A-level Design and Technology: Food Technology - AQA

Copyright © 2007 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.

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Teacher Resource Bank

GCE Design and Technology: Food Technology

Coursework Guidance

Teacher Resource Bank / GCE Design and Technology: Food Technology / Coursework Guidance / Version 1.0

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COURSEWORK AND COURSEWORK ASSESSMENT The Nature of Design and Technology – Food Technology Design and Technology – Food Technology is an investigative subject and where the analysis and evaluation from practical activities creates innovative new products. Unit 2 is based on design in the human context; it can be either one full design activity or a series of shorter pieces of work all based on individual needs. This gives candidates an opportunity to apply their nutritional knowledge to the design of products. Unit 4 requires candidates to solve their own problem. This could involve

• reviewing an existing product with diminishing sales and reinventing the product; • considering the production of a component and then designing and developing

products • considering a current issue investigating this and designing and developing products

e.g. obesity, food miles, organic issues etcetera. Candidates having decided on their hypothesis then identify the objectives in order to solve their problem in relationship to designing and manufacture. It is necessary to think about and discuss the industrial implications of the production of their final product. 5.1 Teaching coursework Coursework should be an integral part of teaching the specification. Each centre will need to plan the lesson allocation dependent on their particular situation e.g. timetable, frequency of lessons, length of lessons and so on. However, it is important to be aware of the date when coursework should be sent to the AQA or the moderator and still allow time for internal marking. All work must be completed and delivered for the 15th May in the year of examination.

• AS level - 50 hours should be dedicated to coursework and of this approximately 25 hours should be practical activities

• A level - 60 hours should be allocated to coursework and approximately 30 hours for practical activities

• For both levels candidates need to produce a design folder, however for AS this can be a series of projects or a full design activity. All A2 candidates must complete a full design project where they have identified their own starting point and set their own objectives for considerations related to both design and manufacture.

• Alongside the coursework, candidates will need to complete a Candidate Record Form which will be required at the moderation process

Centres should also be aware that coursework only accounts for half of the AS and A2 qualifications: candidates must equally focus on revision for their examinations. They should also make sure that they use the skills gained when producing the coursework when answering the examination papers.


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5.3 Candidate Record Form Each candidate must complete the record form throughout their coursework and place page references to show where there evidence is within their design folder. They must record

• the type of research • each practical activity (product analysis, experimental work, testing ideas,

development, final product) • the skills illustrated in making / manufacture • the quality control checks included when producing the final product • the testing procedures used • the techniques used within their design folder

Included is an example of a Candidate Record Form for Unit 2 information in most of the sections, for guidance. Please note that this should not be considered exhaustive and is not the only way that the Candidate Record Form can be completed and that the more information that is provided to the moderator, the easier it is for them to see what has happened, why marks have been awarded and whether the AQA standard has been applied correctly in terms of marking. It is vital that the CRF is signed by both candidate and teacher(s)

Copyright © 2007 AQA and its licensors. All rights reserved.

Declaration by candidate I have read and understood the Notice to Candidates (above). I have produced the attached work without any help apart from that which I have stated on this sheet.

Candidate’s signature: ............................................................................ Date ......................................................

Centre-assessed work

Candidate Record FormSeries/Yearabc

Appendix D AS Design & Technology: Food Technology- Unit 2 ( FOOD2/CRF)

Centre Name ........................................................................................................ Centre No.

Candidate Name................................................................................................... Candidate No.

This side is to be completed by the candidate

Coursework title or brief description ........................................................................................................................................................................

Sources of advice and information 1. Have you received any help or information from anyone other than your subject teacher(s) in the production of this work? (Write YES or NO) ............................. 2. If you have answered YES, give details. Continue on a separate sheet if necessary. ............................................................................................................................................................ ............................................................................................................................................................ 3. If you have used any books, information leaflets or other materials (e.g. videos, software packages

or information from the Internet) to help you complete this work, you must list these below unless they are clearly acknowledged in the work itself. To present material copied from books or other sources without acknowledgement will be regarded as deliberate deception.

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

NOTICE TO CANDIDATE The work you submit for assessment must be your own. If you copy from someone else or allow another candidate to copy from you, or if you cheat in any other way, you may be disqualified from at least the subject concerned.

This form should be completed and attached to the candidate’s work and retained at the Centre or sent to the moderator as required. PTO

To be completed by the candidate.

If your submission is a portfolio completed from a number of individual projects please tick the box

If your submission is a single project please tick the box

Your project(s) will be assessed against a number of assessment criteria. In the space below you should indicate where in your folder(s) each of these criteria have been addressed.

Criteria 1 8 marks available

Investigation and Clarification of Problems

• Identify where you have shown the research you have carried out. Make sure that you have explained what you have done and why.

Page 1 – Internet ( name web sites) – to find out back ground research about target group Page 2 – Questionnaire – to find out the individual needs of the target group and identify any special requirements to use in the specification Etc…

• Identify where you have shown your analysis of the information. Page 1 – 4 – brief analysis of each piece of research Page 5 – Table to show the type of research – key findings and points to use in the specification

• Identify where you have written a specification for use in developing your product. Page 6 – Specification showing – nutritional needs, cost of product and portion size



Development of Design Proposal

• State where you have drawn a range of ideas and tested some of these and state the aim of each practical.

Page 7 – Drawn ideas and evaluation Ideas tested to check suitability against the specification Page 8 – Idea 1– Individual pizza with vegetarian toping Idea 2 – Individual pie using short crust pastry Etc...

• Show how you have developed your product(s), providing explanations for decisions that have been made.

Page 12 - Chosen idea – Individual pizza Developments Page 13 – Development to find out the best type of yeast for bread making – fresh yeast – dried yeast or fast action yeast Page 13 – Development to find out the best flour to use for bread making – white plain, white strong, white strong and wholemeal, wholemeal, granary

• Identify where you have produced a plan for making. Page 18 – Plan for making final product – Individual stuffed pizza with fresh tomato and pepper sauce topped with quorn strips marinated in lime juice and three cheeses


Making / Modelling

• You should use a range of practical skills and follow your plan to produce a quality outcome. Take photographs of the various stages of your work and include these in your folder. You must have a picture of your final product. Record all the different skills used in your practical activities.

Ideas Development Final product Bread making - kneading – shaping Individual pie short crust pastry – rolling out – lining flan case – sealing edges Etc…

Creaming yeast and sugar Kneading Use of electric mixer Bread maker Shaping bread crust Proving Etc...

Weighing out Creaming yeast Mixing with an electric mixer Shaping Etc...

• You should provide evidence of quality control checks you have used in the making process.

Quality control checks used Weighing out Oven temperature – Gas Reg – 8 Shelf position – middle shelf Cooking time – 8 mins then reduce heat to Reg 6 for 4mins Mixing with electric mixer – Medium speed for 30 secs – High speed for 3 mins Etc…

• You should check how well your product(s) met your design specification. Tested for nutritional content – fat below the spec level of 8g per portion, Costing – each portion would have a selling price of 30p this is 5p below the specification


Evaluation and Testing

• You should show how your product(s) has been tested at each stage and how well it meets the design specification. Record the different types of testing you have used and the page reference.

Page 7 – Table to show how the ideas meet the specification Page 8 – Costing of ingredients to find out cost of individual pizza and then allowance made for bulk purchase of ingredients and costs of production – Nutritional analysis to find out the fat content Etc... Development Paired test – page 15 Triangle test – page 16 Etc...

• You should show how the views of others have been considered throughout the development process and the page references.

Sensory analysis – page 8 Written opinions - page 15


Communication and Presentation

• Consider how you have presented your work so others can understand it. ICT Spread sheet for costing Nutritional table Photographs using the digital camera

• Which techniques/practical skills have you used in developing your final product?


This side is to be completed by the teacher.

Coursework title or brief description

Marks must be awarded in accordance with the instructions and criteria in section 3.2 of the specification.

Please write your marks and any appropriate comments in the spaces below.

Criteria for award of marks Max mark

Mark awarded Teacher/assessor’s supporting statement

1 Investigation and Clarification of Problems

8

2 Development of Design Proposal

24

3 Making / Modelling

24

4 Evaluation and Testing

12

5 Communication and Presentation

12

Total mark 80

Concluding Comments

Details of additional assistance given (if any) Record here details of any assistance given to this candidate which is beyond that given to the class as a whole and beyond that described in the specification. Continue on a separate sheet if necessary.

Teacher’s signature ................................................................ . Date .....................................................



The Design Folder The folder should include work which covers each of the assessment criteria. If a portfolio approach is undertaken (AS only) it is vital that the Candidate Record Form and the Folder clearly indicate which assessment criteria are being covered in the different pieces of work. The following is a guideline to the number of A3 size pages required for units 2 and 4. Note that centres may enter work on A4 if they wish also.

UNIT 2 Learning Through Designing and Making Approximate number of pages

CRITERIA 1 Investigation and clarification of problems (introduction, research, analysis and specification

6 – 8

CRIERTIA 2 Development of Design Proposal (ideas, development and explanations, Plan of action for final product)

12 - 20

CRITERIA 3 Making / Modelling (photographic evidence of all stages of making, quality control checks and final product)

2

CRITERIA 4 Evaluation and Testing (ongoing testing, and final evaluation and conclusions)

1 – 2

CRITERIA 5 Communication and Presentation (illustrated throughout the work)

TOTAL (approximately) 21 – 32

UNIT 4 Design and Making Practice Approximate number of pages

CRITERIA 1 Context and objectives ( introduction)

1

CRITERIA 2 Plan of action and clarification of problem (plan of action, analysis and specification) [ NB – NO RESEARCH SHOULD BE INCLUDED IN THE FOLDER ONLY THE ANALYSIS]

2 - 3

CRITERIA 3 Development of design proposal (ideas development and explanations, plan for final product)

12 – 20

CRITERIA 4 Manufacture / modelling (photographic evidence of all stages of manufacture, health and safety, quality controls and final manufactured product, application of industrial practice)

2 – 4

CRITERIA 5 Conclusion, evaluation and recommendations (on going testing and final evaluation, including industrial practice, conclusion and recommendations)

2 - 3

CRITERIA 6 Communication and presentation. Illustrated throughout the work

TOTAL (approximately) 19 - 31 Candidates need to take and keep photographic evidence of all practical work – specific skills, quality controls, health and safety and finished products. When the work is sent for moderation it should be removed from the folder and sheets should then be securely fastened together for postal moderation.


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Assessment of coursework All design folders must be assessed using the Design and Technology Criteria, and teachers are required to show clearly how the marks have been awarded. If there is more than one teacher or there are two groups taught by different teachers’ internal moderation needs to take place. It is essential there is consistency within a centre’s marking. AQA have produced the following marks sheets for the use of teachers to show where marks have been awarded for each aspect of the work. This can be photocopied and sent with each individual candidates design folder. When completing the assessment sheet, teachers need to find the statement which best fits their candidates’ work. On completion of each section, award a mark which best fits the candidate’s work, e.g. if a candidate is given Band 1 in each section then decide between the marks in that section (i.e. outstanding work in each area then the top mark should be awarded, whilst if the candidate just meets the criteria then the lowest mark should be awarded). If a candidate’s work straggles several bands similarly decide where the best fit mark should be. However, if a candidate achieves the top band for one criterion and not in any other criteria then the top band marks should not be used.



TEACHER ASSESMMENT RECORD SHEET - UNIT 2 Candidate Name ………………………………………..……… Candidate Number ..…………………………………………........ Centre Name ……………………………………………….. Centre Number ……………………………………………….. FINAL MARKS –

• IDENTIFICATION AND CLARIFICATION OF THE PROBLEM (8) • DEVELOPMENT OF DESIGN PROPOSAL (24) • MAKING / MODELLING (24) • EVALUATION AND TESTING (12) • COMMUNICATION AND PRESENTATION (12)

TOTAL (80)

CRITERION 1 - INVESTIGATION AND CLARIFICATION OF PROBLEMS SOURCES OF INFORMATION TEACHER

ASSESSMENT1. Comprehensive, organised range of sources of information

including relevant practical investigation , taking into account current trends and the needs of the consumer

2. Wide range of sources of information, organised and supported by relevant practical investigations, taking into account current trends and the needs of the consumer

3. A range of sources of information, supported by relevant practical investigation and some consideration of the needs of the consumer

4. Narrow range of sources of information supported by relevant practical investigations with little awareness to the consumer

5. Minimal sources of information and little awareness of the needs of the consumer

ANALYSIS 1. Perceptive analysis 2. Good analysis of information 3. Some analysis of information 4. Little analysis of information 5. No analysis

SPECIFICATION

1. Comprehensive specification well reasoned and based on research and investigation

2. Well explained specification which reflects research and investigation

3. A specification which is a list of points with some explanation 4. The specification is a range of points with one or two points

explained 5. The specification identifies a few obvious points which are

stated simplistically

Maximum mark – 8 (1) 7 – 8 (2) 5 – 6 (3) 3 – 4 (4) 2 (5) 0 – 1



CRITERION 2 DEVELOPMENT OF DESIGN PROPOSAL IDEAS TEACHER

ASSESSMENT 1. Comprehensive, imaginative and feasible ideas 2. Varied range of imaginative and feasible ideas 3. Adequate range of feasible ideas with some imagination 4. Limited range of feasible ideas, little imagination 5. Simple ideas, lack of imagination

DEVELOPMENT 1. Excellent development of a sophisticated /elegant solution

achieved by exploring and experimenting with different proportion, ingredient combinations, the function of ingredients, methods of production, construction and modelling

2. Good development of ideas achieved through experimental work and use of a range of different ingredients showing understanding of the functions of ingredients, construction techniques and modelling

3. Adequate development, to allow a successful product with some experimental work with different ingredients and construction techniques

4. Basic development with little testing 5. Minor changes to initial idea and no evidence of development

EXPLANATIONS 1. Full explanation of all decisions 2. Clear explanation given to all decisions made 3. Sound explanation of decisions made 4. Some explanation of decisions made 5. Simplistic explanation of decisions made

PLAN OF ACTION

1. Comprehensive and detailed plan of making including relevant quality control checks in order to achieve a high quality outcome in the stated time

2. Detailed plan of making including relevant quality control checks which identifies the sequence of activities to achieve a good quality outcome

3. Good plan that identifies the essential stages of making; predicted time schedule is given

4. A plan that identifies the essential stages of making 5. Limited plan for the main stages of making

Maximum mark – 24 (1) 19 – 24 (2) 13 – 18 (3) 9 – 12 (4) 5 – 8 (5) 0 – 4



CRITERION 3 MAKING / MODELLING MAKING / MODELLING SKILLS TEACHER

ASSESSMENT1. High level of making / modelling skills and accuracy with ability

to adapt the original idea 2. Very good level of making / modelling skills at well above

average level of accuracy 3. Good level of making skills at and above the average level of

accuracy 4. Adequate level of skill using material with some confidence 5. Some ability to manufacture materials using a range of basic

techniques

QUALITY CONTORL CHECKS 1. Planned quality control checks are applied throughout the

making / modelling to ensure consistency and safety 2. Planned quality control checks are applied to the making /

modelling 3. Planned quality control checks used in parts of the making and

modelling 4. Some attention paid to the quality of the finished product 5. Little attention paid to the quality of the finished product

FINAL PRODUCTS LINK TO THE SPECIFICATION 1. Outcome satisfies all major points of the specification 2. Outcome satisfies most major points of the specification 3. Outcome satisfies some points of the specification 4. Parts of the outcome satisfy some points of the specification 5. Little of the specification is met

Maximum mark – 24 (1) 19 – 24 (2) 13 – 18 (3) 9 – 12 (4) 5 – 8 (5) 0 – 4



CRITERION 4 EVALUATION AND TESTING APPROPRIATE TESTING

1. Detailed and comprehensive testing strategy applied throughout, with results used to inform the design and refine any modifications

2. Appropriate testing strategy applied throughout with results used to inform the design and modifications

3. From a structured testing procedure conclusions are drawn of ways to improve the product

4. From a basic testing procedure, conclusions are used to suggest ways of improving the product

5. a basic testing procedure generates some conclusions

TESTING AGAINST THE SPECIFCATION 1. All aspects of the final prototype or product tested and

evaluated against the specification 2. All relevant combinations of ingredients and processes tested

and evaluated against the specification 3. Some combinations of ingredients and processes tested

against the specification 4. Limited testing and evaluation against the specification 5. Basic testing and evaluation against the specification

OPINIONS 1. Comments of others used appropriately to develop the

prototype or product to improve the effectiveness of the final outcome

2. Views of others sought at various points during the design process and used to develop and improve outcome

3. Other people’s opinions sought 4. Formative and summative comments largely predictable and

based on personal opinion

Maximum mark – 12 (1) 9 – 12 (2) 7 – 8 (3) 5 – 6 (4) 3 – 4 (5) 0 – 2



CRITERION 5 COMMUNICATION AND PRESENTATION COMMUNICATION AND PRESENTATION TEACHER

ASSESSMENT 1. Excellent level of communication and presentation, including

competent use of appropriate technical language 2. Very good level of communication and presentation, including

competent use of appropriate technical language 3. Good level of communication and presentation with good use

of appropriate technical language 4. Reasonable level of communication and presentation with

limited appropriate technical language 5. Evidence of communication and presentation at basic level with

little use of technical language

MATERIALS ,TECHNIQUES AND MEDIA 1. Excellent wide range of appropriate materials, techniques and

media used to convey details of designing and making 2. Very good range of appropriate materials, techniques and

media used ot convey details of designing and making 3. Good range of materials, techniques and media used to convey

the details of designing and making 4. A limited range of materials, techniques and media used to

convey the details of designing and making 5. Some attempt has been made to convey the details of

designing and making

WRITTEN COMMUNICATION 1. Complex ideas expressed extremely clearly and fluently in a

structured and relevant way with few, if any errors of grammar, punctuation and spelling

2. Moderately complex ideas expressed clearly and fluently in a reasonably structured and relevant manner with only occasional errors of grammar, punctuation and spelling

3. Straight forward ideas expressed clearly with some errors of grammar, punctuation and spelling but not sufficient to suggest weakness in these areas

4. simple ideas expressed clearly with errors of grammar, punctuation and spelling indicating a weakness in thee areas

5. Some attempt made to express ideas with significant errors of grammar, punctuation and spelling suggesting major weaknesses in these areas

Maximum mark – 12 (1) 9 – 12 (2) 7 – 8 (3) 5 – 6 (4) 3 – 4 (5) 0 – 2



TEACHER ASSESMMENT RECORD SHEET - UNIT 4 Candidate Name ………………………………………..……… Candidate Number ....…………………………………………........ Centre Name ……………………………………………….. Centre Number ……………………………………………….. FINAL MARKS –

• CONTEXT AND OBJECTIVES (5) • PLAN OF ACTION AND CLARIFICATION OF THE PROBLEM (8) • DEVELOPMENT OF DESIGN PROPOSAL (26) • MANUFACTURE / MODELLING (26) • CONCLUSION, EVALUATIONS AND RECOMMENDATIONS (12) • COMMUNICATION AND PRESENTATION (8)

TOTAL (85)

CRITERION 1 CONTEXT AND OBJECTIVES CONTEXT AND OBJECTIVES TEACHER

ASSESSMENT 1. Detailed and perceptive understanding of the context which is

then used to determine the objectives of the design and manufacture activity

2. Sound understanding of the context which is used to determine the objectives of the design and manufacture activity

3. Some understanding of the context which is used to determine the objectives of the design and manufacture activity

4. Little understanding of the context which is used to determine the objectives of the design and manufacture activity

5. Minimal or no understanding of the context which is used to determine the objectives of the design and manufacture activity

Maximum mark – 5 (1) 5 (2) 4 (3) 3 (4) 2 (5) 0 -1



CRITERION 2 PLAN OF ACTION AND CLARIFICATIONOF PROBLEM PLAN OF ACTION TEACHER

ASSESSMENT 1. A detailed and realistic plan of action to meet stated objectives 2. A detailed plan of action to meet stated objectives 3. A plan of action which meets some of the stated objectives 4. A simple plan of action 5. A limited plan of action

INVESTIGATION

1. Uses an extensive range of appropriate investigative techniques, including practical activities (where relevant)

2. Use a wide range of appropriate investigative techniques, including practical activities (where necessary)

3. Uses a range of appropriate investigative techniques including practical activities (where necessary)

4. Uses several investigative techniques including practical activities (where necessary)

5. Uses basic investigative techniques including practical activities (where necessary)

ANALYSIS

1. Perceptive analysis of gathered information 2. Good analysis of gathered information 3. Some analysis of gathered information 4. Little analysis of gathered information 5. Minimal analysis of gathered information

DESIGN SPECIFICATION 1. A comprehensive, well reasoned and explained design

specification taking into account the research information gathered

2. A well reasoned and explained design specification taking into account the research information gathered

3. A design specification with some explanation taking into account some of the research information gathered

4. A simple design specification with one or two points explained 5. A limited design specification

Maximum mark – 8 (1) 7 - 8 (2) 5 – 6 (3) 3 – 4 (4) 2 (5) 0 - 1



CRITERION 3 DEVELOPMENT OF DESIGN PROPOSAL IDEAS TEACHER

ASSESSMENT 1. Comprehensive and imaginative range of feasible ideas 2. Varied range of imaginative and feasible ideas 3. An adequate range of ideas with some imagination 4. Limited range of feasible ideas with little imagination 5. Simple ideas with little imagination

DEVELOPMENT 1. Sophisticated and elegant solution achieved by exploring

different proportions of ingredients and their function, methods of production ad construction

2. Good development of product achieved by investigating a range of different materials and their functions and methods of production and construction

3. Adequate development to allow a successful product to be produced which includes some experimental work with different ingredients and their functions and methods of production

4. Basic development of design decision 5. Minor changes to the original idea with little evidence of

development

EXPLANATION 1. Design decisions fully explained 2. Most design decisions fully explained 3. Sound explanation of most design decisions 4. Basic explanation of design decisions 5. Limited explanation of design decisions

PLAN FOR MANUFACTURE OF FINAL OUTCOME 1. Comprehensive and detailed plan for manufacture, with the

ability to adapt in the light of changing circumstances 2. Detailed plan which identifies sequences of activities for

manufacture 3. Good plan that identifies the essential stages of manufacture 4. A plan that identifies the essential stages of manufacture 5. Limited plan for the main stages of manufacture

Maximum marks – 26 (1) 21 – 26 (2) 16 – 20 (3) 11 – 15 (4) 6 – 10 (5) 0 – 5



CRITERION 4 MANUFACTURE / MODELLING STANDARD OF MANUFACTURE TEACHER

ASSESSMENT 1. High standard of manufacture / modelling using appropriate

methods, technologies and ingredients and using a wide range of skills that demonstrate a high level of accuracy

2. A very good standard of manufacture / modelling using appropriate methods, technologies and ingredients and using a wide range of skills with a good level of accuracy

3. A good manufacture / modelling using appropriate methods, technologies and ingredients and using a range of skills that demonstrate an acceptable level of accuracy

4. Adequate standard of manufacture / modelling using appropriate methods, technologies and ingredients and using skills with some accuracy

5. Limited standard of manufacture / modelling using appropriate methods, technologies and ingredients with little or no accuracy

APPLIED INDUSTRIAL PRACTICE 1. Demonstrates and applies a thorough understanding of

industrial practice 2. Demonstrates and applies a clear understanding of appropriate

industrial practice 3. Shows some understanding and application of industrial

practice 4. Shows basic understanding of industrial practice 5. A minimal understanding of industrial practice

HEALTH AND SAFETY AND QUALITY CONTROL CHECKS 1. Evidence of appropriate health and safety and quality control

checks throughout the manufacturing process to ensure consistency

2. Necessary health and safety issues and quality control checks built into manufacturing

3. some consideration of health and safety issues and quality control checks is provided

4. Little evidence of health and safety issues and quality control checks

5. Basic application of health and safety

MEETS THE SPECIFICATION 1. Outcome satisfies all major points of the specification 2. Outcome satisfies most major points of the specification 3. Outcome satisfies most some of the major points of the

specification 4. Outcome satisfies some points of the specification 5. Limited correlation between the outcome and the specification

Maximum marks – 26 (1) 21 – 26 (2) 16 – 20 (3) 11 – 15 (4) 6 – 10 (5) 0 – 5



CRITERION 5 CONCLUSION, EVALUATIONS AND RECOMMENDATIONS CRITICAL ANALYSIS TEACHER

ASSESSMENT 1. A critical analysis of the design process and final outcome 2. A detailed analysis of the design process and final outcome 3. Some analysis of the design process and / or final outcome 4. Basic analysis of the design process and / or final outcome 5. Limited analysis of the design process and / or final outcome

TESTING AND CONSIDERATION OF INDUSTRIAL PRACTICE 1. Comprehensive testing strategies throughout the work

including, where relevant comments of others and considerations of Industrial Practices used to make perceptive and critical judgement

2. Good testing strategies throughout the work including, where relevant, comments of others and consideration of Industrial Practices, used to make judgements

3. Reasonable testing strategies throughout the work including, where relevant, comments of others and consideration of Industrial Practices, used to make judgements

4. Some testing strategies throughout the work including , where relevant, comments of others and considerations of Industrial Practices, used to make judgements

5. Limited testing strategies throughout the work including, where relevant, comments of others and consideration of Industrial Practices, used to make judgements

EXTENSION OF THE PRODUCT 1. Excellent understanding of the ways the outcome could be

improved or extended 2. A good understanding of the ways the outcome could be

improved or extended 3. A reasonable understanding of the ways the outcome could be

improved or extended 4. Some understanding of the ways the outcome could be

improved 5. Little understanding of the ways the outcome could be

improved

Maximum mark – 12 (1) 9 – 12 (2) 7 – 8 (3) 5 – 6 (4) 3 – 4 (5) 0 – 2



CRITERION 6 COMMUNICATION AND PRESENTATION PRESENTATION TEACHER

ASSESSMENT1. Excellent level of communication and presentation, including

competent use of appropriate technical language 2. Very good level of communication and presentation, including

competent use of appropriate technical language 3. Good level of communication and presentation with good use

of appropriate technical language 4. Reasonable level of communication and presentation with

limited appropriate technical language 5. Evidence of communication and presentation at basic level with

little use of technical language

RANGE OF TECHNIQUES 1. Wide range of materials, techniques and media which conveys

the details of design and manufacture 2. A good range of appropriate materials, techniques and media

used top convey the details of the design and manufacture 3. A variety of appropriate materials, techniques and media used

to convey the details of design and manufacture 4. Sufficient information to show how the product has been

designed and manufactured 5. The information appears disjointed; it may be difficult to see

how the product has been designed and manufactured

WRITTEN COMMUNICATION 1. Complex ideas expressed extremely clearly and fluently in a

structured and relevant way with few, if any errors of grammar, punctuation and spelling

2. Moderately complex ideas expressed clearly and fluently in a reasonably structured and relevant manner with only occasional errors of grammar, punctuation and spelling

3. Straight forward ideas expressed clearly with some errors of grammar, punctuation and spelling but not sufficient to suggest weakness in these areas

4. Simple ideas expressed clearly with errors of grammar, punctuation and spelling indicating a weakness in thee areas

5. Some attempt made to express ideas with significant errors of grammar, punctuation and spelling suggesting major weaknesses in these areas

Maximum mark – 8 (1) 7 - 8 (2) 5 – 6 (3) 3 – 4 (4) 2 (5) 0 - 1



Preparing work for moderation • Check candidates have completed their Candidate Record Form. • Check all the candidates have signed the declaration that the work is their own • Complete all marking and record the marks and annotation. • Remove folder wallets from work and securely attach all the sheets together • Make sure the front cover clearly shows the following information - candidate

name, number and centre. • Sign the Centre Declaration Sheet. • If there less than 21 candidates send all the work to the moderator, if there are

more candidates send the Centre Mark Sheet to the moderator; the moderator will return this indicating which candidates work is required for moderation.

• All the work with the appropriate paper work should be posted to the moderator for the 15th May. The name and address of the moderator will be sent to the examination officer in advance.

• Any work not required must remain at the centre until after the results are known.

Moderation This is the process of ensuring that standards are aligned within and across centres. The coursework marks submitted by centres is moderated by the awarding body against marking criteria specified in the specification. Moderation is carried out by an AQA moderator, who will carry out a detailed scrutiny of all the work of a sample of candidates from each centre. Please note that moderators do not mark coursework per se but check to ensure that the AQA standard has been applied correctly. On the basis of this inspection, it will be decided whether to

• accept the centre’s assessment • adjust the assessments to bring the whole cohort into line with national standards • ask for a further sample • ask for the work of all candidates or request the centre to reassess or internally

standardise their marks. Normally a centre’s judgement about the order of merit will be accepted. However, if discrepancies are discovered, AQA reserves the right to alter the order of merit and inform the centre accordingly. Work will be returned to centres, although AQA has the right to retain work for archive purposes.



Support for Coursework Support for teachers in relation to the coursework unit takes several forms.

• Feedback forms – each summer after moderation, centres will receive a feedback form reflecting on the marking of candidates work. If centres are finding difficulties / large adjustments have been made then advice will be offered by the moderator.

• Annual meetings – these will be held on a regional basis usually in the Autumn term, they are designed to support new centres or those who had difficulty marking to the AQA standard. Copies of the material used in these meetings is sent to all centres entered for the specification as a matter of course.

• Exemplar coursework – examples of coursework will be available for centres, to illustrate the expected levels for various grade thresholds and approaches to teaching. This will be available after the first cohort of candidates has completed their coursework.

• Coursework advisers – these will be appointed by AQA and each centre will be informed of their individual advisor whom they can contact by post, telephone or email throughout the academic year. Please note that the adviser does not visit the centre.

Documents

A-level Design and Technology: Food Technology - AQA