GCE Design and Technology: Food Technology
Coursework Guidance
Copyright © 2007 AQA and its licensors. All rights reserved.
The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered
charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX.
Dr Michael Cresswell, Director General.
COURSEWORK AND COURSEWORK ASSESSMENT
The Nature of Design and Technology – Food Technology
Design and Technology – Food Technology is an investigative subject and where the
analysis and evaluation from practical activities creates innovative new products.
Unit 2 is based on design in the human context; it can be either one full design activity or a
series of shorter pieces of work all based on individual needs. This gives candidates an
opportunity to apply their nutritional knowledge to the design of products.
Unit 4 requires candidates to solve their own problem.
This could involve
• reviewing an existing product with diminishing sales and reinventing the product;
• considering the production of a component and then designing and developing
products
• considering a current issue investigating this and designing and developing products
e.g. obesity, food miles, organic issues etcetera.
Candidates having decided on their hypothesis then identify the objectives in order to solve
their problem in relationship to designing and manufacture. It is necessary to think about
and discuss the industrial implications of the production of their final product.
5.1
Teaching coursework
Coursework should be an integral part of teaching the specification.
Each centre will need to plan the lesson allocation dependent on their particular situation
e.g. timetable, frequency of lessons, length of lessons and so on.
However, it is important to be aware of the date when coursework should be sent to the
AQA or the moderator and still allow time for internal marking. All work must be completed
and delivered for the 15th May in the year of examination.
•
•
•
•
AS level - 50 hours should be dedicated to coursework and of this approximately 25
hours should be practical activities
A level - 60 hours should be allocated to coursework and approximately 30 hours
for practical activities
For both levels candidates need to produce a design folder, however for AS this can
be a series of projects or a full design activity. All A2 candidates must complete a full
design project where they have identified their own starting point and set their own
objectives for considerations related to both design and manufacture.
Alongside the coursework, candidates will need to complete a Candidate Record
Form which will be required at the moderation process
Centres should also be aware that coursework only accounts for half of the AS and A2
qualifications: candidates must equally focus on revision for their examinations. They should
also make sure that they use the skills gained when producing the coursework when
answering the examination papers.
5.3
Candidate Record Form
Each candidate must complete the record form throughout their coursework and place page
references to show where there evidence is within their design folder. They must record
• the type of research
• each practical activity (product analysis, experimental work, testing ideas,
development, final product)
• the skills illustrated in making / manufacture
• the quality control checks included when producing the final product
• the testing procedures used
• the techniques used within their design folder
Included is an example of a Candidate Record Form for Unit 2 information in most of the
sections, for guidance. Please note that this should not be considered exhaustive and is
not the only way that the Candidate Record Form can be completed and that the more
information that is provided to the moderator, the easier it is for them to see what has
happened, why marks have been awarded and whether the AQA standard has been
applied correctly in terms of marking. It is vital that the CRF is signed by both candidate
and teacher(s)
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Candidate Record Form
Series/Year
Appendix D
AS Design & Technology: Food Technology
- Unit 2 ( FOOD2/CRF)
Centre Name ........................................................................................................ Centre No.
Candidate Name................................................................................................... Candidate No.
This side is to be completed by the candidate
Coursework title or brief description
........................................................................................................................................................................
Sources of advice and information
1.
Have you received any help or information from anyone other than your subject teacher(s) in the
production of this work?
(Write YES or NO) .............................
2.
If you have answered YES, give details. Continue on a separate sheet if necessary.
............................................................................................................................................................
............................................................................................................................................................
3.
If you have used any books, information leaflets or other materials (e.g. videos, software packages
or information from the Internet) to help you complete this work, you must list these below unless
they are clearly acknowledged in the work itself. To present material copied from books or other
sources without acknowledgement will be regarded as deliberate deception.
............................................................................................................................................................
............................................................................................................................................................
NOTICE TO CANDIDATE
The work you submit for assessment must be your own.
If you copy from someone else or allow another candidate to copy from you, or if you
cheat in any other way, you may be disqualified from at least the subject concerned.
Declaration by candidate
I have read and understood the Notice to Candidates (above). I have produced the attached work without
any help apart from that which I have stated on this sheet.
Candidate’s signature: ............................................................................ Date ......................................................
This form should be completed and attached to the candidate’s work and retained at the Centre or sent to the
moderator as required.
PTO
Copyright © 2007 AQA and its licensors. All rights reserved.
To be completed by the candidate.
If your submission is a portfolio completed from a number of individual projects
please tick the box
If your submission is a single project please tick the box
Your project(s) will be assessed against a number of assessment criteria. In the space below you should
indicate where in your folder(s) each of these criteria have been addressed.
Criteria 1
8 marks
available
Investigation and Clarification of Problems
•
Identify where you have shown the research you have carried out. Make sure that you have
explained what you have done and why.
Page 1 – Internet ( name web sites) – to find out back ground research about target group
Page 2 – Questionnaire – to find out the individual needs of the target group and identify any
special requirements to use in the specification
Etc…
•
Identify where you have shown your analysis of the information.
Page 1 – 4 – brief analysis of each piece of research
Page 5 – Table to show the type of research – key findings and points to use in the specification
•
Identify where you have written a specification for use in developing your product.
Page 6 – Specification showing – nutritional needs, cost of product and portion size
Criteria 2
24 marks
available
Development of Design Proposal
•
State where you have drawn a range of ideas and tested some of these and state the aim of
each practical.
Page 7 – Drawn ideas and evaluation
Ideas tested to check suitability against the specification
Page 8 – Idea 1– Individual pizza with vegetarian toping
Idea 2 – Individual pie using short crust pastry
Etc...
•
Show how you have developed your product(s), providing explanations for decisions that
have been made.
Page 12 - Chosen idea – Individual pizza
Developments
Page 13 – Development to find out the best type of yeast for bread making – fresh yeast – dried yeast or fast
action yeast
Page 13 – Development to find out the best flour to use for bread making – white plain, white strong, white
strong and wholemeal, wholemeal, granary
•
Identify where you have produced a plan for making.
Page 18 – Plan for making final product – Individual stuffed pizza with fresh tomato and pepper sauce topped with
quorn strips marinated in lime juice and three cheeses
Criteria 3
24 marks
available
Making / Modelling
•
You should use a range of practical skills and follow your plan to produce a quality outcome.
Take photographs of the various stages of your work and include these in your folder. You
must have a picture of your final product. Record all the different skills used in your practical
activities.
Ideas
Bread making
- kneading – shaping
Individual pie
short crust pastry – rolling
out – lining flan case –
sealing edges
Development
Creaming yeast and sugar
Kneading
Use of electric mixer
Bread maker
Shaping bread crust
Proving
Final product
Weighing out
Creaming yeast
Mixing with an electric mixer
Shaping
Etc…
Etc...
Etc...
•
You should provide evidence of quality control checks you have used in the making process.
Quality control checks used
Weighing out
Oven temperature – Gas Reg – 8
Shelf position – middle shelf
Cooking time – 8 mins then reduce heat to Reg 6 for 4mins
Mixing with electric mixer – Medium speed for 30 secs – High speed for 3 mins
Etc…
•
You should check how well your product(s) met your design specification.
Tested for nutritional content – fat below the spec level of 8g per portion,
Costing – each portion would have a selling price of 30p this is 5p below the specification
Copyright © 2007 AQA and its licensors. All rights reserved.
Criteria 4
12 marks
available
Evaluation and Testing
•
You should show how your product(s) has been tested at each stage and how well it meets
the design specification. Record the different types of testing you have used and the page
reference.
Page 7 – Table to show how the ideas meet the specification
Page 8 – Costing of ingredients to find out cost of individual pizza and then allowance made for bulk purchase
of ingredients and costs of production
– Nutritional analysis to find out the fat content
Etc...
Development
Paired test – page 15
Triangle test – page 16
Etc...
•
You should show how the views of others have been considered throughout the
development process and the page references.
Sensory analysis – page 8
Written opinions - page 15
Criteria 5
12 marks
available
Communication and Presentation
•
Consider how you have presented your work so others can understand it.
ICT
Spread sheet for costing
Nutritional table
Photographs using the digital camera
•
Which techniques/practical skills have you used in developing your final product?
Copyright © 2007 AQA and its licensors. All rights reserved.
Teacher Resource Bank / GCE Design and Technology: Food Technology / Coursework Guidance / Version 1.0
The Design Folder
The folder should include work which covers each of the assessment criteria. If a portfolio
approach is undertaken (AS only) it is vital that the Candidate Record Form and the
Folder clearly indicate which assessment criteria are being covered in the different pieces
of work.
The following is a guideline to the number of A3 size pages required for unit 4. Note
that centres may enter work on A4 if they wish also.
UNIT 4 Design and Making Practice
CRITERIA 1
Context and objectives ( introduction)
CRITERIA 2
Plan of action and clarification of problem (plan of action, analysis
and specification) [ NB – NO RESEARCH SHOULD BE
INCLUDED IN THE FOLDER ONLY THE ANALYSIS]
CRITERIA 3
Development of design proposal (ideas development and
explanations, plan for final product)
CRITERIA 4
Manufacture / modelling (photographic evidence of all stages of
manufacture, health and safety, quality controls and final
manufactured product, application of industrial practice)
CRITERIA 5
Conclusion, evaluation and recommendations (on going testing
and final evaluation, including industrial practice, conclusion and
recommendations)
CRITERIA 6
Communication and presentation. Illustrated throughout the work
TOTAL (approximately)
Approximate number of
pages
1
2-3
12 – 20
2–4
2-3
19 - 31
Candidates need to take and keep photographic evidence of all practical work – specific
skills, quality controls, health and safety and finished products.
When the work is sent for moderation it should be removed from the folder and sheets
should then be securely fastened together for postal moderation.
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Teacher Resource Bank / GCE Design and Technology: Food Technology / Coursework Guidance / Version 1.0
Assessment of coursework
All design folders must be assessed using the Design and Technology Criteria, and
teachers are required to show clearly how the marks have been awarded.
If there is more than one teacher or there are two groups taught by different teachers’
internal moderation needs to take place. It is essential there is consistency within a
centre’s marking.
AQA have produced the following marks sheets for the use of teachers to show where
marks have been awarded for each aspect of the work. This can be photocopied and
sent with each individual candidates design folder.
When completing the assessment sheet, teachers need to find the statement which best
fits their candidates’ work. On completion of each section, award a mark which best fits
the candidate’s work, e.g. if a candidate is given Band 1 in each section then decide
between the marks in that section (i.e. outstanding work in each area then the top mark
should be awarded, whilst if the candidate just meets the criteria then the lowest mark
should be awarded). If a candidate’s work straggles several bands similarly decide where
the best fit mark should be. However, if a candidate achieves the top band for one
criterion and not in any other criteria then the top band marks should not be used.
TEACHER ASSESMMENT RECORD SHEET - UNIT 4
FINAL MARKS –
• CONTEXT AND OBJECTIVES
• PLAN OF ACTION AND CLARIFICATION OF THE PROBLEM
• DEVELOPMENT OF DESIGN PROPOSAL
• MANUFACTURE / MODELLING
• CONCLUSION, EVALUATIONS AND RECOMMENDATIONS
• COMMUNICATION AND PRESENTATION
TOTAL
(5)
(8)
(26)
(26)
(12)
(8)
(85)
CRITERION 1 CONTEXT AND OBJECTIVES
CONTEXT AND OBJECTIVES
TEACHER
ASSESSMENT
1. Detailed and perceptive understanding of the context which is
then used to determine the objectives of the design and
manufacture activity
2. Sound understanding of the context which is used to
determine the objectives of the design and manufacture
activity
3. Some understanding of the context which is used to
determine the objectives of the design and manufacture
activity
4. Little understanding of the context which is used to determine
the objectives of the design and manufacture activity
5. Minimal or no understanding of the context which is used to
determine the objectives of the design and manufacture
activity
Maximum mark – 5
(1) 5 (2) 4 (3) 3 (4) 2 (5) 0 -1
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Teacher Resource Bank / GCE Design and Technology: Food Technology / Coursework Guidance / Version 1.0
CRITERION 2 PLAN OF ACTION AND CLARIFICATIONOF PROBLEM
PLAN OF ACTION
1.
2.
3.
4.
5.
TEACHER
ASSESSMENT
A detailed and realistic plan of action to meet stated objectives
A detailed plan of action to meet stated objectives
A plan of action which meets some of the stated objectives
A simple plan of action
A limited plan of action
INVESTIGATION
1. Uses an extensive range of appropriate investigative
techniques, including practical activities (where relevant)
2. Use a wide range of appropriate investigative techniques,
including practical activities (where necessary)
3. Uses a range of appropriate investigative techniques including
practical activities (where necessary)
4. Uses several investigative techniques including practical
activities (where necessary)
5. Uses basic investigative techniques including practical activities
(where necessary)
ANALYSIS
1. Perceptive analysis of gathered information
2. Good analysis of gathered information
3. Some analysis of gathered information
4. Little analysis of gathered information
5. Minimal analysis of gathered information
DESIGN SPECIFICATION
1. A comprehensive, well reasoned and explained design
specification taking into account the research information
gathered
2. A well reasoned and explained design specification taking into
account the research information gathered
3. A design specification with some explanation taking into
account some of the research information gathered
4. A simple design specification with one or two points explained
5. A limited design specification
Maximum mark – 8
(1) 7 - 8 (2) 5 – 6 (3) 3 – 4 (4) 2 (5) 0 - 1
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Teacher Resource Bank / GCE Design and Technology: Food Technology / Coursework Guidance / Version 1.0
CRITERION 3 DEVELOPMENT OF DESIGN PROPOSAL
IDEAS
TEACHER
ASSESSMENT
1. Comprehensive and imaginative range of feasible ideas
2. Varied range of imaginative and feasible ideas
3. An adequate range of ideas with some imagination
4. Limited range of feasible ideas with little imagination
5. Simple ideas with little imagination
DEVELOPMENT
1. Sophisticated and elegant solution achieved by exploring
different proportions of ingredients and their function, methods
of production ad construction
2. Good development of product achieved by investigating a
range of different materials and their functions and methods of
production and construction
3. Adequate development to allow a successful product to be
produced which includes some experimental work with different
ingredients and their functions and methods of production
4. Basic development of design decision
5. Minor changes to the original idea with little evidence of
development
EXPLANATION
1. Design decisions fully explained
2. Most design decisions fully explained
3. Sound explanation of most design decisions
4. Basic explanation of design decisions
5. Limited explanation of design decisions
PLAN FOR MANUFACTURE OF FINAL OUTCOME
1. Comprehensive and detailed plan for manufacture, with the
ability to adapt in the light of changing circumstances
2. Detailed plan which identifies sequences of activities for
manufacture
3. Good plan that identifies the essential stages of manufacture
4. A plan that identifies the essential stages of manufacture
5. Limited plan for the main stages of manufacture
Maximum marks – 26
(1) 21 – 26 (2) 16 – 20 (3) 11 – 15 (4) 6 – 10 (5) 0 – 5
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Teacher Resource Bank / GCE Design and Technology: Food Technology / Coursework Guidance / Version 1.0
CRITERION 4 MANUFACTURE / MODELLING
STANDARD OF MANUFACTURE
TEACHER
ASSESSMENT
1. High standard of manufacture / modelling using appropriate
methods, technologies and ingredients and using a wide range
of skills that demonstrate a high level of accuracy
2. A very good standard of manufacture / modelling using
appropriate methods, technologies and ingredients and using a
wide range of skills with a good level of accuracy
3. A good manufacture / modelling using appropriate methods,
technologies and ingredients and using a range of skills that
demonstrate an acceptable level of accuracy
4. Adequate standard of manufacture / modelling using
appropriate methods, technologies and ingredients and using
skills with some accuracy
5. Limited standard of manufacture / modelling using appropriate
methods, technologies and ingredients with little or no accuracy
APPLIED INDUSTRIAL PRACTICE
1. Demonstrates and applies a thorough understanding of
industrial practice
2. Demonstrates and applies a clear understanding of appropriate
industrial practice
3. Shows some understanding and application of industrial
practice
4. Shows basic understanding of industrial practice
5. A minimal understanding of industrial practice
HEALTH AND SAFETY AND QUALITY CONTROL CHECKS
1. Evidence of appropriate health and safety and quality control
checks throughout the manufacturing process to ensure
consistency
2. Necessary health and safety issues and quality control checks
built into manufacturing
3. some consideration of health and safety issues and quality
control checks is provided
4. Little evidence of health and safety issues and quality control
checks
5. Basic application of health and safety
MEETS THE SPECIFICATION
1. Outcome satisfies all major points of the specification
2. Outcome satisfies most major points of the specification
3. Outcome satisfies most some of the major points of the
specification
4. Outcome satisfies some points of the specification
5. Limited correlation between the outcome and the specification
Maximum marks – 26
(1) 21 – 26 (2) 16 – 20 (3) 11 – 15 (4) 6 – 10 (5) 0 – 5
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Teacher Resource Bank / GCE Design and Technology: Food Technology / Coursework Guidance / Version 1.0
CRITERION 5 CONCLUSION, EVALUATIONS AND RECOMMENDATIONS
CRITICAL ANALYSIS
TEACHER
ASSESSMENT
1. A critical analysis of the design process and final outcome
2. A detailed analysis of the design process and final outcome
3. Some analysis of the design process and / or final outcome
4. Basic analysis of the design process and / or final outcome
5. Limited analysis of the design process and / or final outcome
TESTING AND CONSIDERATION OF INDUSTRIAL PRACTICE
1. Comprehensive testing strategies throughout the work
including, where relevant
comments of others and
considerations of Industrial Practices used to make perceptive
and critical judgement
2. Good testing strategies throughout the work including, where
relevant, comments of others and consideration of Industrial
Practices, used to make judgements
3. Reasonable testing strategies throughout the work including,
where relevant, comments of others and consideration of
Industrial Practices, used to make judgements
4. Some testing strategies throughout the work including , where
relevant, comments of others and considerations of Industrial
Practices, used to make judgements
5. Limited testing strategies throughout the work including, where
relevant, comments of others and consideration of Industrial
Practices, used to make judgements
EXTENSION OF THE PRODUCT
1. Excellent understanding of the ways the outcome could be
improved or extended
2. A good understanding of the ways the outcome could be
improved or extended
3. A reasonable understanding of the ways the outcome could be
improved or extended
4. Some understanding of the ways the outcome could be
improved
5. Little understanding of the ways the outcome could be
improved
Maximum mark – 12
(1) 9 – 12 (2) 7 – 8 (3) 5 – 6 (4) 3 – 4 (5) 0 – 2
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Teacher Resource Bank / GCE Design and Technology: Food Technology / Coursework Guidance / Version 1.0
CRITERION 6 COMMUNICATION AND PRESENTATION
PRESENTATION
TEACHER
ASSESSMENT
1. Excellent level of communication and presentation, including
competent use of appropriate technical language
2. Very good level of communication and presentation, including
competent use of appropriate technical language
3. Good level of communication and presentation with good use
of appropriate technical language
4. Reasonable level of communication and presentation with
limited appropriate technical language
5. Evidence of communication and presentation at basic level with
little use of technical language
RANGE OF TECHNIQUES
1. Wide range of materials, techniques and media which conveys
the details of design and manufacture
2. A good range of appropriate materials, techniques and media
used top convey the details of the design and manufacture
3. A variety of appropriate materials, techniques and media used
to convey the details of design and manufacture
4. Sufficient information to show how the product has been
designed and manufactured
5. The information appears disjointed; it may be difficult to see
how the product has been designed and manufactured
WRITTEN COMMUNICATION
1. Complex ideas expressed extremely clearly and fluently in a
structured and relevant way with few, if any errors of grammar,
punctuation and spelling
2. Moderately complex ideas expressed clearly and fluently in a
reasonably structured and relevant manner with only
occasional errors of grammar, punctuation and spelling
3. Straight forward ideas expressed clearly with some errors of
grammar, punctuation and spelling but not sufficient to suggest
weakness in these areas
4. Simple ideas expressed clearly with errors of grammar,
punctuation and spelling indicating a weakness in thee areas
5. Some attempt made to express ideas with significant errors of
grammar, punctuation and spelling suggesting major
weaknesses in these areas
Maximum mark – 8
(1) 7 - 8 (2) 5 – 6 (3) 3 – 4 (4) 2 (5) 0 - 1
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