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GCSE Food Technology Student Handbook CONTENTS GCSE Design & Technology: Food Technology – an Overview Page 3 Course plan Page 4 Rules and expectations Page 7 Resources Page 8 Unit 1: Written Examination Page 9 Unit 2: Controlled Assessment – Design & Make Task Page 10 Glossary - Key Vocabulary Page 11 2 GCSE Design & Technology: Food Technology – An Overview Examining body: AQA (Syllabus number 4545) Course overview: Food Technology is a subject which requires the application of knowledge and understanding when developing ideas, planning, producing products and evaluating them. Food products are made at home, in restaurants, catering kitchens in schools and hospitals and in factories – in this GCSE students will learn about how food is produced in all of these situations. They will learn about nutrition, food safety, packaging & labelling, functions of ingredients and a whole variety of other topics to allow them to be creative when designing and making their own ideas. Assessment: Unit 1: Written Paper to be taken at the end of Year 11 2 hours 120 marks Section A: Design question based on a given theme Section B: variety of questions from any section of the syllabus 40% of the total marks Unit 2: Design and Making Practice – Controlled Assessment to be carried out from January of Year 10 to October of Year 11 approximately 45 hours 90 marks 20 pages portfolio of work along with practical modelling and of making of final product 60% of the total marks 3 YEAR 9 PLAN Topics Autumn Half-term 1 What makes cakes spongy and biscuits crunchy? You will learn… about functional properties of ingredients and products, the importance of proportions, quality control and consumer preferences. Assessment Topics Autumn Half-term 2 How does soup contribute to a well balanced diet? You will learn… about nutritional properties of food how to formulate well balanced products how to produce concise summaries of research how to apply findings to develop ideas about cultural influences and economic factors in the use of fruits, vegetables and bread type products. Context: Cakes/biscuits Context: Soup and bread accompaniments Practical skills and ability to describe, explain and Ability to respond to a given specification and develop a analyse in a product development task prototype Exam questions about function of ingredients and Exam questions about nutrition quality control Spring Term Investigating and Experimenting –pastry, labelling and safety You will learn… how to investigate and experiment to understand how to change recipes theory of storage/food hygiene packaging/labelling and additives Assessment Context: Pastry Design ideas for pastry products Practice exam paper – will contain questions from all Year 9 work 4 Topics Summer Term Design & Make a savoury meal product You will learn… to complete a ‘Design and Make Task’ (DMT) as a practice controlled assessment Assessment Context: Meat and other proteins with cereal/starchy products (cook chill meal, burger or pizza) Against grade criteria for controlled assessment YEAR 10 PLAN Topics Assessment Topics Autumn term Setting, aerating & layering desserts You will learn how to apply knowledge & understanding of properties of ingredients to develop an innovative dessert from a starting point of one recipe. about using standard components to aid processing and value for money. a better understand the functional properties of food the effects of combining different ingredients and the interaction of foods during preparation and cooking terminology related to food processing, for example caramelisation, aeration, emulsification the importance of appropriate proportions on the structure, shape and volume of mixtures manufacturing/Large Scale Production Requirements Context: Chilled desserts Exam questions related to functional properties of ingredients and types of product Criterion 1 – analysis of products Criterion 2 – design ideas, understanding of materials Spring Half-term 1 Spring Half-term 2 Start Controlled Assessment Task The development stage will involve experimenting Short-term deadlines will be set for each stage of with different recipes and proportions of ingredients the Controlled Assessment Task so that progress until students are happy that they have the right can be tracked. product. Students will start by analysing a given brief and Testing and evaluating will be carried out deciding what type of product to design and make throughout the development and making stages and not left until the end of the task. 5 Assessment Criterion 1 – all aspects except product analysis Criterion 5 – concise folder Criterion 1 – product analysis Criterion 2 – all aspects Criterion 4 – testing & evaluation throughout YEAR 11 PLAN Topics Assessment Summer Half-term 1 – continuing from Spring term The development stage will involve experimenting with different recipes and proportions of ingredients until students are happy that they have the right product. Testing and evaluating will be carried out throughout the development and making stages and not left until the end of the task. Criterion 1 – product analysis Criterion 2 – all aspects Criterion 4 – testing & evaluation throughout Autumn Half-term 1 Autumn Half-term 2 Topics During the making stage students keep photographic records of their work and develop the product to be mass produced Assessment Criterion 3 – all aspects Topics Assessment Topics Assessment Spring Half-term 1 This section of the course is to focus on theory for Unit 1. It will be taught using a series of short practical tasks, application of knowledge tasks and lots of practice of exam questions. Unit 1 questions about all aspects of the specification (not question A) Finally…students will test and evaluate their product and suggest improvements. The final project folder will be 20 pages of A3 which tells the story of students’ product development. They will have written this as they go through the project but the final deadline for it to be complete is October half term of Year 11. Criterion 4 – final outcome and modifications Criterion 5 – all aspects – concise folder, decisions communicated, SPAG Spring Half-term 2 On March 1st AQA (the exam board) will publish a preparation sheet which gives the context for the design question in Unit 1. The lessons during this term will be about analysing the information and getting ready to take the exam Unit 1 question A specifically related to the given context Summer Half-term 1 Final preparation for the unit 1 exam Complete question papers 6 RULES AND EXPECTATIONS IN GCSE DESIGN & TECHNOLOGY: FOOD TECHNOLOGY 1. Enter the classroom with the right kind of thinking – that you are in a lesson to work hard, to follow the rules (especially health & safety rules) and to focus on your learning 2. Work together with others in your team, especially when completing practical work. Understand that we have ‘collective responsibility’ for clearing up the practical work 3. Be prepared to remove your jumper and blazer and wear an apron, to wash your hands well and to tie back your hair ready for practical work 4. Spend the full 2 hours a week in class focussing on your learning 5. Spend at least 60-90 minutes per week on Independent Learning 6. Meet all classwork and IL deadlines 7. When you experience difficulty with a topic or particular skill, seek help straight away 8. See staff in advance if you are unable to attend a lesson 9. Catch up on work missed through absence, including IL 10. You will work with anyone in the class without argument. We are all in this together and will help each other when we can. 7 Resources & Useful Links Text books AQA Design & Technology: Food Technology by Jane Girt, Jenny Hotson and Garry Littlewood published by Nelson Thornes AQA Food Technology by Valerie Fehners, Meryl Simpson and Barbara Monks published by Hodder Education Food Facts by Delia Clarke and Elizabeth Herbert. This book was written in 1986 and no longer in print but used copies are available from Amazon. It is especially useful for understanding the function of food ingredients TV Programmes Throughout the year there are various TV shows which are both entertaining and great for learning about food, for example The Great British Bake Off, Masterchef, programmes featuring celebrity chefs such as Jamie Oliver and Nigella Lawson, documentary programmes such as Rip Off Food Web Sites http://www.bbc.co.uk/bitesize/ - has information, activities and self-marking tests – look in the KS4 design and technology section http://www.nhs.uk/Livewell/Goodfood/Pages/eatwell-plate.aspx for information about nutrition and healthy eating http://www.foodsafety.gov/ - for the most up-to-date information about food safety http://www.food.gov.uk/policy-advice/additivesbranch/ for information about food additives http://www.foodafactoflife.org.uk/index.aspx - lots of information about food, farming and cooking including videos http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-foodtechnology-4545 - the exam board web site which has the full specification, past papers and mark schemes This course handbook! This handbook gives you a definitive guide to what you need to do to get top marks in each unit. Ensure that you are familiar with these criteria. Revision guide During the course, you will be issued with a revision guide, which includes useful tips and strategies to help revise for exams or controlled assessments in all four units of work. Past papers A wide range of past exam papers are available to download for free on the AQA website. Mark schemes are also available. DVDs There are a variety of DVDs which show people cooking – they are useful for ideas as well as how to do a specific technique, for example kneading bread. YouTube - www.youtube.com YouTube is a fabulous free way to watch cooking and food preparation, especially large scale production in factories. Get ideas, note your favourites and watch as much as you can! 8 Unit 1 – Written Examination - 40% of the marks Students will learn about Materials and components Understand the functional properties of food Understand the nutritional properties of food The effects of combining different ingredients and the interaction of foods during preparation and cooking The importance of appropriate proportions on the structure, shape and volume of mixtures The effects of acids and alkalis Understand the use of standard components in food processing Demonstrate competence in a range of practical food skills/methods/processes to produce quality outcomes Design and market influences Investigate the design opportunities Identify and use stages in the development of a food product prototype Product prototype development Labelling, packaging, product information and codes of practice Social, economic, cultural and environmental considerations Processes and manufacture The use, need and effect of additives The impact and effect of using a range of different equipment to produce food items of quality and consistency Storage of Food and Food Products Manufacturing/Large Scale Production Requirements Technological Developments such as genetically modified foods Criteria for assessment – unit 1 will test the following skills as well as the subject knowledge Recall, select and communicate knowledge and understanding in design and technology including its wider effects. 9 Apply knowledge, understanding and skills in a variety of contexts and in designing and making products. Analyse and evaluate products, including their design and production. Quality of written communication o ensure that text is legible and that spelling, punctuation and grammar are accurate so that meaning is clear; o select and use a form and style of writing appropriate to purpose and to complex subject matter; o organise information clearly and coherently, using specialist vocabulary when appropriate. Unit 2 – Controlled assessment – Design & Make Task - 60% of the marks The controlled assessment tasks follow a journey of designing and making from the design brief to a finished product with a strong focus on practical development work. The final outcomes will be a product that students have made and a 20 page folder which explains the story of how they have designed and made the product. The controlled assessment tasks for GCSE Design & Technology are classified as medium control. This means that students do not need to be under direct supervision for the whole task and will undertake research and preparation activities as part of their independent learning. However, the write up of the final 20 page folder will be completed during class time. Independent Learning tasks will be set each week which should take the students 1.5 hours to complete. The tasks will be directly relevant to the controlled assessment. It is essential that all students have 100% attendance, 100% punctuality to lessons and 100% focus on their work over the next few months so that they achieve the best possible grade for their controlled assessment which contributes 60% to the final GCSE grade. Criteria for assessment – unit 2 will be assessed according to the following criteria Assessment Criteria Investigating the design opportunity Development of design proposals Making Testing and Evaluation Communication Total Maximum Mark Allocation 8 32 32 12 6 90 Pages in portfolio 2 8 7 3 throughout 20 pages 10 GLOSSARY OF TERMS ( from www.aqa.org.uk) This glossary has prepared in support of AQA’s new GCSE Design and Technology: Food Technology specification. It has been devised to provide 14-16 year olds with a definition and an explanation of key words in the Specification. The definitions and explanations should not be considered to be either definitive and exhaustive. Candidates should also use them to assist with further support. A Additive: a natural or synthetic substance which is added to food for a specific purpose Aeration: when air is trapped in a mixture Aesthetic: attractive Ambient temperature: normal room temperature (20-25ºC) Anaerobic: not needing oxygen Analysis of brief/task: breaking down the design brief/task to identify key points Annotation: add explanatory notes Antioxidant: a substance that stops fat in food going rancid Antibacterial: substance that will usually destroy bacteria Appliance: a piece of electrical equipment Aseptic packaging: preserves foods without using preservatives or chilling Assembling: putting component parts together Attributes: particular characteristics of a food B Bacteria: single-celled organisms present in air, soil, animals and the human body Balanced diet: a diet which provides adequate amounts of nutrients and energy Biodegradable: broken down totally by bacteria Bland: lack of flavour/taste Blast chilling: quick freezing – small ice crystals form and there is less damage to the food than in slow freezing C Calcium: a mineral element which is essential for strong bones and teeth Calorie: a unit of energy which is used to give the energy yield of foods and the energy expenditure by the body Caramelisation: process of changing the colour of sugar from white to brown when heated Carbohydrate: the major source of energy for the body CAM Computer Aided Manufacture: the use of a computer to control all the processes involved in the manufacture of a product Clostridium: a form of bacterial food poisoning Coagulation: the change in the structure of protein brought about by heat, mechanical action or acids Coeliac disease: caused by an intolerance of the protein gluten present in the cereals wheat, barley and rye Cook-Chill: a method of food preparation in which the food is cooked then rapidly chilled and stored below 5ºc thus increasing the keeping quality of the product for a short time Colloidal structure: when two substances are mixed together Colloids: formed when one substance is dispersed through another Communication: pass on information, ideas and thoughts Consistency: ensures products are the same Consistent: the same quality each time a product is made Consumer: a person who buys or uses products and service Contaminate: to spoil or dirty something Critical Control Point (CCP): when a food safety hazard can be prevented/reduced to an acceptable level Cross contamination: the transfer of food spoilage/poisoning from one food to another Cryogenic freezing: food is immersed or sprayed with liquid nitrogen D Danger zone: the temperature range (5 to 63ºC) in which bacteria grow 11 Date marking: of manufactured foods. Best before is the date up until the food will remain in peak condition. Perishable foods have a Use By date up to which the food can be kept if stored appropriately Descending: from the largest to the smallest Descriptors: a word describing a sensory characteristic, e.g. spicy Design task: a statement which provides the situation for your designing and making Design criteria: a list of general points from which a range of different ideas can be made Deteriorate: starting to decay and losing freshness Development: make changes to a food product which will affect its characteristics Dextrinisation: when starch converts into a sugar Diabetes: a metabolic disorder caused by the poor absorption of glucose; this can be due to the failure to produce insulin (in insulin dependent diabetes) or the poor response of tissues to insulin (in non insulin dependent diabetes). Type1 diabetes mellitius develops in childhood. The onset of Type 2 is in middle age Dietary Fibre: material, mostly from plants, which is not digested by humans but which absorbs water and binds other residues in the intestine thus aiding the excretion of waste material from the body Dietary Guidelines: advice from the Government on recommended food intake in order to achieve dietary goals Dietary Reference Values (DRVs): scientifically calculated estimates of the amounts of nutrients needed for good health Difference test: a method of finding out if there are any differences between product samples Diverticular Disease: a disease caused by a lack of fibre in the diet E E numbers: the classification system of permitted additives produced by the European Union Eatwell plate: a healthy eating model, to encourage people to eat the correct proportions of food to achieve a balanced diet Emulsifier: a substance that stops oil and water from separating Emulsifying agent: a substance that will allow two immiscible liquids (substances that do not mix) to be held together, e.g. lecithin in egg yolk Emulsion: a mixture of two liquids is called an emulsion Enrobing: coating and surrounding a product with another ingredient Enzymic browning: reaction between a food product and oxygen resulting in a brown colour, e.g. sliced potato has brown patches when sliced and left in the air Estimated Average Requirement (EARs): the average need for a nutrient. Values calculated for energy requirements of groups of people. They represent the needs of most people in a particular group and decisions Evaluation: summarise information and make conclusions, judgements F Fair testing: to compare like with like using only one variable Fermentation: when yeast produces carbon dioxide Fibre: indigestible parts of food – usually cellulose, which remains in the intestine after digestion Finishing: completing the presentation of a food product to a high standard Flavour enhancers: tasteless substances used to enhance the taste of savoury foods Foams: a mixture of gas and liquid is called a foam, e.g. air whisked into egg white creates a foam Food additive: a substance added to a food product to improve its quality Food spoilage: caused by the natural decay of food or by contamination by micro organisms G Gelatinisation: heated starch granules absorb liquid and swell, and burst to thicken liquid Gels: a small amount of a solid mixed in a large amount of liquid that then sets e.g. jam. Gluten: protein found in flour Guideline Daily Amounts (GDAs): guide to the amounts of calories, sugar, fat, saturated fat and salt a person should try not to exceed so as to have a healthy balanced diet H 12 Halal: food which is selected and prepared according to Islamic dietary law Hermetically: airtight Higher level making skills: food preparation and cooking skills which require care, precision and understanding and which can be carried out to a high standard High-risk food: food which is an ideal medium for the growth of bacteria or micro-organisms Hygienically: to prepare food in a clean environment to stop food spoilage or poisoning occurring I Impermeable: cannot penetrate Irradiation: a process used to reduce spoilage in some foods Iron: a mineral present in the blood and stored in the liver. Prolonged lack of iron leads to anaemia J Joule: a unit of energy. Used to show the energy content of foods K Kosher: food which is selected and prepared in accordance with Jewish dietary law L Landfill sites: large holes in the ground where bags of household waste are buried Lard: saturated animal fat produced from pigs Lecithin: present in egg yolk and soya and used as an emulsifier in manufactured foods Listeria monocytogenes: common food-poisoning bacteria M Making skills: practical skills which show your ability to make food products Market research: the study of consumers’ needs, preferences and lifestyles Micro organism: tiny living things such as bacteria, yeasts and moulds which cause food spoilage. Can only be seen through a microscope Micronutrient: vitamins and minerals which are needed in small quantities for health Minerals: substances used by the body to control processes; they form an essential part of body fluids Modification: simple changes which have little effect on the structure and composition Modified Atmospheric Packaging (MAP): used to extend the shelf life of food. The packs are gas flashed to reduce the amount of oxygen and replace it with carbon dioxide or nitrogen Modified starches: starches that have been altered to perform additional functions Monitoring: keeping constant watch N Net weight: not including packaging Non starch polysaccharide: the part of food that is not digested by the body Nutrient: the part of a food that performs a particular function in the body Nutritional analysis: using resources to find out the nutritional content of a product Nutritional content: the type and quantity of nutrients which the product supplies Nutritional labelling: the information relating to nutrients and energy in the food which is stated on packaging O Obesity: excessive fatness. Measured as a ratio of weight to height Organic food: plants grown without the use of synthetic pesticides fungicides or organic fertilizers. They must have been prepared without preservatives Organoleptic: sensory qualities (texture, flavour, aroma, appearance) of a food product. P 13 Pasta: the collective name given to a number of wheat flour products which are cooked by boiling. They are made from dough containing durum wheat Pasteurisation: the process of prolonging the keeping quality of products such as milk by heating to destroy harmful bacteria Pastry: dough made from flour, fat and water Pathogenic: causing disease Pathogens: bacteria which cause disease pH: a measure of acidity or alkalinity Preservative: a substance that extends the shelf life of a food Preservation: the protection of perishable foods from deterioration by removing the conditions necessary for the growth of micro-organisms Preservatives: substances added to some processed foods to prevent spoilage Prior knowledge: knowledge you already have which does not require research Product Analysis: examining a food product to find out the ingredients, packaging characteristics and properties Product Specification: a list of features/characteristics/properties which a food product must meet Profiling test: sensory evaluation test to identify individual specific characteristics of product Proportion: relative quantities of ingredients in a recipe, expressed in numbers Protein: the nutrient required for growth and repair Prototype: the first version of a product that is being developed Pulses: peas, beans and lentils. They provide a good source of protein and B vitamins Q Quality Assurance: a guarantee by retailers and manufacturers that products are safe and of a good quality Quality Control: steps taken to check a product at various stages of making to ensure a consistent and high quality outcome is achieved Questionnaire: questions asked to a range of people. Results can be used to inform ideas R Raising agent: increases the volume of doughs, batters and mixtures by promoting gas release (aeration) Ranking test: a method of putting in order the intensity of particular characteristic of a product Rating test: a method of rating a particular attribute or preference for a product on a word or numbered scale Recycled: to make into something else Reference Nutrient Intake: (RNI): the amount of a nutrient that is enough for most people in a group S Salmonella: a type of bacterial food poisoning Sample: small amount of the product Scaling up: multiplying up proportionally. Increasing a recipe for bulk production, keeping the ratio and proportions the same Sensory Analysis: identifying the sensory characteristics of products, i.e. taste, texture, appearance, mouth-feel, colour Sensory evaluation: using the range of senses to assess a food product – appearance, smell, taste Sensory qualities: the look, smell, taste, feel and sound of food products Shelf life: the length of time a food product can be kept and be safe to eat Shortening: when fat coats the flour particles preventing absorption of water resulting in a crumbly mixture Solution: when a solid dissolves in a liquid, e.g. salt in water Specification: details which describe the desired characteristics of a product Stabilizers: substances which absorb water and are often used as thickening agents; many can produce gels and also act as emulsifiers Standard component: pre-prepared ingredient that is used in the production of another product 14 Staple food: a food that forms the basis of a traditional diet – wheat, barley, rye, maize or rice, or starchy root vegetables such as potatoes Sterilisation: a method of increasing the keeping quality of products by destroying all micro organisms by heating to a high temperature Suspensions: a solid held in a liquid Sustainability: to continue to support Symptoms: a sign of something Syneresis: usually refers to eggs; if overcooked, the proteins shrink as they coagulate and separate from the watery liquid T Tampering: to interfere with Target Group: the specific group of people at which you are aiming the product Test kitchen: the place where a food technologist experiments and develops new products Textured vegetable protein: protein produced from soya beans. It is either extruded or formed into chunks. Used as an alternative protein and as a meat extender Tolerance levels: the amount of difference allowed when making U Ultra Heat Treatment (UHT): the high temperature, short time sterilization of milk known as long life milk. V Vacuum packaging: a method of preserving food by removing air Vegans: people who eat no products of animal origin Vegetarians: those who for a variety of reasons, choose not to eat meat Viscosity: the thickness of a liquid or a mixture, such as a sauce Command words for Question Papers Analyse: separate information into components and identify their characteristics Comment: present an informed judgement Compare: look for similarities and differences and, usually, reach a conclusion Consider: review and respond to given information Contrast: set in opposition in order to bring about which is preferable Define: give the precise meaning of a word or phrase Describe: give a detailed or graphic account of; set out characteristics Discuss: investigate or examine through argument. Give reasons both for and against. Present salient points Evaluate: appraise the worth of something Examine: investigate closely Explain: give reasons, make plain Identify: select key characteristics Illustrate: make explicit, present clarifying examples Outline: explain the main features Prove: use factual evidence to show the truth State: present in a concise and clear form Summarise: give a concise account of the main points 15