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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!
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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
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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
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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
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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
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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
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