates

Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed controlled assessments. An alternative supervised, time session may be organised for candidates who are absent at the time which the centre originally arranged.

if work is lost, AQA should be notified immediately of the date of the loss, how it occurred and who was responsible for the loss. Centres should use the JCQ form JCQ/LCW to inform AQA Candidate Support of the circumstances.

Where special help which goes beyond normal learning support is given, AQA must be informed through comments on the Candidate record Form so that such help can be taken into account when moderation takes place.

Candidates who move from one centre to another during the course sometimes present a problem for a scheme of controlled assessment work. Possible courses of action depend on the stage at which the move takes place. if the move occurs early in the course the new centre should take responsibility for controlled assessment work. if it occurs late in the course it may be possible to arrange for the moderator to assess the work through the ‘Educated Elsewhere’ procedure. Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases.

6.8 retaining evidence and re-using marks

The centre must retain the work of all candidates, with Candidate record Forms attached, under secure conditions, from the time it is assessed, to allow for the possibility of an enquiry about results. The work may be returned to candidates after the deadline for enquiries about results. if an enquiry about a result


has been made, the work must remain under secure conditions in case it is required by AQA.

Candidates who repeat the examination may carry forward their moderated controlled assessment marks.

http://www.aqa.org.uk/deadlines.php

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7


29

7 Moderation

7.� Moderation procedures

Moderation of the controlled assessment work is by inspection of a sample of candidates’ work, sent by post or electronically through the e-Portfolio system from the centre to a moderator appointed by AQA. The centre marks must be submitted to AQA and to the moderator by the specified deadline (see http://www.aqa.org.uk/deadlines.php). Centres entering fewer candidates than the minimum sample size and centres submitting through the e-Portfolio system should submit the work of all of their candidates. Centres entering larger numbers of candidates will be notified of the candidates whose work will be required in the sample to be submitted for moderation.

Following the re-marking of the sample work, the moderator’s marks are compared with the centre marks to determine whether any adjustment is needed in order to bring the centre’s assessments into line with standards generally. in some cases it may be necessary for the moderator to call for the work of additional candidates in the centre. in order to meet this possible request, centres must retain under secure conditions and have available the controlled assessment work and Candidate record Forms of every candidate entered for the examination and be prepared to submit it on demand. Mark adjustments will normally preserve the centre’s order of merit, but where major discrepancies are found, AQA reserves the right to alter the order of merit.

7.2 Consortium arrangements

if there are a consortium of centres with joint teaching arrangements (i.e. where candidates from different centres have been taught together but where they are entered through the centre at which they are on roll), the centres must inform AQA by completing the JCQ/CCA form.

The centres concerned must nominate a consortium co-ordinator who undertakes to liaise with AQA on

behalf of all centres in the consortium. if there are different co-ordinators for different specifications, a copy of the JCQ/CCA form must be submitted for each specification.

AQA will allocate the same moderator to each centre in the consortium and the candidates will be treated as a single group for the purpose of moderation.

7.3 Post-moderation procedures

on publication of the results, we will provide centres with details of the final marks for the controlled assessment work.

The candidates’ work will be returned to the centre after the examination. The centre will receive a report

giving feedback on the accuracy of the assessments made and the reasons for any adjustments to the marks.

We may retain some candidates’ work for archive or standardising purposes

http://www.aqa.org.uk/deadlines.php

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29

A


Appendices

A Grade Descriptions

Grade descriptions are provided to give a general indication of the standards of achievement likely to have been shown by candidates awarded particular grades. The descriptions should be interpreted in relation to the content outlined in the specification; they are not designed to define that content.

The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives (see Section 4) overall. Shortcomings in some aspects of the candidates’ performance may be balanced by better performances in others.

Grade A

Candidates recall, select and communicate detailed knowledge and thorough understanding of home economics.

They apply relevant knowledge, understanding and skills in a range of situations to plan and carry out investigations and tasks, working safely and with a high degree of precision.

They analyse and evaluate the evidence available, reviewing and adapting their methods when necessary. They present information clearly and accurately, making reasoned judgements and presenting substantiated conclusions.

Grade C

Candidates recall, select and communicate sound knowledge and understanding of aspects of home economics.

They apply suitable knowledge, understanding and skills in a range of situations to plan and carry out investigations and tasks, working safely and with precision.

They review the evidence available, analysing and evaluating some of the information clearly and with some accuracy. They make judgements and draw appropriate conclusions.

Grade F

Candidates recall, select and communicate knowledge and understanding of basic aspects of home economics.

They apply basic knowledge, understanding and skills to plan and carry out simple investigations and tasks, with an awareness of the need for safety and precision. They modify their approach in the light of progress.

They review their evidence and draw basic conclusions.

30


3�

B Spiritual, Moral, Ethical, Social, Legislative, Sustainable Development, Economic and Cultural issues, and Health and Safety Considerations

AQA has taken great care to ensure that any wider issues, including those particularly relevant to the education of students at Key Stage 4, have been identified and taken into account in the preparation of this specification. They will not form part of the assessment requirements.

Moral and ethical

Candidates should be encouraged to recognise that values, attitudes and beliefs in what is right and wrong, good or bad, will differ in both individuals and communities. These issues will impact directly on the day-to-day decisions that have to be made about personal lifestyle and eating patterns, and the concept of good and bad diets. (Section 3.� Nutrition, diet and health throughout life; Section 3.4 Factors affecting consumer choice)

Spiritual social and cultural

Candidates should be encouraged to consider the values, attitudes and roles of people that prevail in societies and communities. religious beliefs, social mores and the cultural heritage will, for example, have a bearing on attitudes towards food and nutrition. There are specifc opportunities within the course content for candidates to experience and relate to different cultures and explore how these influence individual behaviour. (Section 3.� Nutrition, diet and health throughout life; Section 3.4 Factors affecting consumer choice)

Legislative

Candidates should be encouraged to consider the impact of relevant legislation on food and nutrition.

opportunities should be provided for candidates to research different legislation and how they affect the preparation, packaging and sale of food items. (Section 3.4 Factors affecting consumer choice; Section 3.5 Food hygiene and safety)

Economic

Candidates should be encouraged to recognise that economic factors affect the choices people make on the food they eat and the resources available (e.g. cooking facilities, storage space, and equipment). There are specific opportunities within the specification for candidates to compare the price and value of different food. (Section 3.4 Nutrition, diet and health throughout Life)

European dimension

AQA has taken account of the �988 resolution of the Council of the European Community in preparing this specification and associated specimen units.

Environmental education

AQA has taken account of the �988 resolution of the Council of the European Community and the report “Environmental responsibility: An Agenda for Further and Higher Education” �993 in preparing this specification and associated specimen units.

Avoidance of bias

AQA has taken great care in the preparation of this specification and specimen units to avoid bias of any kind.

B

30


3�

C

C overlaps with other Qualifications

There is some overlap with GCSE and GCE Health and Social Care.


32 33

D

D Key Skills – Teaching, Developing and Providing opportunities for Generating Evidence

Introduction

The Key Skills Qualification requires candidates to demonstrate levels of achievement in the Key Skills of Communication, Application of Number and information and Communication Technology.

The Wider Key Skills of improving own Learning and Performance, Working with others and Problem Solving are also available. The acquisition and demonstration of ability in these ‘Wider’ Key Skills is deemed highly desirable for all candidates.

Copies of the Key Skills Standards may be downloaded from QCA’s website: http://www.qca.org.uk/qca_6444.aspx

The units for each Key Skill comprise three sections

what you need to knowwhat you must doguidance.

•••

Candidates following a course of study based on this specification for Home Economics: Food and Nutrition can be offered opportunities to develop and generate evidence of attainment in aspects of the Key Skills of

CommunicationApplication of Numberinformation and Communication TechnologyWorking with othersimproving own Learning and PerformanceProblem Solving.

Areas of study and learning that can be used to encourage the acquisition and use of Key Skills, and to provide opportunities to generate evidence for Part B of units, are provided in the Teachers’ resource Bank for this specification.

The above information is given in the context of the knowledge that Key Skills at levels � and 2 will be available until 20�0 with last certification in 20�2.

••••••


32 33

E Assessment Criteria

Using the assessment criteria

The assessment criteria identify the range and level of knowledge, skills and understanding required for each task. Each controlled assessment task should be marked by the teacher, according to the relevant criteria for the unit.

Within each criterion, teachers should select the statements which best describe the levels of skills demonstrated within the submitted work.

Teachers should use the full range of marks available and must award full marks within any assessment criterion, where the work submitted fully meets the requirements of the descriptor and is that which can be best expected of a candidate working at this level.

in making decisions, teachers should consider the quality and range of work across the whole of each task and recognise when strong performance in one area can balance weaker performance elsewhere. When awarding marks, teachers should use the best fit approach.

Work which fully matches all of the descriptors within a mark band should be awarded the mark at the top of the available mark range.

Work which only just matches the descriptors within a mark band should be awarded the mark at the lower end of the available mark range.

E


34 35

E

The

com

plet

e co

ntro

lled

asse

ssm

ent o

f eac

h ca

ndid

ate

will

be m

arke

d ac

cord

ing

to th

e cr

iteria

set

out

bel

ow. T

hese

crit

eria

refe

r to

the

mar

king

of b

oth

task

s. B

oth

task

s sh

ould

be

mar

ked

sepa

rate

ly o

ut o

f a to

tal o

f �20

mar

ks. T

he m

ark

for

the

res

earc

h Ta

sk s

houl

d th

en b

e di

vide

d by

3 in

ord

er to

giv

e a

mar

k ou

t of 4

0. W

here

th

e re

sulti

ng m

ark

incl

udes

a fr

actio

n, it

sho

uld

be ro

unde

d up

or

dow

n ac

cord

ingl

y, e

.g.

a m

ark

of 2

0� / 3 b

ecom

es a

mar

k of

20

a m

ark

of 2

02 / 3 b

ecom

es a

mar

k of

2�.

The

com

bine

d to

tal m

ark

for

both

task

s w

ill, th

eref

ore,

be

�60.

Sum

mar

y of

ass

essm

ent

obje

ctiv

es

Ass

essm

ent

ob

ject

ive

Are

as c

ove

red

in t

he c

ont

rolle

d a

sses

smen

t

AO

1 (1

0% o

f m

arks

)r

ecal

l, se

lect

and

com

mun

icat

e th

eir

know

ledg

e an

d un

ders

tand

ing

of a

ran

ge o

f con

text

s.

iden

tify

issu

es a

nd q

uest

ions

.

Ass

embl

e re

leva

nt in

form

atio

n.

AO

2 (4

0% o

f m

arks

)A

pply

ski

lls, k

now

ledg

e an

d un

ders

tand

ing

in a

var

iety

of c

onte

xts

and

in p

lann

ing

and

carr

ying

out

inve

stig

atio

ns a

nd ta

sks.

Task

ana

lysi

s.

Ana

lyse

info

rmat

ion.

iden

tify

a cl

ear

cour

se o

f act

ion.

Pla

n a

prac

tical

sol

utio

n ba

sed

on th

e ev

iden

ce g

athe

red.

Car

ry o

ut th

e pr

actic

al w

ork,

dem

onst

ratin

g a

wid

e ra

nge

of a

ppro

pria

te s

kills

/pro

cess

es.

AO

3 (1

0% o

f m

arks

)A

naly

se a

nd e

valu

ate

info

rmat

ion,

sou

rces

and

evi

denc

e, m

ake

reas

oned

judg

emen

ts a

nd p

rese

nt c

oncl

usio

ns.

Eva

luat

e re

sear

ch, p

ract

ical

wor

k, s

enso

ry a

nd n

utrit

iona

l ana

lysi

s.

inte

rpre

t the

evi

denc

e w

ith re

fere

nce

to th

e is

sues

iden

tified

in th

e ta

sk a

naly

sis.

Pro

duce

a re

port

on

the

conc

lusi

ons

draw

n fro

m th

e in

vest

igat

ions

.


34 35

E

Exp

lana

tion

of a

sses

smen

t ob

ject

ives

AO

1 –

reca

ll,

sele

ct a

nd

com

mun

icat

e th

eir

know

ledg

e an

d un

ders

tand

ing

of a

ran

ge o

f co

ntex

ts.

Iden

tify

issu

es a

nd q

uest

ions

The

task

ana

lysi

s w

ill pr

ovid

e op

port

uniti

es fo

r re

sear

ch w

ithin

the

cont

ext o

f the

topi

c.

Ass

emb

le r

elev

ant

info

rmat

ion

initi

al re

sear

ch u

sing

prim

ary

and

seco

ndar

y so

urce

s sh

ould

be

carr

ied

out t

o id

entif

y pr

iorit

ies

and

defin

e a

poss

ible

task

.

AO

2 –

appl

y sk

ills,

know

ledg

e an

d un

ders

tand

ing

in a

var

iety

of

cont

exts

and

in

pla

nnin

g an

d ca

rryi

ng o

ut

inve

stig

atio

ns

and

task

s.

Task

ana

lysi

sC

andi

date

s sh

ould

dem

onst

rate

that

they

hav

e fu

lly e

xplo

red

the

area

of c

onte

nt fo

r th

e ch

osen

task

.

Ana

lyse

info

rmat

ion

Sel

ectin

g an

d pr

iorit

isin

g re

leva

nt in

form

atio

n sh

ould

ena

ble

cand

idat

es to

focu

s on

pos

sibl

e st

rate

gies

for

com

plet

ing

the

task

.

Iden

tify

a c

lear

co

urse

of

acti

on

Str

ateg

ies

shou

ld in

clud

e a

clea

r st

atem

ent o

f aim

s w

hich

are

coh

eren

t and

link

ed to

the

rese

arch

ana

lysi

s. J

ustifi

catio

n of

the

deci

sion

take

n sh

ould

be

give

n.

Pla

n a

pra

ctic

al s

olu

tio

nW

ritte

n pl

anni

ng s

houl

d in

dica

te h

ow c

andi

date

s in

tend

to u

se th

e tim

e av

aila

ble.

A ra

nge

of fo

rmat

s ca

n be

use

d, e

.g. t

ime

plan

s, fl

ow c

hart

s, lo

gs

or d

iarie

s of

the

inve

stig

atio

ns c

arrie

d ou

t. P

lann

ing

shou

ld b

e re

leva

nt to

the

task

and

to th

e w

ork

actu

ally

car

ried

out.

Pla

nnin

g sh

ould

incl

ude

met

hods

and

mat

eria

ls to

be

used

, log

ical

pro

gres

sion

, e.g

. dov

etai

ling

of re

cipe

s, d

etai

ls o

f sen

sory

test

ing

or in

vest

igat

iona

l act

ivity

.

Car

ry o

ut t

he p

ract

ical

wo

rkC

andi

date

s sh

ould

car

ry o

ut th

e pl

anne

d pr

actic

al w

ork

durin

g le

sson

tim

e. E

vide

nce

of a

ran

ge o

f pra

ctic

al s

kills

sho

uld

be s

how

n. C

andi

date

s sh

ould

dem

onst

rate

effe

ctiv

e tim

e m

anag

emen

t and

org

anis

atio

n, a

war

enes

s of

hyg

ieni

c pr

actic

e an

d he

alth

and

saf

ety

issu

es. i

t is

esse

ntia

l th

at d

etai

led

reco

rds

of th

e ca

ndid

ate’

s pe

rform

ance

dur

ing

prac

tical

ses

sion

s be

kep

t by

the

teac

her

in o

rder

to ju

stify

the

mar

ks a

war

ded.

P

hoto

grap

hic

evid

ence

of t

he p

ract

ical

wor

k sh

ould

be

incl

uded

in th

e in

vest

igat

ion

for

mod

erat

ion

purp

oses

.

AO

3 –

anal

yse

and

eval

uate

in

form

atio

n,

sour

ces

and

evid

ence

, m

ake

reas

oned

ju

dgem

ents

an

d pr

esen

t co

nclu

sion

s.

Eva

luat

e re

sear

chC

andi

date

s sh

ould

gat

her r

esea

rch

from

a w

ide

rang

e of

prim

ary

and

seco

ndar

y so

urce

s. in

terp

reta

tion

and

eval

uatio

n ha

s be

en th

orou

gh a

nd

obje

ctiv

e th

roug

hout

the

entir

e ta

sk. A

hig

h st

anda

rd o

f pre

sent

atio

n of

info

rmat

ion

shou

ld b

e de

mon

stra

ted,

usi

ng a

rang

e of

sui

tabl

e te

chni

ques

.

Eva

luat

e p

ract

ical

wo

rko

ngoi

ng e

valu

atio

n of

the

prac

tical

wor

k, w

hich

incl

udes

sen

sory

and

nut

ritio

nal a

naly

sis,

sho

uld

be e

vide

nt w

ith c

oher

ent l

inks

to th

e cr

iteria

id

entifi

ed in

the

task

ana

lysi

s.

Inte

rpre

t th

e ev

iden

ceC

andi

date

s sh

ould

revi

ew a

ll as

pect

s of

the

task

with

refe

renc

e to

the

issu

es id

entifi

ed in

the

task

ana

lysi

s. J

ustifi

catio

n sh

ould

be

give

n fo

r any

m

odifi

catio

n or

cha

nges

to th

e or

igin

al p

lan.

Can

dida

tes

shou

ld b

e en

cour

aged

to id

entif

y an

y st

reng

ths

or a

reas

for i

mpr

ovem

ent i

n th

e in

vest

igat

ion.

Pre

sent

co

nclu

sio

nsW

hen

eval

uatin

g th

e su

cces

s of

the

outc

ome

of th

e ta

sk, c

andi

date

s sh

ould

dra

w to

geth

er th

e in

form

atio

n ga

ther

ed fr

om th

e w

hole

of t

he

inve

stig

atio

n. T

hey

shou

ld c

onsi

der w

heth

er o

r not

they

ach

ieve

d th

e ai

ms

iden

tified

in th

eir a

ctio

n pl

ans

and

whe

ther

the

actio

n ta

ken

was

app

ropr

iate

.


36 37

E

Mar

k al

loca

tions

Ass

essm

ent

obje

ctiv

e A

O1

AO

1.1

Iden

tify

issu

es a

nd q

uest

ions

5

mar

ks

0 m

arks

�–2

mar

ks3–

4 m

arks

5 m

arks

Ther

e is

no

wor

k w

orth

y of

cre

dit.

Som

e is

sues

iden

tified

but

ver

y lit

tle

just

ificat

ion.

Sev

eral

issu

es a

risin

g fro

m th

e ta

sk

anal

ysis

iden

tified

with

som

e ju

stifi

catio

n.W

ide

rang

e of

issu

es a

risin

g fro

m

the

task

ana

lysi

s, d

escr

ibed

fully

an

d w

ith s

ound

just

ifica

tion.

AO

1.2

Ass

emb

le r

elev

ant

info

rmat

ion

15 m

arks

0 m

arks

�–5

mar

ks6–

8 m

arks

9–��

mar

ks�2

–�5

mar

ks

Ther

e is

no

wor

k w

orth

y of

cre

dit.

The

cand

idat

e ha

s ga

ther

ed a

lim

ited

amou

nt o

f inf

orm

atio

n,

mai

nly

from

sec

onda

ry

sour

ces.

Ass

ista

nce

may

hav

e be

en re

quire

d.

Ther

e is

litt

le o

r no

evi

denc

e of

us

e of

spe

cial

ist t

erm

inol

ogy.

The

cand

idat

e ha

s ga

ther

ed

info

rmat

ion

from

mor

e th

an

one

sour

ce. M

ost o

f the

in

form

atio

n w

ill be

rele

vant

.

An

adeq

uate

sta

ndar

d of

pre

sent

atio

n ha

s be

en

dem

onst

rate

d.

Ther

e is

som

e ev

iden

ce o

f the

us

e of

spe

cial

ist t

erm

inol

ogy.

The

cand

idat

e ha

s ga

ther

ed

rele

vant

info

rmat

ion

from

a

varie

ty o

f prim

ary

and

seco

ndar

y so

urce

s.

A g

ood

stan

dard

of p

rese

ntat

ion

and

orga

nisa

tion

has

been

de

mon

stra

ted

usin

g se

vera

l su

itabl

e te

chni

ques

.

Ther

e is

goo

d us

e of

spe

cial

ist

term

inol

ogy.

The

cand

idat

e ha

s ga

ther

ed

rele

vant

info

rmat

ion

from

a

wid

e ra

nge

of v

alid

prim

ary

and

seco

ndar

y so

urce

s.

A h

igh

stan

dard

of

pres

enta

tion

and

orga

nisa

tion

has

been

de

mon

stra

ted

usin

g a

wid

e ra

nge

of s

uita

ble

tech

niqu

es.

Spe

cial

ist t

erm

inol

ogy

will

be u

sed

with

acc

urac

y an

d un

ders

tand

ing.


36 37


E

Ass

essm

ent

obje

ctiv

e A

O2

AO

2.1

Task

ana

lysi

s 8

mar

ks

0 m

arks

�–2

mar

ks3–

5 m

arks

6–8

mar

ks

Ther

e is

no

wor

k w

orth

y of

cre

dit.

Sim

plis

tic a

ims

lack

ing

focu

s.A

dequ

ate

aim

s re

leva

nt to

the

task

.C

lear

aim

s, fo

cuse

d on

the

task

, w

ell-e

xpre

ssed

.

AO

2.2

Ana

lyse

info

rmat

ion

8 m

arks

0 m

arks

�–2

mar

ks3–

5 m

arks

6–8

mar

ks

Ther

e is

no

wor

k w

orth

y of

cre

dit.

inte

rpre

tatio

n an

d ev

alua

tion

are

limite

d.

The

cand

idat

e m

ay h

ave

requ

ired

assi

stan

ce.

inte

rpre

tatio

n an

d ev

alua

tion

cove

r th

e m

ain

aspe

cts

of th

e in

form

atio

n ga

ther

ed w

ith s

ome

evid

ence

of

orig

inal

ity.

The

cand

idat

e ha

s m

ainl

y w

orke

d in

depe

nden

tly.

inte

rpre

tatio

n an

d ev

alua

tion

are

thor

ough

an

d ob

ject

ive,

sho

win

g ev

iden

ce o

f orig

inal

ity

and

an in

divi

dual

app

roac

h.

The

cand

idat

e ha

s w

orke

d in

depe

nden

tly

thro

ugho

ut.

AO

2.3

Iden

tify

a c

lear

co

urse

of

acti

on

8 m

arks

0 m

arks

�–2

mar

ks3–

5 m

arks

6–8

mar

ks

Ther

e is

no

wor

k w

orth

y of

cre

dit.

Sim

plis

tic a

ims

with

a b

asic

ap

proa

ch to

the

task

.

For

two

mar

ks c

andi

date

s sh

ould

hav

e gi

ven

som

e re

ason

s fo

r th

eir

chos

en

cour

se o

f act

ion.

Ass

ista

nce

may

hav

e be

en

requ

ired.

Cle

ar s

tate

men

t of a

ims

with

link

s to

th

e re

sear

ch a

naly

sis.

issu

es re

latin

g to

the

task

dis

cuss

ed

and

reas

ons

give

n fo

r th

e ch

osen

co

urse

of a

ctio

n.

Wel

l-exp

ress

ed s

tate

men

t of a

ims,

coh

eren

t an

d fu

lly-f

ocus

ed o

n th

e re

sear

ch a

naly

sis.

issu

es re

latin

g to

the

talk

dis

cuss

ed fu

lly w

ith

just

ifica

tion

give

n fo

r th

e ch

osen

cou

rse

of

actio

n.

38


39

AO

2.4

Pla

n a

pra

ctic

al s

olu

tio

n 16

mar

ks

0 m

arks

�–5

mar

ks6–

�� m

arks

�2–�

6 m

arks

Ther

e is

no

wor

k w

orth

y of

cre

dit.

Bas

ic p

lann

ing

show

ing

limite

d in

itiat

ive.

Som

e su

ppor

t nee

ded

for

com

plet

ion

of th

e ta

sk.

Effe

ctiv

e pl

an o

f act

ion

show

ing

som

e in

itiat

ive

and

adeq

uate

cho

ice

of m

etho

ds c

over

ing

mos

t asp

ects

of

the

chos

en s

olut

ion.

Evi

denc

e of

a w

ell-p

lann

ed ta

sk s

how

ing

initi

ativ

e an

d ap

prop

riate

cho

ice

of m

etho

ds,

cove

ring

all a

spec

ts o

f the

cho

sen

solu

tion.

AO

2.5

Car

ry o

ut t

he p

ract

ical

wo

rk

40 m

arks

0 m

arks

�–8

mar

ks9–

�6 m

arks

�7–2

4 m

arks

25–3

2 m

arks

33–4

0 m

arks

Ther

e is

no

wor

k w

orth

y of

cre

dit.

The

cand

idat

e w

ill ha

ve re

quire

d fre

quen

t as

sist

ance

in c

arry

ing

out

the

prac

tical

wor

k.

Ski

lls w

ill be

lim

ited

with

a

lack

of a

war

enes

s of

saf

ety

and

hygi

enic

pr

actic

es.

The

cand

idat

e ha

s ca

rrie

d ou

t mos

t of t

he

plan

ned

wor

k w

ith s

ome

assi

stan

ce.

The

cand

idat

e ca

n ex

ecut

e si

mpl

e sk

ills to

an

ade

quat

e st

anda

rd.

Con

stan

t ass

ista

nce

will

be re

quire

d w

hen

hand

ling

equi

pmen

t.

The

cand

idat

e ha

s ca

rrie

d ou

t the

pl

anne

d w

ork

with

onl

y oc

casi

onal

ass

ista

nce.

The

cand

idat

e ca

n ex

ecut

e a

varie

ty o

f sk

ills to

a s

atis

fact

ory

stan

dard

.

The

cand

idat

e ha

s re

ason

able

con

trol

of

equi

pmen

t and

due

re

gard

for

safe

ty a

nd

hygi

enic

pra

ctic

es.

The

cand

idat

e ha

s ca

rrie

d ou

t all

the

plan

ned

wor

k m

ainl

y in

depe

nden

tly.

The

cand

idat

e ca

n ex

ecut

e a

good

ran

ge o

f ski

lls to

a

good

sta

ndar

d.

Equ

ipm

ent i

s ha

ndle

d co

mpe

tent

ly w

ith d

ue re

gard

fo

r sa

fety

and

hyg

ieni

c pr

actic

es.

The

cand

idat

e ha

s ca

rried

out

all t

he

plan

ned

wor

k ac

cura

tely

an

d in

depe

nden

tly.

The

cand

idat

e ca

n ex

ecut

e a

wid

e ra

nge

of

skills

to a

hig

h st

anda

rd

dem

onst

ratin

g ex

celle

nt

cont

rol o

f equ

ipm

ent

with

due

rega

rd fo

r sa

fety

and

hyg

ieni

c pr

actic

es.

E

38


39

E


Ass

essm

ent

obje

ctiv

e A

O3

AO

3.1

Eva

luat

e re

sear

ch a

nd p

ract

ical

wo

rk

10 m

arks

0 m

arks

�–2

mar

ks3–

5 m

arks

6–8

mar

ks9–

�0 m

arks

Ther

e is

no

wor

k w

orth

y cr

edit

The

cand

idat

e ha

s m

ade

som

e co

mm

ents

abo

ut

som

e of

the

wor

k.

A li

mite

d am

ount

of

info

rmat

ion

has

been

ga

ther

ed.

Pre

sent

atio

n of

bot

h th

e w

ritte

n an

d pr

actic

al w

ork

will

be s

impl

istic

w

ith fr

eque

nt e

rror

s in

sp

ellin

g, p

unct

uatio

n

and

gram

mar

.

The

cand

idat

e ha

s m

ade

an

atte

mpt

to e

valu

ate

som

e as

pect

s of

the

wor

k.

info

rmat

ion

has

been

gat

here

d fro

m m

ore

than

one

sou

rce.

Eva

luat

ion

of a

ll th

e pr

actic

al w

ork

may

be

limite

d to

sim

plis

tic ta

ste

test

s an

d nu

trie

nt c

hart

s w

ithou

t co

mm

ents

.

Pre

sent

atio

n of

writ

ten

and

prac

tical

wor

k is

of a

sat

isfa

ctor

y st

anda

rd. T

here

may

be

som

e er

rors

in s

pellin

g, p

unct

uatio

n

and

gram

mar

.

The

cand

idat

e ha

s m

ade

a re

ason

able

eva

luat

ion

of m

ost

aspe

cts

of th

e ta

sk.

info

rmat

ion

has

been

gat

here

d fro

m a

var

iety

of s

ourc

es.

Eva

luat

ion

of a

ll th

e pr

actic

al h

as

been

car

ried

out,

whi

ch in

clud

es

som

e se

nsor

y an

d nu

triti

onal

an

alys

is.

A g

ood

stan

dard

of w

ritte

n an

d pr

actic

al w

ork

is e

vide

nt.

Ther

e m

ay b

e oc

casi

onal

er

rors

in s

pellin

g, p

unct

uatio

n an

d gr

amm

ar.

The

cand

idat

e ha

s m

ade

a cr

itica

l and

ef

fect

ive

eval

uatio

n of

all a

spec

ts o

f the

in

vest

igat

ion.

info

rmat

ion

has

been

gat

here

d fro

m a

w

ide

rang

e of

prim

ary

and

seco

ndar

y so

urce

s.

Thor

ough

ong

oing

eva

luat

ion

of a

ll the

pr

actic

al w

ork

has

been

car

ried

out,

whi

ch in

clud

es d

etai

led

sens

ory

and

nutri

tiona

l ana

lysi

s.

A h

igh

stan

dard

of w

ritte

n an

d pr

actic

al

wor

k is

evi

dent

. Spe

lling,

pun

ctua

tion

and

gram

mar

are

of a

hig

h st

anda

rd.

AO

3.2

Inte

rpre

t in

form

atio

n an

d p

rese

nt c

onc

lusi

ons

10

mar

ks

0 m

arks

�–2

mar

ks3–

5 m

arks

6–8

mar

ks9–

�0 m

arks

Ther

e is

no

wor

k w

orth

y of

cre

dit

No

atte

mpt

has

be

en m

ade

to

revi

ew th

e w

ork

in

prog

ress

or

su

gges

t im

prov

emen

ts.

Sim

plis

tic

conc

lusi

ons

have

bee

n dr

awn

with

hel

p an

d gu

idan

ce.

The

cand

idat

e ha

s re

view

ed th

eir

prog

ress

in a

sim

plis

tic m

anne

r, w

hich

may

onl

y re

fer

to th

e ou

tcom

es o

f the

pra

ctic

al w

ork.

Som

e de

cisi

ons

take

n m

ay n

ot

have

bee

n re

leva

nt to

the

task

.

An

atte

mpt

has

bee

n m

ade

to d

raw

con

clus

ions

and

su

gges

tions

mad

e fo

r im

prov

emen

ts.

The

cand

idat

e ha

s re

view

ed th

eir

prog

ress

in m

ost a

spec

ts o

f the

task

an

d ha

s m

ade

refe

renc

e to

the

issu

es

iden

tified

in th

e an

alys

is. A

reas

for

impr

ovem

ent h

ave

been

iden

tified

and

re

ason

s gi

ven

for a

ny c

hang

es m

ade

to th

eir p

lans

.

App

ropr

iate

dec

isio

ns h

ave

been

m

ade

thro

ugho

ut th

e in

vest

igat

ion.

Som

e co

nclu

sion

s ha

ve b

een

draw

n on

the

effe

ctiv

enes

s of

the

outc

omes

w

ith re

fere

nce

to s

ome

of th

e cr

iteria

id

entifi

ed in

the

task

ana

lysi

s.

The

cand

idat

e ha

s re

view

ed th

eir p

rogr

ess

in a

ll as

pect

s of

the

task

in re

latio

n to

the

issu

es id

entifi

ed in

the

anal

ysis

.

Stre

ngth

s an

d w

eakn

esse

s ha

ve b

een

iden

tified

and

just

ifica

tion

give

n fo

r any

ch

ange

s to

thei

r pla

ns.

Logi

cal d

ecis

ions

hav

e be

en m

ade

thro

ugho

ut th

e in

vest

igat

ion.

Con

clus

ions

on

the

effe

ctiv

enes

s of

the

outc

omes

of t

heir

inve

stig

atio

n ha

ve

been

dra

wn,

with

refe

renc

e to

the

crite

ria

iden

tified

in th

e ta

sk a

naly

sis.

GCSE Home Economics: Food and Nutrition Teaching from 2009 onwards Qualification Accreditation Number: 500/4388/2

Every specification is assigned a national classification code indicating the subject area to which it belongs. The classification code for this specification is 3350.

Centres should be aware that candidates who enter for more than one GCSE qualification with the same classification code will have only one grade (the highest) counted for the purpose of the School and College Performance Tables.

Centres may wish to advise candidates that, if they take two specifications with the same classification code, schools and colleges are very likely to take the view that they have achieved only one of the two GCSEs. The same view may be taken if candidates take two GCSE specifications that have different classification codes but have significant overlap of content. Candidates who have any doubts about their subject combinations should check with the institution to which they wish to progress before embarking on their programmes.

To obtain free specification updates and support material or to ask us a question register with Ask AQA:

www.aqa.org.uk/ask-aqa/register

Free launch meetings are available in 2008 followed by further support meetings through the life of the specification. Further information is available at:

http://events.aqa.org.uk/ebooking

Copyright © 2008 AQA and its licensors. All rights reserved. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX.

Dr Michael Cresswell, Director General. MIG

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