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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
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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
2
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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1
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
AQA is the UK’s favourite exam board and more students receive their academic qualifications from AQA than from any other board. But why is AQA so popular?
AQA understands the different requirements of each subject by working in partnership with teachers. our GCSEs
enable students to realise their full potentialcontain engaging content are manageable for schools and collegesare accessible to students of all levels of abilitylead to accurate results, delivered on timeare affordable and value for money.
••••••
AQA provides a comprehensive range of support services for teachers
access to subject departmentstraining for teachers including practical teaching strategies and approaches that really work presented by senior examinerspersonalised support for Controlled Assessment 24 hour support through our website and online Ask AQApast question papers and mark schemescomprehensive printed and electronic resources for teachers and students
AQA is an educational charity focused on the needs of the learner. All our income goes towards operating and improving the quality of our specifications, examinations and support services. We don’t aim to profit from education – we want you to.
if you are an existing customer then we thank you for your support. if you are thinking of moving to AQA then we look forward to welcoming you.
••
••
••
� 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.
•
•
�.� 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.
•
•
•
4
1
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
5
�.3 How do i start using this specification?
Ask AQA
You have 24-hour access to useful information and answers to the most commonly-asked questions at http://www.aqa.org.uk/rn/askaqa.php
if the answer to your question is not available, you can submit a query for our team. our target response time is one day.
�.4 How can i find out more?
Teacher Support
Details of the full range of current Teacher Support meetings are available on our website at http://www.aqa.org.uk/support/teachers.php
There is also a link to our fast and convenient online booking system for Teacher Support meetings at http://events.aqa.org.uk/ebooking
if you need to contact the Teacher Support team, you can call us on 0�483 477860 or email us at [email protected]
Already using the existing AQA Home Economics: Food and Nutrition specification?
register to receive further information, such as mark schemes, past question papers, details of teacher support meetings, etc, at http://www.aqa.org.uk/rn/askaqa.php information will be available electronically or in print, for your convenience.Tell us that you intend to enter candidates. Then we can make sure that you receive all the material you need for the examinations. This is particularly important where examination material is issued before the final entry deadline. You can let us
•
•
know by completing the appropriate intention to Enter and Estimated Entry forms. We will send copies to your Exams officer and they are also available on our website (http://www.aqa.org.uk/admin/p_entries.php).
Not using the AQA specification currently?
Almost all centres in England and Wales use AQA or have used AQA in the past and are approved AQA centres. A small minority are not. if your centre is new to AQA, please contact our centre approval team at [email protected]
•
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
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
9
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
9
3
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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
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)
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
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
��
3
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
�3
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
�3
3
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
�5
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
�5
3
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
�7
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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
– w
hich
food
s ha
ve w
hich
type
of
dat
e st
amp.
Dis
cuss
ion
re s
tock
rota
tion.
“Dia
ry o
f a c
hose
n fo
od in
a s
uper
mar
ket”
– p
repa
re a
dia
ry
of a
cho
sen
food
ent
erin
g a
supe
rmar
ket,
the
time
it sp
ends
th
ere
and
at w
hat t
empe
ratu
res
it is
kep
t bef
ore
it re
ache
s th
e co
nsum
er –
can
dida
tes
to s
pot t
he m
ista
kes.
The
teac
her
may
like
to fo
llow
this
thro
ugh
to th
e fo
od a
rriv
ing
in
the
hom
e an
d ev
entu
ally
to th
e pl
ate.
Pic
ture
s of
cro
ss c
onta
min
atio
n –
dire
ct a
nd in
dire
ct –
spo
t whi
ch
is w
hich
.
Bac
teria
ther
mom
eter
– to
sho
w w
hat h
appe
ns fr
om fr
eeze
r te
mpe
ratu
re th
roug
h to
boi
ling
tem
pera
ture
.
Sel
ectio
n of
food
s w
hich
hav
e be
en p
rese
rved
by
all m
etho
ds.
Can
dida
tes
to lo
ok c
aref
ully
at a
ppea
ranc
e, ta
ste,
text
ure,
etc
. an
d co
mpa
re w
ith fr
esh.
Can
dida
tes
to p
repa
re g
radi
ng c
hart
and
con
clud
e w
hich
is
pref
erre
d an
d w
hy.
incl
ude
alon
gsid
e th
ese
note
s ho
w th
e pr
eser
vatio
n pr
oces
s ta
kes
plac
e, re
sulti
ng in
the
chan
ge in
flav
our/
text
ure/
appe
aran
ce e
tc.
Foo
d p
acka
gin
gTy
pes
of fo
od p
acka
ging
mat
eria
ls u
sed
and
thei
r fu
nctio
ns in
sa
fegu
ardi
ng fo
od h
ygie
ne.
3.5
Food
hyg
iene
and
saf
ety
(con
tinue
d)
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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
•••
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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.
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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.
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GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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).
•
•
•
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GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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 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.
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GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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)
Grade Uniform Mark Range
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
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GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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)
Grade Uniform Mark Range
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
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GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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6
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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.
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.
•
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GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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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
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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.
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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
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A
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
3�
C
C overlaps with other Qualifications
There is some overlap with GCSE and GCE Health and Social Care.
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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.
••••••
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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
.
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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
.
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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.
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
36 37
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
39
E
GCSE Home Economics: Food and Nutrition for teaching from September 2009 onwards (version �.0)
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
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